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Title: Something Special to Me Author: Emily Nielsen Grade Level: Kindergarten Integrated Disciplines: Language Arts and Ideas NE Standards: 1.2.1--By the end of first grade, students will speak in clear, complete, coherent sentences using standard English. Objectives: Students will be able to come up with an idea of something that is special to them. Students will be able to describe to the class why the particular item is of importance to them. Assessment: Keep note of each child as he or she presents to the class their drawing. In presenting to the class the teacher should make sure they drew a picture, and make sure they have reasons as to why the particular item they drew is of importance to them. Make sure what they drew is the same as what they are telling the class about. Materials: A wide variety of art materials for the students to use. For example, construction paper, markers, crayons, colored pencils, ect. Procedures: Anticipatory Set: The teacher will bring in a picture he or she has already drawn of something that is important in their life. For example, it could be a drawn picture of a pet or of his or her family. It could be a stuffed animal or blanket they had as a child. A wide variety of items could be used. It should be anything that is special to the teacher. The teacher will show his or her picture to the class. Learning Activities: The teacher will explain to the class what the picture is, and why it is of importance to him or her. The students will then be given a wide variety of art supplies. The students will be told to think of something that is special to them, and to draw it. Students may have to brainstorm ideas of something that is really important or special to them. When all students are finished drawing their pictures have the students share their pictures with the class. Each child should take turns explaining to the class what his or her picture is, and why it is so special to them. Provisions for Special Needs: If a student is having difficulty, coming up with an idea a teacher can help in the brainstorming process by asking the student probing questions. For example, do you have a pet or a favorite stuffed animal? If a student has poor fine motor skills the teacher can assist the student in their drawing process, or ask another student to assist the student who needs help. Closure: Hang the pictures up around the classroom for everyone who comes into the room to see. |
