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Dr Seuss' Tints and Shades

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) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.1) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.1) (A) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.1) (B)
Students will explore reasons why Dr. Seuss might have limited his palette.	§117.2. Art, Kindergarten. (b) Knowledge and skills (K.1) (A) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.1) (B) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.4) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.1) (A) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.1) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.4) (B)
Resources	Procedures
The Cat in the Hat Comes Back 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. 2. Name the colors the students see and sort them into categories. Introduce the color names Magenta, and Cyan. 3. Introduce the concepts of tint and shades
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) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (B) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (C) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.4) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (A) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (C) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.4) (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) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (B) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.2) (C) §117.2. Art, Kindergarten. (b) Knowledge and skills (K.4) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (A) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (B) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.2) (C) §117.5. Art, Grade 1. (b) Knowledge and skills. (1.4) (A)
Materials	Procedures
Black Oil Pastels (1 per student) Palettes and Brushes (1 per student) Sponges (1 per student) Sulfite Drawing Paper Magenta Tempera Paint Cyan Tempera Paint Black Tempera Paint White Tempera Paint	1. After examining Dr. Seuss’s Illustrations, students create a black line drawing. 2. Students decide what colors are going in the different spaces 3. Students mix their shades and tints on their palettes 4. Students add color to their illustrations.

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