Lesson Plan

Title: Monster Pets!

Length:

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Shown an example of animals made up of shapes; can the student create a form using the same technique?
Can students use construction paper shapes to create form?
Can students use glue sticks properly to hold their pieces together?
Can students create a story about their artwork?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are a new mad scientist who wants to make himself a pet monster. His monster needs to be able to do all of the things the scientist likes to do
in his free time. While he works he likes to day dream about all the adventures he will be able to go on with his new monster pet. You will create
your own monster pet using different colored construction paper shapes.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Shape, storytelling, form, color, visual representation, expression

Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Shape is used to create form when making art. (standard: Invent to Discover and Create, PGC: Develop and build appropriate mastery in art
making skills using traditional and new technologies and an understanding of expressive features of art and design, GLE: Create works of art based
on personal relevance)
Story telling can be done with visual representation. (Standard: Relate and Connect to Transfer, PGC: Explain, compare and justify that the
visual arts are connected to other disciplines, the other art forms, mass media, and careers in art and non-are related arenas, GLE: Artists and
viewers contribute and connect to their communities.
Color influences what is being expressed through art. (Standard: Observe and Learn to Comprehend, PGC: Recognize, articulate, and debate that
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the visual arts are a means for expression, GLE: Personal feelings are described in and through works of art)

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. After looking at monster examples, SWBAT verbally list shapes used to create monster form. (Blooms: Understanding/Analyzing Standard: Comprehend - GLE: Artists and viewers recognize characteristics and expressive features within works of art - Art Learning:
assessment/expressive features)
2. Using sketch paper, SWBAT draw monsters using only shapes. (Blooms: Remembering/Evaluating - Standard: Create - GLE: Identify that
art represents and tells the stories of people, places, or things - Art Learning: concepts-ideation/expressive features)
3. Given colored construction paper shapes, SWBAT assemble shapes that represent parts of the animal they drew. (Blooms:
Applying/Analyzing - Standard: Create - GLE: Create two- and three-dimensional works of art based on personal relevance - Art
Learning: Materials/technique)
4. Using the monster they made SWBAT elaborate upon the story behind their monsters purpose. (Blooms: Creating/Interpreting- Standard:
Transfer- GLE: Visual arts relate experiences to self, family, and friends- Art Learning: Ideation/Reflection/History)
5. Illustrating their knowledge of color, SWBAT talk about how they used color in their monster. (Blooms: Remembering/Evaluating Standard: Reflect - GLE: Identify that art represents and tells the stories of people, places, or things - Art Learning: Reflection/conceptsideation/expressive features)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

-Pre-cut construction paper shapes will be provided

-Multiple drawing tools will be available for students to use
when adding details to their monster, students can pick one
they need more practice using

Students will be able to discuss how shapes can transfer to form

when creating a monster from cutout paper.

Access (Resources and/or Process)

Expression (Products and/or Performance)

-Multiple drawing tools will be available for

students to use when adding details to their monster,
students can pick one they have not tried yet

Advanced students may cut out their own shapes to further

demonstrate their monsters purpose
Advanced students will be encouraged to look more closely at
their choices in color and examine how that influences what
their monster can do.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocabulary: construction paper, storytelling, triangles, rectangles, pentagon, octagon, oval, circle, trapezoid
Literacy: Handout to students with shapes spelled out to practice writing for - squares, triangles, rectangles, pentagon, octagon, oval, circle,
trapezoid
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Construction Paper of different colors

Sketchbooks
Handouts of shapes
Glue sticks
Scissors
Colored pencils
Crayons
markers

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Personal example art work made for illustration on monsters made with paper shapes
Handout on shapes

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Have sketch paper ready to hand to students

Different colors of construction paper
Different color shapes pre-cut and ready to use
handout on shapes
Personal example art work made for illustration on animal made with paper shapes
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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Do not cut anything but paper with the scissors

Do not put glue on anything but the paper

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

While reading the book if youre a monster and you know it by Rebecca Emberley, and Ed Emberley the students will act out the song (and/or sing)
and sing monster sounds. We will look at pictures of the monsters from the book and identify shapes used for different parts. If they could have
their own monster pets what would they do with them? How will this influence what they look like? I will ask them what shapes they could use to
make their monster pets.
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Can you name all of these shapes (shown on the handout)? (squares, triangles, rectangles, pentagon, octagon, oval, circle, trapezoid)
What shapes can you see that make up this monster (refer to monsters in the book if youre a monster and you know it by Rebecca and Ed
Emberley)
What shapes can you use to make up the head body, legs and arms?
How can you change the shape to make it look like fur, feathers, teeth or claws?
How does color change what your monster will be able to do?
What adventures are you and your monster pet going to be able to go on?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,
etc. Include motivation and ideation/inquiry where appropriate.

Day
1

Instruction

Learning

Time-

Prep for before class- have the sketch paper ready for
handing to the students and the book If youre a monster
and you know it ready. Have the construction paper and
pre-cut shapes set aside and ready to give to students for
their art project. Have pencils and erasers on the tables

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2.

3.

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5.
6.

7.

Everyone gather in the front area of the classroom ready to

read the book at the start of class. Will introduce the book
to the students and ask if they know the song if youre
happy and you know it. Will have the students help make
the monster sounds while reading the story and sing the
song. Will discuss the shapes that make up the monsters in
the pictures.
Introduce RAFT today we are going to pretend to be
scientists who want to make a pet monster for themselves.
The science lab gets lonely so we are going to create
monster pets that can do all of the things we like to do. To
make the monster come alive we need to think about all of
the fun adventures our monster will be able to go on with us
while we are putting the monster together. Show the
students teachers examples of monsters created using
shapes. Point out the shapes used to create them so students
have idea of what they are expected to draw in their
sketchbooks. Identify connections between monsters
features and what the monster can do. Give the students
their sketch paper and have them brainstorm and draw ideas
about the monster pet they wish to create using only shapes.
Have students stand tuck their chairs in and freeze, then
gather around the yellow and green table for further
demonstration on cutting, altering, and assembling shapes
with the construction paper. Show them the two examples
again of the monster pets already created and ask ideation
questions about color and textures. (I.e. what shape could
was used for the head, legs, or body of this monster? What
does this tell you about what the monster can do? )
Reiterate the point of the monster as a friend they go on
adventures with. Tell class that they will be sharing stories
about their monsters adventures.
Students will return to the tables and use their sketched
shape drawings to guide them on making their monster with
shapes they assemble using construction paper. Once time
is up, have students put their names on the back of the
monster created and place it on the drying rack.
Have each student think about one adventure they will go
on with their monster and sketch a picture of it.
In groups of 3, have 1 student at a time tell a story about an
adventure they will have with their monster pet and explain
why they used the shapes and colors they did.

CLEAN UP- All students will put their

1.

Students will begin to associate what a creature can do with

how it looks; students will recognize the use of shape and
color in creating form.

1.

15
mins

2.

Direct instruction:
Students will understand the task they are being asked to
accomplish. Through completion of sketch students will
illustrate their understanding of how shapes create form.
Students will also begin to create a narrative in their head
about the artwork they are creating.

2.

15
mins

3.

3-5
mins

4.

20
mins

5.

15
mins

6.

10
Mins

7.

5-7
mins

3.

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5.

6.

Direct and discussion based instruction:

Students will identify and discuss shapes and colors that
could be used for their own animals. They will also see how
using different shapes and colors change the expressive
features of their artwork. Students will continue to think
about the narrative behind their work and how it is
influenced by creative decisions

Independent exploration:
Students will transfer previous knowledge of drawing
shapes to create form to using construction paper shapes to
create their monster pet
Independent exploration:
Students will use visual representation to record a narrative
about the artwork (monster pet) they just created

Collaborative learning and reflection:

Students will use their drawing to tell a story about the
artwork (monster pet) they created. Students will learn to

monster pet sketches, monster pet

creations, and monster pet story drawings
in the folder for their table. Collectors will
collect any materials left out and throw
away paper scraps. Clean police will pick
up scraps from the floor and wipe down
tables. When the room is clean students
will stand behind their chairs and I will
dismiss the quietest table to line up by the
door first.

listen about the choices made by other students when they

created their art, they will also have time to reflect on the
decisions they made in their own work. They will be
encouraged to ask questions of the students and discuss
observations
7.

Students engage in familiar routine and practice respecting

the classroom, their artwork, and the art materials

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, and interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How
will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards
and grade level expectations of the lesson.)

-Students will be asked clarifying questions during their sketchbook and creation section of the lesson (i.e. Can you name the shapes? (squares,
triangles, rectangles, pentagon, octagon, oval, circle, trapezoid) What shapes can you see that makes up this monster? What shapes can you use to
make up the fur, feathers, or scales? What other media could you use to show these shapes and characteristics?
-What are some of the adventures you and your pet monster will go on? What is it about your monster that will make these adventures so fun?
Students will get together in groups of 3. 1 student at a time in each group will share what adventures they plan to go on with their monsters, other
students in the group will share what shapes they see in the art work.
Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

1. Can students create form with the use of shapes?

2. Were students able to comprehend and apply knowledge of
shapes to their monsters?
3. Were students able assemble shapes with reasonable accuracy to
make the monster from their sketch?
4. Did students create a story for their monster pets?

Checklist:
1. Does each student have monster created from construction paper
using shapes?
2. Did the student use shapes in their sketch?
3. Did each student create a story telling about the adventures they
go on with their monsters?
4. Did each student have a purpose for their monster?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey

Circle

Octagon

Pentagon

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Trapezoid

Oval
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Rectangle

Square

Triangle