3d drawing art lesson plans

Lesson Plan i – Making Connections – The Day the Crayons Quit

Summary of Lesson Plans / Rationale:

These lessons are designed for lower years (level 2) based upon connecting the events in the story book – 'The Day the Crayons Quit'. The initial lesson is a reading one with a focus on questioning and making connections, while the second and tertiary lessons focus on an contained letter of the alphabet writing activity that is accompanied by a piece of artwork. At that place is a strong emphasis on informative and imaginative text – sentence structure, utilise of sight words, phonological awareness, grammar, connecting words, judgement germination.

Australian Curriculum Links:

• (ACELA1463) – Understanding that different types of texts have identifiable text structures and linguistic communication features that hell the text serve its purpose. Elaboration: Identify the topic and type of text through its visual presentation- embrace page, title, sub title, images. (ACARA, 2017).
• This lesson will enable students to understand that simple connecting clauses fabricated between ideas by using compound sentences with two or more than clauses usually include a coordinating conjunction (ACELA1467) (ACARA, 2017).
• Students will be using comprehension strategies to build literal and inferred significant and analyse text by cartoon on growing knowledge, context, language and visual features and print (ACELY1670).
• Students volition exist able to compare opinions about characters, events and settings in and betwixt texts (ACELT1589).
• Students will demonstrate by discussing how the characters and settings of different texts explore how language is used to present these features in dissimilar ways (ACELT1591).

Learning Objectives:

The students will be able to:

• Listen to, read, view, create and translate spoken, written texts to entertain – inform and persuade using motion-picture show books as a model to constructing their own piece of work.
• Demonstrate and become contained readers focus on sequence of events and present unusual happenings.
• Focus, create, explain and empathize the different language and sentence structures based upon sight words – decoding words phonically, punctuation convention, illustrations and diagrams that back up and extends printed texts.
• Learning how to express ideas by using compound sentences – verbally, written and with images.
• Predict, summarise and review meaning.
• Make connections between information, impress and images.
• Make connections betwixt the text and students own experiences.
• Build upon prior noesis and vocabulary.
• Discuss each other's preferences for stories set in familiar / unfamiliar worlds or almost people whose lives are like / unlike their own.
• Describe plots – including beginnings – orientation – how the problem – complication – is introduced and solved – resolution and considered how these features construct meaning.

Prior Knowledge:

The teacher has briefly shown the students the books in the conclusion of the last lesson and the students ideas relating to the books comprehend were discussed – briefly.

Learning Environment:

The students are sitting in the literacy – learning surface area of the classroom facing the teacher, whiteboard, teacher chair, big book. – The Twenty-four hours The Crayons Quit and colourful plastic hand pointer. The students prior completed English – Literacy piece of work is displayed around the English – literacy learning expanse – on the walls.

Resources:

• The story book – big book and students class set – the 24-hour interval the crayons quit.
• Whiteboard – markers and eraser.
• Student ready of iPads / & laptops
• Teacher laptop.
• five due west 's and i H large cut out cards
• Visual and written cards – focusing in the story themes, characters etc.
• Big cutting outs of the dissimilar coloured crayons
• Bubble texts of the coloured crayons comments and solutions

Contingency plan:

The students can sit on large cushions during the time the teacher reads the story out aloud to create a relaxing learning surround.

The teacher can utilise an activeness instead of a table where the instructor has created cutting outs of the themes, main characters, comments in the storybook – written and visual and the students need to match the written with the visual images and the five W'southward and 1 H questions.

Lesson Plan Sequence:

Introduction and Motivation:

1. The teacher begins past explaining to the students that they will ne completing four continuous lessons based upon the story book – The Day the Crayons Quit by Drew Daywalt.
2. The teacher introduces the storybook by firstly pointing to the cover of the big book – which the instructor has placed on the whiteboard ledge and uses a paw pointer to straight the students to what the teacher is asking or referring to in connectedness to the storybook – to ensure the students take a clear view of the storybook.
3. The instructor asks the students: "What exercise you think the story is virtually?" – "Why?"
   1. "What does the title of the story tell us?
   2. "What is the moving picture on the cover page tell us?
4. Equally the instructor reads the storybook out aloud they end / intermission between pages and enquire the students questions to suffer they are focusing on the story contents – characters, themes.
   1. "How many coloured crayons are in the crayon parcel?" -reference to first page.
   2. "What does Duncan find in the crayon parcel?"
   3. "Which coloured crayon has just communicated to Daryl – what did they say and how did they explain their comment to Duncan?
5. The students are using their listening bodies (bottoms on the floor, easily not fidgeting with anything, hands on knees – unless answering a question where hands will be raised upwards high until the teacher asks a question and the students wish to answer the question) when the teacher is reading the story volume out aloud and request promoting and guided / inquiry / open ended questions.

Body of the lesson:

1. The students sit down on the floor in the English / Literacy learning area facing the teacher, whiteboard, instructor chair, the big book – The Solar day the Crayons Quit – which is placed on the ledge of the Whiteboard and large cutting outs of the v – w's – where, what, who, when and why? And 1 H – How (in different brilliant assuming coloured art cardboard – and typed up using big Victorian Cursive font- Writing font to arrange the didactics country).
2. The Teacher begins to ask the students questions most the story – The Twenty-four hour period the Crayons Quit.
3. The teacher has pre drawn upwardly a table with the subheadings – Main characters, Theme / southward
4. The instructor asks the students questions that connect to the pre drawn table and enable the teacher to test the students' knowledge – prior, current and new – after listening to the story.
5. The teacher fills in the table with the students answers and reasons and also places a visual image side by side to the written context.
6. The students and then write a summary of the storybook – The Day the Crayons Quit – in their English writing volume – ensuring they use the knowledge in the table and include reasons for their answers. The students need to focus on their sentence structure, word spacing, employ of conjunction words and grammer.
7. The students need to place the volume title, date and include a margin prior to starting their writing action.

Early Finishers:

• The students are able to complete a sequence activity where the students need to depict the main themes of the storybook in the right gild – with titles.
• The students can complete general online story writing activities that help them with identifying the story theme/southward, characters
• The students can communicate with the person sitting next to them on their table in a low voice – their ideas relating to the story – The Day the crayons quit – focusing on the 5 westward'due south and 1 H while using their pocket-sized – normal sized student set of the story volume to refer too – creating brainstorming and mind mapping documents which highlight their ideas.

Conclusion:

1. The tidy up monitors go effectually the room to ensure all resources are placed neatly in their location.
2. The teacher chooses five students to consummate a shared activity to the whole form – the students sitting on the floor can ask a maximum of two questions to each of the 5 students sharing their activity.
3. The instructor checks each educatee completed work – request them questions to test their completed piece of work with their level of agreement; story theme/s, characters, events, imagination – use of creativity…dates, stamps and writes a pocket-size comment in their workbooks – instructor uses praising words of motivation to the students.
4. Teacher recaps – summarises the story.
5. The teacher besides gets the students thinking virtually the follow upward lesson by stating questions almost why do the students think the crayons wanted to quit? Did they do information technology in the right way? If you were Duncan or 1 of the crayons what would your solar day or do?
6. The teacher places the different coloured crayons – large cut puts on the whiteboard all in different society and places different bubbling with what each coloured crayon states to Duncan. Then the students demand to match up what each coloured crayon states to Duncan – in the correct gild – reference to the book is ok merely just 3 times equally prior to the activity starting the students are five minutes to silently read through the story volume – student copies – smaller version books of The day the crayons quit and utilise mental learning memory strategies to focus on what each coloured crayon stated to Duncan. And so the students are given five minutes to create Duncan's replies to the crayons using a few words or ane sentence – this volition assistance with the next lesson.

Assessment and Evaluation of the Lesson:

• Anecdotal notes
• Testing students level of knowledge and agreement about the story book against their completed piece of work and learning objectives
• Observation
• Questioning – open concluded, research based
• Extended imagination questions, creativity and inclusive learning strategies.
• Progression charts and notes.
• Evaluation notes.

Follow up lesson:

Letter of the alphabet Writing – The Day The Crayons Quit

Lesson Plan 2 – Letter Writing – The Day The Crayons Quit

Learning Objectives:

The students will exist able to:

• Listen to, read, view, create and interpret spoken, written texts to entertain – inform and persuade using picture books as a model to amalgam their own work.
• Demonstrate and become independent readers focus on sequence of events and present unusual happenings.
• Focus, create, explain and understand the dissimilar language and sentence structures based upon sight words – decoding words phonically, punctuation convention, illustrations and diagrams that support and extends printed texts.
• Learning how to express ideas by using chemical compound sentences.
• Predict, summarise and review meaning.
• Make connections betwixt information, print and images.
• Make connections between the text and students own experiences.
• Build upon prior knowledge and vocabulary.
• Larn how to join simple sentences with conjunctions – but, they, and, and so
• Create a range if imaginative, informative and persuasive texts – imaginative retelling (ACARA, 2017).

Prior Knowledge:

The students:

• Created mail service box – red stamp box during an Fine art lesson – every bit a whole class activity made out of cardboard.
• Went for an excursion to a local post office – aimed at letter writing, communicated with post man, a supervisor, writing lesson of completing a correct letter layout with the envelope.
• Completed a cogitating, recount and procedural writing lessons relating to the excursion to the postal service office and letter writing – general.

Learning Surround:

• The students sit in the literacy / English writing area where the instructor introduces the lesson – letter of the alphabet writing. The students are facing the whiteboard, teacher chair, teacher's plastic tub which includes some resource to exist used in this lesson, teacher laptop / Smartboard, lessons learning intentions, date and the words – The mean solar day the crayons quit and letter writing are written in big cursive font on the whiteboard with images and key words relating to the story and letter writing.
• The students are using their listening bodies – while sitting on the floor – bottoms on the floor, easily not fidgeting with anything, easily on knees if not easily are up in the air answering or request a question and eyes and ears facing and listening to the teacher and other students' answers, questions or comments.
• Students prior completed Literacy / English work are displayed effectually this specific learning area
• The large book version of The Twenty-four hour period the Crayons Quit is placed on the whiteboard ledge.
• Students set up of minor books – of the storybook The 24-hour interval the Crayons Quit ate placed in the tub of resources almost the teacher's chair.
• If students need to sit on the floor to complete any activities, they can apply the large cushions which are placed at the dorsum of the room – literacy / English language learning area.
• If students use their laptops or iPads the must be in articulate view if the instructor at all times – screens – the students can sit down at the ICT learning area which is at the dorsum of the classroom in the middle back wall with the screens facing inward or in the heart of the specific learning area (literacy / English room) where the teacher has clear view of all screens.
• There are Letter writing posters and sentence formation, grammar, joining words and general posters placed above of the whiteboard which the instructor refers to and points to using the hand pointer and tin exist referred to and clearly seen and applied by the students, at all times.

Resource:

• The story book big volume and class set – The day the crayons quit.
• Student writing books – English language
• Ruddy mail part box – created in Art grade by students.
• Envelopes
• Teachers paw pointer
• Butcher paper
• Large Art cardboard paper
• Visuals and written words – The solar day the crayons quit.
• Large sitting cushions
• Whiteboard – markers and erasers
• Pencils, pens, erasers, rulers
• Laptops and iPads – class sets and teachers
• Viscous record
• Blue tac
• Teacher date stamp
• Teachers student evaluation annotation books

Contingency plan:

The instructor tin can enquire the students to check through each other's completed letters once finished – checking for sentence germination, grammar correction, ideas, involve students in asking questions about the content – this can be part if the lesson – during brainstorming, mind mapping, drafting phase.

Lesson Plan Sequence:

Introduction and Motivation:

The teacher:

1. Introduces the lesson by summarising, re capping and asking open concluded inquiry open ended questions about the prior lesson on the story book The day the crayons Quit.
2. Refers to the big book – The Day the Crayons Quit which is placed on the whiteboard ledge and using the hand pointer as a reference guide and to ensure the books images and contents are all in clear view of all the students.
3. The teacher draws a big hamburger in the whiteboard as a metaphor representing how to write a alphabetic character – what goes on top, middle and at the stop.
4. The teacher explains that but similar a hamburger you need to include every layer – you lot cannot serve it without the nun on as well, the filling in the eye or the bun on the bottom. That is just like writing a letter of the alphabet – you need to structure – write it a set manner – set structure.
5. The teacher places pre lined butcher paper on the whiteboard and models the lesson:
   1. Writes a letter from Duncan to one or more of the crayons
   2. Places the letter in the envelope, stamp, sender'due south details and postal address at the front of the envelope.
6. The teacher then places the letter of the alphabet into the red postal box that the students created in their Art grade.
7. Empties the cherry mail box into a mail service homo bag, opens the envelop, reads the letter and them begins to write a reply to their letter – the crayon / crayons replies to Duncan
8. The teacher places the envelopes – Showing back and forepart contents and structure on the whiteboard and so students can view them and refer to them.
9. The teacher leaves i of the messages on the whiteboard equally an example that the students can refer to.
10. The teacher summarizes the structure of the personal letter – verbally and in written format and refers to the metaphoric instance – hamburger – explaining facts such as – spacing – lines between certain sections of the letter, apply of language, wording, sentence formation, contents, grammar,

Body of the lesson:

The students are sitting at their desks fix to complete their letter of the alphabet writing activities on A4 lined newspaper.

1. All the students will create a brainstorming and mind mapping certificate prior to writing their letters.
2. The students will write 2 messages
   1. A letter from Duncan to the Crayons
   2. A letter from the crayon/s to Duncan
3. Once the students have completed their brainstorming and listen mapping documents relating to the first letter of the alphabet the teacher will have a brusk conference with the students to ensure they have completed the letter of the alphabet writing job correctly and explicate their letter structure; contents, reasons, demonstrate their level of understanding (storybook themes, characters).
4. One time the mini conference has been completed the students can then begin writing their start letter.
5. Once the students accept completed writing their first letter, they place them into an envelope, address them correctly – forepart and dorsum and place a stamp on the envelop.
6. The students have created a large card board mail box from a prior Art lesson which the instructor has decided to use for this lesson.
7. The teacher has placed a postman hat on, empties the postal service into a post human being'due south sack, jumbles the sack around to mix the letters, walks around the room, hands out envelopes – letters i by one randomly to each student sitting at their allocated tables / desks.
8. The students will not be receiving their own completed letter of the alphabet as the teacher will check the sender's details prior to handing them to the student – focuses on inclusive learning.
9. The students will then read their received letter and take the role of a crayon or crayons stated in the alphabetic character, from Duncan and reply to Duncan.

The students must focus on:

• the correct alphabetic character writing format
• Sentence structure and formation.
• Correct use if grammar; spelling, punctuation, spacing
• Replying to the content if the letter: reasons, examples, strategies

Once completed the teacher will check the students completed work – inquire at least 2 open up ended or enquiry level questions to test the students alphabetic character writing cognition -prior, new and current and choose v students to complete their shared activity to the class with maximum 2 students asking questions to each if the five students completing their shared action.

Early finishers:

• Can hash out their letters with the person sitting adjacent to them on their table or choose to sit in the literacy – English learning area on comfortable big matts and discuss their letters quietly.
• Consummate online activities about alphabetic character writing using iPads and laptops – class set up.

Conclusion:

1. Tidy up monitors ensure the room is tidy and no resources left effectually the classroom.
2. The students perform their shared activeness – five students-  while maximum of two questions from different students to exist asked to each of the 5 students completing their shared activity.
3. The instructor asks the students questions relating to their letter of the alphabet writing strategies and ideas – to summarise the lesson, place the students level of knowledge – prior, current and new against the lessons learning objectives – the teacher writes summary points on the whiteboard – refers to the 5 w"s and 1 H, joining words – and, but, and so, sentence formation letter of the alphabet writing strategies and format.
4. The teacher collects the students completed letters, places them on brandish in the literacy – English learning surface area – under the headings – Alphabetic character
5. The instructor makes whatever necessary changes for the next lesson.
6. Students tin accept complimentary time if no more than than ten minutes remaining.
7. The instructor continues reading a story to the whole class that is used during early finishers or no more than 12 minutes – Roald Dahl books – whatever books with chapters that continue and aimed to intrigue and engage students about the adjacent page, chapter etc.
8. The teacher rechecks the room ensuring all is tidy- six in their required place, next lesson notes – learning intentions and resources are re placed and ready, ensuring laptops – students and teachers iPads – students and teachers are working and websites are tested links.

Evaluation of the lesson:

The instructor assesses the lesson and students from:

• Observation
• Open ended and inquiry based questioning
• Whole class open discussion
• Students achievements against the lessons learning outcomes and lesson objectives
• Private educatee progress, outcomes, ILPs, evaluation notes and progression charts

Follow up lesson:

Art – The 24-hour interval the Crayons Quit

Lesson Plan 3 – Fine art and The Day the Crayons Quit

Rationale/Australian Curriculum Links:

This lesson is connected to the context of Visual Fine art and the storybook – The Day the Crayons Quit.

• The students will be able to employ and experiment with different materials, techniques, technologies and processes to make Fine art work (ACAVAM107) (ACARA, 2017).
• Students volition be able to create and display artwork to communicate ideas to an audition(ACAVAM108).

Learning Objectives:

The students will exist able to:

• Learn how to make, understand and explicate more visual item – visual conventions – why fine art work is created – like shape, colour and texture.
• Learn how their ideas / subject area matter tin can exist developed through different forms, styles, techniques, materials and technologies (demonstrate, create and understand).
• Learn about how and why craftspeople and designers present their ideas through different visuals of representation, process and viewpoint.
• Comparing the qualities and properties such as: materials – paint, crayons – to present something
• Explore a range of natural and man-made fabric to visually express their experiences
• Share ideas with classmates about representation choices they made in their artwork
• Make a determination most how to display their artwork to share their ideas.
• Considering viewpoints – significant and interpretations. (ACARA, 2017).

Prior Knowledge:

• The students will need to have completed two prior lessons relating to the storybook – The Mean solar day the Crayons Quit
• Conducted conferences with their teacher near their ideas and agreement of the storybook – The Day the Crayons Quit
• Created open discussions about various topics connecting to the storybook – The Twenty-four hours the Crayons Quit

Learning Environment:

The students are sitting on the flooring in the fine art room or fine art allocated area in their classroom facing the teacher, teacher chair, whiteboard and writing on the whiteboard in cursive writing stating – Art Fun! –The day the crayons quit. The student's art tubs and recycling containers are placed in the center of each tabular array. The students are using their listening bodies while the instructor is explaining the prior and new – current lesson. The lessons learning intensions are written on A four lines white newspaper and the date is written on acme of the whiteboard – on the right manus side of the whiteboard.

A instructor'due south art tub is placed near the teacher'due south chair and a re-create of the big book – storybook – The days the crayons quit is placed in the whiteboard ledge. The hand arrow is placed near the teacher chair. The teacher uses the big book to brand reference to and connectedness between the written letter and created objects.

The teacher has made a display board prepare for the students to place their completed piece of work – with the heading – Art is Fun! – The Day the Crayons Quit.

Resources:

• Fine art tubs
• Recycling containers
• Art smocks
• Art cardboard paper
• Butcher newspaper
• Pencils, textas, stencils,
• Pre drawn images,
• Tracing paper
• Stencils – drawings
• Pre drawn images
• Gum
• Bluish tac
• IPads and Laptops – teacher set and student set
• Big book and student gear up of the storybook – The Solar day the crayons quit.
• Display boards

Contingency plan:

• The students who require assistance with their drawing will accept objects pre fatigued, use stencil outlines, tracing paper with pre drawn outlines and have the teacher assist the students with identifying their cartoon objects for them and will just require to cut out the objects, color and join them together to make a 2d or iii D object / s.
• To create a positive and creative settings the teacher states only whispering level noise levels will exist allowed and have background music playing – such as: waterfalls, soft sounded instruments, that focus on cresting ideas, increasing motivation and a positive working surroundings.
• The students can choose to either handwrite, type – Microsoft program – Word or use both options to be created and displayed.

Lesson Plan Sequence:

Introduction and Motivation:

1. The teacher revisits the prior lesson briefly – focusing in a summary of the story book – The Day the Crayons Quit and structure if their letter writing activity and reference to the hamburger metaphor.
2. The instructor then models the lesson past placing one of their written letters on the whiteboard – the letter to the crayon.
3. The teacher asks the students to identify – choose what parts of the messages are ideas and can be created into art objects. The teacher so writes a listing of the students answers and adds some of their own ideas onto the list.
4. The teacher chooses two objects in 2D or 3D shape and creates them using the range of items in the fine art tub.

Body of the lesson:

1. The students complete their art lesson in the art room or allocated fine art area in the classroom. The students are sitting at their tables wearing art smock and each students' art resources are placed in a large white lower and wide plastic tub – paint, pigment brushes, plastic small water rinse bottles for the fine art brushes, paint mixing pallets (small), crayons, pencils, textas, pair of scissors – plastic,
2. When students are using paint can crayon to make full in the different colours for each crayon they are encouraged to think well-nigh which colours combined brand a specific crayon colour – yellow and red make orange – instead of simply using the orange color create the orange crayon.
3. The students will create visual objects that represent their reply to the crayons and the crayons or crayon to Duncan. For instance: Create a larger crayon box for all the crayons, have several multi-coloured larger crayons so that the individual coloured crayons are not always used as well much.
4. The students need to create a range of ii D and 3 D art items.
5. The created Fine art items will be placed on display with the students two letters – The audience reading the letters will be able to refer to the visual created art objects and create the contents of the letter / south.

Early on finishers:

Can create a popular-up book of images – sequence lodge of the main themes in the story book the day the crayons quit which volition be created from the remaining fine art resources in the plastic art tub and also recycling container contents placed on each tabular array. If the students need another detail from another educatee'due south container box, they need to negotiate a swap scenario and all parties involved in the swap scenario need to hold on the commutation – items cannot just exist taken from whatsoever of the other student's art tubs or recycling boxes.

The students also work together to create several pages of the large book – The day the crayons quit – 'to be placed on display with the students completed piece of work – students are divided into groups of five or 4, the teacher gives each grouping a filled container full of resource and they need to create their assigned folio- front cover, middle pages and last page. The students can apply their students set up or the large book on the whiteboard ledge as a reference and guide.

Conclusion and Evaluation:

1. The teacher chooses four students to complete a shared activeness at the front of the class – with maximum one or two questions being asked to each student.
2. The instructor uses constant praise words to all students – encouragement, motivation, inclusive learning environment.
3. The teacher asks the students to consummate a reflective action -think about what they learnt most during this lesson and the instructor will ask them to country it out verbally. The teacher places a butcher paper on the whiteboard and writes the heading What we learnt….in these 3 lessons – prior, current and new…and writes down the pupil'southward key words and students names / & visual image with a text bubble and then adds them to the display board. Students volition draw themselves to add to the text chimera.
4. The teacher collects students piece of work – places information technology upward on the display board.
5. Teacher discusses and summarizes all three lessons – testing students prior, current and new cognition.
6. The teacher allows complimentary fourth dimension if less than x minutes left or if more continues to read out aloud the story volume with chapters in it from where they left off prior.
7. Students create a huge wall collage of visuals and texts that represent their understanding and pregnant of the story book – The Day the Crayons Quit – which will be displayed in the English / Literacy learning expanse with the date of creation and title of the volume and Author.

Assessment Ideas:

• Completed piece of work samples
• Questioning – open ended, inquiry-based
• Anecdotal notes
• Progression charts

ICT activities relating to the to a higher place lessons – included in the general lesson, early on finishers, extended lessons:

• https://abcya.com/second_grade_computers.htm(letter writing activities).
• https://pbskids.org/arthur/games/letterwriter/ (pbskids)
• https://bbc.co.uk/bitesize/ks2/english/writing/lettersplay/ (bbc)
• https://topmarks.co.uk/english-game/7-11-years/writing (Topmarks)
• https://auspost.com.au/educational activity/letterwriting  (Commonwealth of australia Post Letter Writing Resource)

If you like this lesson program, or have an thought to improve it, please consider sharing information technology on Twitter, Pinterest and Facebook or exit a comment beneath.

Characteristic prototype source:  http://www.oliverjeffers.com/media/tdtcq-display-rev.jpg

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Source: https://www.australiancurriculumlessons.com.au/2017/11/13/3-lesson-plans-day-crayons-quit-years-123/

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