Lesson 1

Teacher Name: Lauren Donnelly
Lesson Title: Paper Quilling Part 1
Grade level: 5th
Number of Students: 22
Lesson: 1 of 3
Central Focus:
Students will be introduced to a different and unique art creating method of paper
quilling and the artist Jim Dine.
Lesson Rationale and Summary:
Rationale: This lesson is focused around the art medium of paper and the use of the
technique paper quilling. This is a new form or art making for most students that uses a two
dimensional material to create three-dimensional work. Students will use this technique to
create forms inspired by the work of Jim Dine.
Summary: Students will arrive ready to learn. The teacher will welcome the students to class
and introduce the project for the day. Explaining to the students they will starting on a project
that they will continue working on for the next three weeks. The teacher will lead the students
in a pre-assessment discussion introducing the lesson for the day. Asking the students various
questions about paper quilling, popular culture and the artist Jim Dine. The students will
answer these questions to the best of their abilities. Then the teacher will use the visual aid of
a power point to provide information and images of Jim Dine as well as his work. The Teacher
will lead the students in a discussion about Dines different works presented. The students will
interpret, amylase, discuss, compare and contrast Dines different works. The teacher will help
guide this activity to keep the students on track and on topic. The PowerPoint will continue on
to discuss pop art, the art moment in which Jim Dine was on a part of. The teacher will
discuss with the students the different characteristics that pop art has. As well has how it
images taken from popular culture which is seen almost everywhere in our daily lives. Then
the presentation continues to a diagram of the different paper quilling shapes that will be
demonstrated throughout the duration of this learning segment. Teacher will demonstrate the
different shapes of quills that can be created with paper. The teacher will show the students
how to create the tight coil, loose/ closed coil, heart, teardrop and petal. Along with how to use
these different shapes to create an image or design. The students will then practice creating
different quills in different shapes and assembling them into a image or a design. This will be
the beginning of their final piece.
Lesson Objectives:
1. Students will create a piece using at each of the different quills demonstrated (1 of each),
covering 95% of their tag board.
2. Student will experiment with the different shapes and their ability to construct an image or
pattern. Putting forth effort in the creation.
3. Students take inspiration from an artist born in Ohio to create an original work. Taking Jim
Dine's work into consideration and thoughts of their own work.
State Standards
5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.

3PR Experiment with various ideas and visual art media to solve a problem that addresses
a contemporary social issue.
Academic Language:
Content Vocabulary:
➢ Paper Quilling (/ Paper filigree): an art form that involves the use of strips of paper that are
rolled, shaped, and glued together to create decorative designs.
➢ Quill: art form that involves the use of strips of paper that are rolled, shaped, and glued
together to create decorative designs.
➢ Quillwork: originally a form of textile embellishment traditionally practiced by Native
Americans that employs the quills of porcupines as an aesthetic element. Quills from bird
feathers were also occasionally used in quillwork. Now refers to the art of paper quilling and
the work involved in quilling paper.
➢ Slotted Tool: The slotted tool is the most important quilling tool as it makes curling coils much
easier and faster. The quality of the coil is noticeably higher compared to a coil that was
curled with a toothpick or hand.
➢ Crimper Tool: This tool is used to make crimped quilling strips. It helps to create different
patterns.
➢ Circle Sizer Ruler: The Circle Sizer Ruler is essential in making coils into a desired size after
curling. The ruler on the side is used to measure each strip to ensure they are the same
length before curling.
➢ Curling Coach: Curling Coaches make a great compliment tool for slotted tools and are
recommended for younger kids and for people who like to quill 3D miniatures. It makes curling
the strips much faster and easier than if they were curled with just the slotted tool.
➢ Needle tool: The Needle Tool plays a supporting role in the craft. It is used primarily to apply
glue to hard-to-reach areas of the coil or quilling design.
General Vocabulary:
➢ Analyze :examine methodically and in detail the constitution or structure
➢ Shape: An element of art that is two-dimensional, flat, or limited to height and width.
➢ Pattern: decorate with a recurring design; a repeated decorative design; a model or design
used as a guide in needlework and other crafts
➢ Decorative: serving to make something look more attractive; ornamental
➢ Create: bring (something) into existence.
➢ Inspiration: the process of being mentally stimulated to do or feel something, especially to do
something creative
➢ Manipulated: handle or control (a tool, mechanism, etc.), typically in a skillful manner.
➢ Craft: an activity involving skill in making things by hand
Instructional Terms:
➢ Jim Dine: Jim Dine is an American pop artist. He is sometimes considered to be a part of the
Neo-Dada movement. Born in Cincinnati Ohio, Attended Ohio University and University of
Cincinnati
➢ Dowel rod: Also called dowel pin. Carpentry. a pin, usually round, fitting into holes in two
adjacent pieces to prevent their slipping or to align them.
➢ Looped: form (something) into a loop or loops; encircle
➢ Curled: form or cause to form into a curved or spiral shape.
➢ Rolled: move or cause to move in a particular direction by turning over and over on an axis
➢ Wrapped: cover or enclose (someone or something) in paper or soft material.
➢ Color: Color is the element of art that is produced when light, striking an object, is reflected
back to the eye.
➢ Shape: the external form or appearance characteristic of someone or something; the outline




of an area or figure.
Positive Space: the areas in a work of art that are the subjects, or areas of interest.
Negative Space: area around the subjects, or areas of interest.
Three Dimensional: having or appearing to have length, breadth, and depth.
Two Dimensional: having or appearing to have length and breadth but no depth.
Planned Assessment:
Pre Assessment: Teacher will ask the students questions about paper quilling and paper arts
surveying their knowledge on the subject and the material. (Day 1) (See App 2 Teacher notes/
Class minutes for more detail and questions).
Formative Assessment: Review questions from the pre-assessment at the beginning of
each class testing the student’s memory and knowledge over Paper quilling, Pop Art and Jim
Dine. (Day two and Day three). Teacher will assist students in the paper quilling process and
watch to insure that the materials will be used correctly. Students work will be documented by
a photograph and notes about the work documented.
Summative Assessment: Students will be graded on the rubric attached and their ability to
create each shape of quill successfully (App 1 Final Grading Rubric).
Differentiated Instructional Strategies:
Class discussion, this will assist the intrapersonal learners
Visual examples, this will help the visual learners.
Power point this instructional tool will assist the Visual and Verbal learners.
Teacher instruction/ lecture this will help the auditory learners.
Teacher Demonstration, this instruction strategy will help the kinesthetic and visual learners.
One on One teacher demonstrations, this will help the interpersonal learners.
Gifted Students will need to cover the whole piece of cardboard with no white spaces
showing.
Larger tools and modified creation methods, this instructional strategy will assist students
with fine motor disabilities.
Differentiated size of tag board, this will assist the students with learning disabilities or
attention disabilities.
Lesson Resources:

Equipment
❏ Projector
❏ Computer
❏ Smartboard






Procedure:

Supplies
Strips of paper in 5 different ❏
colors between 1inch and ½❏
in width, 12- 18 inch in length❏
(at least 40 of each color) ❏
dowel rods/ pencils

tacky glue
Elmer’s glue
Tag board (30; 4inch x4inch)
Permanent markers

Scissors

Instructional Materials and Recourses:
Power point created by teacher.
http://lisanilssonart.com/home.html
www.instructables.com/quilled
Sample quills (Created during
demonstrations each day)
Teacher Sample (finished sample and in
progress piece assemble with sample
quills)
Power point visual
Teacher Notes/ Lesson Minutes (App.
2)
❏ Final Grading Rubric (App. 1)

i. Readiness/ Motivation for Lesson:
Allotted Time: (18 min)
Minute 1- Minute 3 (3 min)
Start of class: Students arrive ready to learn and take their seats, quietly and orderly.
Teacher welcomes students to art class. And leads them into their discussion.
Pre Assessment: (See App. 2 Teacher notes/ Class Minutes for more detail)
Minute 3 - 8 (5 Min)
Power Point over Jim Dine: (See Teacher notes/ Minutes App.2 for more detail and App
3. PowerPoint Slides)
Minute 8- Minute 18 (10 min)
Demonstration: Teacher will demonstrate the creation of different quill; heart, tight coil, loose
coil, Teardrop, petal.
ii. Lesson Development:
Allotted Time: 27 min
Minute 18- Minute 45 (27 min)
Formative Assessment: Teacher will assist students in the paper quilling process and watch
to insure that the materials will be used correctly (For more Detail See App 2 Teacher notes/
Class Minutes)
Students will take their new knowledge of paper quilling and create an image using the
different quill shapes that were demonstrated. Students will create a piece using at each of the
different quills demonstrated (1 of each). Student will experiment with the different shapes and
their ability to construct an image or pattern. Putting forth effort in the creation.
Students will turn in their work in for documentation and storage. Clean up their area and
return the quilling materials to the right place
Formative Assessment: Students work will be documented by a photograph and notes about
the work documented. (For more Detail See App 2 Teacher notes/ Class Minutes)
iii. Lesson Closure:
Allotted Time: 5 min
Minute 45- Minute 50 (5 min): Clean up and Line up. Students will clean up their area and
put all materials away. Once the student finishes they can help the other students around
them. Once all is clean the students will sit quietly in their seat. The teacher will then line the
students up at the door. Once all students are lined up and their Teacher has arrived the
students will be dismissed.
vi. Evaluation:
Students will be graded on the rubric attached and their ability to create each shape of quill
successfully (App 1).

Lesson Two
Teacher Name: Lauren Donnelly
Lesson Title: Paper Quilling Part 2
Grade level: 5th
Number of Students: 22
Lesson: 2 of 3
Central Focus:
Students will be introduced to a different and unique art creating method of paper
quilling and the artist Jim Dine.
Lesson Rationale and Summary:
Rationale: This lesson is focused around the art medium of paper and the use of the
technique paper quilling. This is a new form or art making for most students that uses a two
dimensional material to create three-dimensional work. Students will use this technique to
create forms inspired by the work of Jim Dine.
Summary: Students will arrive ready to learn. The teacher will welcome the students to class
and introduce the project for the day. Explaining to the students they will continue working on
their paper quilling project. The teacher will lead the students in a formative assessment
discussion re-introducing the lesson for the day. Asking the students various questions about
paper quilling, popular culture and the artist Jim Dine. The students will answer these
questions to the best of their abilities. Then the teacher will use the visual aid of a power point
to provide information and images of Jim Dine as well as his work. The Teacher will lead the
students in a discussion about Dines different works presented. The students will interpret,
amylase, discuss, compare and contrast Dines different works. The teacher will help guide
this activity to keep the students on track and on topic. The PowerPoint will continue on to
discuss pop art, the art moment in which Jim Dine was on a part of. The teacher will discuss
with the students the different characteristics that pop art has. As well has how it images taken
from popular culture which is seen almost everywhere in our daily lives. Then the
presentation continues to a diagram of the different paper quilling shapes that will be
demonstrated throughout the duration of this learning segment. Teacher will demonstrate the
different shapes of quills that can be created with paper. The teacher will show the students
how to create the square, marquise, shapes marquise, half-moon and if time allows the
triangle. Teacher will review the different five steps for creating a successful paper quill. Along
with how to use these different shapes to create an image or design. The students will then
practice creating different quills in different shapes and assembling them into a image or a
design. This will continue their work on their final piece.
Lesson Objectives:
1.Students will create a piece using at each of the different quills demonstrated (1 of each),
covering 95% of their tag board.
2.Student will experiment with the different shapes and their ability to construct an image or
pattern. Putting forth effort in the creation.
3.Students take inspiration from an artist born in Ohio to create an original work. Taking Jim
Dine's work into consideration and thoughts of their own work.

State Standards
5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.
3PR Experiment with various ideas and visual art media to solve a problem that addresses
a contemporary social issue.
Academic Language:




















Content Vocabulary:
Paper Quilling (/ Paper filigree): an art form that involves the use of strips of paper that are
rolled, shaped, and glued together to create decorative designs.
Quill: art form that involves the use of strips of paper that are rolled, shaped, and glued
together to create decorative designs.
Quillwork: originally a form of textile embellishment traditionally practiced by Native
Americans that employs the quills of porcupines as an aesthetic element. Quills from bird
feathers were also occasionally used in quillwork. Now refers to the art of paper quilling and
the work involved in quilling paper.
Slotted Tool: The slotted tool is the most important quilling tool as it makes curling coils much
easier and faster. The quality of the coil is noticeably higher compared to a coil that was
curled with a toothpick or hand.
Crimper Tool: This tool is used to make crimped quilling strips. It helps to create different
patterns.
Circle Sizer Ruler: The Circle Sizer Ruler is essential in making coils into a desired size after
curling. The ruler on the side is used to measure each strip to ensure they are the same
length before curling.
Curling Coach: Curling Coaches make a great compliment tool for slotted tools and are
recommended for younger kids and for people who like to quill 3D miniatures. It makes curling
the strips much faster and easier than if they were curled with just the slotted tool.
Needle tool: The Needle Tool plays a supporting role in the craft. It is used primarily to apply
glue to hard-to-reach areas of the coil or quilling design.
General Vocabulary:
Analyze :examine methodically and in detail the constitution or structure
Shape: An element of art that is two-dimensional, flat, or limited to height and width.
Pattern: decorate with a recurring design; a repeated decorative design; a model or design
used as a guide in needlework and other crafts
Decorative: serving to make something look more attractive; ornamental
Create: bring (something) into existence.
Inspiration: the process of being mentally stimulated to do or feel something, especially to do
something creative
Manipulated: handle or control (a tool, mechanism, etc.), typically in a skillful manner.
Craft: an activity involving skill in making things by hand
Instructional Terms:
Jim Dine: Jim Dine is an American pop artist. He is sometimes considered to be a part of the
Neo-Dada movement. Born in Cincinnati Ohio, Attended Ohio University and University of
Cincinnati
Dowel rod: Also called dowel pin. Carpentry. a pin, usually round, fitting into holes in two
adjacent pieces to prevent their slipping or to align them.
Looped: form (something) into a loop or loops; encircle
Curled: form or cause to form into a curved or spiral shape.
Rolled: move or cause to move in a particular direction by turning over and over on an axis
Wrapped: cover or enclose (someone or something) in paper or soft material.

➢ Color: Color is the element of art that is produced when light, striking an object, is reflected
back to the eye.
➢ Shape: the external form or appearance characteristic of someone or something; the outline
of an area or figure.
➢ Positive Space: the areas in a work of art that are the subjects, or areas of interest.
➢ Negative Space: area around the subjects, or areas of interest.
➢ Three Dimensional: having or appearing to have length, breadth, and depth.
➢ Two Dimensional: having or appearing to have length and breadth but no depth.
Planned Assessment:
Pre Assessment: Teacher will ask the students questions about paper quilling and paper arts
surveying their knowledge on the subject and the material. (Day 1) (See App 2 Teacher notes/
Class minutes for more detail and questions).
Formative Assessment: Review questions from the pre-assessment at the beginning of
each class testing the student’s memory and knowledge over Paper quilling, Pop Art and Jim
Dine. (Day two and Day three). Teacher will assist students in the paper quilling process and
watch to insure that the materials will be used correctly. Students work will be documented by
a photograph and notes about the work documented.
Summative Assessment: Students will be graded on the rubric attached and their ability to
create each shape of quill successfully (App 1 Final Grading Rubric).
Differentiated Instructional Strategies:
Class discussion, this will assist the intrapersonal learners
Visual examples, this will help the visual learners.
Power point this instructional tool will assist the Visual and Verbal learners.
Teacher instruction/ lecture this will help the auditory learners.
Teacher Demonstration, this instruction strategy will help the kinesthetic and visual learners.
One on One teacher demonstrations, this will help the interpersonal learners.
Gifted Students will need to cover the whole piece of cardboard with no white spaces
showing.
Larger tools and modified creation methods, this instructional strategy will assist students
with fine motor disabilities.
Differentiated size of tag board, this will assist the students with learning disabilities or
attention disabilities.
Lesson Resources:
Equipment
❏ Projector
❏ Computer
❏ Smartboard

Supplies
❏ Strips of paper in 5 different ❏
colors between 1inch and ½❏
in width, 12- 18 inch in length❏

(at least 40 of each color)
❏ dowel rods/ pencils

❏ tacky glue
❏ Elmer’s glue
❏ Tag board (30; 4inch x4inch)
❏ Permanent markers

❏ Scissors

Instructional Materials and Recourses:
Power point created by teacher.
http://lisanilssonart.com/home.html
www.instructables.com/quilled
Sample quills (Created during
demonstrations each day)
Teacher Sample (finished sample and in
progress piece assemble with sample
quills)
Power point visual
Teacher Notes/ Lesson Minutes (App.
2)

❏ Final Grading Rubric (App. 1)
Procedure:
i. Readiness/ Motivation for Lesson:
Allotted Time: (18 min)
Minute 1- Minute 3 (3 min)
Start of class: Students arrive ready to learn and take their seats, quietly and orderly.
Teacher welcomes students to art class. And leads them into their discussion.
Formative Assessment: Review questions from the pre-assessment at the beginning of each
class testing the student’s memory and knowledge over Paper quilling, Pop Art and Jim Dine.
Minute 3 - 8 (5 Min)
Power Point over Jim Dine: (See Teacher notes/ Minutes App.2 for more detail and App
3. PowerPoint Slides)
Minute 8- Minute 18 (10 min)
Demonstration: Teacher will demonstrate the creation of different quill. Square, Marquise,
Shapes Marquise, Half-Moon, Triangle if time allows.
ii. Lesson Development:
Allotted Time: 27 min
Minute 18- Minute 45 (27 min)
Formative Assessment: Teacher will assist students in the paper quilling process and watch
to insure that the materials will be used correctly.
Students will take their new knowledge of paper quilling and create an image using the
different quill shapes that were demonstrated. Students will create a piece using at each of the
different quills demonstrated (1 of each). Student will experiment with the different shapes and
their ability to construct an image or pattern. Putting forth effort in the creation.
Students will turn in their work in for documentation and storage. Clean up their area and
return the quilling materials to the right place
Formative Assessment: Students work will be documented by a photograph and notes about
the work documented. (For more Detail See App 2 Teacher notes/ Class Minutes)
iii. Lesson Closure:
Allotted Time: 5 min
Minute 45- Minute 50 (5 min): Clean up and Line up. Students will clean up their area and
put all materials away. Once the student finishes they can help the other students around
them. Once all is clean the students will sit quietly in their seat. The teacher will then line the
students up at the door. Once all students are lined up and their Teacher has arrived the
students will be dismissed.
vi. Evaluation:
Students will be graded on the rubric attached and their ability to create each shape of quill
successfully (App. 1 Final Grading Rubric).

Lesson Three
Teacher Name: Lauren Donnelly
Lesson Title: Paper Quilling Part 2
Grade level: 5th
Number of Students: 22
Lesson: 3 of 3
CMT: Rachel Holbert
University Mentor: Diane Gladieux
Central Focus:
Students will be introduced to a different and unique art creating method of paper
quilling and the artist Jim Dine.
Lesson Rationale and Summary:
Rationale: This lesson is focused around the art medium of paper and the use of the
technique paper quilling. This is a new form or art making for most students that uses a two
dimensional material to create three-dimensional work. Students will use this technique to
create forms inspired by the work of Jim Dine.
Summary: Students will arrive ready to learn. The teacher will welcome the students to class
and introduce the project for the day. Explaining to the students this will be their last day
working on their paper quilling project. The teacher will lead the students in a formative
assessment discussion, asking the students various questions about paper quilling, popular
culture and the artist Jim Dine. The students will answer these questions to the best of their
abilities. Then the teacher will use the visual aid of a power point to review the artist Jim Dine
and his work. The students will interpret, amylase, discuss, compare and contrast Dines
different works. The teacher will help guide this activity to keep the students on track and on
topic. Then continuing on to a diagram of the different paper quilling shapes that will be
demonstrated throughout the duration of this learning segment. Teacher will demonstrate the
last four to five shapes of quills that can be created with paper. The teacher will show the
students how to create the triangle if not show in lesson two, the arrow/ dart, the shield/ bunny
ear, star and the tulip. Teacher will review the different five steps for creating a successful
paper quill. Along with how to use these different shapes to create an image or design. The
students will then practice creating different quills in different shapes and assembling them
into a image or a design. This will be their final piece at the end of class. Then the students
will complete the self-evaluation portion of the final grading rubric (App. 1) and submit their
piece and their evaluation for grading.
Lesson Objectives:
1.Students will create a piece using at each of the different quills demonstrated (1 of each),
covering 95% of their tag board.
2.Student will experiment with the different shapes and their ability to construct an image or
pattern. Putting forth effort in the creation.
3.Students take inspiration from an artist born in Ohio to create an original work. Taking Jim
Dine's work into consideration and thoughts of their own work.
State Standards

5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.
3PR Experiment with various ideas and visual art media to solve a problem that addresses
a contemporary social issue.














Academic Language:
Content Vocabulary:
Paper Quilling (/ Paper filigree): an art form that involves the use of strips of paper that are
rolled, shaped, and glued together to create decorative designs.
Quill: art form that involves the use of strips of paper that are rolled, shaped, and glued
together to create decorative designs.
Quillwork: originally a form of textile embellishment traditionally practiced by Native
Americans that employs the quills of porcupines as an aesthetic element. Quills from bird
feathers were also occasionally used in quillwork. Now refers to the art of paper quilling and
the work involved in quilling paper.
Slotted Tool: The slotted tool is the most important quilling tool as it makes curling coils
much easier and faster. The quality of the coil is noticeably higher compared to a coil that was
curled with a toothpick or hand.
Crimper Tool: This tool is used to make crimped quilling strips. It helps to create different
patterns.
Circle Sizer Ruler: The Circle Sizer Ruler is essential in making coils into a desired size after
curling. The ruler on the side is used to measure each strip to ensure they are the same
length before curling.
Curling Coach: Curling Coaches make a great compliment tool for slotted tools and are
recommended for younger kids and for people who like to quill 3D miniatures. It makes
curling the strips much faster and easier than if they were curled with just the slotted tool.
Needle tool: The Needle Tool plays a supporting role in the craft. It is used primarily to apply
glue to hard-to-reach areas of the coil or quilling design.
General Vocabulary:
Analyze :examine methodically and in detail the constitution or structure
Shape: An element of art that is two-dimensional, flat, or limited to height and width.
Pattern: decorate with a recurring design; a repeated decorative design; a model or design
used as a guide in needlework and other crafts
Decorative: serving to make something look more attractive; ornamental
Create: bring (something) into existence.
Inspiration: the process of being mentally stimulated to do or feel something, especially to do
something creative
Manipulated: handle or control (a tool, mechanism, etc.), typically in a skillful manner.
Craft: an activity involving skill in making things by hand
Instructional Terms:
Jim Dine: Jim Dine is an American pop artist. He is sometimes considered to be a part of the
Neo-Dada movement. Born in Cincinnati Ohio, Attended Ohio University and University of
Cincinnati
Dowel rod: Also called dowel pin. Carpentry. a pin, usually round, fitting into holes in two
adjacent pieces to prevent their slipping or to align them.
Looped: form (something) into a loop or loops; encircle
Curled: form or cause to form into a curved or spiral shape.

➢ Rolled: move or cause to move in a particular direction by turning over and over on an axis
➢ Wrapped: cover or enclose (someone or something) in paper or soft material.
➢ Color: Color is the element of art that is produced when light, striking an object, is reflected
back to the eye.
➢ Shape: the external form or appearance characteristic of someone or something; the outline
of an area or figure.
➢ Positive Space: the areas in a work of art that are the subjects, or areas of interest.
➢ Negative Space: area around the subjects, or areas of interest.
➢ Three Dimensional: having or appearing to have length, breadth, and depth.
Two Dimensional: having or appearing to have length and breadth but no depth.
Planned Assessment:
Pre Assessment: Teacher will ask the students questions about paper quilling and paper arts
surveying their knowledge on the subject and the material. (Day 1) (See App 2 Teacher notes/
Class minutes for more detail and questions).
Formative Assessment: Review questions from the pre-assessment at the beginning of
each class testing the student’s memory and knowledge over Paper quilling, Pop Art and Jim
Dine. (Day two and Day three). Teacher will assist students in the paper quilling process and
watch to insure that the materials will be used correctly. Students work will be documented by
a photograph and notes about the work documented.
Summative Assessment: Students will be graded on the rubric attached and their ability to
create each shape of quill successfully (App 1 Final Grading Rubric).
Differentiated Instructional Strategies:
Class discussion, this will assist the intrapersonal learners
Visual examples, this will help the visual learners.
Power point this instructional tool will assist the Visual and Verbal learners.
Teacher instruction/ lecture this will help the auditory learners.
Teacher Demonstration, this instruction strategy will help the kinesthetic and visual learners.
One on One teacher demonstrations, this will help the interpersonal learners.
Gifted Students will need to cover the whole piece of cardboard with no white spaces
showing.
Larger tools and modified creation methods, this instructional strategy will assist students
with fine motor disabilities.
Differentiated size of tag board, this will assist the students with learning disabilities or
attention disabilities.
Lesson Resources:
Equipment
❏ Projector
❏ Computer
❏ Smartboard

Supplies
❏ Strips of paper in 5 different❏

colors between 1inch and ½

in width, 12- 18 inch in
length (at least 40 of each ❏
color)
❏ dowel rods/ pencils
❏ tacky glue

Instructional Materials and Recourses:
Power point created by teacher.
http://lisanilssonart.com/home.html
www.instructables.com/quilled
Sample quills (Created during
demonstrations each day)
❏ Teacher Sample (finished sample and in
progress piece assemble with sample

❏ Elmer’s glue
❏ Tag board (30; 4inch
x4inch)
❏ Permanent markers
❏ Scissors

quills)
❏ Power point visual
❏ Teacher Notes/ Lesson Minutes (App. 2)
❏ Final Grading Rubric (App. 1)

Procedure:
i. Readiness/ Motivation for Lesson:
Allotted Time: (18 min)
Minute 1- Minute 3 (3 min)
Start of class: Students arrive ready to learn and take their seats, quietly and orderly.
Teacher welcomes students to art class. And leads them into their discussion.
Formative Assessment: Review questions from the pre-assessment at the beginning of each
class testing the student’s memory and knowledge over Paper quilling, Pop Art and Jim Dine.
Minute 3 - 8 (5 Min)
Power Point over Jim Dine: (See Teacher notes/ Minutes App.2 for more detail and App
3. PowerPoint Slides)
Minute 8- Minute 18 (10 min)
Demonstration: Teacher will demonstrate the creation of different quill. Square, Marquise,
Shapes Marquise, Half-Moon, Triangle if time allows.
ii. Lesson Development:
Allotted Time: 27 min
Minute 18- Minute 45 (27 min)
Formative Assessment: Teacher will assist students in the paper quilling process and watch
to insure that the materials will be used correctly.
Students will take their new knowledge of paper quilling and create an image using the
different quill shapes that were demonstrated. Students will create a piece using at each of the
different quills demonstrated (1 of each). Student will experiment with the different shapes and
their ability to construct an image or pattern. Putting forth effort in the creation.
Students will turn in their work in for documentation, storage and grading.
Formative Assessment: Students work will be documented by a photograph and notes about
the work documented. (For more Detail See App 2 Teacher notes/ Class Minutes)
iii. Lesson Closure:
Allotted Time: 5 min
Minute 45- Minute 50 (5 min): Clean up, Self-evaluate and Line up. Students will clean up
their area putting all materials away. When finished they will evaluate themselves based on
the criteria of the final grading rubric. Students will provide a point value along with a
reasoning or each of the learning objectives on the student self-evaluation section of the
rubric. Also they will provide any additional comments in the student additional comment
section. Students will submit this rubric with their piece for grading. Then they will line up.
vi. Evaluation:
Students will be graded on the rubric attached and their ability to create each shape of quill
successfully (App. 1 Final Grading Rubric).