Lesson Plan Title: Paper Lanterns (1st Grade) Length: 3 classes

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.

Are students able to:

Define pattern
Use staplers

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)

Students will learn what a pattern is and how it can be used in their own art. After describing patterns around the room,
students will practice making their own patterns. The final project will consist of patterns created on colored paper that is then
used to build a lantern.

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.

Observation
Repetition
Pattern

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.

Artists create patterns through the use of repetition.

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 I can create patterns in my 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)

Using their sketchbooks, students will be able to generate ideas for their patterns.
Blooms: Create Standard/GLE: 1.1 Observe and Learn to Comprehend Works of art express feelings Art
Learning: Conceptual/ideation/personal grounding

Using markers or crayons, students will be able to create designs with patterns for their lanterns.
Blooms: Apply, Create Standard/GLE: 3.1 Invent and Discover to Create Create art to communicate ideas,
feelings, or emotions. Art Learning: Material/techniques

Using their classroom, students will be able to describe how patterns are used in the world around them.
Blooms: Analyze, Create Standard/GLE: 4.1 Relate and Connect to Transfer Visual arts relate experience to self,
family, and friends Art Learning: Conceptual/ideation/personal grounding

Using completed lanterns, students will complete a gallery walk to view their peers work and reflect on their own artistic
decisions.
Blooms: Evaluate Standard/GLE: 2.1 - Envision and Critique to Reflect Visual arts provide opportunities to respond
to personal works of art and the art of others Art Learning: Critical reflection/aesthetics/transfer

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: Access (Resources and/or Process) Expression (Products and/or Performance)

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(Multiple means for students to access content and
multiple modes for student to express understanding.) Using stencils to trace patterns Lantern with simple pattern

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

Choice of medium other than marker or Lantern with complex/detailed pattern and
crayons added embellishments.

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: Repetition, pattern

Literacy: Verbal ideation and reflection

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.

Sketchbook
Construction paper
Pencils
Markers
Crayons
Glue
Scissors
Staplers

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.

Example lantern

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

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 Cut various colors of construction paper to 9 x 9
Gather materials

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Use scissors and stapler appropriately

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.

Show students example lantern

Ask students to look for and describe any patterns they see in the art room

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.

What is a pattern?
Repetition of shapes, colors, lines

Students will practice creating their own patterns in sketchbooks

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day 1 Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
information, understandings, etc. will be taught.) Identify instructional comparing, contrasting; synthesize possibilities for each painting
methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of
the instruction as it relates to learning.) UNDERSTAND

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 Introduce students to project and pattern:
Today were going to explore pattern and start making
paper lanterns.
Who can tell me what a pattern is?
o Repetition of shapes, colors, lines
Draw examples of designs with and without pattern on
whiteboard. Is this a pattern? Why?
Can anyone find and describe a pattern they see in the art
room?

Hand out two sheets of practice paper to each student

Before we start our lanterns, we need to practice creating our

own patterns. Start by making two different patterns, one on
each sheet of paper. You can use markers to add color if you
want.

Once youre finished with your patterns, show them to me and

you can choose the colors for your lantern.

Transfer your designs onto the colored paper and complete your
design using markers or crayons.

Work time

Make sure your name is on EACH piece of paper and then clean
up according to table jobs as usual.

Day 2
Who can tell me what we worked on last time?
Paper lanterns
Patterns

What is a pattern?
Repetition of shapes, colors, or lines

Whats the first step?

Practice making two DIFFERENT patterns
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 Next step?
Show me, pick out colored paper, and transfer design

Once several students have drawn and colored their final designs
on colored paper, stop the class and demonstrate how to cut the
outside portion of the lantern.
The outside portion of the lantern is the larger,
rectangular piece of paper
Using a ruler, draw a line across both short ends of the
paper
Fold the piece of paper in half hamburger style
Starting on the folded (closed) side, make at least six cuts
up to the drawn line

Work time

Make sure your name is on EACH piece of paper and then clean
up according to table jobs as usual.

Day 3
Who can tell me what we worked on last time?
Paper lanterns
Patterns
Cutting outside portion of lantern

What is a pattern?
Repetition of shapes, colors, or lines

How do we cut the outside portion of the lantern?

Lines, fold, cut to lines

Work time

Once several students have finished cutting the outside portion,

stop the class and demonstrate how to assemble the lantern with
staplers.
Does anyone know what this is called and how it works?
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 o Stapler, pushes out metal staple, punctures paper
and clamps down
Where does the paper go?
What do we need to careful of when using the stapler?
o Pressing staple into hands/finger
o Pinching fingers
o Shooting staples at each other
Start by rolling up the smaller square so that the ends
overlap about one inch. Staple once at the bottom and
once at the top.
Wrap outside portion (cut paper) around the shorter
circle while both are parallel. Once the tops are flush and
overlapping as tight as possible, staple twice around the
top rim.
Push the bottom of the longer paper up until its flush
with the bottom portion of the inner circle and staple
twice.

Work Time

Can add handle or embellishments with glue as you finish.

Once everyone is finished, place lanterns on table and line up

behind me for gallery walk through completed lanterns.

What did you see?

Which did you really like? Why?

Make sure your name is on EACH piece of paper and then clean
up according to table jobs as usual.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, 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.)

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 Students will reflect on their work and the work of their piers by observing the work with a gallery walk and discussing why
or why not they like the artistic decisions the artist made.
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.

Did students generate ideas for their patterns? 4 - Student created a lantern with highly detailed
pattern, handle, and embellishments
Did students create designs with patterns for their lanterns? 3 - Student created a lantern with a detailed pattern and
handle
Did students describe how patterns are used in the world 2 - Student created a lantern with little pattern and no
around them? handle
1 Student created a lantern with no pattern or handle
Did students complete a gallery walk to view their peers
work and reflect on their own artistic decisions?

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.