Angel Oak Elementary: Arts Integration Exemplary Lesson Plan

TITLE OF LESSON: Grade Level(s):

The Writing Process with Play Dough 2nd
Sculptures

Content Standard(s): Arts Standard(s):

2-W.3.2 Plan, revise, and edit, focusing on a
topic while building on personal ideas and the
ideas of others to strengthen writing.
Anchor Standard 1: I can use the elements and
principles of art to create artwork.
Anchor Standard 2: I can use different materials,
techniques, and processes to make art.
Anchor Standard 3: I can improve and complete
artistic work using elements and principles.

Lesson Procedure:
a. Hook (something to get the students' attention)
b. Instructional steps
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson)

a: Hook: Start off the lesson by showing students examples of “kid friendly” sculptures. (Ice, Sand, Statue,
Figurines, Garden, Play Dough)
Set a Purpose for Learning: “Today we are going to learn about the writing process by creating our very own
sculptures. Good writers take steps before they finish their writing.”

b: Instructional Steps
1. Watch BrainPop Jr. - “Sculptures”
2. Discuss Sculpture vocabulary
3. Prewrite: Give students 2 minutes to brainstorm. Ask them to come up with an idea of what they want
to create in their head. Will their sculpture be abstract? Will it be a statue? What will the height be?
What will the texture be?
After the 2 minutes is up students should share their ideas with their table.
4. Rough Draft: Give Students 5 minutes to create a rough draft of their statue.
5. Revise: Give students 3 minutes to revise their sculptures.
6. Edit: Give 3 minutes to make any final changes to their sculpture. What do you need to do to "clean
up" your artwork and make it ready for publishing?
7. Writing: Students write about their creation. They can describe what their sculpture is, what materials
they used, and why they decided to make it this way.
8. Publish: The final step was to "publish" their work & make sure it was ready to share with their peers
in the “Gallery Walk”.
9. Gallery Walk: Students leave their sculpture on their desk for their peers to look at and possibly
comment on. Give each student a couple sticky notes. They may use these to leave a “critique” next
to their classmates work. Play music while students walk around the room to explore.

c: Formative Checks: Teacher should walk the room to assess for understanding during each step of the
writing process and provide assistance and reteaching as needed.

d: Summative Assessment: Teacher will continue to review the steps of the writing process throughout
the year. Eventually students will be able to know and utilize these steps independently during writer’s
workshop time. Student writing will indicate whether or not the writing process was used properly.

e: Closure: Gather/Closure: After the gallery walk meet at carpet to discuss and review the steps of the
writing process and the process of sculpture making.

Differentiation Key Words/Vocabulary:

(support/scaffolding): Sculpture: A piece of artwork that has 3
-Writing Process Visuals will be hung up in dimensions.
the classroom. Abstract: A sculpture that is not easy to
-Teacher will circulate the classroom to assist recognize right away.
as needed. Statue: A sculpture that replicates something or
-Teacher will assist a small group as/when someone.
needed. Form: A free standing 3D Figure
Texture: What an object feels like. (Smooth,
bumpy, jagged, sharp, rounded)
Medium: Material used by an artist
Acceleration (extension):
-Students who know and understand the
writing process will be able to start Writer’s
Workshop during centers.

Resources: Ideas to present/display student

BrainPop Jr. Sculptures learning:
Play Dough Gallery Walk / Sticky Note Commentary
Writing Paper

Scholastic Article (Use as a Guide)

https://www.scholastic.com/teachers/blog-
posts/kriscia-cabral/reviewing-writing-
process-play-doh/