Lesson Title:



|Lesson Title: Author Study of Eric Carle |

|Written by: Maureen Holmquist, Jennifer Hollywood-Proctor, Ginny Ellingsworth |

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|Grade Level: 1 Time Required: 3 days at 60 minutes a piece |

|Content Objectives (Writing): |Fine Art(s) Objectives: |

|Students will be able to present a message that includes details using complete and incomplete |Students will be able to describe how artists use color, line, shape, texture, form, and space to|

|spelling. |represent what people see, know, feel and imagine. |

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|Students will present an organized message that is understandable with a beginning, middle, and |Students will use painting as a way to make pictures and as a way to identify and mix color. |

|end. | |

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|Additional Applications: (connections with other content areas) |

|* Science objectives for defining and understanding habitats. |

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|Materials: |

|4 x6 paper, tempra paint, brushes, lined paper for writing, pencils, crayons, scissors, glue sticks |

|Lesson Development/Procedures |

|Pre-assessment: |

|Watch an Eric Carle video (Picture Writer call #7416) that studied his painting technique with the students. Then, discuss the artwork while reading the stories that were illustrated by him. |

|The stories that can be read are: The Mixed Up Chameleon, House for Hermit Crab, Brown Bear Brown Bear, Very Busy Spider, Little Cloud, The Very Hungry Caterpillar, Panda Bear Panda Bear. |

|Engagement: |

|The teacher can then model an example of a finished product, which is a creation of an animal/reptile and it’s habitat using Eric Carle’s artistic technique, which will also include a written |

|piece that describes their project. |

|Activity: |

|Day 1: |

|Students choose a color and paint two pieces of paper. |

|When dry, put a pattern on the pieces of paper with a different color using any technique they wish. |

|Day 2: |

|Pick one of those two pieces of paper (they’re own or another student’s) and draw an animal/reptile on the back. Cut or tear out the animal that they just drew and put the figure onto a white |

|piece of paper using glue |

|Then, use the second patterned painted paper to add details or body parts to the figure on the white paper using glue. They may cut or tear these detail pieces as well. |

|Finally, draw the rest of the habitat using crayons on the white paper. |

|Day 3: |

|Students then write about what their animal is doing the habitat in which it lived. |

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|Transition: |

|Students can share their animals within the classroom and read what they wrote. The finished products can then be displayed. |

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|Closure: |

|Teacher can instruct students to take home the left over patterned painted paper and create another animal at home. They can then share that with their parents and describe Eric Carle books and |

|artistic techniques. |

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|Assessment: (Review of Anticipation Guides; Post-tests; BCRs; Quizzes; Tests; Projects; Essays: Performance Assessments, etc.) |

|Assess students using a rubric for participation and the use of techniques as demonstrated by Eric Carle. Students must use different pieces of paper, different patterns, etc. Make sure that |

|the writing matched their painting, use of descriptive words, correct use of capitals and periods. |

|Differentiation: |

|Create a word box or use a closed sentence/picture symbols for students who have difficulties in writing. |

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|Teacher References: |

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