Susan Sullins Grade Level: Kindergarten Time Frame: 30 minutes |

**TOPIC: **
Visual Arts lesson featuring geometric shapes and supporting a Halloween theme.

COMPONENT OBJECTIVES: |
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Creative Expression: | Each student will make a witch using |
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geometric shapes |

Artistic Perception: | Each student will practice the skills of |
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cutting and pasting two or more shapes together. |

Math: | Students will name triangle, rectangle, square and circle and |
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match to corresponding shape. |

RATIONALE: | The study of art helps students exercise their cognitive |
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reasoning and intuition. This lesson specifically develops the students |

understanding of symbolic representation. Cutting and pasting are skills |

that children will use throughout their lives. |

STRATEGY: | Guided Discovery and Direct Instruction |
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VOCABULARY: | Definitions for Kindergarten |
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* | Circle - a flat perfectly round shape |

* | square - a shape with 4 equal sides |

* | rectangle - a shape with 2 long sides and 2 short sides |

* | triangle - a shape with 3 straight sides |

* | hair, arms, body, face, hat, eyes, nose, mouth |

PROCEDURES: |
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point out the shapes that make up the figure. Show example and be |

more specific about student responses regarding shapes and |

corresponding body parts. |

Face = Circle, Hat = Triangle, Arms = Rectangles, Body = Triangle |

PUPIL ACTIVITY SEQUENCE |
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1. Each student is given a triangle to cut out. The student should recognize |

it as such. Teacher may prompt as necessary and students may help |

each other if necessary. |

2. Precut circles for the witch face in two colors are offered. Students |

choose one of two colors and name the shape as they choose their |

color. |

3. Students see how the triangle and circle might fit together to make a |

face and hat. Students paste into position. Students may use |

markers, crayons or small pieces of paper to make a face including |

eyes, nose and mouth on the circle. |

4. Two color choices are also offered for hair. The hair is provided in the |

form of a small square. Students choose one of two colors and name |

the shape as they choose their color. Students brainstorm ideas for |

how to use this square for hair. (Cut into narrow strips is one way) |

Students make the cuts and paste on place |

5. A black triangle is given to students to cut out. This is the body. Again, |

students should name the triangle. Students explore how the large |

triangle will fit with the face, hair and hat. to make a witch. |

Students paste in place. |

6. Pre-drawn rectangles are provided. Student is encouraged to name the |

rectangle and cut them out. Ask students what they could use these |

for in making a witch. (arms is the intended position) Students |

determine where to attach the arms and paste in place. |

CLOSURE: | Once the witch is complete, have each student tell a neighbor |
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something they like about their neighbor's witch. Students place witches |

on bulletin board. Students may use the pointer to point out shapes and |

body parts. |

EVALUATION |
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Evaluation occurs during the activity as the teacher listens for the |

students' ability to name the geometric shapes. The students finished |

project will be the tool that the teacher uses to judge creative and |

artistic expression. In Creative Expression the teacher will look for "Was |

the student able to form the parts into something resembling a witch?" In |

Artistic expression teacher will asses the students ability to cut on a line |

by visually observing the edges of the triangles and rectangles. The |

teacher can also asses cutting skill during the activity. Pasting at this |

level is easy to asses - If not properly applied, once dried the pieces fall |

apart. Does the students piece stay together? This assessment will lend |

itself to a rubric very well. |

MATERIALS |
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In white crayon, pre draw large and small triangle and 2 rectangles for each student. Using the ellison letter machine, precut circles for face in two choices of color. Pre cut enough 3" squares of 2 color choices for hair. Scissors, markers or crayons. |

This lesson was adapted from one observed in the class of Judy Anderson at Kynoch School, Marysville, CA |