Title of Learning Segment: What do you do with an idea?

Fiber Sculpture Grade: 2nd

Prior Knowledge Use of scissors, writing skills, experience with three-dimensional

construction, spatial reasoning skills from math standards
Central Focus/Big Idea EQ: How does knowing the contexts histories, and traditions of art
forms help us create works of art and design? SW create a yarn form shaped like an egg to
represent an idea, found in the book What Do You Do with an Idea? by Kobi Yamada.
Learning Segment Overview (Four lessons, 40 minutes each)
Lesson 1 (Day 1): Introduction Read aloud and prepping sculpture molds
Lesson 2 (Day 2-3) Instruction process/Procedure/Guided Practice: Creating sculpture pieces
Lesson 4 (Day 4) Present/respond, closure: Removing the plastic egg and saran wrap,
connecting the egg form, discussion
Standard Learning Summative
Objective Assessment
NCVAS VA:Cr1.2.2a I can MAKE a I can MAKE
Make art or design with various materials and tools to yarn sculpture respectful, well
explore personal interests, questions, and curiosity that represents thought-out
my own idea. written
State Standard: Indicator VA.CR NM.2.2: I can use I can USE yarn responses to
three dimensional art materials and techniques to to create a three another
make art dimensional student’s
form. artwork.
NCVAS: VA:Cr3.1.2a Discuss and reflect with peers I can REFLECT on the choices
about choices made in creating artwork made in my/my peers’ artwork.

Academic Language Demands, as applicable:

1. Language Function One LF essential for students to develop & practice. Use Standard and
Objective action verbs, e.g. analyze, compare/contrast, interpret. Make
2. Vocabulary
Sculpture- an artistic form in materials are worked into three-dimensional art objects
Overlap- extend over so as to cover partly
Fiber art- a style of fine art which uses textiles such as fabric, yarn, and natural and
synthetic fibers
Mold- a frame on which something is formed or made
3. Discourse SW use discourse in this LS.
4. Practice SW practice discourse during informal review (i.e. checks for understanding in line,
review during introduction of each lesson on the carpet). SW use discourse through a
conversation of their artwork to their peers at the end of class during Lesson 3
5. Key Materials: What do you do with an Idea? book written by Kobi Yamada, yarn, saran
wrap, containers, tacky glue, egg cartons, paintbrushes, clip boards, plastic bags, iPad,
promethean board, plastic eggs, wooden skewers, tape
 Lesson 1 of 3
Standard Objective Formative Assessment
NVAS: VA:Cr1.2.2a SWBAT MAKE Verbal assessment of book
Make art or design with various materials three dimensional themes, completion of a
and tools to explore personal interests, art that explores a wrapped plastic egg
questions, and curiosity personal idea.
Key Materials for Lesson 1 Plastic eggs (separated into halves), saran wrap,
tape, tacky glue, paint brush, clipboards, plastic
bags, iPad, Promethean board, iPad stand,
exemplar
Before Class
• Materials will be prepared and set out before students arrive at classroom.
Introduction
• TW greet students at the door and ask them to come in and quietly have a seat at the
carpet.
• TW explain to students that we will begin a new lesson today that is based on a book.
• TW explain that this next lesson involves making a small sculpture and is based on the
children’s book What Do You Do with an Idea?
o When teacher says the word sculpture, TW ask for students to raise their hands and
tell me what a sculpture is.
o Following a student’s definition, TW elaborate, offering the technical definition of a
sculpture.
o Students in this class have made three-dimensional work in past grades and may
already be familiar with the term sculpture.
• TW tell them that What Do You Do with an Idea? uses an egg to represent an idea.
o TW help illustrate the idea of abstraction with another metaphor, like the idea that a
heart often represents love and a smiley face often represents happiness.
• In preparation to read What Do You Do with an Idea? aloud, TW ask students to think about
why the author might have chosen to represent an idea with an egg while I read the book
aloud.
o This will prime students to mentally engage with the read aloud by giving them a
prompt to remember while listening to and watching me read the story.
o These 2nd grade students are currently in the concrete operational stage of Jean
Piaget’s Stages of Cognitive Development. The concrete operational stage of
development states that children ages 7-11 are beginning to understand abstract
trains of thought rather than just literal facts. With this theory in mind, it is reasonable
to assume that most SW be able to have a beginning understanding of the
metaphoric symbolism used in What Do You do with an Idea? uses to explain the
egg as the beginning of something wonderful.
Teacher Instructions
• TW take out What Do You Do with an Idea? and read the book aloud while sitting in a chair
in front of the class.
o During the read aloud, TW point out some characteristics of the book, such as the
way that the egg that represents the idea “grows” and the color spreads across the
pages.
• Following the read aloud, TW ask the students questions about the book to summarize and
review. These questions will prime their understanding of the metaphorical value of an egg
as the beginning of a life, just as an idea can become the beginning of a great creative
journey.
• Prompting questions are as follows:
o “Why might the author have used an egg to represent an idea?”
o “What happened to the colors in the book as the egg began to hatch?”
 In What Do You Do with an Idea?, as the egg idea hatches, color explodes
throughout the landscape that was black and white at the beginning.
o “Why might someone be worried about sharing an idea?”
 The main character is hesitant to hold onto his idea because of what others
say.
o “How can your idea change the world?”
 The book shows how an idea that some might think is ridiculous can enrich
the world.
• TW call on one or two students to answer each question.
o After students respond, TW rephrase and respond to their answers to ensure my
understanding. TW also do this so other students can hear their response to the
question in case they were not able to hear the original speaker.
• Following the read aloud, TW show exemplar sculpture as a visual aid to explain what SW
be creating during this lesson.
o TW explain that their sculpture will be personalized and should look like what their
idea would look like if it followed them around like the idea in the book did.
 TW explain my reasoning for my colors and design, explaining the process
we will use to create the ideas.
• After showing exemplar, TW ask students to quietly walk to their seats.
Guided Practice- Creating the Molds
• After students move to their assigned seats, TW use a clapping pattern to regain their
attention. They will repeat the clapping pattern and look up at me.
o Students are familiar with this clapping pattern. It is often used in both their regular
classroom and related arts classes to ask them to stop talking and track the speaker.
• TW tell the students that the supplies they will be using during this lesson are in front of
them on their table.
o TW iterate that they should not be touching the supplies on their table as I am
demonstrating.
 TW tell students to “hide their hands” because I do not want them to become
distracted by their supplies while I am demonstrating and possibly miss or
misunderstand my directions.
• TW explain that the plastic egg will be used as a mold for their final sculptures, giving the
sculptures the form of an egg.
• At this point, TW ensure that my iPad is mirroring my demonstration on the Promethean
board.
o If something goes wrong during this section of the lesson, such as technology failure,
TW ask students to come stand around my desk rather than relying on the
Promethean board.
• TW demonstrate step-by-step how to completely wrap and secure the plastic eggs with
saran wrap and tape.
o To wrap the eggs, students should:
 1. Place each egg half round side down in the center of their square of saran
wrap. Students should be able to look into the egg if the egg is orientated the
correct way.
 2. Wrap egg so that the edges of the saran wrap are tucked inside.
 3. Write their name on a piece of tape.
 4. Tape the edges of the saran wrap inside the egg halves.
 • Placing the tape on the inside of the egg halves ensures the students’
names are not obstructed by yarn.
• After most students have finished wrapping and writing their names on the egg halves, TW
do another demonstration on painting glue onto yarn.
o SW begin on this section during the next class, but TW be showing this technique as
a hook for engagement.
o TW ask students to “hide their hands” so they do not continue working while I am
speaking and demonstrating.
o TW explain that SW:
 Take a paintbrush and get a bit of tacky glue from the container in the center
of their table.
 Place their glue flat on their clipboard.
 “Paint” the glue onto both sides of their yarn.
 Carefully wrap the yarn around their eggs. Their fingers will be sticky.
• TW explain that if their yarn is not sticking, they need to add more
glue onto their yarn.
• The glue should not be stuck in globs on the yarn or the egg.
• At no point should the paintbrush touch the egg.
Closure and Review
• TW bring egg cartons around to each table. These egg cartons will be labeled with the class
name so I can identify each class.
• Five minutes before the end of class, TW tell students it is time to clean up.
o TW allow five minutes because this section of the lesson will not be messy and
should not take too long to clean up.
 While cleaning up, students should leave their clipboards in the spot they
found them. They should throw away any yarn scraps that are too small to be
used or any pieces that are covered in glue and unused.
 Students should place their egg halves in the cartons. They will leave the
cartons open.
o TW teach this lesson to each second grade class in the school, so it is extremely
important to keep each class separated in an organized manner.
 Egg cartons provide an inexpensive organizational method that is also
coordinated to the subject matter this lesson focuses on.
• TW ask students to clean up by placing their tape back in their table caddies, putting
sharpies back in the sharpie container, pushing their chair in, and disposing of any trash.
• Once students have cleaned up, they will stand silently behind their chairs.
• TW call tables one by one to line up in front of the door in order of who is the most quiet and
ready for the hallway.
o As I call on tables, TW use positive reinforcement to thank the students who are
quiet and respectful. This will cause other students to want to model that positive
behavior.
• While students are in line, TW ask them to do a thumbs up if they finished wrapping their
egg today.
o If they have not finished yet, TW ask them to do a “thumbs medium”.
o This hand signal will serve as a formative assessment of the completion of this
lesson’s objective.
• TW remind students to check their line and remain quiet, demonstrating hallway ready
behavior.
• After students have lined up in front of the door, the class’s classroom teacher will come and
take them back to their classroom.
 Lesson 2 of 3
Standard Objective Formative Assessment
SCVAS: Indicator VA.CR NM.2.2: I SWBAT USE Formative for this lesson is
can use three dimensional art fibrous materials to completion of two halves of
materials and techniques to make create a three the egg and a verbal review.
art dimensional form.
Key Materials for Lesson 2 Wrapped eggs from the last class, bowls, pre-cut
yarn, plastic bags, clipboards, iPad, iPad stand, glue
brushes, glue, sponge brushes
Days 1 and 2 of Lesson 2: Studio Work Days
Before Class
• TW wrap twenty-four clipboards in plastic grocery bags as a workspace for students since
this lesson will involve messy techniques.
o The clipboards will be used to isolate the mess onto a surface that does not absorb
the tacky glue. If the bags rip, I can just replace them. Furthermore, the tacky glue
should dry clear on the bags between classes.
o The clipboards will be wrapped in plastic bags to ensure that the glue is not
absorbed into the clipboard material.
• TW pre-cut white yarn that is the correct size to wrap around the opening of the eggs (6 ½
inches.)
o The yarn that will wrap around the opening of the eggs will be white.
o SW paint glue on these pieces of yarn to create bands around the opening of the
egg halves so that the halves are easier to connect later in the segment. These are
foundational pieces.
o SW be able to use colored yarn after they have placed their foundational pieces of
yarn.
• TW precut colored yarn scraps. These do not have a specific measurement. TW keep these
pieces in a box lid and bring them around to each table during instruction so that students
can choose their colors.
• TW set up iPad on a stand on desk and enable mirroring to the Promethean board. This will
ensure all students in the classroom can see my demonstration from their seat.
o TW have a black piece of paper set up underneath the iPad to ensure my
demonstration is completely visible without extra distractions in the picture.
• TW have two exemplar sculptures prepared for this lesson.
o TW have the original that they showed during Lesson 1 as well as a new one with
the plastic egg mold still intact.
o TW also have just a wrapped egg mold ready.
 Seeing different stages of completion will help students visualize the process
to complete their sculpture.
Introduction
• TW meet students at the door and ask them to come in quietly and have a seat on the
carpet.
• After students have come in quietly and have taken a seat on the carpet, TW stand in the
front of the classroom and ask prompting questions for a verbal review of What do you do
with an Idea? and the introductory lesson.
o Prompting questions are as follows:
 “How did the illustrator represent an idea in the story?”
 “What was our goal for the last class?”
 • The goal for the last class was for students to finish preparing their
molds. TW ask a student to elaborate why we created a mold and
what we will be using as a mold for our sculptures.
• TW show a PowerPoint presentation that shows exemplars of three stages of completion.
o These slides will serve as a visual aid for the class to understand exactly what they
will be creating, as well as the steps used to get there.
o Because students have not used this method of creation before, making their piece
without a visual would possibly be confusing and frustrating.
 The first slide will show the mold and explain that this was our goal for
completion last class.
 TW show the exemplar with the plastic egg mold intact to explain the class
goal for the day.
 TW further explain that today we will work on creating the two halves of the
egg that we will connect later.
• Following this explanation, TW ask students to transition to their art seats quietly and
quickly.
Teacher Instructions
• After students have transitioned to their art seats, TW verbally refocus students.
• Next, TW begin demonstration from the front of the room using iPad and iPad stand.
o TW use the iPad’s mirroring feature to project my demonstration onto the
Promethean board, so all SW be able to see from their seats.
 TW lock the brightness on my iPad so that the autocorrection feature does
not distract from my instruction.
• During this demonstration, students should not touch materials. TW tell them to “freeze”.
o This is so students do not become distracted by the materials and begin working with
them incorrectly.
• TW show that plastic egg halves are placed with the flat side down and stress that we will be
working on the outside of the egg rather than the inside.
o Students should not place any glue or yarn over the tape with their name on it from
last class.
• TW demonstrate how to cover the pre-cut yarn in glue mixture.
o TW “paint” the glue onto one side of the yarn piece, then flip the piece over and do
the same to the opposite side.
o TW explain that the yarn should be “painted” on each side, but not smothered with a
large amount of glue. There should be absolutely no globs of glue on the yarn, as
that will change the outcome of the final product.
o The yarn should look like it has glue on it. If the texture still looks fibrous, there is not
enough glue on the yarn and the yarn will not stick to the mold.
• Students’ first task will be to place one white 6 ½ inch piece of yarn around the outside edge
of each of their egg halves.
o TW explain that these pieces will serve as the foundation sections of the sculpture
that will be the connection point of the two halves later. These two pieces of yarn will
be glued together after the forms dry.
• TW tell students to “unfreeze”.
o Following students “unfreezing”, they will be able to begin working.
Independent Practice
• As students work, TW show a step-by-step guide on a PowerPoint slide on the
Promethean board.
o This will serve as a visual aid so students can reference a visual following the
demonstration.
• As students work on placing their two pieces of yarn on their halves, TW be moving around
the classroom to assist with any questions. TW correct any incorrect techniques and check
for understanding.
• TW monitor the progress of the class by observing where they are in the process.
• Once most students finish the first step of this lesson, TW ask them to “freeze” again.
o TW not wait for all students to finish before demonstrating the next step. This is so
the finished students can stay occupied while others are finishing.
Teacher Instructions
• As students are “frozen”, TW demonstrate how they will build the body of the sculpture.
o This demonstration will be shorter than the first demonstration for placing the white
yarn because at this point, students will already be familiar with the process used to
put the gluey yarn onto the molds.
• TW use the same technique of “painting” the yarn with tacky glue for this demonstration.
o While demonstrating, TW explain that the colors students use for the body of their
egg is their choice.
 The amount of yarn they use to cover their egg is also choice-based, but they
must have enough yarn overlap all over for the eggs to create a form.
o TW explain the importance of overlapping the yarn in this part of the demonstration.
 Overlapping the yarn and connecting it to the foundational settings ensures
that the form will stay together upon removal from the plastic egg.
• TW explain that students will be able to choose their colors for their egg sculptures.
o TW explain that only one student from each table should be up at a time. This will
prevent children from grouping at the yarn.
• TW tell students to “unfreeze” when the teacher is ready for students to begin constructing
the body of their sculpture.
• TW call students table by table to come up to their desk to get three strands of yarn.
o SW be able to choose up to three colors for their both halves.
Closure
• With ten minutes remaining of class, TW ask students to freeze and give them thorough
directions on how to clean.
o This is a larger than average amount of time for students to clean up in this
classroom due to the messy nature of this activity.
o SW have trouble getting the tacky glue off their hands. Because of this, it will be
necessary to rush them while washing their hands because the tacky glue will need a
good bit of scrubbing to come off.
o TW reassure students that some of the tacky glue might not come off right now, but it
will definitely peel off as it dries.
• After the teacher explains that the tacky glue will eventually come off their hands, TW tell
them to unfreeze and start cleaning.
o SW need to:
 Throw away any unused glue-covered scraps
 Place their eggs in their egg cartons after ensuring their names are still
legible.
• Their egg halves will need to be placed round side up to ensure that
the yarn does not stick to the Styrofoam as it dries.
• They will need to leave the egg cartons open so the pieces can dry. If
they close the egg cartons, the pieces will stay wet.
• TW stand at the drying rack so they can collect the clipboards, placing four clipboards on
each layer of the drying rack.
 o SW bring their clipboards over to the drying rack WITHOUT stacking them so they do
not stick together.
• After students have completed these steps, they may wash their hands thoroughly in the
sink that coordinates with their colored table.
o SW not be permitted to wash their hands before cleaning because they will get their
hands messy again if they clean after washing their hands.
• TW ask one student who finished before other students to go around the room collecting
glue brushes and sponge brushes. The student will place the brushes into a container of hot
water where they will soak for the day.
o TW ask this student to do this before washing their hands.
o Asking a student to collect these things means more time for the teacher to clean up
during the transition between this class and the next class.
• After students clean up, should stand behind their tables and quietly wait for me to call them
table by table to line up.
• TW call each table based on quietness and obvious readiness for the hall.
• After students have lined up in front of the door, the class’s classroom teacher will come and
take them back to their classroom.
• Day 2 of Lesson 2 will be a repeat of Day 1 of Lesson 2 without demonstrations. TW
review verbally and assist with any misunderstandings, only demonstrating for the
class if necessary.

Standard
NCVAS: VA:Cr3.1.2a
Discuss and reflect with
peers about choices
made in creating artwork
Key Materials for Lesson 3
Lesson 3 of 3
Objective Summative Assessment
SWBAT REFLECT on the Post-Test, listening to students
choices made in my/my peers’ discussing their sculptures
artwork.
Wrapped eggs from the last class, bowls, pre-cut
yarn, plastic bags, clipboards, iPad, iPad stand,
glue brushes, glue, sponge brushes, skewers,
tape, Discussion question sheets

Overview
• This day will be packed with content. SW take a post assessment, construct their final
pieces, and discuss their pieces. It will be imperative to keep students engaged and on task.
Before Class
• TW set out materials that will be used for this lesson.
Introduction
• TW greet students at the door and ask them to quietly have a seat on the carpet.
• TW explain to students that this is the last day of this lesson and we have a lot to do today.
o TW give a quick overview of the day: they will take their pieces off of their molds,
connect their halves and discuss their pieces.
o TW emphasize that it is important for students to stay focused during this day since
there is so much to do.
• TW ask students to move quietly to their art seats.
Teacher Instructions
Removing the Sculpture Halves From the Molds
• Once students move to their art seats, TW tell them to “freeze”.
o This will ensure they stay quiet while the teacher is calling names for students to get
the egg cartons holding their pieces.
 Once student from each table will come up to get their table’s pieces.
• Once all students have received their pieces, I will ask them to remain frozen during the
demonstration.
• Using the iPad, iPad stand, and Promethean board to broadcast the demonstration to the
class, TW demonstrate how to separate the plastic egg from the yarn form by peeling off the
saran wrap barrier from the flat part of the egg halves.
• TW stop and start the demonstration multiple times during this demonstration so
students can work step by step to stay on track.
o TW cut the piece of tape with their name on it on the flat side of the mold, then
wiggle the plastic egg mold out of the saran wrap.
o TW tell students to unfreeze and complete this step.
 TW tell students that once they have completed this step, they should
put their thumb up so teacher can gauge progress.
 TW move around the classroom to answer questions and ensure that
students are on task/ completing the task correctly.
• Once all students have put their thumbs up, TW ask students to “freeze.”
• TW demonstrate how students should remove the saran wrap from the sculpture
halves on the Promethean Board.
o TW will emphasize that students should be gentle with their pieces to ensure the
pieces keep their shape.
  These pieces are fragile and will lose shape easily if mishandled.
• After demonstrating, TW tell students to “unfreeze” and complete the demonstrated step.
o Again, once students finish this step, they should give a thumbs up.
o TW move around the room to check for understanding and answer student
questions.
• After all students have separated the saran wrap barrier from the yarn form, TW ask all
students to “freeze”.
Assembling the Final Sculpture
• TW demonstrate how to put the two yarn forms together on the Promethean Board.
o TW dip each yarn form by the white foundational strands into the tacky glue.
o TW then stick the two pieces together by the foundational strands.
• TW tell students to “unfreeze” and complete this step.
o Again, once students finish this step, they should give a thumbs up.
o TW move around the room to check for understanding and answer student
questions.
o TW pass out tape, scissors, and wooden skewers to each table.
 SW use these materials during the next step.
o When all students have finished this step, TW move to the next step.
• TW tell students to “freeze” once all students have put their thumbs up.
o TW explain that the skewers, tape, and scissors will be used to make a “flag” that
students will write their names on.
 This will ensure that the pieces are identifiable even though they are no
longer on the mold.
o TW demonstrate how to cut a piece of tape and fold it in half over the top of the
skewer like a flag.
 Folding the tape over the skewer will ensure that the tape’s adhesive side is
covered, and the pieces will not stick together in storage before students take
them home at the end of the quarter.
o TW tell students to unfreeze.
 While students complete this step, TW pass out Sharpie markers to each
table.
o TW refocus students and explain that students should use the markers to put their
name on the tape.
 Students will give a thumbs up once they have completed this step.
• Once students have finished this step, TW explain that they should place their “flags”
through the center of their pieces.
o Students will then place their skewer through the center of their sculpture.
Reflection
• As students are finishing labeling their pieces, TW pass out one sheet containing discussion
questions per table.
o These discussion sheets will serve as a visual aid to help students talk about their
work.
o Furthermore, these discussion sheets will help students practice discourse during
this lesson segment.
• TW explain to students that one person per table should speak at a time while describing
their work.
o While that person is talking, all students should model their best audience behavior
and show respect to their peers.
o TW explain that each student will answer the questions in a minute.
  Timing each student for a minute will ensure each student gets an equal
amount of time to answer the questions.
• TW set up a timer on the iPad during this time.
o The timer will go off every minute. When the timer goes off, one student will finish
their thought and the next student will begin speaking about their work.
 This will ensure that each student gets to talk about their work.
 This cycle will go on for four minutes because there is room for four students
to sit at each table.
• The questions that students will discuss during their discussion are as follows:
o How does this piece represent your idea?
 This question relates the sculpture to the students’ own personal contexts as
well as the context of the book What Do You Do with an Idea?
o How is this sculpture medium different from other mediums you have used in the
past?
 This question relates fiber arts to the students’ prior knowledge of three-
dimensional forms.
o What challenges did you face while creating your piece?
 This question asks students to reflect on the
o What do you like about your work?
o How would you change your work?
 These two questions as students to reflect on the strengths and weaknesses
of their pieces and how they would continue to improve.
Closure
 Following the four minute cycles of discussion questions, students will clean up.
 Just like in Lesson 2 Day 1 and Lesson 2 Day 2, TW stand at the drying rack so they can
collect the clipboards, placing four clipboards on each layer of the drying rack.
o TW remind students to bring their clipboards over to the drying rack WITHOUT
stacking clipboards so they do not stick together due to the tacky glue drying while
touching another clipboard.
o TW remind students that if the tacky glue is difficult to take off their hands at the end
of class, it will soon dry and will become easier to remove with time.
 After reexplaining the clean up process, TW tell them to unfreeze and immediately start
cleaning.
 SW need to:
o To clean up, students will need to:
 Put their pieces in the egg carton on the table
 Put the tape and scissors back in their scissor buckets
 Place the sharpies in the center of the table
 TW emphasize that only after students have completed these steps, they may wash their
hands thoroughly in the sink that coordinates with their colored table.
o This will ensure that students clean up appropriately and do not become off-task
after finishing their work.
 TW ask one student who has finished early to go around the room collecting Sharpie
markers.
o This student will place the Sharpie markers back where they go in the cabinet.
 After students clean up, should stand behind their pushed in chairs and quietly wait for the
teacher to call them table by table to line up.
 TW call each table based on quietness and readiness for the hall.
 TW ask students if anyone would like to share their thoughts on their pieces while in line.
o If students would like to share, they should raise their hands.
 Students will only share until their classroom teacher comes to take them back to class.
Accommodations: Universal Design for Learning used in this art lesson.
• Representation: TW will give students a card tent that sits on their table. This will give them
a visual aid of the steps used to create their sculptures as well as a vocabulary list. TW
show students a PowerPoint of the different stages of the assignment. TW also show
students exemplars of what their final sculpture will resemble.
• Engagement: Students have their choice of color of yarn and the amount of yarn they use.
They will be able to overlap their yarn any way they choose. Students will assign their own
personal context of their own “ideas” to their pieces.
• Expression: The students will get to discuss their pieces using discourse during Lesson 3.
Furthermore, they will be able to show their knowledge of academic language during checks
for understanding and formative assessment during instruction and guided practice. Their
understanding of concepts discussed in this lesson will be apparent through their final
sculptures.
• Individual student with special needs: A student with IEP accommodations that requires a
word wall at the table and a step-by-step guide is supported by the tents that sit on the table
during guided practice and instruction.

Resources
Frequently Asked Questions. (2017, January 12). Retrieved March 09, 2020, from
https://fiberartscenter.com/about/frequently-asked-questions/
Mold. (n.d.). Retrieved March 09, 2020, from https://www.dictionary.com/browse/mold
Overlap. (2020). In Lexico.com dictionary. Retrieved from
https://www.lexico.com/en/definition/overlap
Rogers, Leaonard R. (2019). Sculpture, Encyclopedia Brittanica, Inc. Retrieved from
https://www.britannica.com/art/sculpture
Yamada, K., & Besom, M. (2013). What do you do with an idea? Seattle: Compendium, Inc.

Artifacts Images, handouts, PowerPoints, etc.

Teacher-made exemplar pieces, PowerPoint, discussion question sheets, step/vocabulary tents,
pre-test and post-test