1. Daily Lesson Plan # 3 Unit Title: Kuna-Inspired Molas
Profound-Disabilities: Multiple Grades: K-7
To Know:
Declarative
Vocabulary To do:
Procedural
Materials and Resources
Students
will:
Understand
how designs
reflect and
repeat in a
symmetrical
artwork.
Review:
• Reflect
• Repeat
• Texture
New Terms:
• Line of
Symmetry
Students will:
Engage in a
short video
covering the
Line of
Symmetry,
create string
prints full of
texture to
examine the
line of
symmetry, and
test their
understanding
through a
short quiz in
finding the
Line of
Symmetry.
• Youtube video: http://www.youtube.com/
watch?v=mfBxNpfWAJA&feature=youtu.be
• 12”x18” paper
• Tempera paints
• Glue
• Textured materials (glitter, colored rice,
popcorn kernels, etc.)
• Line-of-symmetry strips
• Adapted pencils/ markers (to mark answers
on quiz)
Adapted C2.0 Standards and Objectives Met (Derived from MSC Standards):
Standard III.1.K.c Create artworks that explore the uses of color, line, shape, and texture to express ideas.
Standard I.3.5.b Select and use elements of art and principles of design to create visual compositions that convey
ideas and feelings to the viewer.
Standard II.1.PK.b Use selected works of art as inspiration to express ideas visually and verbally.
Standard II.3.3.a Compare how selected artworks are similar in theme, content, form, and style.
Standard II.3.PK.b Categorize the subject matter of artworks as the same or different.
Standard II.4.2.c Use processes common to the visual arts and other content areas to express ideas.
Standard III.1.4.b Safely manipulate and share art media and tools.
Essential Questions:
• What is the Line of Symmetry?
• How do artists create examples of symmetry in their artworks?
Lesson Objective: Students will understand the Art Principle known as symmetry through
an introduction, and demonstrate their understanding both in creating an
artwork with a clear line of symmetry, and in indicating where the line
of symmetry is located within their artwork.
Formative Assessment: Students demonstrate their understanding of symmetry through my 3-
question quiz in finding the Line of Symmetry within their artwork;
Teachers will tape down my “lines of symmetry” onto the students’
artwork in 3 orientations, asking after each placement if side A of the
line is the same as side B of the line. Students will both examine and
feel each side for each question to determine their answer, and either
indicate “Yes” or “No” through PCSs, switches, or any means necessary
to their communication methods.
Preassessment/Drill: As students observe the Mola visuals on the table… “Do these Mola
designs have symmetry?” (Have students trace on visuals around the
repeating shapes on either side of the vertical access)

2. Introduction/Motivation/Discussion: “In the last two classes, we learned about the beautiful artwork of the
Kuna people known as Molas. So far we studied their colors and their
shapes, but today we will focus on the symmetry of their designs. [direct
a student to trace over the design’s repeating elements] Student, this
Mola does have symmetry because this side of the picture is the same as
this side.
Let’s all come to the board now to learn more about symmetry.”
Teacher Demonstration: • I will demonstrate mixing the color and glue on my palette,
moving my string through the mixture, and placing it inside my
folded 12”x18” paper
• I will sandwich the string inside and rub the outside to
distribute the string’s print (“As I rub the outside of my paper,
I’m allowing the line I made to REPEAT onto each side of the
paper”)
• Upon opening the print, I will shake a texture material on top
of the design to lend texture to the print
• Finally, I will demonstrate to the Para-educators how to place
the Line of Symmetry onto the print in three different ways,
and prompt the student to answer if it is the correct Line of
Symmetry for the artwork.
Activity/Work Period: • Students will choose a color of paint,
• Mix the paint with the glue,
• Run their strings through the mixture,
• Lay the string down in a funky line inside the folded paper
• Close up the paper and rub the outside to distribute the print
• Repeat steps 3-5 for a second line to repeat inside the print
• Upon opening the print after the printing sessions, students will
choose a textured material, and
• Shake the textured material on top of the print (return excess to
appropriate containers)
• Engage in Line of Symmetry 3-question quiz
Clean up (5 minutes) Teacher and Para-educators move students’ artwork to taller tables to
dry, bring palettes to the sink for washing, and close glue bottles as they
tidy up the work tables. Students’ hands will be cleaned with provided
wet-towels on the table.
Accommodations: The use of colored-textured materials allow students to see and feel the
repetition within their designs thus making the concept of symmetry and
the line of symmetry accessible to students with good vision, low to no-
vision, tight tone, and low tone.
Closure/ Summary: Great job, my friends! Now that we know what the Line of Symmetry
is, we will be able to use it to make our own Mola designs next week!
Let’s all sing and sign our closing song—
(Teacher and Para-educators stand in a circle around students to sing
and sign the song)
Teacher Reflection: