Kickstart Lesson Giraffes Cant Dance
Kickstart Lesson Giraffes Cant Dance
Kickstart Lesson Giraffes Cant Dance
Subject:
Art and Language Arts
ELAGSE2RL2 Recount stories, including fables and folktales from VA2PR.2 Understands and applies media,
diverse cultures, and determine their central message, lesson, or
techniques, and processes of two-dimensional art
moral.
processes (drawing, painting, printmaking, mixed-
media) using tools and materials in a safe and
appropriate manner to develop skills.
a. Creates drawings with a variety of media (e.g.,
pencils, crayons, pastels).
c. Creates paintings with a variety of media (e.g.,
tempera, watercolor).
d. Mixes colors intentionally to create specific new
colors.
e. Mixes white with colors to create tints and black
with colors to create shades (values).
Lesson Procedure:
a: Hook Play some music and have students dance for 1 minute. Discuss how it would feel if someone tells you
that you can’t dance. What would you do?
b: Instructional Steps Read the book Giraffes Can’t Dance to the class. Watch the story on-line. Discuss all
the story elements and the central message of the story. Students will retell story verbally. Have students come
up with different sentences that portray the central message. Then, have students chose one of the sentences
and write it on a sentence strip to be displayed. Next, have students practice drawing a giraffe by thinking of the
shapes for each body part. Then, have the students draw a giraffe that is dancing, coloring it with markers and
then cutting it out. Students will then review primary and secondary colors by watching the story Mouse Paint on-
line. Students then mix paint to make purple and green and then they paint the nighttime sky. Some students
might make a tint by adding white to their paint. After the painting dries, the students will place their giraffe on
their painting.
c: Formative Assessment Teacher will observe if students are mixing paints correctly to make desired
colors. Did the student make a tint?
d: Summative Assessment Teacher will use rubric.
e: Closing Reflect as a class what we learned during this lesson, what we liked about it, didn’t like about it, and
what we would do differently next time.
Differentiation (support/scaffolding): how to Key Words/Vocabulary:
draw a giraffe page central message
Acceleration (extension): tint
Students can write in role as the giraffe or another animal primary colors
from the story.
secondary colors
Rubric
3 2 1
Mixes colors Mixes colors to Mixes colors, but Does not mix
intentionally to make the the sky does not colors
create specific new nighttime sky look like a
colors nighttime sky