Pirate Octopi! 5 Grade: Title of Lesson Grade Level Measurable Objectives
Pirate Octopi! 5 Grade: Title of Lesson Grade Level Measurable Objectives
Pirate Octopi! 5 Grade: Title of Lesson Grade Level Measurable Objectives
VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate
meaning.
a. Generates different viewpoints for making and interpreting a visual image.
b. Develops visual images by combining or modifying open-ended themes/topics in
unique and innovative ways.
c. Observes how the visual relationship of objects and ideas (juxtaposition) affects
contrast and/or proportion and how the placement may affect meaning and/or
significance.
VA5AR.3 Explains how selected principles of design are used in an artwork to convey
meaning
and how they affect personal responses to and evaluation of the artwork.
a. Uses art terms with emphasis on the elements of art: line, shape, form, color, space,
value, texture.
b. Uses art terms with emphasis on the principles of design: balance, proportion,
rhythm, emphasis, unity, contrast.
c. Describes how line can be used to show shape, movement, and space.
d. Explains how the relationship of size between objects affects the scale and proportion
in a work of art.
e. Recognizes aerial and linear perspective techniques in a work of art.
f. Describes how repeated colors, lines, shapes, forms, or textures can show movement
in an artwork.
g. Discusses the effect of color properties (hue, intensity, and value) and color schemes
(analogous, monochromatic, complementary) on the composition.
h. Identifies the use of light to show texture, shape and form.
i. Describes how changes in light affect the perception of color.
j. Explains how warm and cool colors create space in a work of art. (e.g., warm
forward/ cool recedes).
k. Identifies emphasis in a composition by the amount of contrasts in hues (colors),
intensity (brightness), and value (dark- light).
l. Differentiates relief sculpture and sculpture in the round.
m. Examines how artists use linear perspective (one- and two-point), atmospheric
perspective, overlapping, size variation, and placement in the picture plane to achieve
depth in artworks.
n. Analyzes proportion in artworks as the relationship of one part to another or to the
whole.
o. Explains that negative space is the area that surrounds an object.
p. Describes how textures, real or implied, affect an artwork.
VA5C.1 Applies information and processes from other disciplines to enhance the
understanding
and production of artworks.
a. Makes interdisciplinary connections applying art skills, knowledge, and ideas to
improve understanding in other disciplines.
b. Researches, describes, and discusses various art-related careers (e.g., art historian,
art critic, curator, web designer, game designer, fine artist).
c. Describes and discusses design in daily life (e.g., clothing, houses, cars, furniture).
d. Identifies how and why skills (e.g., observation, perception, imagination) impact art
and enhance non-art endeavors.
VA5C.2 Develops life skills through the study and production of art.
a. Manages goals and time.
b. Adapts to change.
c. Works in teams.
d. Guides and leads others.
e. Directs own learning.
f. Demonstrates persistence.
Sequencing
1. Ask students to respond to work. Encourage comments
2. Define soft-sculpture and plush for students
3. Demo PPT about plush (show a variety from stuffed animals to amigurumi to art plush)
4. Explain they will get to make their own plush
5. Display exemplar
6. Hand out felt
7. Have each student pick out 1 sheet of felt
8. Fold felt in half
9. Cut felt along fold
10. Have students cut out “U” shape on the 2 pieces of felt (They must match)
11. Set scrap aside
12. Students apply a line of Fabri-tac along one edge on 1 piece of the felt down to the
midpoint. Apply the other piece of felt to match
13. Allow to dry
14. Turn U-shape inside out (gently)
15. Make 3 cuts into the U-Shape from the bottom that go up to the midpoint (you are
creating 8 legs)
16. Students pull on legs to get them to have a slightly different shape than rest of body
17. Student are to grab a piece of scrap felt that is different in color than their octopus
18. Students cut a small circle out (outside of eye)
19. Students fold circle in half and then half again, cut off the tip of the pie slice (gives you
a hole in the center of the Octopus)
20. Hand out safety eyes
21. Have students decide where their eye is going to go and cut a small (tiny) hole
22. Stick safety eye through the hole of the circle piece of felt
23. Stick safety eye through the hole on the octopus
24. Put on the backing an click
25. Now you have an eye
26. Take stuffing material and stuff into head of octopus
27. Hand out yarn
28. Have students tie yarn tightly around the octopus head (To keep in stuffing and
provide definition between head and legs)
29. Yarn and black felt
30. Demo how to cut an eye patch. Use fabric-tac to attach the patch to the yarn. Allow to
dry
31. Tie on eye patch
32. Hand out permanent markers
33. Allow students to put an “x” under the eye patch and to add mouths etc. etc.
34. Finish
35. Display!
Assessment
1. Student completed work
2. Octopus has an eye and an eye patch
3. Octopus has 8 legs
4. Student used glue appropriately
5. Student attempted to work neatly
6. Student stuffed octopus