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TCNJ Lesson Plan

Art Lesson: Curious Garden Drawing Response

Student Name: Georgia Racanelli

Grade Level: 1st

Guiding and/or Essential Questions:

Why is it important to take care of Earths plants?
What would Earth look like without plants or gardens?
Pre-lesson Assignments and/or Student Prior Knowledge
Students will not have read The Curious Garden, but have much experience
intensifying and recalling story elements. Students have discussed gardening, its
importance, and its benefits for the Earth. Additionally, students have begun to discuss
the importance of taking care of Earths plants.

National Core Art Standard 1.Generate and conceptualize artistic ideas

CCSS.ELA-LITERACY.RL.1.2. Retell stories, including key details, and

demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly

CCSS.ELA-LITERACY.SL.1.5: Add drawings or other visual displays to

descriptions when appropriate to clarify ideas, thoughts, and feelings

Learning Objectives and Assessments:

Learning Objectives


Students will identify consequences of taking

Teacher will assess student drawing for clear
care of vs. not taking care of plants, and use this differences between the two scenarios.
knowledge to generate a depiction of those
Drawings will also be assessed for logic.
Students will identify story elements in The
Curious Garden and will recall the importance
of taking care of Earths plant life.

Teacher will assess for identification of story

elements and the importance of caring for
Earths plant life. Teacher will assess that
student statements are correct, based on facts,
and are logical.

The Curious Garden by Peter Brown
Large construction paper
Colored pencils
Plan for set-up/distribution/cleanup of materials:
Prior to the lesson, TW place the class toolkits with colored pencils on the tables. After
reviewing the story elements and giving directions, students will take a piece of paper on
their way back to their desks. Paper will already have been folded in half. At the end of
the lesson, students who are finished will place their drawings in the classwork bin and
students who need more time will put their drawing in their in progress folder.
Step by Step plan:
1. TW begin by reminding the students of their previous discussion about taking
care of Earths plants, and introduce the book The Curious Garden
2. After reading, TW lead a discussion about the problem and solution in this book,
as well as about the importance of Liam taking care of his garden.
3. TW ask students to think about Liams town in the beginning of the book (before
the plants), and at the end of the book. Class will discuss differences.
4. In the book, the first and last pages depict the same birds-eye view of Liams
town, one without plants and one with plants. TW point this out to students as an
introduction to the project.
5. TW give the following directions:
a. We are going to be drawing two pictures today, keeping in mind what we
just talked about.
b. You will all get a piece of paper folded in half. On the top half, draw
what you think our world would look like without any plants. On the
bottom half, draw what our world look like if we took care of it like Liam
did in the story.
c. TW use the first and last pages of the curious garden to model. This is the
same exact picture, but in one there is pants and the other there isnt. The
buildings here are all in the same place, and the only thing is different is
how well they have taken care of their neighborhood. This is how you
should draw your pictures.
d. TW show examples from previous students.
6. Students will work independently on their drawings for the remainder of the time.
7. Once all students finish, each student will present their drawing response to the
class, describing what they drew and how it represents taking care or not taking
care of our Earth.
Key Questions (that you will ask):
What was the problem and solution in this story?

Why was it important for Liam to take care of his garden?

What did Liams town look like before all of the gardens? After?

Timing: 45 minutes

Read-aloud and discussion: 20 minutes

Directions: 5 minutes
Working on drawings: 20-25 minutes


Students will begin on the carpet.

TW hand each student a piece of construction paper for their drawing, sending
them back individually to their desks to work.

Classroom Management:

Students who are having trouble sitting still will be reminded to check their
body. If student continues to have trouble, they may move to a stool next to the
TW give two minute warning at the end of work time so students know what to
expect next.
TW remind students that if they have a question or comment during the book,
they should raise their hand and not call out. They will also be reminded of the
silent connection hand sign, to be used if they connect to something read about
in the book.


Students who have trouble thinking of what to draw will be given assistance with
their brainstorming.
Early finishers will be asked to add more detail into their pictures and their
Students who do not finish will be allowed more time throughout the week to
complete their drawing.