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Chelsea Turner 1st Grade Lesson Plan Anasi the Spider






Benchmark/Standard ART.VA.I.K.1 Identify and explore a variety of materials to communicate personal experiences. ART.VA.I.K.2 Work with materials and tools safely with environmental awareness. ART.VA.I.K.4 Prepare, complete, and sign finished artwork. ART.VA.II.K.1 Explore the basic uses of art materials to produce artwork. ART.VA.II.K.2 Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences. ART.VA.IV.K.2 Identify and talk about artwork found around the world. ART.VA.V.K.3 Identify how pattern, shape, rhythm, and movement are used throughout the arts. ART.VA.V.K.4 Explore connections between the visual arts and other curriculum. Behavioral Objective: The learner will actively listen to the story Anansi the Spider and engage themselves in a class conversation about the Ashanti culture. Students will use materials and tools safely and use a variety of line, colors, and basic geometric shapes to create their own Anansi the spider and Ashanti design. Anticipatory set: Students will create their own Anansi the spider using various colored papers by designing and gluing. Once the story is read and we have our short conversation, the spiders will be created. Once we have glued all the pieces, students will get their inspired ideas for the book and use their own Ashanti design to make the border. Objective/Purpose: This week we will be reading and discussing Anansi the Spider. We will see and learn how the Ashanti tribes have used line, design, and color in their art. Students will get the chance to create their own spider and design their illustration with Ashanti designs. Input Step 1: Read Anansi the Spider and generate discussion throughout the reading and at the end. Step 2: Back at their tables, students will receive a large red piece of paper and must put their name small on the back. Step 3: Discuss new gluing technique using a Q-tip and the puddle of glue at their tables.




Step 4: I will demonstrate where the first shape goes on the overhead. (Black triangle-facing down and arrow is pointing towards you.) After I have completed this, shapes will be passed out, and students must follow my instructions. This process repeats with each shape given to them. Step 5: Body Step 6: Details in face and head Step 7: Legs to the spider Step 8: Designs in legs Step 9: Once we are done with the spider, oil pastels will be passed out, and students will enhance their borders of the paper with Ashanti designs. a. Thinking Levels i. Knowledge: Recognize and understand designs that have originated from the Ashanti tribe. Also, using their knowledge on how to paste, place, and design, these spiders will come to life. ii. Comprehension: Using design elements from Anansi the Spider, students will ensemble their spiders. They will also apply their knowledge of how to use materials. iii. Synthesis: Students will create their own unique spider by using shapes, line, and color. b. Learning Styles i. Visual-Students will be shown the illustrations from Anansi the Spider. They will be observing the characteristics of Ashanti art and be able to apply it themselves. ii. Intrapersonal: Students will work individually on their spiders, making them their own by using certain characteristics. c. Methods and Materials i. Way of teaching: Demonstration, modeling, and creating ii. Materials needed: Large red construction paper for background, black body, black head, black legs, yellow eyes, small paper for details, glue, Q-tip, scrap paper to place glue on, and oil pastels. Modeling a. Read Anansi the Spider b. Discussion and thoughts c. Teacher example d. Step-by-step instruction Checking for Understanding a. Check for correct gluing techniques (in the process of the project) b. Check for correct placement of features (in the process of the project) c. Check for proper clean-up techniques Guided Practice


a. Students will work with materials and tools safely with environmental awareness, explore the basic uses of art materials to produce artwork, and use a variety of lines, colors, and basic geometric shapes and patterns. Closure a. Students will receive a 5 minute warning before it is time to clean up. At this time, students will be asked to wrap of their projects and finish their final thoughts. b. 5 minutes before class is over, students will clean up their area. c. Certain students will be selected to collect materials. d. Once students are sitting quietly in their seats and all materials are put back in their correct spots, I will call rows to push in their chairs and line up at the door until their teacher arrives.