Madison McMillan & Andrea Nance

CIED 4213.002
February 19, 2014
Sleep Like A Tiger Lesson Plan

Sleep Like A Tiger by: Mary Logue, illustrated by: Pamela Zagarenski
The art project relates to the book because the children will be creating their own version of a tiger by
using paper plates, yarn, crayons, markers, and colored pencils to create a tiger face mask.
Sleep Like A Tiger & Tiger Mask Lesson Plan
Objectives:
1. Students will attend to a storytelling of Sleep Like A Tiger
2. Students will write a paragraph describing the characters, setting, and plot.
a. Students will share with the classes to see the variations of story interpretation.
3. Students will connect ideas from the story to their lives.
a. Students will discuss their sleeping patterns and habits along with bedtime rituals or
other family members bedtime rituals.
4. Students will use their own ideas and creativity to create a tiger facemask.
5. Students will discuss the elements and principles use when creating their tiger facemask.
a. Students will understand the components of color, line, shape, texture/pattern, value,
balance, center of interest, contrast, repetition, rhythm/movement, unity, and variety.
Grade Level: Second Grade
Alignments with the appropriate Art P.A.S.S. standards:
Standard 1: Language of Visual Art The student will identify visual art terms (e.g., collage,
design, original, portrait, paint, subject)
1. Use appropriate art vocabulary.
2. Name and describe elements of art: line, color, form, shape, texture, value and space.
3. Name and describe the principles of design: rhythm, balance, contrast, movement,
center of interest (emphasis) and repetition.
4. Use the elements of art and principals of design to communicate ideas.
Standard 3: Visual Art Expression The student will observe, select, and utilize a variety of
ideas and subject matter in creating original works of visual art.
1. Experiment in color mixing with various media.
2. Use a variety of subjects, basic media and techniques in making original art including
drawing, painting, weaving, sculpture, and ceramics.
3. Demonstrate beginning skills of composition using the elements of art and principles
of design.
4. Use art media and tools in a safe and responsible manner.
Standard 4: Visual Art Appreciation The student will appreciate visual art as a vehicle of
human expression.
1. Demonstrate appropriate behavior while attending a visual art exhibition in a museum
or art gallery. **
2. Demonstrate respect for personal artwork and the artwork of others.
3. Demonstrate thoughtfulness and care in completion of artworks.
**Not relevant to the lesson, apart of Standard

Materials:
Sleep Like A Tiger by Mary Logue
Already prepared standard white paper plates (eye holes will be cut out)
Hole Punch
Yarn
Crayons/Markers/Colored Pencils
Resources:
Sleep Like A Tiger by: Mary Logue
www.SDE.state.ok.us
Art Vocabulary of the Lesson:
Elements of Art:
Color:
1. Primary colors: 3 colors in which all other colors are made red, yellow, and blue
2. Secondary colors: colors made by mixing equal parts of 2 primary colors orange, green,
violet
3. Tertiary colors: colors made by mixing equal parts of 1 primary and 1 secondary color
blue-green, red-violet, yellow-orange
4. Warm colors: colors suggesting warmness red, yellow, orange
5. Cool colors: colors suggesting coolness --- blue, green, violet
6. Value: lightness or darkness
7. Intensity: brightness or dullness
8. Complementary colors: colors opposite of each other on the color wheel (ex: blue and
orange)
9. Analogous colors: colors next to each other on the color wheel (ex: blue-green and green)
10. Hue: the name given to a color on the color spectrum based off its unique characteristics
Line:
1. A path of a moving point
2. Shows direction (vertical, horizontal, radial, diagonal)
3. Leads the eye through the artwork
4. Has several qualities (thick, thin, straight, curved, zigzag)
Shape:
1. Has height and width
2. 2-dimensional
3. Organic: freeform shape
4. Geometric: basic geometric shapes (triangles, squares, trapezoid)
Texture/Pattern:
1. Implied texture: the illusion of texture created by the artist on a flat 2-dimensional surface
2. Created by deliberate repetition of pattern
Value:
1. Shows the degree of light to dark
2. Shade: dark value created by adding black to a color
3. Tint: light value created by adding white to a color
4. Created by hatching techniques: lines going all in one direction

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5. Cross hatching: lines as hatching but with lines going in opposite direction as well
6. Stippling: repetitive use of dots to create value
Principles of Art:
Balance:
1. Symmetrical balance: formal balance where it is equal on both sides
2. Asymmetrical: informal balance
3. The arrangement of elements in a composition
Center of Interest:
1. The important or accented area that attracts the viewers attention
2. Not necessarily located in the center of the picture plane
Contrast:
1. Significant degrees of difference between lines, colors, shapes, etc.
Repetition:
1. The repeated use of an Element
2. Repetition is used to create patterns
Rhythm/Movement:
1. The regular repetition of lines, colors, shapes, or patterns
2. Guides the viewers eye from one direction to another in a work of art
Unity:
1. Gives a sense of oneness or harmony in an artwork to be coherent whole
Variety:
1. The use of different elements to create interest
Other Vocabulary:
Habitat: the natural home or environment of an animal, plant, or other organism
Mammal: a warm blooded vertebrate animal of a class that is distinguished by the possession of
hair or fur
Nocturnal: done, occurring, or active at night
Diurnal: of or during the day
Procedure for the activity:
(Steps 1-2 will be done as whole group; step 3 will be done in small groups during free play
when students are typically pulled out in groups of 3 for a special project)
1. ENGAGEMENT: Does anybody have a certain ritual or routine they do before bedtime
every night?
The students will share and discuss their routines before going to bed and/or how they fall
asleep. After this discussion, share your own techniques for getting ready for bed and falling
asleep. Then read aloud Sleep Like A Tiger to the students. The students will then be shown
an example of a tiger facemask that they will be recreating as one of their own. With the
example tiger facemask, the students and instructor will point out the different elements and
principles used throughout the mask: color and its components, line used to create
texture/pattern, the repetition of color and line to create rhythm/movement, and etc.
2. EXPLORATION: While reading the story to the children, I will ask interactive questions
progressively during the reading when they are appropriate. For example: Has there ever
been a time where you think that you are just not ready to go to bed?, What do your parents

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do to motivate you to get into bed?, What do you do if you cannot fall asleep?, and Is
there a certain book that you read or that gets read to you before bedtime? After hearing
students answers periodically throughout the reading, I will also stop and have the students
make predictions about what will happen in the story. Once the reading of the story is
complete, the students will break into partners and go back to their desk to write a short
summary of Sleep Like A Tiger. We will come back together as a group and go back through
the story and discuss the main points that we found critical enough to include in the
summary. Along with the overall discussion of the book, students will discuss as whole
group with the teacher which animals were their favorite throughout the book and also which
animals they wish they would have seen in Sleep Like A Tiger. After reading and discussing
the book the students will begin working on their groups individually. Each student gets an
already prepared paper plate and a bucket of mixed media (crayons/markers/colored pencils).
The prepared paper plate is a plain white plate with one whole punch on each side and two
eye wholes cut out in the center of the plate. This way, students do not have to cut their
plates and can focus on the design of the tiger. With the bucket of crayons, markers, and
colored pencils students can select whichever variety of media they wish to color their tiger
facemask. While the students begin to work, the instructor should make points relating back
to the example tiger facemask about the use of color, line, shape, value, repetition, variety,
and rhythm/movement. The layering of media to create a richer color will also be reminded
to the students. This should take the students longer than ten minutes, it is important that
great time is taken to create a personal representation of a tiger face. As the students finish,
each student will be given two strips of yarn to tie onto the mask, one piece for each whole
punch so that the mask can be tied onto their face.
3. EXTENSION/APPLICATION: After the yarn has been distributed and the students clean
up their tables and put away the supplies buckets, Sleep Like A Tiger will be read aloud
again. In a group at the front of the room, each student will share and present their facemask.
The students can spend time sharing their facemasks with other students showing
appreciation for other students interpretation and practicing museum and audience etiquette.
As a whole group, the students will point out examples of the elements and principles
throughout the facemask that have been created. Each facemask will be praised on its
excellent use of the components of elements and principles. This way, students are able to
see the elements and principles in a real world example and application. We will work
together to find the best place in the classroom to display the art product. The book will also
be left in the classroom for the children to look at independently.
4. DIFFERENTIATION: This lesson is worthwhile to all students; regardless if they have
special needs/disabilities because every child can relate to bedtime and sleeping experiences.
The discussion that Sleep Like A Tiger pulls out of students naturally about being forced to
go to bed, what works best to help yourself fall asleep, and nightly bedtime routines allows
room for full participation from any group of students age or disability. For second
graders, the creation of the tiger mask is also fairly simple. Children with special needs will
feel involved and engaged when coloring on the mask and making a tiger face. The
facemask is something that the students can take home with them and use with their family.
The art project acts as an academic and art project but also a wave of imagination to play
with.
5. ASSESSMENT/EVALUATION: With all of the questions asked in the
Extension/Application section, I will want to make sure all of the students understand the

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plot, characters, and animals mentioned in Sleep Like A Tiger. The students understand that
the plot is of a not-so-sleepy little girl, and that by thinking about different sleeping animals,
she begins to fall asleep herself. The children can relate the story to their own lives by
discussing their own experiences of bed times and occasions where they have not been tired,
yet they fell asleep rather quickly. We will also talk about how mixed media was used in the
book and that they themselves used mixed media by using crayons, markers, and colored
pencils to create their very own artwork. Review primary and secondary colors. Review the
characters, setting, and plot and make sure the students all have the same answers and
understandings (the little girl and her parents, the house and the bedroom, and the fact that
shes not very sleepy). Were the children able to recall the plot? Did the children understand
the message? Were the children able to write their names correctly? Were the children able to
complete the artwork? Were the children able to connect the story to the real world? Were the
children beginning to understand the concept of the elements and principles of art? This
lesson plan gives students multiple opportunities to learn: elements and principles of art,
sleeping patterns of animals, daily routines of other classmates, and how to be respectful and
appreciate others interpretations. The Sleep Like A Tiger facemask allows students to
enhance their reading comprehension skills, while also improving their knowledge on art
terms. We are taking a constructivist approach because we want the students to connect with
the story through background knowledge they have from their own experiences. The
students will be active learners by using creativity to make and personalize their own tiger
masks.