4 Season Change Mask All Lessons

LESSON PLAN FORMAT
Lead Teacher: Michael Padilla-Nazario
Unit Title: A Change of Seasons
Lesson Title: Making the Mask
Grade Level: 4
Number of Students: 20
I. UNIT OVERVIEW (RATIONALE)
With the changing of the seasons comes a change in the environment that surrounds the
students. Many activities, events, and traditions may come and go but they always present in our
students’ minds. Looking at the seasons through the arts allows students to display what comes
to mind when thinking about the seasons and better understand what matters to them.
II-A. LESSON OVERVIEW (RATIONALE)
[Day 1 Overview] - To begin this lesson, the class will be making their mask first. As
such, the teacher will have all students seated and then distribute the pre-made mask molds to
each student. The teacher will also distribute bins with paper mache paste along with trays with
containers of vaseline and newsprint paper to each table before beginning a demonstration of the
procedures:
1. Students will first cover the entire mask with vaseline using their fingers. This is to
ensure that the mask mold can be removed once hardened
2. Once applied, students will tear the newsprint paper into strips and set them aside for
pasting.
3. Once the paper has been torn, students will begin applying the paper mache paste to the
newsprint. Students should be told to use their fingers in applying it to both sides as this
ensures the mold stays intact.
a. While applying the strips, students should also take note to continue smoothening
the molde to ensure overall stability
4. Cover the entire mold with 6-7 layers of the newsprint strips.
5. Once the entire mold is covered the required amount of times, the masks will be set aside
to dry for the next class.
The first class’s time will be given entirely to making the masks so as to allow students to
make their masks. Once all of the students have all made their mask molds, the entire class will
clean up the classroom before returning to their seats and the teacher ends the class.
II-B. ESSENTIAL QUESTIONS:
● How can the changing of seasons be genuinely portrayed through the use of artificial
materials and processes?
III-A. LEARNER OBJECTIVES/OUTCOMES
Throughout this lesson, students will learn:
● To design a scene of transition through the use of mix media

● To incorporate the theme of seasons into their work
● How to make a mask mold
III-B. NATIONAL ART STANDARDS
● VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.

● VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and
equipment in a manner that prevents danger to oneself and others.
● VA:Re8.1.4a: Interpret art by referring to contextual information and analyzing relevant
subject matter, characteristics of form, and use of media.
III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS
● 9.1.3. H. Handle materials, equipment and tools safely at work and performance spaces.
● 9.1.3. B. Incorporate specific uses of traditional and contemporary technologies within
the design for producing, performing and exhibiting works in the arts or the works of
others.
● 9.3.3. F. Know how to recognize and identify similar and different characteristics among
works in the arts
IV. ART / ARTIST(S) OF RELEVANCE:
Teacher Example:
V. PREREQUISITES:
Students should able to:
● Tear paper using their hands

● Follow instructions to complete a task
● Maintain and clean the table
● Practice proper painting utilization to avoid staining clothing or skin contact
● Take and return art supplies
VI. INTERDISCIPLINARY CONNECTIONS:
● Language Arts: Throughout the unit, students will be learning vocabulary associated

with using various art mediums and design techniques. Students will also be examined on
their current vocabulary knowledge through a series of vocal prompts.
● Geology: This unit utilizes art and images from nature and its many forms. Students will
display trees in a variety of forms to create a mask that incorporates pieces of nature.
Students will also discuss hibernation, what animals hibernate during the winter, and how
their dens may look like.
● Reading: During this unit, images and visual references pertaining to nature will be
handed out for students to examine throughout the classes. Students are also able to read
the book Over and Under to obtain a better grasp of the project.
VII. MATERIALS NEEDED FOR LESSON
● Paper mache paste

● Torn newsprint paper (to make the mask)
● Pre-made face mold
● Containers of vaseline
VIII. SAFETY HAZARDS:
For this lesson, the class will be using paste that can create stains on student’s clothing.
To avoid messes, students will be advised on proper usage of the paste as well as cleanup
procedures. They may also be given aprons to mitigate potential messes.
For this lesson, the students will be utilizing their hands to apply a viscous substance onto
a mold to create a mask. Should a student have issues with sensitivity in their hands, the teacher
will be notified and apply the paste themselves. To keep their involvement, the student will be
the one applying the paper to the mold.
IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
Time Teacher Actions Expected Learner Actions
9:00am- Prep Work Prep Work

9:03am ● Prompt students to put on apron if ● Put on apron if they
they don’t want to dirty their don’t want to dirty their
clothing clothing
● If not, tell students to find their ● Be seated if not getting
seats for instruction an apron
● Hand out bins of paste
● Hand out containers of vaseline
● Hand out newsprint paper
9:03am- Demonstration Demonstration
9:08am
● Show teacher example as an ● Watch the teacher as
indication of the student’s end goal they demonstrate the
● Demonstrate the process to the class: steps
○ Cover the entire mask with ● Consider the teacher’s
vaseline using their fingers. provocations when
○ Tear the newsprint paper into fleshing out their
strips and set them aside for design ideas
pasting. ● Ask questions
○ Begin applying the paper pertaining to the
mache paste to the newsprint. demonstration
■ Students should be
told to use their
fingers in applying it
to both sides as this
ensures the mold
stays intact.
■ While applying the
strips, also take note
to continue
smoothening the
molde to ensure
overall stability
○ Cover the entire mold with
6-7 layers of the newsprint
strips.
○ Once the entire mold is
covered the required amount
of times, the masks will be
set aside to dry for the next
class.
● Answer questions pertaining to the
demonstration
9:08am- Working Time Working Time
9:40am ● Assist students in ● Follow the teacher’s instructions:
certain activities: ○ Cover the entire mask with
○ Tearing vaseline using their fingers.
newsprint ○ Tear the newsprint paper into
○ Smoothening strips and set them aside for
the mold pasting.
● Answering student ○ Begin applying the paper
questions pertaining to mache paste to the newsprint.
the activity ■ Students should be
told to use their
fingers in applying it
to both sides as this
ensures the mold
stays intact.
■ While applying the
strips, also take note
to continue
smoothening the
molde to ensure
overall stability
○ Cover the entire mold with
6-7 layers of the newsprint
strips.
○ Once the entire mold is
covered the required amount
of times, the masks will be
set aside to dry for the next
class.
9:40am - Cleanup Cleanup
9:45am
● Prompt students to ● Return all materials to their rightful

begin cleaning up the centers
classroom ● Place their work in the drying rack
● Prompt students to put ● Clean hands with the wet wipes
their artwork onto the ● Clean their surrounding area
drying rack
● Assist students in
cleaning up the
classroom
● Return all materials to
their rightful places
X. ENDING THE LESSON
X-A. Closure of Lesson:
[Day 1 Closing] - At the end of class, the teacher will recap with the students about their
progress and the skills they utilized that day. They will speak about the molding of the mask and
how it helps create a more authentic image. There will also be talks about how the students
interacted with their molds. Afterwards, they will be asked to line up for dismissal and clean any
lingering messes made around the class.
X-B. Transition to Next Lesson:
[Day 1 Transition] - The teacher will then speak about how the class will next time speak
about the theme for the masks and begin designing the masks on paper. This includes deciding
on which seasons to represent and beginning to brainstorm symbols to cut out.
XI. REFERENCES TO MATERIALS CONSULTED

LESSON PLAN FORMAT
Lesson Title: Seasonal Mask Sketch
Grade Level: 4
[Day 2 Overview] - At the beginning of the class, the teacher will speak about how the
students explored the season of winter through their landscapes. The teacher will then remind the
class about their discussion surrounding masks and the different careers that used them to make
the connection to this lesson. The class used masking tape to make a seasonal landscape and now
they will demonstrate a transition of seasons using a mask. The teacher will then begin showing
on the Powerpoint the different kinds of masks that are used around the year, followed by
introducing the artist Krisztianna and speaking about her work. To end this, the teacher will
introduce the idea of seasonal transition as the goal for the masks and today’s lesson.
Following this introduction, the class will then come together to brainstorm items that
come to mind when thinking of a particular season. The teacher will have all 4 seasons listed and
then begin prompting students to raise their hand and give answers. Should students have
difficulty coming up with ideas, the teacher may point them to think of sports, colors, activities,
holidays, and more as examples of certain seasons. The class should strive for around 7-10 ideas
per season to generate enough possible items usable for the next part.
For the remainder of the class time, the students will begin designing how their masks
will look like on plain 12x18” paper. After writing their name on it, they will draw a circle/oval
with a line down the center to represent the mask and the need for two seasons. Students will be
reminded that they are including 2 seasons on their mask and that these 2 MUST be next to one
another (Spring->Summer->Fall) and not skipping (Summer->Winter). Students will write their
desired season on the top of the paper and begin drawing/coloring the symbols they want to
portray on their mask. During this time, the teacher will also prompt students to take note of
what they want to use for their symbols as they will be taking the design as a sort of shopping
list. They will bring in their desired material at a later class.


others.
works in the arts

Teacher Example:
Artist: Krisztianna, Muertitas
Book: Over and Under by Kate Messner; Art by Christopher Silas Neal
V. PREREQUISITES:
● Articulate their thoughts on what each season reminds them of

● Create a conceptual design on paper
● Cooperate in a brainstorming activity
● Language Arts: Throughout the lesson, students will be learning vocabulary associated

● Geology: This lesson utilizes art and images from nature and its many forms. Students
will display trees in a variety of forms to create a mask that incorporates pieces of nature.
● Pencils
● Colored pencils
● Crayons
● Erasers
● 12x18” Paper
There are no foreseeable safety hazards for this lesson
9:00am- Introduce Lesson Introduce Lesson

9:07am ● Introduce the lesson: ● Listen to the teacher
○ Students explored the season as they are speaking
of winter through the last ● Ask a question
project pertaining to the
○ Remind the class about their lesson
mask discussion
○ Make connection of masking
as going from masking tape to
making mask
○ Show different types of masks
for each season
○ Introduce artist Kriszianna and
her artworks
○ Speak about seasonal
transitions as the theme for the
masks
● Answer any questions pertaining to
the discussion
9:08am- Brainstorm Brainstorm
9:18am
● Write the 4 seasons on the ● Consider the teacher’s
board provocations when
● Prompt student to think of brainstorming answers
symbols of each seasons ● Raise their hand to answer
○ Aim for 7-10 for each ● Ask questions pertaining to
● Give students possible the demonstration
avenues for answers if they’re
still confused:
○ Sports
○ Colors
○ Activities
○ Holidays
● Write answers on the board
● Answer questions pertaining
to the demonstration
9:18am- Working Time Working Time
9:40am ● Hand out 12x18” paper ● Follow the teacher’s
● Demonstrate setup of mask design instructions:
○ Draw circle/oval in center ○ Draw circle/oval
of paper in center of
○ Put line vertically down paper
center of the shape ○ Put line
○ List two season at top of vertically down
paper center of the
■ Reminder that they shape
must be ones next to ○ List two season
one another at top of paper
● Prompt class to write materials ● Begin designing their
they will use to make their symbols mask using symbols and
○ Say it’s like a shopping list colors
they need to get for the next ● Converse with peers
class to make their masks about ideas and symbols
● Assist students in certain activities: to use
○ Designing critiques ● Write materials they
○ Including symbols onto the would like to bring in
mask on their paper
○ Possible materials to use ● Ask questions
● Answering student questions pertaining to the activity
pertaining to the activity

9:45am
● Prompt students to begin cleaning ● Return all materials to

up the classroom their rightful centers
● Remind students to take their ● Take their design
designs ● Listen to the teacher as
● Assist students in cleaning up the they are speaking
classroom ● Clean their surrounding
● Return all materials to their rightful area
places
● Recap the student’s progress and
methods for the day
progress and the skills they utilized that day. They will speak about the designing of the mask
and their design helps lay the groundwork for what they will actually create. Students will also
be reminded that they are to take their design with them as it will assist in finding collaging
materials. Afterwards, they will be asked to line up for dismissal and clean any lingering messes
made around the class.
[Day 2 Transition] - The teacher will then speak about how the class will next time peel
off the mask from the mold and begin giving details to the mask. This includes applying the
materials the students had brought in along with painting the mask in class.
Krisztianna: https://krisztianna.com/muertitas
LESSON PLAN FORMAT
Lesson Title: Seasonal Mask Design (Day 1 of 2)
Grade Level: 4
students explored the seasons through their designs and remind them that they should be
collecting materials. That they will begin adding their materials to the masks next class. It should
also be told to students that the mask will not be one that is to be worn and instead used as an
artwork. The teacher can also briefly review the mask Powerpoint to give students an exemplar.
Following the review, students will then be prompted to once again look at their 12x18 mask
designs. They will have some time to make any changes or additions that were unable to be
completed last class. The teacher can speak about how planning out their work ahead of time will
help the students when they get all the necessary pieces. The teacher will also remind the class to
make a list of materials they would like to use as it will be their guide when taking the paper
home.
After allowing the students around ten minutes to review their drafts, the teacher will
gather the class's attention and begin speaking about the remaining portion of the lesson. That
students will now be receiving their molds back and can start painting their masks. They will
only be doing the surface level of the mask so it can dry in time for when students bring their
materials in. Students should be reminded of the proper procedures when utilizing paints and be
offered aprons to stay clean.



others.
works in the arts
Teacher Example:
STUDENT EXAMPLES:
V. PREREQUISITES:

● Create a conceptual design on paper
● Use paints properly

● Pencils
● Erasers
● Acrylic paint
● Paint brushes
● Wet wipes
For this lesson, the class will be using paints that can create stains on student’s clothing.
To avoid messes, students will be advised on proper usage of the paint as well as cleanup
9:00am- Review Review

9:05am ● Speak about how the students are ● Be seated upon
exploring the seasons through mask entering
making ● Stay quite as the
● Remind students to be collecting teacher reviews the
materials last class
○ To bring them in next class ● Ask questions
● Remind students that the masks are pertaining to the
not to wear review
● Quickly review the mask
Powerpoint and the artworks by
Krisztianna
review
9:05am- Mask Design Mask Design
9:15am
● Prompt students to get their ● Retrieve their 12x18” mask
12x18” mask design design
● Show teacher example as an ● Review their designs
indication of the student’s ○ See if any changes
end goal need to be made
● Have them review their ■ Are there any
designs additions they
○ See if any changes would like to
need to be made add?
■ Are there any ■ Are there any
additions they removals or
would like to changes that
add? need to
■ Are there any happen?
removals or ● Make a list of materials
changes that somewhere on their paper
need to ● Consider the teacher’s
happen? provocations when fleshing
● Speak about how planning out their design ideas
out work helps students in ● Ask questions pertaining to
the end the demonstration
● Remind students to make a
list of materials somewhere
on their paper
● Answer questions pertaining
to the demonstration
9:15am- Painting Time Painting Time
9:38am ● Call students up to receive their
mask
● Remind the class of proper
● Get their mask when called
paint procedures
upon by the teacher
● Hand out paints
● Put on apron if they don’t
● Hand out paint brushes and
want to dirty their clothing
napkins
● Be seated if not getting an
● Assist students in certain
apron
activities:
● Begin painting when
○ Mixing/ refilling paints
handed the materials
○ Putting approns on
● Raise their hand when:
● Continue speaking with
○ Asking for help
students about their work
○ Asking questions
● Answering student questions
○ Needing paint
pertaining to the activity
refilled
● Speak with the teacher
when prompted
9:38am - Cleanup & Review Cleanup & Review

9:45am
● Prompt students to begin ● Return all materials to their

cleaning up the classroom rightful centers
● Prompt students to put their ● Place their work in the
mask onto the drying rack drying rack
● Assist students in cleaning up ● Clean hands with the wet
the classroom wipes and place aprons
● Return all materials to their back where they belong
rightful places ● Listen to the teacher as they
● Recap the student’s progress are speaking
and methods for the day ● Clean their surrounding
● Remind students to take their area
designs home to find materials
and bring them for the next
class
progress and the skills they utilized that day. They will speak about the adjustments they may
have made to their design and how it always helps to go over and reconfirm their choices. There
will also be talks about how the students painted their molds and the possible challenges they
face. Afterwards, they will be asked to line up for dismissal and clean any lingering messes made
around the class.
[Day 3 Transition] - The teacher will then speak about how the class will next time bring
in their collected materials and begin giving details to the mask. This includes deciding on the
placement of materials, to gluing, to cutting symbols out.
LESSON PLAN FORMAT
Lesson Title: Seasonal Mask Design (Day 2 of 2)
Grade Level: 4
students explored the seasons through their designs and prompt them to bring out whatever
materials they brought. That they will begin adding their materials to the masks using a
combination of liquid glue, glue sticks, and hot glue guns. The teacher should keep an eye on
the later station to ensure no injuries occur. Those who prefer to cut new items out will be
pointed towards a station with scissors and scrap materials (fabric, felt, etc.). At this point, the
teacher can show their teacher an example to demonstrate what a final piece may look like and
remind the class that the mask will not be one that is to be worn and instead used as an artwork.
Once students get their materials out, they can begin adding them to their mask. Students
can paint on their mask but only after they add all necessary materials first. Students should then
inform the teacher of their need for paint and wait until the supplies are given or they may get an
apron during this time should they choose.


others.
works in the arts
Teacher Example:
V. PREREQUISITES:

● Utilize a hot glue gun safely
● Use cutting materials properly

● Pencils
● Erasers
● Acrylic paint
● Paint brushes
● Wet wipes
● Elmer's Glue Sticks
● Elmer's Glue
● Hot glue guns (Large)
● Hot glue gun sticks (Large)
● Scissors
● Scrap materials (felt, fabrics, etc.)
Students will also be able to use a hot glue gun to attach materials to their mask. Should
they not feel safe using the glue gun, they can request the teacher to glue the material on for
them.

9:05am ● Speak about how the students are ● Be seated upon
exploring the seasons through mask entering
making ● Stay quite as the
● Prompt students to bring out their teacher reviews the last
collected materials class
● Point out the location of the various ● Get their materials out
supplies when prompted
○ Remind students to ask for ● Ask questions
help if they feel unsure of pertaining to the review
using the glue gun or instructions
○ Keep an eye on the hot glue
gun station periodically
● Show the teacher example
● Remind students that the masks are
not to wear
review
9:05am- Work Time Work Time
9:35am
● Call students up to receive their ● Get their mask when
mask called upon by the teacher
● Remind the class of proper ● Put on apron if they don’t
paint procedures want to dirty their clothing
● Hand out paints when students ○ Be seated if not
are finished adding their getting an apron
materials ● Begin painting when
○ Ask the student to handed the materials
ensure their completion ○ Confirm that they
○ Hand out paint brushes are finished adding
● Assist students in certain materials
activities: ● Raise their hand when:
○ Mixing/ refilling paints ○ Asking for help
○ Putting approns on ○ Asking questions
○ Using the hot glue gun ○ Needing paint
○ Cutting materials refilled
● Continue speaking with ○ Using the hot glue
students about their work gun
● Answer questions pertaining to ● Speak with the teacher
the activities when prompted
● Ask questions pertaining
to the activities
9:35am - Cleanup & Review Cleanup & Review
9:45am
● Prompt students to begin ● Return all materials to their

cleaning up the rightful centers
classroom ● Place their work in the drying
● Prompt students to put rack
their mask onto the ● Clean hands with the wet wipes
drying rack and place aprons back where
● Assist students in they belong
cleaning up the ● Listen to the teacher as they are
classroom speaking
● Return all materials to ● Clean their surrounding area
their rightful places
● Recap the student’s
progress and methods for
the day
progress and the skills they utilized that day. They will speak about their material choices and
how they balanced the representation of both seasons. There will also be talks about how the
students painted their molds and the possible challenges they face. Afterwards, they will be
asked to line up for dismissal and clean any lingering messes made around the class.
[Day 4 Transition] - The teacher will then speak about how the class will next time
continue adding their materials onto their masks and finish the project. That they will get the
next class to paint, glue, and add any last materials.
LESSON PLAN FORMAT
Lesson Title: Season Greetings
Grade Level: 4
students explored the seasons through their designs, reminding the class that this is the final day
of work. That they will continue adding their materials or painting the masks with the hopes of
wrapping up halfway through class. The teacher should keep an eye on the hot glue gun station
to ensure no injuries occur. At this point, the teacher can show their teacher an example to
demonstrate what a final piece may look like along with mentioning any noticeable student
works.
Around halfway through the class, students will begin wrapping up their work and
placing it aside to dry. After everything is put away, the teacher will introduce a small
assessment in the form of writing a letter. Students will be writing a letter to someone about
visiting them during one of the two seasons they selected. The subject can be real, imaginary, or
even addressed to the season they wish to “visit”.
They will write about what they might do or what they look forward to seeing while
there. The teacher should remind students they can pull from the symbols on their masks for this
letter but are also welcome to add new things. They will also need to use proper punctuation like
“Dear ---” and “Sincerely, ---”. After they finish writing, students are then welcome to crayon
around their letter for the remainder of the class.

● Articulate about their final pieces in a written letter

others.
works in the arts
Teacher Example:
V. PREREQUISITES:

● Write a legible letter
● Utilize a hot glue gun safely
● Use cutting materials properly

● Writing: During this lesson, students will be writing a small letter addressing a person
who wants to visit during one of their two seasons. Students will be connecting their
writing to their work by mentioning specific items and activities displayed on the mask.
● Pencils
● Erasers
● 8x11” paper
● Crayons
● Acrylic paint
● Paint brushes
● Wet wipes
● Elmer's Glue Sticks
● Elmer's Glue
● Hot glue guns (Large)
● Hot glue gun sticks (Large)
● Scissors
● Scrap materials (felt, fabrics, etc.)
Students will also be able to use a hot glue gun to attach materials to their mask. Should
they not feel safe using the glue gun, they can request the teacher to glue the material on for
them.

9:03am
● Speak about how the students are ● Be seated upon entering
exploring the seasons through ● Stay quite as the teacher
mask making reviews the last class
● Remind them that this is the final ● Ask questions pertaining to
day of work and that they’ll be the review or instructions
cleaning up early
● Point out the location of the
various supplies
○ Remind students to ask for
help if they feel unsure of
using the glue gun
○ Keep an eye on the hot glue
gun station periodically
● Show the teacher example
○ Mention several student
works
review
9:03am- Work Time Work Time
9:25am
● Call students up to receive their ● Get their mask when called
mask upon by the teacher
● Remind the class of proper paint ● Put on apron if they don’t
procedures want to dirty their clothing
● Hand out paints when students are ○ Be seated if not
finished adding their materials getting an apron
○ Ask the student to ensure ● Begin painting when handed
their completion the materials
○ Hand out paint brushes ○ Confirm that they are
● Assist students in certain activities: finished adding
○ Mixing/ refilling paints materials
○ Putting approns on ● Raise their hand when:
○ Using the hot glue gun ○ Asking for help
○ Cutting materials ○ Asking questions
● Continue speaking with students ○ Needing paint
about their work refilled
● Answer questions pertaining to the ○ Using the hot glue
activities gun
● Speak with the teacher when
prompted
● Ask questions pertaining to
the activities

9:30am
● Prompt students to begin cleaning ● Return all materials to their
up the classroom rightful centers
● Remind students to take their ● Take their mask with them
masks ● Clean hands with the wet
● Document students with their wipes and place aprons back
masks where they belong
● Assist students in cleaning up the ● Listen to the teacher as they
classroom are speaking
● Return all materials to their rightful ● Clean their surrounding area
places
9:30am- Writing a Letter Writing a Letter

9:45am
● Introduce the assessment: ● Listen to the teacher’s
○ Writing a letter to someone instructions
they are visiting during a ● Write the letter
season ○ Mention a subject
■ Subject can be real, ○ Mention symbols
imaginary, or the from the mask
season itself ○ Use proper
○ Topics discussed must be punctuation:
relating to the chosen ■ Dear ----,
season ■ Sincerely, ----
■ Remind students ● Draw with crayon after
that their symbols writing the letter
could talked about ● Ask questions pertaining to
■ They may also write the activity
about new things ● Hand in their letter
○ Ensure proper punctuation:
■ Dear ----,
■ Sincerely, ----
● Distribute writing materials
● Remind students to only crayon
after writing their letter
activity
● Collect student letters
progress and the skills they utilized that day. They will speak about their material choices and
how they balanced the representation of both seasons. There will also be talks about how the
students painted their molds and the possible challenges they face. Along with how their letter
helped speak about their mask and a season. Afterwards, they will be asked to line up for
dismissal and clean any lingering messes made around the class.
[Day 5 Transition] - The teacher will then speak about how the class will next time begin
a new project and remind them to take their masks home.
XII. ASSESSMENT
EXEMPLAR -4 PROFICIENT BASIC -2 BELOW

-3 BASIC -1
Paper Mache The entire Only portions Several Little to none of

mask was of the mask portions were the mask was
covered neatly were covered not covered or covered
neatly many pieces are
coming off
Mask Design Mask and Some materials The design is No design was
seasons are are noticeable sparse and the made or little to
clearly defined; and the seasons seasons are not no detail was
A list is present may be defined; listed; No list given; No list
A list is present
Mixed Media 4+ materials 2-3 materials 1-2 materials The mask was
Usage were used were used were used left untouched
Written Letter The letter The letter does The letter has No letter was
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4 Season Change Mask All Lessons

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4 Season Change Mask All Lessons

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LESSON PLAN FORMAT

Lead Teacher: Michael Padilla-Nazario

Unit Title: A Change of Seasons

Lesson Title: Making the Mask

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

II-B. ESSENTIAL QUESTIONS:

III-A. LEARNER OBJECTIVES/OUTCOMES

Throughout this lesson, students will learn:

● To design a scene of transition through the use of mix media

III-B. NATIONAL ART STANDARDS

● VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

IV. ART / ARTIST(S) OF RELEVANCE:

Students should able to:

● Tear paper using their hands

VI. INTERDISCIPLINARY CONNECTIONS:

VII. MATERIALS NEEDED FOR LESSON

● Paper mache paste

VIII. SAFETY HAZARDS:

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

9:00am- Prep Work Prep Work

● Prompt students to ● Return all materials to their rightful

X. ENDING THE LESSON

X-A. Closure of Lesson:

X-B. Transition to Next Lesson:

XI. REFERENCES TO MATERIALS CONSULTED

Lead Teacher: Michael Padilla-Nazario

Unit Title: A Change of Seasons

Lesson Title: Seasonal Mask Sketch

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

II-B. ESSENTIAL QUESTIONS:

III-A. LEARNER OBJECTIVES/OUTCOMES

Throughout this lesson, students will learn:

● To design a scene of transition through the use of mix media

III-B. NATIONAL ART STANDARDS

● VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

IV. ART / ARTIST(S) OF RELEVANCE:

Artist: Krisztianna, ​Muertitas

Students should able to:

● Articulate their thoughts on what each season reminds them of

VI. INTERDISCIPLINARY CONNECTIONS:

VIII. SAFETY HAZARDS:

There are no foreseeable safety hazards for this lesson

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

9:00am- Introduce Lesson Introduce Lesson

9:40am - Cleanup Cleanup

● Prompt students to begin cleaning ● Return all materials to

X. ENDING THE LESSON

X-A. Closure of Lesson:

X-B. Transition to Next Lesson:

XI. REFERENCES TO MATERIALS CONSULTED

Lead Teacher: Michael Padilla-Nazario

Unit Title: A Change of Seasons

Lesson Title: Seasonal Mask Design (Day 1 of 2)

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

II-B. ESSENTIAL QUESTIONS:

III-A. LEARNER OBJECTIVES/OUTCOMES

Artist: Krisztianna, Muertitas