Reyna Gabriel

September 24, 2019

Art- 3rd GradeMy mantra for the day:

Objectives Essential Question Standards Studio Habits of Mind

TSW look closely at How do artists use Va: Cr2.1.3- Create Develop Craft-
nature to identify pattern? personally satisfying
patterns. artwork using a Care for materials.
variety of artistic
TSW create a pattern processes and Learn artistic
observed from nature materials. principles.

TSW use a variety of Va: Cr3.1.3-

media options to add Elaborate visual
details to self- information by adding
portraits. details in an artwork
to enhance emerging
. meaning.

Va: Cn10.1.3-
Develop a work of art
based on
observations of
surroundings.

1. I am the artist.
2. Today I will look closely at nature to create a pattern.
3. I will use a variety of media choices to add details to my self-portrait.

Unit: Portrait (Rotation 3)

Lesson: Adding Details Through Pattern Exploration
Materials:
Materials for Student Use On tables: Pencils, crayons, texture plates, objects from
nature (rocks, leaves, flowers, etc.) scrap paper
Materials/ Media Choices: Oil pastels, watercolor pencils, watercolor crayons, hand
sharpener, water brushes, round tip sharpies, fine tip sharpies, colored sharpies, cut
paper pieces, scissors, glue sponges, India ink, ink holders, thin tip round brushes,
portrait underdrawings on “Art to Remember” specific paper, visual aids (material
technique sheets and instructions)
Materials for Instruction: IPad (powerpoint, visual timer, camera), IPad dock, use student
media for demonstration, student examples
Anticipatory Set:
“What is a pattern” (Get students thinking/ looking at pattern as they come into class)
State to students-
“Today we will continue our self-portraits, we will explore patterns and how artists create
detail with patterns.”
My Manta (Repeat after me)
Purpose:
Students will create progressive annual self-portraits for “Art to Remember” projects. The
students will build an understanding of portraiture. Students will learn to look at surroundings to
apply inspiration to works of art.
Input:
“What is a pattern”- a repeating unit, using line, shape, and color.
Patterns are in nature all around us.
How can we look at an object in nature and notice a design to create a pattern? (Demo, noticing
shapes, lines, and colors)
How do artists use pattern to add detail to their artworks?
Model:
Model procedure for guided practice-
1. Get paper/pencil/crayon
2. Choose object
3. Draw patterns by noticing shapes/lines/colors
Demo texture plate-
1. Use paper, crayon, texture plate
 2. Rub crayon on paper, on top of texture plate
Demo- ink/sharpie outlining underdrawing including details. How to use a thin ink brush for
drawing.
Demonstrate applying patterns by displaying do’s and don’t examples. Talk through what we
notice.
“Buffett” table procedures.
Assessment/ Evaluation:
Check For Understanding:
“Who can remind us what a pattern is?”
“What is step 1… step 2… step 3….”
“Capiche?”
Grasp use of materials and understanding of the concept by demonstration in their artworks.
(Formal evaluation using rubric at the end of the unit) Also, not clean up procedures for the
proper use and care of materials.

3 2 1

The student chose materials
with purpose and applied with
care. The student used a
variety of materials (at least
3).
The student chose tools and The student put little thought
materials carefully using two into the choice of materials
types of media. using one media choice.

The student applied patterns
in an intentional and
thoughtful way.
The student attempted The student did not apply
patterns to add details. The pattern/ design to the portrait.
pattern shows little purpose
or added random shapes or
lines.

The student observed line, The student observed line, The student did not use
shape, and color, from nature shape, or color to create observations from nature to
to apply a pattern. pattern. create a pattern or did not
design a pattern.

Guided Practice:
Students will explore patterns in nature by looking at objects and noticing the line,
shape, and colors in a design. They will capture or recreate these patterns and designs on
scrap paper.
Independent Practice:
 Students will add details to their self-portraits using a variety of media choices. They will
select the media. Students will apply patterns from their exploration to create detail in their
portraits.
Adaptations/Accommodations:
Addressing multiple learning styles-
I will give instruction verbally, visually, and students will have the chance to explore physically. I
will verbally narrate how to capture and notice patterns. Students will have the chance to
explore tangible objects for patterns as well as visually.
For students who may struggle with the lesson, there digital video reteaching
demonstrations with QR codes available to students. I also use small group demonstration and
student examples.
Student-driven media options are provided to engage students at their own levels of
detail and skill.
For students who have achieved mastery with portraits and show interest in drawing
there is a drawing extension option. These students will have access to a Microsoft sway that
has a variety of drawing tutorial instruction. I also have a portable drawing extension center that
they will use containing: gum erasers, drawing pencils, hand sharpener, and blending tools.
Closure
Revisit key points of the lesson through discussion. Also, demonstrate student artwork

who showed an understanding of self-portrait and skills using the materials. Students will

participate in TAG. Tag is a critique process to get students talking about their art with their

peers and to reflect on their artwork.

T- Tell a friend something you like about their artwork.

A- Ask a question.

G- Give positive advice.

(QR code for video demonstration and extensions)