ODU-DCOE Core Instructional Lesson Plan

Overview
Lesson/Unit Plan Overview

Date: September 18, 2015

Lesson Title: Teddy Bear Picnic
Grade Level: Kindergarten
Subject Area: Art
Time Allotted for Lesson: Three forty-five minute class meetings
Short Description of Lesson
In this lesson, the students will get a taste for Kindergartens Big Idea of Celebration
through the introduction of the Teddy Bear Picnic song and theme for their lesson. The students
will walk into the classroom that is set up for a picnic for stuffed animals. The students will listen
to the Teddy Bear Picnic song as a class as well as learn how it relates to celebration. The
students will learn about basic shapes (such as circles and ovals) and use this knowledge to begin
to associate these shapes with the body parts of stuffed animals. Following the mastering of
understanding these basic shapes, the students will learn to tear construction paper into strips and
shapes to create their own two-dimensional stuffed animal. The students will learn to plan a
sketch before creating their background scenes with marker on diffusion paper. The students will
learn how to use water and a paintbrush to create a watercolor effect with the markers and

diffusion paper. Once the paper is dry, the students will learn how to assemble their torn paper
with glue onto their background scenes to create their stuffed animals.
Standards
Lesson/Unit Plan Standards
NK.1.2
NK.4.1
NK.6.1
NK.6.2
NK.6.3

Follow a sequence of steps used in creating works of art.

Identify and use the following in works of art:
c. Shape-circle, square, triangle, rectangle, oval
d. Texture-visual/tactile
Use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling,
folding, cutting, modeling, stamping) to create two- and three-dimensional works
of art
Use art tools
b. Paintbrushes
Use art materials
a. Glue
Markers

Instructional Objectives
Instructional Objectives
1. After a teacher demonstration, TSWBAT follow a sequence of steps to create their
artwork according to the rubric (I can follow the steps)
2. After practicing paper ripping techniques together during guided practice, TSWBAT use
basic motor skills to tear bear shapes according to the rubric (I can tear paper into shapes)
3. After a demonstration on using a paintbrush, TSWBAT wet their paper with the proper
amount of water according to the rubric (I can use a paintbrush to wet my paper)
Focus
Enduring Understandings
The big idea for this lesson is Celebration. The concepts are:
Celebrations bring people (or teddy bears) together
Celebrations can sometimes include special foods, games, and music
Essential Questions
What is a celebration? What do you think the teddy bears are celebrating in this song?
What could you celebrate at a picnic/what could picnics celebrate? What other stuffed animals
could come to a teddy bear picnic? Where could a teddy bear picnic happen? What kind of food
would they have at this celebration? How can you show celebration in your artwork? What kind
of celebrations have you been a part of?

Procedures
Lesson/Unit Set
The students will walk into the classroom that is set up for a picnic for stuffed animals.
The table in front of the door will be set up with a red and white checkered table cloth, paper
plates, plastic food, and (of course) teddy bears. As the students walk into the classroom, they
will already be listening to the Teddy Bear Picnic song. The students will listen to the Teddy
Bear Picnic song as a class as well as learn how it relates to the big idea celebration.
Rationale
This lesson is related to the students real life because they can experience celebration in
many ways (even every day) to show what is important in their lives. In the case of the Teddy
Bear Picnic, they could be celebrating a reunion, birthday, community, tradition, or even just
because. Students will be asked to question what it is that the teddy bears are celebrating at their
picnic. As Kindergarteners, the students could be celebrating the beginning of their educational
journey or even the completion of their pre-school lives.
Techniques and Activities
Day One
The students will practice tearing construction paper into circles and ovals (the students
will keep good shapes to use for their stuffed animal)
The students will tear shapes to save for assembling their final projects
Day Two
The students will plan/sketch basic shapes to be used for their stuffed animal
The students will learn how to hold and use a paintbrush with water
The students will create their own background with diffusion paper, markers, and water
(If time) The students will tear shapes to save for assembling their final projects
Day Three
(If necessary) The students will finish drawing/painting their background
(If necessary) The students will finish tearing shapes for assembling their final projects
The students will learn to use glue to assemble their stuffed animal and glue them onto
their backgrounds
Select students will verbally communicate/discuss their projects to the class
Lesson/Unit Closure
I will check for understanding on what the students have learned throughout the lesson by
asking/answering questions. The students will present their work by explaining what celebration
is going on in their work. The students will answer questions reviewing the material covered in
the lesson. These questions will be similar to, if not the same as, some of the essential questions.
What is a celebration? What kinds of things can we celebrate? What is one of the three-five basic

shapes we learned about? What shape(s) are used to make the stuffed animals head, body, limbs,
etc.? How does tearing the paper give the stuffed animals texture? Why is planning in a
sketchbook important? How do we use markers? How do we use a paintbrush? How do we use a
glue stick? The students (still learning to) must raise their hands before answering the questions.
For every day of the lesson, students will spend the last five minutes of class cleaning while also
listening to the Teddy Bear Picnic song.
Assessment/Evaluation
Unsatisfactory (0)
How well could the
student follow a
sequence of steps?

The student did not

follow a sequence of
steps.

How well could the

student tear basic
shapes from
construction paper?
How well was the
student able to
correctly use a
paintbrush?

The student did not

tear shapes from
construction paper.
The student did not
use a paintbrush.

Needs
Improvement (1)
The student had a lot
of difficulty
following a sequence
of steps.
The student simply
tore small pieces
from construction
paper.
The student used the
paintbrush
incorrectly/used too
much water.

Satisfactory (2)

Very Good (3)

Outstanding (4)

The student had

some difficulty
following a sequence
of steps.
The student tore
some form of a
shape from
construction paper.
The student had
some difficulty using
the paintbrush.

The student mostly

followed a sequence
of steps.

The student
successfully
followed a sequence
of steps.
The students
successfully tore
circular shapes from
construction paper.
The student
successfully/
correctly used a
paintbrush.

The student almost

accomplished a
circular shape from
construction paper.
The student used the
paintbrush mostly
correct.

The students will be assessed/evaluated throughout the lesson. For each student, I will
assess their understanding of shapes in relation to the stuffed animal body parts, their ability to
tear basic shapes from construction paper, and how to correctly use/hold a paintbrush. Students
can receive a total of twelve points (four points for each of the said expectations).
Learners Products
Day One
Torn paper shapes
Day Two
Sketch of shapes
Background/scene on diffusion paper
Day Three
Completed project
o Teddy bear glued together
o Teddy bear glued onto diffusion paper
Supplemental Activities: Extension and Remediation
Extension For students who have quickly grasped the concept and require a deeper
challenge, I might ask these students to think about tearing clothing, hair/accessories, jewelry,
hats, shoes, and even food for their stuffed animals from construction paper.
Remediation For students requiring remediation, I might sit with the student one-onone to go more in depth with my expectations from them about the lesson and/or to re-teach the
material in a slower and simpler form. If the student is having a difficult time tearing paper, for

example, I might send a sheet or two of construction paper home with the student in order to
continue practice.
Adaptations for Diverse Special Learners
I will adapt the instructional learning strategies for diverse learners with special needs,
such as those with disabilities/ELL/gifted learners, by adjusting the lesson as needed. For
students with disabilities, I will have to make accommodations to my lesson on a case-to-case
basis. For students that are English Language Learners, I will have to make accommodations to
my lesson on a case-to-case basis. Fortunately, if the student is a Spanish-speaker, I will be able
to effectively communicate the lesson to the child one-on-one in Spanish. However, if the student
speaks another language, I will have to look up basic words in order to get my lesson across to
the student. I might also work with the ELL specialist in my school to develop a plan/method to
teach the student my lesson in a manner they can understand and be successful. For gifted
learners, I will also have to make accommodations to my lesson on a case-to-case basis. For most
changes, I can refer to the Supplemental Activities section of this lesson plan.
Differentiated Instruction
In order to meet the unique needs of learners, I have thought of the following scenarios
that may surface during the process of this lesson. Students who might have a difficult time
tearing large basic shapes might tear smaller pieces of construction paper to create a larger shape
once glued down. Students who might be having a difficult time using torn shapes to create a
stuffed animal might have an outcome where they simply create shapes with torn construction
paper instead of forming the stuffed animal. Students having a difficult time tearing the
construction paper into a recognizable shape might first draw their shape onto the construction
paper before beginning to tear that shape from the construction paper. Students who might have a
difficult time using the paintbrush might not need to use it at all and instead simply have the
marker-drawn background scene.
Resources
Materials and Additional Resources
Teacher Materials
Computer
PowerPoint
SmartBoard
Thumb drive
Stuffed animals
Checkered tablecloth
Paper plates/plastic food/etc
Teddy Bear Picnic song
Georges Seurat painting poster (in classroom)

Student Materials
Stuffed animals
Sketchbooks
Construction paper (all colors)
Paper bags
Markers (all colors)
Diffusion paper
Water cups
Paintbrushes
Glue bottles

Web and Attachment Resources

The only resource I will be taking from the internet is an mp3 file of the Teddy Bear
Picnic song to play during the first day of the lesson (and possibly the last day as well).
Kindergartener Examples