Construction Paper, 120 Count
Washable Glue Stick, 25 g
Blunt Tip Metal ScissorsStudents will be able to:
- create a paper weaving;
- use colour to create contrast;
- create and accurately repeat a pattern rule;
- explain pattern rules in their own and others' weavings;
- demonstrate technical accomplishment and creativity.
NIFTY NUMBER PATTERNS – Pattern, Measurement
Shop Crayola Products
Steps
Step One
- Fold the construction paper in half, short end to short end.
- Place the paper on your desk with the fold at the bottom.
- Measure and draw a line 2.5 cm down from the top of the paper, and parallel to it.
- call this the HORIZONTAL LINE - Measure and mark 1.3 cm spaces along the line.
- Measure and mark matching 1.3 cm spaces parallel to the folded edge of the paper.
Step Two
- Draw lines that connect the 1.3 cm marks and are parallel to the outside edges of the paper.
- call these the VERTICAL LINES
Step Three
- Carefully cut along the vertical lines.
- Stop at the horizontal line.
Step Four
- Choose a number pattern, for example, over 4, under 2.
- Start weaving from left to right.
- a weft strip of paper over 4 warp strips, then under 2
- repeat until you get to the end
Step Five
- Start your next row weaving from right to left.
- a weft strip of paper over 4 warp strips, then under 2
- repeat until you get to the end
Step Six
- Continue weaving your pattern, repeating steps 4 and 5, until the whole paper is filled.
- Make sure your weaving shows your number pattern.
- Glue the ends of the paper strips in place and trim them with scissors.
- Label your weaving with the name of the number pattern you used.
- notice how the pattern changes on the back of the paper
Learning Goals
Extensions
Have students:
- choose a country that has a weaving tradition and learn about it, for exmple, Ghana;
- read books about Ghana and kente cloth, e.g., The Spider Weaver: A Legend of Kente Cloth 2nd Edition, by Margaret Musgrove; Kente Colors, by Debbi Chocolate; and Kente cloth patterns to color, by kwaku ofori-ansa;
- view images of traditional weaving from the Internet, e.g.,
Kente Cloth
Ghana
Loom
Kente Festival
- work in small groups to discuss the images of the kente cloth and how it is worn;
- learn about the significance of the colours in kente cloth;
- create weavings using cloth strips, or yarn and a simple loom;
- share their work with peers; - compare the traditions of the various countries presented by their peers.
Prepare
- Cut paper strips in a variety of colours, 1.3 cm x 22.9 cm
- Gather and make available books on the theme of weaving such as The Goat in the Rug, by Charles L. Blood and The Chief's Blanket, by Michael Chanin.
- Prior to this lesson provide time for exploring patterns and pattern rules.
- Create a sample weaving.
Introduction
- Conduct a read-aloud using a book such as A Goat in the Rug, by Charles L. Blood.
- Use 2 colours of strips of paper to demonstrate the difference between weft and warp.
weft – the horizontal threads that move over and under the warp in a weaving
warp – the fixed threads that run up and down in a weaving. - Demonstrate how to choose a number pattern rule for weaving, and what it would look like, for example,
- over 1, under 5
- over 2, under 1
- over 4, under 2 - Introduce the challenge.
Activities
The Challenge
- Create a paper weaving.
- Use colour to create contrast.
- Create and accurately repeat a number pattern rule.
- Explain pattern rules in your own and others' weavings.
- Demonstrate technical accomplishment and creativity.
The Process
- Make sure that everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- used contrasting colours
- accurately repeated a number pattern rule
- created a weaving that is tight and holds together
- used a small amount of glue
- kept the paper in good condition - Guide students through the steps outlined in the lesson plan.
- Demonstrate how to carefully thread the weft strips through the warp to create the weaving.
- Observe students as they create their weaving.
- Provide individual assistance and encouragement.
Sharing
- Once all weavings are complete place students in partners or small groups. Ask them to:
- Look closely at each weaving and observe how they are the same, how they are different.
- Share thoughts about the weavings.
- Talk about how each weaving demonstrates a number pattern.
- Identify and describe the patterns in the weavings.
- Talk about what was difficult about making the weaving and explain why.
- Tell what was satisfying about making the weaving and explain why. - Ask some students to share their weavings and ideas with the whole class.
- Display the weavings so students can view them as a body of work throughout the next few weeks.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their weavings – speaks with a clear voice, looks at audience while speaking, holds weaving to the side, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads - Patterns_tracking.pdf).
- Have students use the self-assessment form to evaluate their work. (Downloads - Patterns_self-assessment.pdf)
