Mill Hill

ARTE Learning Segment (LS) Template 11.10.
19
-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----
Title of Learning Segment: The Mill Village Grade: 8

Prior Knowledge:
- How to use scissors
- How to use glue
- How to use hot glue
- How to respond to creative prompts
- How to define important vocabulary words
- How to use a template
Central Focus/Big Idea:

Creating art that reflects our individual identity, and how it combines with the identities around
us, to form a community.
Learning Segment Overview

Lesson 1 (Day 1)
Introduce the lesson overall along with “The Mill Village” Google Slides presentation, also
discuss a previously assigned reading and important vocabulary terms. Demonstrate necessary
skills for completing the project to students, for example safely using a hot glue gun, cutting or
scoring cardboard, and gluing fabric to the cardboard. Have students sketch ideas for their mill
houses. Hand out materials and templates to students and have them begin the creation
process. Discuss the end goal for the project as a whole.
Lesson 2 (Day 2)
Start with an entrance ticket that asks students about the past class, discuss their answers, and
then have them continue to work on creating their cardboard mill houses. Reinforce information,
skills, and concepts taught during the first day of the learning segment. Begin discussing how
students plan to finish their mill houses.
Lesson 3 (Day 3)
Have students continue to work on their cardboard mill houses. Reinforce information, skills,
and concepts taught during the first and second days of the learning segment. Continue
discussing how students plan to finish their mill houses. Have students complete an exit ticket
where they write down what they feel they need to add or do to their cardboard mill house
before they can call it complete.
Lesson 4 (Day 4)
Encourage students to put the finishing touches on their mill houses. Have students reflect on
the creation process by engaging them in a group discussion and by having them complete a
written reflection.
ARTE Learning Segment (LS) Template 11.10.19
Standard Learning Objective Summative Assessment

NVAS: TSWBAT construct a collaborative Students will create a mill house
VA:Pr5.1.8a gallery installation of their work by applying and experimenting
Collaboratively with their peers in the form of a with a variety of artistic mediums
prepare and “mill village” that illustrates the and processes, such as
present selected theme of the lesson. cardboard, hot glue, dry media,
theme-based and fabric. The mill house will
artworks for serve as a reflection of themselves
display and and their identity. They will then
formulate engage in a group discussion
exhibition where they reflect upon the
narratives for the creation process and the overall
viewer. outcome of the project. This
project reflection will also be
VA:Cr2.1.8a TSWBAT experiment with risk- written down (See Attached).
Demonstrate taking in order to pursue ideas, Furthermore, students will work
willingness to forms, and meanings that emerge together to decide how they will
experiment, in the process of their art-making. construct a display for their mill
innovate, and houses in an open gallery space.
take risks to
pursue ideas,
forms, and
meanings that
emerge in the
process of art-
making or
designing.
SCVAS: I CAN apply a variety of artistic

VA.CR IM.2.1 mediums and processes to the
I can use a creation of my own cardboard mill
variety of art house.
media,
techniques, and
processes in my
artwork.
VA.CR AL.1 I CAN communicate ideas based

I can create, on the elements and principles of
refine, and design, specifically unity and form.
communicate
ideas based on
the elements and
principles of
design and other
compositional
strategies and
structures.
VA.CR AM.1 I CAN document the planning and

I can document development of my cardboard mill
and justify the house sculpture from the inception
planning and of the idea to the completion.
development of
an artwork from
the inception of
the idea to the
completion.
Standard, Objective, & Assessment use similar language from Standards

Academic Language Demands, as applicable:
1. Language Function: Students will read Mill Village and Factory: Introduction and answer
discussion questions pertaining to the article (See Attached). Important vocabulary terms for
this learning segment will be selected from this article. Students will be able to identify the
terms in the article, and will be able to define them as well (See Attached). Both the answered
discussion questions and defined vocabulary words are to be posted in Canvas. Students will
then utilize this knowledge to inform their creative process.
2. Vocabulary:
- Community: (n) A group of people living in the same place or having a particular characteristic
in common.
- Cooperate: (v) To act or work with another or others; act together or in compliance.
- Mill House: (n) A building (especially a dwelling house) adjoining a mill.
- Mill Village: (n) A village characterized by the presence of a manufacturing mill or mills.
- Textile: (n) A fiber, filament, or yarn used in making cloth.
Definitions from https://www.merriam-webster.com and https://www.lexico.com
3. Discourse: This lesson develops student discourse by having students read an article
connecting to the topic and theme of the learning segment. Students also develop discourse by
answering follow-up questions and defining important vocabulary terms.This lesson also aids in
developing students’ descriptive and creative discourse by having them create and discuss a
personal work of art.
4. Practice: Students will practice using the language function by answering questions
pertaining to the assigned article, defining important vocabulary terms, responding to in-
progress questions, and by participating in group discussions.
Key Materials:
- Cardboard
- Assorted Dowel Rods
- Hot Glue Sticks
- Hot Glue Guns
- Glue (liquid and stick)
- Fabric Glue
- Utility Knife (teacher use only)
- Cutting mat
- Scissors
- Assorted Fabrics
- “Mill Village and Factory: Introduction” Article
- “Mill Village and Factory: Introduction” Follow-Up Questions Worksheet
- “Mill Village and Factory: Introduction” Vocabulary Worksheet
- “The Mill Village” Google Slides Presentation
- Written Reflection Chart
- Traceable Mill House Template
Lesson 1 of 4
Standard Objective Formative Assessment
VA.CR AM.1 I CAN document the planning Before students come to class,
I can document and and development of my they are to read an article,
justify the planning and cardboard mill house complete follow-up questions
development of an sculpture from the inception of about the article, and define
artwork from the the idea to the completion. important vocabulary. The
inception of the idea to formative assessment for this
the completion. lesson is a VTS session.
Students will look at a painting by
Louise Fletcher titled “Mill
Village,” and will answer verbal
prompts such as “What is going
on in this image?” And “What can
we find?” Students will also
complete sketches of what their
mill houses will look like before
they begin creating them.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
- Begin class by asking students about the assigned reading. Discuss the follow-up questions
that pertain to the reading as well as the vocabulary that the students were to look up and
define.
- Connect this discussion and vocabulary to the project students will be undertaking. Tell them
that the assigned reading was to give them background information about mill villages as well
as mill houses.
- Begin showing students the Google Slides presentation titled “The Mill Village.” As you show
it, tell students that it is important they remember this information for later in the creation
process.
- Have students engage in a VTS session. VTS stands for “Visual Thinking Strategies,” and was
first created by Phillip Yenawine and Abigail Housen (Research and Theory). This strategy
involves students looking at an image and answering verbal prompts that ask “What is going
on in this image?” And “What can we find?”
- Start the VTS by giving students a moment to silently look at the image. Once they have
had time to thoroughly look at it, begin by asking “What is going on in this image?”
When students answer, repeat their answers to them and point at the image at the same
time.
- Follow up that question by asking “What else can we find?”
- After a few minutes, thank students for the discussion and move on. Do not explain the
image to them, or tell them who created it.
- Once the VTS session is complete, move on to the next slide. The following slides of the
presentation discuss the history of textile mills, mill houses and villages, and the people that
lived and worked in them.
- Make sure to point out the pictures that accompany the information. Students will be able to
draw inspiration from them as they create their own mill houses.
- This presentation also informs students of the Elements and Principles of Art they should be
using to create their cardboard sculptures; form and unity.
- After completing the presentation, move back to the slides that show examples of the finished
cardboard mill houses. Ask students to create sketches of what they want their mill houses to
look like. Make sure students know that they should look similar to the example, but not
identical.
- Inform students that their work will be displayed in a gallery and encourage them to create the
best work that they can.
- Begin passing out the basic materials of the project: the cardboard students will use for the
walls and roof of their house, as well as the cardboard they will use as the base. Ask them to
write their name, grade, A or B day, and elective number on the cardboard.
- Ensure that there are enough materials set aside to use in instructing students in the
creation of a mill house as they simultaneously create their own.
- Pass out the templates students will use to trace the different parts of their house onto
cardboard.
- Once those materials have been passed out, and students have written the information on the
back, ask them to place the materials to the side.
- Explain how to safely use hot glue guns. Ensure students know which areas are the hottest,
how they should hold it, and to always make sure it is unplugged when not in use. Also ensure
that students know to be patient with hot glue, and to give it a second to dry before they begin
moving the glued pieces.
- Explain to students how to utilize the templates to trace the pieces of their house. Make sure
they know that they will need to ask for help in cutting the pieces from the cardboard once
they are ready.
- Tell students that they can begin tracing their templates. Ensure that they know to ask for
assistance when all their pieces are ready to be cut.
- If students get ready to glue their pieces together, allow them to do so. Make sure they
remember how to safely use the hot glue guns.
- Allow students to work until it is time for them to leave.
- Around five minutes before class ends, have students place all of their materials on a corner
of their table.
Lesson 2 of 4
VA.CR IM.2.1 I CAN apply a variety of The formative assessment for this
I can use a variety of artistic mediums and lesson is an entrance ticket.
art media, techniques, processes to the creation of Students will write on an index
and processes in my my own cardboard mill house. card one fact they learned and
artwork. remember from the previous
class.
VA.CR AL.1 I CAN communicate ideas
I can create, refine, and based on the elements and
communicate ideas principles of design,
based on the elements specifically unity and form.
and principles of design
and other
compositional
strategies and
structures.
- Have students enter the classroom and sit down. Once they are seated, pass out an index
card to each student.
- After ensuring each student has an index card, ask them to write down one fact they
remember from the previous class about textile mills, mill houses, or mill villages.
- When they have all answered the question and written it down, ask them if anyone would like
to share their answer. Once students are done writing and sharing, collect the index cards.
- Distribute the materials from the previous class, and briefly review how to safely use a hot
glue gun.
- Ask students if everyone was able to have all of their pieces cut during the previous class
period, or if someone still has pieces to trace and cut.
- If all students have had their pieces traced and cut, then move on to the next step. If
there are still students who need help, move on to the next step after assuring them you
will help as soon as you finish giving instructions for the remaining class period.
- Bring out the different fabrics students will be able to use for their houses. Allow them to pick
which ones they wish they use.
- After they choose their fabric, pass out fabric glue as well as any remaining materials students
may need.
- Instruct students to begin decorating their mill houses. It will be easier for them to decorate
the outside pieces of the house before they glue it together.
- Walk around during this process, and ask students questions to challenge their thinking and
creative process.
- “Why did you choose that specific fabric?”
- “Why did you add that detail there?”
- “How is your mill house similar to the example? How is it different?”
- Allow students to work until the class is over. Have the presentation pulled up on the
Promethean board for students to reference, if need be. Answer any questions they may have
and review any process demonstrations they may require.
- Encourage them to bring the decoration of their cardboard pieces as close to complete as
they possibly can.
- Near the end of class, have students clean their areas. Have them place their in-progress
projects on a corner of their table.
Lesson 3 of 4
VA:Cr2.1.8a TSWBAT experiment with The formative assessment for this
Demonstrate risk-taking in order to pursue lesson is an exit ticket. Students
willingness to ideas, forms, and meanings will be given an index card and
experiment, innovate, that emerge in the process of asked to write about at least one
and take risks to their art-making. thing they feel they need to add
pursue ideas, forms, or do to their mill houses before
and meanings that they can call them complete.
emerge in the process
of art-making or
designing.
VA.CR AL.1 I CAN communicate ideas

I can create, refine, and based on the elements and
communicate ideas principles of design,
based on the elements specifically unity and form.
and principles of design
and other
compositional
strategies and
structures.
- Have the materials students will need for gluing and constructing their mill houses ready prior
to the beginning of class.
- Have their decorated pieces already on their tables.
- At the beginning of class, ask students how many of them have finished decorating their
pieces. Ask how many of them are ready to move on to gluing.
- If a majority of the class needs to finish decorating their pieces, give them a few minutes
to do so. If a majority of the class is ready to move on, continue to the next step.
- Once students are ready to move on to the next step, inform them that they will be
constructing their house.
- Students should already know how their houses are to look once they are fully constructed.
Walk students through how they should glue their houses together, starting with the walls,
then gluing them onto the base, and finishing with the roof.
- Students should glue the walls of their mill house together first. The two pieces that
have pointed tops are to be the side walls, and the two rectangular pieces are to be the
front and back.
- Students should have already asked for help in cutting a door and any windows they
wanted into the cardboard. This will make it easier for them to know which pieces
should be placed where.
- Two pieces of cardboard should be glued together to create an “L” shape. Then, the two
“L” shapes can be glued together to create the walls of the house. Glue is to then be
placed along the bottom of the walls, and the walls gently pressed onto the base. The
walls of the house should be glued towards the back of the base, instead of in the
middle. This ensures that students will have a porch.
- The roof is to then be constructed from the top of the walls. The two smaller, identical
rectangles are to be the roof. The remaining rectangle should jut out from the roof to
make an overhang for the porch.
- Now begin passing out the assorted dowel rods to students. Ask them how they wish for the
dowel rods to be used in order to gain an understanding of how many they will need.
- Once these have been passed out, move around the room as needed in order to help
students cut their dowel rods to the appropriate size.
- Assist students in gluing their dowel rods in place if the need arises.
- After students have finished gluing their mill houses together, allow them to create objects
such as porch swings or clothes lines that they may wish to add.
- Allow students to work until the end of class, making sure they know the following period will
be their last day to work on them.
- Have the examples of the completed mill house on the Promethean board for students to
reference.
- About five minutes before the end of class, have students clean their areas. Ask them to make
sure every hot glue gun is unplugged.
- Pass out index cards to each student and have them complete an exit ticket. Ask them to write
at least one thing they feel like they need to add or do to their mill house before they can call it
complete.
- Once they have finished writing, ask them to place their index cards beside their projects on a
corner of their table.
Lesson 4 of 4
VA:Pr5.1.8a TSWBAT construct a The formative assessment for this
Collaboratively prepare collaborative gallery lesson plan is the student’s ability
and present selected installation of their work with to answer a set of in-progress
theme-based artworks their peers in the form of a questions. These questions can
for display and “mill village” that illustrates the be:
formulate exhibition theme of the lesson. - “What else do you need to do
narratives for the before you can call this piece
viewer. complete?”
- “What made you decide to
change that?”
- “Why did you add that piece of
fabric there?”
- “What can you add to this part
of your house to make it more
complete?”
- On their desks, have the materials necessary for students to finish their projects. Also have
the presentation pulled up for reference.
- Allow students to begin working as soon as they come in.
- Remind them that they need to complete their project during this class period. Tell them that
they will be stopped around thirty minutes before class is over in order to discuss how they
would like their pieces displayed, as well as to complete the written reflection and discussion.
- Once they are steadily working, walk around and ask them this question: “What else do you
need to do to before you can call this piece complete?”
- Along with that specific question, ask them other in-progress questions.
- “What made you decide to change that?”
- “Why did you add that piece of fabric there?”
- “What can you add to this part of your house to make it more complete?”
- As they work, remind them of the time remaining until they have to stop.
- When there are around twenty minutes left in the class, have students cease working and
place their materials to the side of their table.
- Remind students that their work is to be displayed in a gallery. Begin a discussion by asking
them how they think their pieces should be displayed in order to create the idea of a mill
village and to reinforce the idea of them creating a community.
- Write down and sketch their ideas on the Promethean board.
- Once they have all contributed, and a general consensus has been reached, pass out the
written reflection chart for students to fill in.
- If necessary, read over and discuss the questions with students.
- “Describe your work. What does your cardboard sculpture consist of and how is it
arranged?”
- “Why did you choose to decorate your cardboard sculpture the way you did?
What made you choose those particular colors or fabrics?"
- “How did you use the Elements and Principles of Art that we discussed? How did you
use geometric forms? How did you create unity? Does the sculpture feel finished?”
- “Reflect on your work. How do you feel that you did? Is there anything that you could
have done differently that might have improved the sculpture?”
- Once complete, collect the written reflection chart.
- If there is still time remaining, allow students to put the finishing touches on their work.
- If class has ended, have them quickly clean up, unplug the hot glue guns, and place their
completed works on a corner of their table.
Theory/Theorists:
- Robert Gagne:
- Robert Gagne is credited with creating the Nine Events of Instruction. These nine
events help to establish an effective learning process and, once complete, learners are
more likely to retain the information learned (Gagne’s Nine Events of Instruction).
- Each of the steps of Gagne’s Nine Events of Instruction were used to create the format
of this learning segment, as well as the project, activities, and assessments contained
within it.
- Lev Vygotsky:
- Lev Vygotsky created the Cognitive Development Theory, which states that social
interaction is fundamental to cognitive development (Vygotsky’s Cognitive Development
Theory).
- Throughout this learning segment students engage in multiple discussions. This
encourages social interaction, furthering their cognitive development. It also reinforces
the information and skills gained throughout this learning segment.
Accommodations
• Representation: The teacher will use a Google Slide presentation to introduce the lesson
and will supply the materials for the project. The teacher will provide students with the
selected reading and accompanying questions and vocabulary. The teacher will also lead
the final discussion and reflection of the creation process. The teacher will display an
example of a finished cardboard mill house for students to see, and will create one with
them.
• Engagement: Students will assemble their own cardboard mill houses. Students will select
the materials, media, and fabrics they use for the decoration of their mill houses. Students
will define important vocabulary.
• Expression: Students will show what they know by completing an assigned reading and
answering accompanying questions. Students will define important vocabulary terms and
will engage in multiple in-progress discussions. Students will answer an entrance ticket
where they show what they learned in a prior class. Students will produce a finished
cardboard sculpture in the form of a textile mill house and will also fill out a project reflection
chart as a summative assessment.
• Individual student with special needs: The article is posted online, where students can
have it read to them if needed. The follow-up questions and vocabulary worksheet are also
posted online, where students can use speech-to-text to complete them. The materials can
be pre-cut for this student, and they will receive aid in constructing their mill house. When
they have selected their fabric, they will have help in cutting that as well. If necessary, all
pieces of the cardboard sculpture can be pre-cut and ready for assembly. A student from
their class can also be appointed to sit beside them and help.
Resources:
Esaak, S. (2019, September 28). What is artistic unity? Retrieved October 01, 2020, from
https://www.thoughtco.com/unity-definition-in-art-182473
Gagne's nine events of instruction. (n.d.). Retrieved October 02, 2020, from https://
thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-
events-instruction/
Leloudis, J. (n.d.). Like a Family: The making of a southern cotton mill world. Retrieved October
01, 2020, from https://www.historians.org/teaching-and-learning/teaching-resources-for-
historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/like-a-
family-the-making-of-a-southern-cotton-mill-world
Marder, L. (2020, January 24). The definition of form in art. Retrieved October 01, 2020, from
https://www.thoughtco.com/definition-of-form-in-art-182437
Mill village and factory: introduction. (n.d.). Retrieved October 01, 2020, from https://
www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-
and-learning-in-the-digital-age/the-history-of-the-americas/like-a-family-the-making-of-a-
southern-cotton-mill-world/mill-village-and-factory-introduction
Research and theory. (n.d.). Retrieved October 01, 2020, from https://vtshome.org/research/
The southern mill industry. (n.d.). Retrieved October 01, 2020, from https://www.wm.edu/sites/
wmcar/research/danvilledig/history/southern-mill-industry/index.php
Vygotsky's cognitive development theory. (2011). Retrieved October 02, 2020, from https://
link.springer.com/referenceworkentry/10.1007/978-0-387-79061-9_3054
Artifacts:
- “The Mill Village” Google Slides presentation
- “Mill Village and Factory: Introduction” Follow-Up Questions Worksheet
- “Mill Village and Factory: Introduction” Vocabulary Worksheet
- Teacher made example of a finished cardboard mill house
Reflection (Internship I only)

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ARTE Learning Segment (LS) Template 11.10.

Title of Learning Segment: The Mill Village Grade: 8

Central Focus/Big Idea:

Learning Segment Overview

Standard Learning Objective Summative Assessment

SCVAS: I CAN apply a variety of artistic

VA.CR AL.1 I CAN communicate ideas based

VA.CR AM.1 I CAN document the planning and

Standard, Objective, & Assessment use similar language from Standards

VA.CR AL.1 I CAN communicate ideas

Reflection (Internship I only)

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