Elementary
Grade Teacher
1st-3rd
Date(s)
9/1-9/6
College and Career Readiness State Standards
VA: Cr2.1.1 Organize and develop artistic ideas and work. a. Explore uses of materials and tools to
create works of art or design.
VA: Cr1.2.2 Generate and conceptualize artistic ideas and work. a. Make art or design with various
materials and tools to explore personal interests, questions, and curiosity.
VA: Cr1.1.1 Generate and conceptualize artistic ideas and work. a. Engage collaboratively in exploration
and imaginative play with materials.
Lesson Goal
Essential Question: what is a texture?
Focus Question: How can you create texture in
art?
Focus Question: How can pattern be used in your dragon?
Focus Question:
Lesson- Daily
Draw a page full of patterns,
Bell Ringer 3-5 min.
Academic Texture, Pattern
Vocabulary
Materials 9x12 White paper Smartboard
Markers Erasers
Pencils Colored pencils
The Lesson in Action
Anticipatory Set All of the supplies are on the right side of the classroom on the shelf. The
teacher will review the bell ringer with the class.
Next, the teacher will review the agenda, “I can” Statements, Essential
Questions, and Focus Questions.
Intro/Input The teacher will explain to the students those textures are all around us.
We see them in nature, fur, whiskers, paw prints, we see them in the
kitchen, and we see them in the playground. You will learn how to place
them in an art project?
Model/ (I Do) During the class, the teacher will be introducing texture
in art. Texture in art refers to the way a surface feels or
Guided Practice (We Do) is perceived to feel. The students will be exploring and
understanding the difference between actual texture
(how things feel) and visual texture (how things look like
they might feel. The teacher will show the students what
materials/techniques used to create texture. For
example, painters have many ways to create different
textures. They use different sized and shaped brushes:
everything from tiny pointed brushes to flat, wide
brushes. They can also use other tools—special knives,
sponges, even fingers—to put paint on canvas. In
addition, the teacher will show the students types of
textures and students to examine textures in the works of
art. Upon completion of the presentation, the class will
begin their next project.
Independent Practice – (You Do) Now each student will have paper, pencil, and eraser on
their desk. The students will be beginning with each
student drawing the eye, the mouth, then the lower jaw
extending all the way down to the belly and up to the tip
of the tail this will look like a curvy line. Next, go back to
the mouth and draw the top of the nose, the forehead,
the neck and then the back and all the way to the tip of
the tail, the line growing narrow. Next, the back leg and
draw a “2" for the front of the leg and make a foot. Then
draw a small arm up along the neck and draw the other
over the neck line. Next, add super-duper dragon wings,
and some spikes or horns or things like that. Next, the
students will draw small circles or small “c” to imply the
scales.
Closure
Exit Ticket Technology Games Reflections
Video Questions / Answers
Written / Oral Response Other
