Running Head: LESSON PLAN

Apple Tree Lesson Plan Kara Martin, Nancy Rice, Kristen Wiggens Ivy Tech Community College

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Name Kara Martin, Kristen Wiggins, Nancy Rice Grade:2 and 3 Common Core Standard: English/Language Arts, Social Studies Standard Domain: Collaboration and Comprehension CCSS.Literacy EL 3.3.2006, Social Studies S.S. 3.3.3.2007 Standard: Objective: Materials/Media/Technology:

Oh The Places Youll Go by: Dr. Seuss Acrylic Paints Paint brushes Templates for making balloons Canvas Muslin for balloon material String/ Twine Industrial strength craft glue (for use by pre-service teachers only) Hair Dryer ( to dry painted balloons and background) Pencils LIned paper with space to attach construction paper balloons Construction paper Scissors Rulers Cardstock for baskets

I. MOTIVATION: Read the story Oh The Places Youll Go by Dr. Seuss. Ask the children If you had a hot air balloon where would you most like to go? Tell the students You will create your own hot air balloon artwork for a collaborative group artwork piece, and that he/she will get to paint! Not only will you be creating a beautiful work of art but there will be an auction to raise funds that will help your afterschool program here at Burris. How neat is it that you will get to help your program raise money for supplies? GOAL FOR LEARNER: To work well in a group and create a project together and expand the learners knowledge of different places and communities.

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II. PROCEDURE: Step 1: After you receive your paper, please sketch how you would like your balloon to look like and after more instruction you will write on the lines below. You can start thinking of something about the place that you want to share in the work of art. But do not write about it until after we talk about it! Distribute paper to each student. Instruct the students not to make his/her design too large so it will fit on his/her balloon. Step 2: Students will write a detailed description of the place he/she chose using adjectives on the lined paper attached to the back of the construction paper sketch. Step 3: a.)Students who are finished sketching his/her design and writing his/her description will begin painting the background on the canvas. Some students will paint the blue for the sky, others will paint the clouds white. Once the background canvas is completed it will be set aside to dry. b.)When all students have completed his/her sketches, we will pass out the material for the balloons to paint. The students will be instructed to outline his/her design with a pencil before painting the balloons. Paint will be set up for the students and paintbrushes and water cups will be passed out to each student along will a paper towel for blotting the paintbrush. Step 4: Students will be instructed to begin painting his/her balloons. Step 5: Students will be instructed not to move his/her balloon once he/she is finished painting and that one of the teachers will come around to collect them to set aside to dry. NEW INFORMATION: While the students are drawing his/her designs for his/her balloon, I will call upon a student one at a time to tell the rest of the group three facts they know about the place

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they chose. I will then instruct students about descriptive detail and give examples of descriptive detail. Descriptive detail provides information about what is going on. Where something is. What it looks like. Ex: I am wearing a sweatshirt and jeans and shoes to the park./ I am wearing a brightly colored sweatshirt and blue jeans and tennis shoes to Heekin Park. CHECKING FOR UNDERSTANDING: The children will write about the place they chose using adjectives to describe it. How would you describe the place you chose? Is it in the city or the country (urban or rural)? Are there rivers, mountains or forests? Are there tall buildings and streets? Now that we have talked about descriptive statements I would like for you to write about your favorite place on the lines below your balloon. Please write three sentences describing the place you chose. MODELING: Show the children an example of a completed balloon. This is an example of a balloon after it is painted. What do you notice about the sides? There is a area around the edges that was left blank so that it can be attached to the canvas and stuffed with tissue paper. We want to make sure that you understand that this space will be covered when the art is assembled. With that in mind if you choose to paint that portion it is ok but we can not promise that it will be visible on the completed project. We will be distributing these on pieces of board like this. Please leave them attached to the boards as you paint them. First you will lightly sketch on the muslin with a pencil.Then you will paint them. Sketching on them first helps you plan what you want them to look like. GUIDED PRACTICE: The students will begin to work on their balloons. They will draw on their balloons with only a pencil in order to practice for other materials. CHECKING FOR UNDERSTANDING: The teacher will ensure that the students have practiced on their balloon before they are given any other materials to work with. PRACTICE: The students will draw the symbol of their place on their balloon. ASSESSMENT:

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The students will have written a story about a place special to them and will have drawn a symbol that represents their story on their balloon. EXTENSION: There will be three co-teachers that will be in the room helping any students that are behind or ahead of the general classroom. CLOSURE: As you finish with your art please lay it flat on the table and feel free to move around quietly and look at the work of others. You may talk quietly with students who are finished about the balloons you see. The students will lay their completed balloon on a table to dry and the student will get to look at all the other balloons and talk to each other about the places they see represented. The students will take home the first sketch and the description and share that with his or her family. The sketch you did earlier on the paper and the description you wrote will go home with you. Please share it with your family and talk to them about your place and the art that will be up for auction to raise money for your after school program. III. EVALUATION

Category Writing Activity

10 points Story is completed and the students has written with good detail and a strong/varied vocabulary.

5 points Story is not completed or is too short and lacks detail and vocabulary level with the age group.

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Making Balloon

Students have made their balloon to the best of their ability and can explain how it relates to their story.

Students do not attempt to draw anything on their balloon or draw something completely unrelated to their story.

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LESSON PLAN References Seuss, Dr. (1990). Oh The Places Youll Go. New York City, New York: Random House.