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and Students Since 1994
Lesson Plan submitted by: Kimberly Herbert
ART HISTORY
Goal Objectives
Students will be able to identify Dr. Seuss as an author/illustrator and be able to explain what a book illustrator does.
TEKS
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.3) (A)
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.3) (B)
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.3) (C)
§117.5. Art, Grade 1. (b) Knowledge and skills. (1.3) (A)
§117.5. Art, Grade 1. (b) Knowledge and skills. (1.3) (B)
§117.5. Art, Grade 1. (b) Knowledge and skills. (1.3) (C)
Procedures
1. Read the book to students.
2. Discuss who the author is and what he does
3. Discuss who the illustrator is and what he does
4. Is the author always the illustrator?
Resources
The Cat in the Hat book
ART CRITICISM |
|
Goal Objectives |
TEKS |
Students will identify 4 art elements in the illustration. |
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.1) (A) |
Students will explore reasons why Dr. Seuss might have limited his palette. |
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.1) (A) |
Resources |
Procedures |
DVD: Dr. Seuss: The Cat in the Hat A Guide for Using The Cat in the Hat in the Classroom Chalk/White board or pad to write on |
1. Have the students look closely at the artwork. Name the things the illustrator used to put together the artwork. |
ART PRODUCTION |
|
Goal Objectives |
TEKS |
Students will create a black line drawing of their artwork, before adding color. |
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (A) |
Students will limit their palette to Magenta (its shades and tints), cyan (its shades and tints), black, and white |
§117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (A) |
Materials |
Procedures |
|
1. After examining Dr. Seuss’s Illustrations, students create a black line drawing. |
SCORING RUBRIC
Section |
Objective |
1 point |
2 points |
3 points |
4 points |
Point Total |
Art History |
Students will be able to identify Dr. Seuss as an author/ illustrator and explain what those jobs entail. |
Student does not attempt to identify Dr. Seuss as an author/ illustrator and explain what those jobs entail. |
Student attempts to identify Dr. Seuss as an author/ illustrator and explain what those jobs entail, but is inaccurate. |
Student identifies Dr. Seuss as an author/ illustrator, but is unable to explain what those jobs entail. |
Student identifies Dr. Seuss as an author/ illustrator and explains what those jobs entail. |
|
Art Criticism |
Students will identify 4 art elements in the illustration. |
The student does not attempt to identify 4 art elements in the illustration. |
Student identifies 1-2 elements in the illustrations |
Student identifies 3 elements in the illustrations |
Student identifies 4 or more elements in the illustrations. |
|
Art Criticism |
Students will explore reasons why Dr. Seuss might have limited his palette. |
The student does not attempt to explore reasons why Dr. Seuss might have limited his palette. |
The student does explore reasons why Dr. Seuss might have limited his palette, suggesting 1 reason |
The student explores reasons why Dr. Seuss might have limited his palette, suggesting 2-3 reasons |
The student explores reasons why Dr. Seuss might have limited his palette, suggesting least 4 reasons |