Pam Hill

Lesson Plan Title: Textiles and Weaving: The Magic Brocade A Tale of China
Grade: 3
Subject: Visual Arts
Concept/Topic to Teach: Weaving Vocabulary/Comprehension/Writing/Discussion skills
Common Core State Standard(s) Addressed:
http://www.corestandards.org/the-standards/english-language-arts-standards
VA.3.F.1.1
Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
VA.3.F.3.2
Collaborate to complete a task in art.
VA.3.F.3.3
Demonstrate the skills needed to complete artwork in a timely manner, demonstrating
perseverance and development of 21st-century skills.
VA.3.H.1.3
Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected
in their artworks.
VA.3.O.2.1
Use creative and innovative ideas to complete personal artworks.
VA.3.S.1.2
Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.S.1.3
Incorporate ideas from art exemplars for specified time periods and cultures.
VA.3.S.2.2
Follow procedures, focusing on the art-making process.
VA.3.S.3.1
Use materials, tools, and processes to achieve an intended result in two- and/or threedimensional artworks.
LAFS.3.L.3.6
Acquire and use accurately conversational, general academic, and domain specific words and
phrases as found in grade appropriate texts, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
LAFS.3.RI.2.4
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
LAFS.3.RL.1.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.

LAFS.3.SL.2.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
LAFS.3.SL.2.6
Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific
expectations.)
LAFS.3.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing
their own clearly. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under
discussion). Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. Explain their own ideas and understanding in light
of the discussion.
LAFS.3.SL.1.2
Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
LAFS.3.SL.1.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
LAFS.3.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Establish a situation and introduce a narrator
and/or characters; organize an event sequence that unfolds naturally. Use dialogue and
descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations. Use temporal words and phrases to signal event order.
Provide a sense of closure.
LAFS.3.W.3.8
Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
Behavioral Objective: ABCD = audience, behavior, criterion, and degree
Audience 3rd grade visual art students
Behavior Vocabulary, comprehension, writing, and listening and speaking skills and
textile concepts, skills, techniques and processes
Condition Introduce concepts and new words related to textiles in visual arts based on a
folktale at the 3rd grade reading level
Degree 95%

Objective: Comprehend, write, and discuss new vocabulary and textile concepts from the
folktale The Magic Brocade A Tale of China (Shepard, 2006), third grade students will
identify new vocabulary concepts and textile skills and design their own weaving project.
They will write a descriptive summary of the story and include an illustration with 95%
accuracy.
Vocabulary words: craft, brocade, weaving, loom, pattern, embroidery, thread, silk, cloth,
shimmering, complaint, discontent, marketplace, raw, scroll, stall, and widow
Skill: Vocabulary, comprehension, writing, listening and speaking, and paper weaving project
Required Materials: A copy of the story The Magic Brocade A Tale of China by Aaron Shepard
(2006), Complex Story Structure Graphic Organizers,

Construction paper
Glue
Scissors
Glitter
Glue,
Puffy paint, stickers, beads, or other decorative materials
Crayons, markers, colored pencils, water color or other mark making instruments

Introduction: Telling Tales and Text-Talk Strategies

First, I will start a group conversation by asking questions using the six-hat method to see
what my students already know about weaving. Then I will show the front cover of the book
The Magic Brocade A Tale of China and tell the students what I think the book will be about.
Then I will show the next picture in the book and ask a student what their prediction is based on
the image. I will continue showing pictures in the book and asking students to predict what will
happen.
Next, I will explain why I chose this story to share and what kind of genre it is. It is a
folktale about weaving in which our project for this unit will be to create a weaving. I will read
the story The Magic Brocade A Tale of China out loud to the whole class using Text Talk
strategies. At key points in the story I will ask six-hat questions showing the color hat that I am
using to the group that relates to the theme of the story (following dreams and creative process).
Finally, the class will discuss if our predictions were correct or not.
Continuing, I will introduce new vocabulary words/concepts by pronouncing the word
aloud and giving an explanation in my own words. I will use the word/concept in multiple
contexts and give examples. I will put the words on our classroom Word Wall.
Finally, I will show my students examples of weaving and brocades through concrete
objects and pictures.

Model Step-by-Step Procedures:

For comprehension skills, I will go over simple text structure using the think-aloud
strategy to explain the beginning, middle, and end of a story - Goldilocks and the Three Bears.
Then I will go over story grammar logic setting, problem, goal, events, and resolution using the
same technique and story, Goldilocks and the Three Bears. For textile skills in weaving, I will
show my students how to weave using different textiles at different stations around the room. I
will demonstration weaving on a cardboard circle cutout with fabric at the first station. I will
demonstrate how to weave on a wooden loom with yarn at the second station. I will demonstrate
the process of weaving with strips of paper at the third station.
Guided Step-by-Step Procedures:
For comprehension skills, I will have copies of blank Complex Story Structure Graphic
Organizers at one station for the students to fill out with a partner. For weaving skills, the
student partners will have a chance to try the three different stations together. I will walk around
giving feedback and helping them with the weaving process along with asking questions about
the storys theme and helping them fill out the graphic organizer.
Independent Practice:
Everyone will have the opportunity to make his or her own brocade or weaving out of
different colored construction paper and embellishments.
For a writing activity, students will use their Complex Story Structure Graphic Organizer
and write a descriptive summary of the book The Magic Brocade: A Tale of China, and include
vocabulary words. They will include an illustration of the story. This will be attached to the
middle of their weaving.
Closure (Reflection):
Students will participate in a Readers Theater rendition of the story The Magic
Brocade: A Tale of China. The story can be broken down into nine parts that are read and acted
out by the students. We will use the students weaving projects as props for the retelling of the
story.
Afterward, in small groups of six, students will discuss the story using the six-hat method
of asking questions.
White Hat = facts, information, research needed - Who? What? Where? When? What do
you know about? What are the facts?
Red Hat = feelings, hunches, emotions, intuition What are your feelings now? Did your
feelings change? How? What is your hunch about? What does your intuition tell you?
Black Hat = caution, risks, judgment What should you be cautious about? What are the
consequences of?

Yellow Hat = benefits, good, value, strengths What are the benefits of? What is good
about? What is a positive outcome of?
Green Hat = creativity, new ideas, predicting, brainstorming What if? Can you create
other ways to do this? How would you solve the problem?
Blue Hat = summarizing, metacognition, thinking about thinking Why? Explain?
Summarize? What is the main idea?
Each student will pick a hat and a Thinking Question card about the story. They will discuss and
write their responses in their journals. Then we will regroup, and in a whole group discussion
students will share and compare their answers.
Assessment Based on Objective(s):
This lesson was very effective in practicing vocabulary, comprehension, writing, and
listening and speaking skills and weaving for the target level 3rd grade. According the Dales
Cone of Experience my students listened to a story = 20% remembered; viewed images = 30%
remembered; watched demonstrations = 50% remembered; participated in hands-on activities =
70% remembered; and designed/performed a presentation/weaving project = 90% remembered.
Resources:
Paper weaving. (2014). Retrieved from
http://www.firstpalette.com/Craft_themes/Colors/Paper_Weaving/Paper_Weaving.html
Shepard, A. (2002). The magic brocade a tale of China. Retrieved from
http://www.aaronshep.com/rt/RTE26.html