KTIP Lesson Plan-Art Education

Intern Name: Halee Sester Date: April 28th, 2023

# of Students: 15 Age/Grade Level: 10th-12th Content

Area: Crafts/Jewelry

Unit Title: Jewelry Making Lesson Title: Bracelet Patterns

Lesson Alignment to Unit (if applicable)

Respond to the following items:

● Identify essential question(s) addressed by this lesson.

● What colors will best work together?

● Which pattern best suits my skill level?

● How can I make my bracelet successful?2

● Write objective(s) in ABCD format

After watching the demonstration, the students will successfully create a bracelet of their own

using one of the four patterns.

● Connect the objectives to the Kentucky Academic Standards.

● Anchor Standard 11 - VA:Cn11.1.II - Compare uses of art in a variety of social,

cultural, and historical contexts and make connections to uses of art in

contemporary and social contexts

 ● Anchor Standard 6 - VA:Pr6.1.II - Make, explain, and justify connections between

artists or artwork and social, cultural, and political history

● Describe students’ prior knowledge or focus of the previous learning.

The students have previously learned about jewelry making. Before this bracelet making lesson,

the students learned how to make beaded necklaces. They have also already learned about the

color wheel, which they are also applying to their artwork.

● Describe summative assessment(s) for this lesson.

The summative assessment to determine whether the students have mastered the content or

process that was taught, is to decide if the students have successfully copied the pattern that was

demonstrated. Is the pattern accurate? Is their work neat? Do the colors chosen go together?

● How will you facilitate the learning of students with disabilities? Physical

disabilities?

For students who have disabilities, adjustments will be made to the project that will still

follow the goals of the lesson. Students are allowed to take the project home as well if they

need more time to work on their bracelet and class time is not enough. Along with my in class

instructions and demonstrations, the same information will be available within the class’s

Google Classroom (or whatever application that the school uses).

Objective/target: Assessment Strategy/Activity:

After four different patterns description: The guided practice will be to conduct a demonstration

have been demonstrated, Formative Assessment: on how to begin each pattern as well as show what the

students will then choose Walk around the final design will look like by showing finished examples

what pattern they would like classroom and check in to the students.

to create as well as the colors with the students to see

they will use. their progress. Ask Activity Adaptations:

Target: questions regarding If a student happens to not be able to create a bracelet

“I can follow the teacher’s their bracelet pattern because of the embroidery floss being too thin for them

demonstration and create a and the colors that they to maneuver, yarn could possibly be used as it is thicker

bracelet using one of the chose. and can be held easier.

patterns shown.” Summative If a student happens to be color blind and cannot

Assessment: Assessing successfully pair or group colors together, assistance

the final product of the will be given.

students' bracelets and Media/technologies/resources:

whether or not the A recorded demonstration of each bracelet pattern will

patterns were also be made available to the students by being posted in

successful. their Google Classroom (or whatever application a

Differentiated school may use). School appropriate music is included

Assessment Plan: in the video for students to listen to as they watch.

If a student were to have

a disability that affected

their hands, I would not

 rely heavily on the

craftsmanship of their

artwork, as it may be

difficult.

If need be, students

could also be provided

an aid or partner to work

with.

Procedures

Beginning

Review – Students will participate in a brief review of the color wheel and will be asked

questions regarding the groups that are in the color wheel. Bring attention back to when they

made beaded necklaces a couple weeks prior and how we are going back to jewelry making for

this lesson.

Introduce learning target – The lesson will include how to create four separate patterns for

bracelets. The target is to choose at least two different colors and use them to create one of the

four demonstrated patterns.

 Motivation/Engagement – Question asked: Who has prior knowledge of how to create a

bracelet?

Background Knowledge – What are some groups that are included in the color wheel? What

colors make up those groups? How do you get secondary colors from primary colors? (Group

examples: primary, secondary, complimentary, monochrome, triadic)

Transition – By going over the color wheel, it will help guide the students to select and use

their specific colors and create a successful bracelet pattern.

Activity – After the color wheel has been reviewed and the lesson is introduced, I will then

begin my demonstration. I will gather the students around a table at the front of the classroom

and demonstrate the basic knot that will be used on 3 of the 4 bracelet patterns. I will show two

ways that the knot can be done. The typical forward knot or the way that some people start off

tying their shoes. I will also explain and show them how long each string should be. I typically

do twice the length of my forearm.

Transition - They students are to take what they watched me do and create a bracelet of their

own. If they need to, there are prerecorded videos that are available for the students in their

Google Classroom (or whatever the application that the school uses) that they can watch over at

their own pace.

Activity – Students are to grab their materials. Choose the embroidery floss colors they would

like to us, decide on their pattern, grab masking tape and a pair of scissors, and head back to their

seats to begin their bracelets. Questions from students are expected

Ending
 Review – Remind the students that they are to have chosen colors that will work together

successfully within their bracelet pattern and they do have pre recorded videos of me

demonstrating the four patterns that they can look back on.

Interdisciplinary Extensions

● Lesson extensions: Describe four ways this lesson can be extended into other subjects.

History- history of different cultures and how they have made jewelry in the past and comparing

it to modern day jewelry making

Science- how embroidery floss gets its color and how the dyes are made

Geography- students could learn about where in the world jewelry making is most common and

where most embroidery floss is manufactured

Math- how long each strand needs to be in order to make sure there is enough to make an entire

bracelet