2 sessions; 30 minutes per session

1. SWBAT use their imagination to create a drawing using the cut out dots supplied
2. SWBAT generate more that one solution to the same problem & use their imagination to come up with the subject matter as evidenced by their drawings.

Pre-cut black dots (approximately 6-10 per student) (two sizes if possible - 1/2 inch and 1 inch diameter)
Glue stick
Pencils
Markers
Hand out sheets for drawing and writing (or plain drawing paper)
2 Large (@8" diameter) black dots (for props)
The book: "Ten Black Dots" by Donald Crews
The book: "600 Black Spots" by David Carter

Need these materials? Visit Blick!

1. (Initiation) 5-10 minutes
1a) Show class big circles in different ways, asking what they are.
eg Hold them behind your head - Mickey Mouse Ears, Hold them in front of your eyes: Sunglasses, etc) Put big circle on the floor and fall into it like a Looney Toons character. (It's a hole!)
"It’s interesting looking around the room and seeing how many things have this shape in them. The clock! The light! …
I like the way you think! Some people would say it’s just a plain black dot, but I like the way you all use your imagination to see so many other things in it!"

1b) Introduce book: "Ten Black Dots", and read it to class, (skipping those last two boring pages). "I have a cool book that I found at the library that is all about, of all things, BLACK DOTS! That seems weird, don’t you think? I mean, how can someone write a whole book just about dots?"
1c) "This book got me to thinking. What could WE make with 10 black dots?"

2. (Development) 15 minutes
2a) Brainstorm
"We are going to create pictures with black dots today. Lets look at some ways we could use black dots in our drawings."
2b) (list, level 1 questions)
The illustrator of this book had some wonderful ideas! He used black dots to make eyes.
Can you think of anything you might like to draw that has eyes?
And he used them to make wheels on this train.
Can you think of anything that you might like to draw that has wheels? (draw a car)
Can you think of anything that might be fun to draw that actually has black dots on it?
How about a bug, are there any bugs that you might see in the springtime that have black dot’s on them? (Draw ladybug.) How about flowers? Could you use black dots to make flowers?
Any other ideas?

3. Hand out supplies
3a) Call up students by table to get pencil, eraser, and paper handouts.
3b) Instruct them to write their names on the back of the paper.
3c) Instruct them to use the pencil to draw a picture that uses some of the dots the way we have been talking about. (You can use all of them, but you don’t have to. Use as many as you would like for your picture.) When done, they can color drawing with markers.
3d) Note: Handout sheets have an area for students to write how many dots they used and what they made with the dots : "I used ___ black dots to make a ____" (This can be adjusted for grade level.)
3e) Five minutes into lesson: Prompt any students having difficulty coming up with ideas to look on board, or help them with ideas. Walk around to see how they are doing and give anyone who is done a marker to outline their drawing.

4 Clean-up (7-10 minutes before class is finished)
4a) Did you put your name on the paper?,
4b) Have students pass in work by table, put materials away and then return to seats. (or line up.)


5 Closure (Why is this important?)
5a) Show the students the book "600 Black Spots".

5b) "Look what this person did with the black dots! Maybe you will get a chance to do some work like this when we create paper sculptures!"

6 Modifications:
6a) Supply sheets pre-printed with dots that can be used as eyes or other things with a little direction.
6b) Also have sheets with a drawing already set up, in case there is a child who might only be able to color.

7 Extensions
7a) Students will write a description of their ‘story’. (eg. Jimmy used 5 black dots to create a train.)
7b) Students will create a second drawing using the supplied dots.
7c) Students will create a class book

8. Vocabulary
Creativity: to be original, expressive, to come up with new ideas and new ways of looking at something.
Imagination: The power of the mind to form images. Resourcefulness. Make Believe.
Brainstorming: is when a group of people works together to think of solutions for a specific problem by creating a list of ideas from their imagination.

DAY TWO
1) Initiation: Ask students if they remember the book I read them last week, and ask if anyone remembers what creativity & imagination means. Explain that today we will be completing our black dot drawings, using crayons/markers to add color. (Some will be creating more drawings.)

Closure for Day Two:
Did anyone make a picture with 5 black dots? (I will have seen that a few children made pictures using the same number of dots) Hold up your picture for everyone to see! That’s beautiful, what did you make?
And what did you make?
Now this is interesting. Are these pictures the same? No?? But they are both on white paper and they both have the same number of dots? How come they are different? Why didn’t everyone make the exact same picture?
We all used black dots, but we all came up with different ideas, simply by using our imagination!
You are all kindergarteners, aren’t you?
And you all live in the same town,
You all have hair, noses, eyes, mouths, etc…
So are you all exactly same?
What makes you different? What makes you unique? What makes you YOU?
What made you make a different picture than your friend? What did you use to make your picture different?
That’s right! Imagination!
(In art we call this using our creativity- coming up with new ideas or looking at the same shape or form and seeing it in many different ways. We are using our imagination to create images in our minds that we draw on paper.)

Student work will be saved and reviewed as evidence of meeting objectives and goals.

The book: "Ten Black Dots" by Donald Crews
The book: "600 Black Spots" by David Carter

I used this lesson for a Kindergarten level 'interview' lesson. It went really well, the children were very engaged. I put supplies in individual baggies - one bag per student, to make it easier to hand out in an unfamiliar classroom. I used die cut punches that I got at an arts & crafts store to pre-punch the dots out of black construction paper.

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand there are different responses to specific artworks

[K-4] Students understand there are various purposes for creating works of visual art

Form, Line, Shape

Collage, Drawing, Marker, Paper, Pencil

Math

modified sheets.pptx
I used ______ black dots to make a.pptx