Final Elementry Lesson Plan

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2018)
Teacher Candidate Brea Berry

School Scioto Darby Elementary School
Grade Level Third Grade
UNIT TITLE Falsa Blanket Weaving

Length of Class Period 55 Minutes
Approximate Number of Students in Each class 24
Beginning Date for this Unit 10/11/2018
Ending Date for this Unit 10/27/2018
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.
PROGRESS POINTS (FROM ODE STANDARDS)

The student will at the appropriate developmental level:
A. Recognize that people from various times and cultures create works of art to be looked at,
valued and enjoyed.
B. Explore a range of art concepts and artworks and construct meaning about the works.
E. Form and express opinions about artworks and apply critical and creative thinking skills to
assess and refine their artworks.
CRITICAL ISSUE / BIG IDEA

A). Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). For a third grader, this is the time to learn many new and more sophisticated skills. At
this level, most students will have recognized simple subjects and predicates. The
average eight-year-old is dramatic and possesses a "know-it-all" attitude. They are able
to assume some responsibility for her actions and actively seeks praise. They will be write
sentences with subject and verbs and using dictionaries their vocabulary is growing. They
will be able to write paragraphs with main ideas and supporting details. They are working
on refining physical skills and using their muscles. This comes into play in writing skills
and scissor skills. At this age thinking and problem-solving skills are taking off and they
are communicating at a more adult level and start to show an interest in specific activities
that interest them. Cognitively they have a longer attention span and can sit through short
lectures and pay attention to some things that interest them. They can comprehend what
they’re reading and begin to move from “learning to read” to “reading to learn”. They can
have moments of extreme insecurity and need a lot of encouragement from adult figures.
At this age students enjoy group work but can be selfish and that may create problems.
An important thing to remember is that kids develop at their own individual levels and
paces.
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B). This lesson is relevant because at this age because it gives the students a chance to
work on motor skills such as cutting and keeping straight lines. Writing out reflections and
the use of controlling scissors is a skill they will be working on and need. When putting
together these looms it requires the students to be patient and take their time. This
independent project allows students to push themselves and work on skills they possess.
While students are going through the insecure and impatience motions through projects
peers can help them through it and help them out. We as teachers can be the adult
mentors that help show them they can do it and let them ask questions to figure it out. At
this age they are also good at bouncing back from those low moments and will push on.
They may undertake more than they can handle successfully but are also very self-
critical. That becomes prevalent when students are reflecting on their projects.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to
context)
Weaving in Mexican and Southwestern Countries
Weaving is a technique used all around the world in many different ways and forms.
There are many forms of art that function as art itself and has an actual functionality to
them. Traditional Mexican falsa blankets offer functional beauty. They can be used for
anything such as saddle blankets and were sometimes hung in doorways to separate
rooms. Certain designs came to be recognized and associated with certain areas for
example, the Saltillo blankets are named for the capital city of the Mexican state of
Coahuila. They were also worn by both men and women, draped across the shoulders. It
is important for students to learn skills such as weaving for many uses in their everyday
life and to know more about the history behind them.
Essential Questions (provocative, engaging, critical)
How do we see culture reflected in everyday objects?
How can art be functional?
Why should you know about other cultures and objects relevance?
Possible Integration
Art History
o Examples of past and current artistic styles that use cultural relevance and
movements in their work.
History
o Learning about the Mexican and Southwestern cultures and their use of materials.
Explain how technology has been used in this unit

Students will be able to use their iPads to search different images of Falsa blankets, so they
can complete their extra credit assignment.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Falsa Blankets
Lesson I will be presenting the students with one aspect of the Mexican
Description cultural art, the falsa blanket. I will explain the different uses of the
falsa blankets and discuss with my students the visual aspects of
them. I will then talk about weaving and introduce new vocabulary to
them. We will focus on the loom and creating different lines in it.
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LESSON PLAN

LESSON NUMBER 1
Lesson Title Falsa Blankets
Length of Class Period 55 Min
Beginning Date for this Lesson 10/11/2018
Ending Date for this Lesson 10/11/2018
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

3PE Use historical and cultural artworks to answer questions about daily life.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

1PR Demonstrate skill and expression in the use of art techniques and processes.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
Performance-based Assessment Objectives

1. Students will learn about and use historical and cultural influences of the Mexican
culture and will be able to identify and communicate details use in that work and in the
world around them.
2. Students will incorporate details from the Falsa blanket into their work and
demonstrate their knowledge of warm and cool colors.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will show what they have learned about the culture on a worksheet while
also showing different line work used in the culturally influenced Falsa blanket.
2. Students will create different lines used in the falsa blanket on a set of cool or warm
color construction.
Academic Language
Vocabulary (define each)
Falsa Blanket — A form of a cultural Mexican blanket used as art and functional.
Weaving — The process of forming cloth or fabric on a loom.
Loom — A frame for weaving yarn or thread into cloth or fabric.
Warp — Threads running lengthwise on the loom. The warp is placed on the loom prior to
beginning the weaving process.
Weft — Threads that are weaved across the warp threads to form the fabric.
Additional Language Demands (specific communication task)

They will fill out a handout in which they will write what a falsa blanket is and what they are
used for. Also, on that handout they will draw different types of lines they will be using on their
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looms. They also can complete an extra point assignment which those drawing their own
falsa blanket based off of the examples I show and what they learned from the presentation.
Accommodations for Special Populations

For the student with emotional disturbances, accommodations will be made. I will focus on
getting to know the student’s comfort zone and activities to keep them on task.
 I will be giving the student leadership roles in the classroom so that they can have
something productive to do and feel more important in the class.
 I will give encouraging word such as being a great classroom helper and giving thanks
for being on task with activities.
 For the times that they need to stay in their seat but have a hard time I will allow them
to engage in a quiet activity they enjoy until they are ready for the next activity.
 During class when I notice them getting agitated, as a class we will together do some
calming strategies such as taking deep breaths and counting to ten.
 Their seat will be located right next to my desk, so I can stay in close proximity.
Art/Visual Culture Examples (list all artists, artwork or media used)

Falsa Blanket: https://www.hunker.com/13410998/about-mexican-blankets
http://ezinearticles.com/?The-History-of-the-Mexican-Blanket&id=5854771
http://www.stylemexican.com/mexican-serapes-blankets.html
Warn and cool colors: http://www.justpaint.org/defining-warm-and-cool-colors-its-all-relative/
Preparations
Materials/Resources for Teacher
Over Head projector
PowerPoint Presentation: Paper Weaving
Handout Printed and Laminated: Falsa Blanket Pictures
Falsa Blanket
24 Handout: Types of Lines
24 Handout: Draw Your Own Falsa Blanket
Color Wheel Chart
Materials for Students
11 by 17 White Construction paper
Buckets of Crayons
24 Scissors
Black Markers
White color Pencils
Safety Procedures
Students will take their time cutting out they warps on their looms
Students will work at their seat in their assigned seats
While using scissors students will walk with them face down and be conscious of where their
hands are as they use them.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
There are six tables in the class and six to eight students assigned to each table. Seating
arrangements will change if need due to behavior.
I will have a Mexican Falsa Blanket displayed and available to be passed around.
I will set up the overhead projector displaying the first slide of my presentation.
All tables will be cleared.
Supplies will be set out on the counter accessible to the students when needed.
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Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
I will spend around the first part of class introducing the class to the new project they will work
on. I will go over some old techniques and concepts the students have learned already and
some new art and vocabulary to help them through the project.
Day Duration Application Resources

1 2 Minutes I will get the students settled down and direct their Overhead projector
attention to the screen to present the project for
the next few classes.
1 3 Minutes PowerPoint Presentation: PowerPoint
I will go through each slide and begin a
discussion. First, we will go over what a Falsa
Blanket is and the history behind it. I will then talk
about specific details that make a Falsa Blanket
what it is. This will help students get an idea of
the aspects to focus on for this project. One of
those things would be the different types of lines
incorporated in the weaving along with some
different lines the students can put in theirs.
1 2 Minutes PowerPoint Presentation Continues: PowerPoint
I will introduce new vocabulary to them that go
along with the aspects of weaving. These
vocabulary words are, weaving, loom, warp, and
weft. As I define these words I will present the
items we will use in substitute such as
construction paper.
I will then explain the goals for the Day:
Today we will create to different looms for two
different weavings. For the looms we will be using
the four several types of line expect for the
straight lines to make ten cuts creating the warps.
You may get creating with your lines but make
sure you are careful and keep things neat.
1 2 Minutes I will then assign one person from each table to PowerPoint
pass out the one piece of construction paper per
student. I will assign one other person from each Construction Paper
table to pass out scissors to everyone up their Scissor
tables.

I will then demonstrate how they will start their
looms in steps in which they will do as I do: Construction Paper
Step 1: Students will fold their white construction Scissor
paper in half hamburger style, no hotdog style.
Step 2: Students will fold the ends of the paper
that are not connected inward together about
three fingers apart.
Sep 3: Students will start cutting their lines up the
folded side to the crease of the ends. They will
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have to create at least ten lines incorporating the
different types of lines. No straight lines will be
used for these.
1 26 Student will begin creating their looms for the rest Construction Paper
Minutes of the class and if they finish early they will be Scissors
able to grab a handout for extra credit to draw
their own Falsa Blankets for extra credit. Handout: Draw Your
Own Falsa Blanket
1 3 Minutes Clean Up:
Students will place their work in their class bin
with their names on it and return their supplies
back where they got them from.
1 1 Minutes Recap: PowerPoint

Last class we made two looms for our weavings.
Next, we need to make our wefts. Teacher Example
Looms
Clean-up Procedures (Room, Materials & Work Storage)

Student will put their names on the back of their construction paper with the painted lines if
they have not already and put them on the drying rack. Students will use a black marker to
put their names on the bottom of their loom on the fold and place them in the classroom bin
on the supply table. They will put all scissors on the material table. They will put all crayons
back in the box if used and throw any trash away from their tables and/or floor. They will put
dump out their water bowls and rinse out their brushes and put them in their drying rack. I will
collect the paint bowls and recycle the paint. Students will use wet sponges to wipe their
tables off of paint if needed. They will return to their seats quietly and wait to be called to line
up. I will sweep the room if need be.
Closure, Review & Anticipation (what’s next?)

As a class, we will discuss the essential questions and reflect on what we accomplished that
day and what we should be looking forward to doing next class.
Supplemental Activity
Students will have the opportunity to draw and color their own Falsa blanket. They will be able
to receive extra point when they complete it and they will also be able take the hand-out
home and complete it them.
Teacher reflection focused on the lesson after it has been taught

This lesson showed that students need a lot of time cutting and line need to be broken down
from how to move the scissors to how to move the paper.

Lesson Two
Title Weaving
Lesson I will remind them of what warm and cool colors are how we will use
Description them in our project. We will then talk about the lines on the blanket and
their different thicknesses and focus on getting them painted on our
warm and cool color construction paper.
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LESSON PLAN

LESSON NUMBER 2
Lesson Title Weaving

1PR Demonstrate skill and expression in the use of art techniques and processes.

5RE Use feedback and self-assessment to improve the quality of personal artworks.

1. Students will demonstrate the skill of weaving and incorporating prior knowledge of
warm and cool color schemes.
2. Students will use the rubric to self-assess their art work and to use the reflection sheet
to explain what they learned from the lesson.

1. Students will create two weavings incorporating cool and warm color schemes by
using cut up lines of construction paper that is woven through their looms using the
over and under technique.
2. Students will complete a rubric when they finish their weavings to assess their work
make sure they completed the steps.
Academic Language
Besides the self-assessment and rubric, in the end of the students will be able to show and
orally describe their work. They also can complete an extra point assignment in which they
will write what they learned from the lesson and drawing their own falsa blanket based off of
the examples I show and the ones they find online on their iPad’s.
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Preparations
Over Head projector
24 Handout: Rubric
6 Printed and Laminated Reference Sheet of “What To Do”
6 Printed and Laminated Reference Sheet of “What Not To Do”’
Color Wheel Chart

Black Tempura paint
24 Paint blows
24 Paint brushes
24 Painting Shirts
Buckets of Crayons
24 Scissors
9 by 12 Construction paper (Red, Orange, Yellow, Blue, Purple, Green)
Black Markers
White color Pencils
Sponges
Safety Procedures
Students will take their time weaving to avoid paper cuts
LEARNING ACTIVITY
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I will put up the laminated handouts of Mexican clothe on the board.
I will set up the overhead projector displaying the next slide of my presentation.
Taped on tables will be reference sheets of “What To Do” and “What Not To Do”.
Color wheel will be displayed on the board in the front of the class.
Falsa Blanket will be displayed at the front of the class.
Supplies will be set out on the counter accessible to the students as needed.
I will spend the first part of class introducing the class to the next steps of the project and
remind them of what should have been done last class and if it was not it needs to be priority.
I will focus on lines and thicknesses before they work on that for the day.

2 3 Minute Recap: PowerPoint
I will ask student what was talked about
last class and if anyone can tell me the Teacher Example
name and culture the blanket comes Looms
from. I will tell them we will focus on the
lines and paint our wefts for the class
today.
2 4 PowerPoint Continues: Red construction
Minutes I will point out onto the blanket the paper
different thicknesses of lines and tell
students we will paint these lines on our Black Tempura
wefts. I will use black acrylic paint and Paint
two different size brushed to demonstrate
ways they can make their line. “Using a Paint Brush
thick flat brush, we can make a wide line
and if we turn that bush on its side them
we can make a medium size line. For a
smaller line we can use a small round tip
brush to make the smaller lines. The lines
do not have to be perfect what matters is
that we try to make them straight as
possible.”
2 2 PowerPoint Continues: PowerPoint
Minutes I will then ask if anyone remembers what
warm and cool colors are and take
answers. I will then show them how they
appear on the color wheel.
2 5 Minute PowerPoint Continues: PowerPoint
I will them explain where the warm and
cool colors come in for the project. They
will be able to create a warm color and/or
cool color weaving. “Pick your favorite set
of warm or cool colors and fold the papers
in half in hotdog style two times. On each
layer write your name so you will have
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four names and that will be your back”. I
will demonstrate that myself. This is the
first thing you will do before you begin
painting.”. I will point to where students
can find the construction paper in the
back of the class.
2 26 Work Time: PowerPoint
Minute I will release students so that they can go Construction Paper
grab their paper to begin painting. I will let Scissors
them know if they finish they can Black Tempura
complete a draw their own falsa blanket Paint
handout with crayons. Students will Paint Brushes
continue to work on their projects and if
they need any assistance I will be walking
around and give feedback as they work.
2 5 Clean Up:
Minutes I will let students know they need to clean
up and to put their paint brushes in the
sink and put their paintings on the drying
rack/ I will collect all the paint and one
student will pass out wet sponges, so
students can wipe their tables. Once quiet
I will call them by tables to line up.
I will cut up their paintings in strips along the folded lines for the next class.

Student will put their names on their artworks with the black marker if they have not already
and put them in their class bin. If they have extra loose pieces they will put them in a plastic
zip lock bag provided with their name on it. They will put all scissors and glue on the material
table they got them from. They will put all crayons back in the box if used and throw any trash
away from their tables or floor. They will return to their seats quietly and wait to be called to
line up. I will sweep the room if need be.

As a class, we will discuss takeaways from the assignment and talk about other ways these
blankets could be created.

Students did well for this lesson. Next time maybe limit the weaving to one, so they can
finished at least one full set all together.
P a g e | 10
Lesson Three
Title Reflect
Lesson I will describe and demonstrate how to weave. They will weave over and
Description under and cut and glue the ends of the construction paper creating one
or two weavings. They will then self- reflect and grade themselves in
writing on a rubric.
LESSON PLAN

LESSON NUMBER 3
Lesson Title Reflect

5RE Use feedback and self-assessment to improve the quality of personal artworks.

1. Students will use the rubric to self-assess their art work and to use the reflection sheet
to explain what they learned from the lesson.
1. Students will complete a self-assessment when they finish their project. They will then
orally talk about their strengths, weaknesses and what they learned and describe their
work.
Academic Language
They will fill out a self-assessment on their strengths and weaknesses and what they learned.
They will also complete a rubric to grade themselves on how well they followed the rules and
finished their assignment. Besides the self-assessment and rubric, at the end of the students
will be able to show and orally describe their work.
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Preparations
Over Head projector
24 Handout: Self-Assessment
24 Handout: Rubric
6 Printed and Laminated Reference Sheet of “What To Do”
6 Printed and Laminated Reference Sheet of “What Not To Do”’
Color Wheel Chart
24 Big Plastic Zip Lock Bags

11 by 17 White Construction paper (Their looms and extra sheets)
Buckets of Crayons
24 White color Pencils
24 Scissors
9 by 12 Construction paper (Their painted strips of construction paper in a plastic bag cut)
9 by 12 Multicolored Construction paper
24 Glue Bottles
24 Black Markers
Safety Procedures
Students will take their time weaving to avoid paper cuts
P a g e | 12
LEARNING ACTIVITY
I will put up the laminated handouts of Mexican clothe on the board.
I will set up the overhead projector displaying the next slide of my presentation.
Taped on tables will be reference sheets of “What To Do” and “What Not To Do”.
Color wheel will be displayed on the board in the front of the class.
Falsa Blanket will be displayed at the front of the class.
Supplies will be set out on the counter accessible to the students as needed.
I will spend the first part of class letting students know this will be the last work day. I will
remind them what a finished loom looks like and remind them to complete the rubric and self-
assessment when they finish. I will then put out the handouts of “What Not To Do” on each
table.

3 5 PowerPoint Continues: PowerPoint
minutes I will let students know that all the wefts
are cut, and they will need to pick one set Loom
of colors and begin weaving. I will tell Wefts
them it is a simple over and under pattern Glue
that changed after each line. Scissors
Demo:
“Begin by weaving one weft over and
under the next warp and over the next,
etc. Continue this process alternating
over and under with each weft thread. If
the previous weft thread went under the
warp thread, the following row will begin
by going over the warp. Adjust strips to
make sure there are no gaps, then glue
the outside edges to hold them in place.
Cut the extra loose wefts off the edges.” I
will also show and tell them what not to
do including mixing colors, leaving gaps,
and to not leave any space on the ends.
3 1 minute PowerPoint Continues: All materials out

I will then tell students the goals for the
day to create one weaving. If they finish
that today, they will need to finish by
gluing the ends and cutting the extra
wefts.
3 2 Work Time: Handouts:

Minutes I will then put out the handouts of “What “What Not To Do”
Not To Do” on each table. I will point out Rubrics
the Rubrics on the front table and explain
P a g e | 13
each question and tell them to complete
them when they finish. I will also tell them
if they even finish that to make another
weaving with assorted colors.
3 35 Work Time: All materials out for
Minutes Students will continue to work on their students to access
projects and come time if they need any
assistance. I will walk around and give
feedback as they work.
3 5 I will give the students a 5-minute warning Plastic Zip Lock
Minutes that class is ending, and they need to Bag
finish up what they are doing and put Sharpie
supplies away. I will tell students if they
have any extra loose wefts they can put
them in their plastic zip lock bag with their
names on them. They will put their
projects and materials together in their
class bins in the back of the room.
3 35 Work Time: All materials out for
Minutes Students will fill out their assessment and students to access
rubric. I will walk around and give
feedback as they work.
3 3 Closing:
minutes I will thank every student for participating
in the class project. I will then talk about
how this project can also be done with
yarn using cardboard paper for the loom
and the yarn as the wefts and warp.

Student will put their names on all artworks with a black marker if they have not already and
put them in their class bin. They will put all scissors and glue on the material table they got
them from. They will put all crayons back in the box if used and throw any trash away from
their tables and/or floor. They will return to their seats quietly and wait to be called to line up. I
will sweep the room if need be.

As a class, we will discuss takeaways from the assignment and talk about other ways we will
create these blankets. A big part of weaving is in different material use so next we will go
beyond paper and use yarn and card board to create our weavings. We will begin with the
basics then work our way into getting more complex.
P a g e | 14
A lot of students needed more time to finish the weaving part, so the lesson will extend for
another day to finish.
P a g e | 15
Types of lines
Name: ______________________________
Date: _______________________________
What is a falsa blanket and what is it used for?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Draw the kind of lines you are creating your warp with on your loom!
Wavy Zigzag Boxy Curvy
P a g e | 16
Draw Your Own Falsa Blanket
Name: __________________________________
Drawing your own Falsa Blanket for extra credit using crayons. Make it
colorful and use what you have learned about them to design it!
P a g e | 17
“What Not To Do”
Do not mix Warm

and Cool colors
Do not leave gaps

between colors
Do not leave any

extra space
P a g e | 18
“What to Do”
FOLD YOUR
WHITE PAPER
AND CUT
DIFFERENT
LINES UP TO
THE FOLD
KEEP YOUR
WARM AND
COOL
COLORS
SEPARATED
WRITE YOUR NAME ON THE

BOTTOM AND LABLE YOUR
COLOR SCHEME (WARM OR
COOL) ON THE TOP
P a g e | 19
Name: _______________________________________
Yes No
Did you create 2

different looms with
at least four types?
Did you paint at

least one set of warm
or cool colors with
different thicknesses
of lines?
Did you weave your
paper Falsa blanket
and cut and glue the
ends?
P a g e | 20
Name: ______________________________________
What part of the weaving did you have the best
time working on?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
What part of the weaving did you struggle with?

__________________________________________
__________________________________________
__________________________________________
__________________________________________
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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Brea Berry

UNIT TITLE Falsa Blanket Weaving

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

Explain how technology has been used in this unit

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Teacher Candidate Brea Berry

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples (list all artists, artwork or media used)

Day Duration Application Resources

1 4 Minutes PowerPoint Presentation Continues: PowerPoint

1 1 Minutes Recap: PowerPoint

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Teacher Candidate Brea Berry

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Day Duration Application Resources

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Brea Berry

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Objectives

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Day Duration Application Resources

3 1 minute PowerPoint Continues: All materials out

3 2 Work Time: Handouts:

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Wavy Zigzag Boxy Curvy

Do not mix Warm

Do not leave gaps

Do not leave any

WRITE YOUR NAME ON THE

Did you create 2

Did you paint at

What part of the weaving did you struggle with?

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