Mrs. Jacqueline Demko, Fall 2013, Elementary School
Kindergarten
American Flag Collage
Class Time: 45 minutes
12:25 Start
1:05 Clean Up
1:07 Review & Closure
Attachments: PowerPoint
1:09 Line Up
1:10 End
PWCS Art Objectives
KP.12 Collage / Mixed Media
KP.12.1 The student will identify and use collage/mixed media techniques (cutting,
tearing, gluing, and combining media).
Virginia Art SOLs
K.5 The student will create works of art that connect to everyday life.
Duration: 1.5 - 2 days
K.7 The student will identify and use the following in works of art:
1. Color—red, blue, yellow, green, orange, violet, brown, black, white
K.9 The student will identify spatial relationships—left, right, top, bottom, side, center, front, back,
over, and under.
Virginia History and Social Science SOLs
K.9 The student will recognize the American flag and the Pledge of Allegiance and know that
the president is the leader of the United States.
Virginia Math SOLs
K.4 The student will
a) count forward to 100 and backward from 10
Essential Question / Big Idea: (use either at beginning with objective or end with review)
What does the American flag look like? / What does each part represent?
Where is each part located?
Materials & Supplies:
Day 1
white printer paper 8.5” x 11”
(5 lines pre-drawn and copied on it)
red paper 9” x 11”
pencils (to write name on back)
glue
Day 2
blue paper 6” x 5”
white paper 4.5” x 6”
glue
Keep scissors away from them!
Vocabulary:
 American flag, states, colonies, stars, stripes
Prep Work:
Make a template with 5 lines on printer paper. (Make 100 copies).
Cut down red, blue, and white construction paper down to above dimensions.
Daily Greet / Role / Announcements / A & Q of the Day:
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Mrs. Jacqueline Demko, Fall 2013, Elementary School

Greet teacher and students at door.
o “When the door closes there is no talking or you will lose your point…”
 Greet class from front table.
 Role
 SB: Artwork and Question of the Day (compare/ contrast)
o Day 1 & 2: Jasper Johns, Flag, 1954 to 55, encaustic, oil and collage on fabric
mounted on plywood & American Flag
Day 1: What is different between the traditional American flag on top and the artwork below?
Day 2: How are these two flags the same?
Review / A & Q of the Day / Points
 Review
o Day 1: How many red stripes did we make today?
How many stripes total are in the American flag?
What art technique did we use today to make the stripes?
o Day 2: What shape is the blue part of the American flag?
How many white stars are on the American flag?
What art technique did we use today to make blue rectangle and the white stars?
 SB: Artwork and Question of the Day
 Points
Lesson Plans – Day 1
Objective / Prior Knowledge / Hook
 “Today we will be making the American flag by tearing paper. Pay close attention to each
part of our American flag.”
 SB: How many original colonies (and stripes on the flag) are there?
 SB: How many states (and stars on the flag) are there in America?
Intro to Project / Where to Start or Requirements
 SB: “You will make an American flag collage by adding 7 red stripes to white paper, 1 blue
triangle, and 50 white stars by tearing paper. Today we will make the red stripes.
o picture of American flag; “Today: 7 red stripes”
Demonstration or Modeling and Materials
Step 1: Name and table on the back (side without lines). Place paper on scrap paper.
*Students go to seat and repeat.*
Step 2: Tear seven strips of red paper. (no glue yet)
*Students go to seat and repeat.*
Step 3: Glue 5 stripes of red paper on the provided lines. Glue the last two stripes at the top and
bottom. Make sure all the lines are covered.
*Students go to seat and repeat.*
Step 4: Drying rack.
Lesson Plans – Day 2
Review of Project (Sample, Objective, Materials, Art Techniques, Requirements)
 SB: How many original colonies (and stripes on the flag) are there?
 SB: How many states (and stars on the flag) are there in America?
 SB: Today we will finish the flag by making the blue rectangle for the top left corner and the
50 white stars.
Demonstration or Modeling and Materials
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Mrs. Jacqueline Demko, Fall 2013, Elementary School
Step 1: Tear the blue rectangle into strips just like the red paper.
*Students go to seat and repeat.*
Step 2: Glue the strips together in the top left corner to form a rectangle.
*Students go to seat and repeat.*
Step 3: Tear up to 50 (goal) small pieces of white paper.
Step 4: Make up to 50 (goal) small glue balls on the blue paper.
Step 5: Place a piece of white paper on each glue ball.
*Students go to seat and repeat.*
Step 6: Drying rack
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Mrs. Jacqueline Demko, Fall 2013, Elementary School
Assessments:
Project Requirements
Project Requirements:
Students must…
 Tear 7 strips of red paper.
 Tear a blue rectangle into strips of paper.
 Tear white paper into small pieces (goal of 50 pieces).
 Glue the red strips onto the 5 provided lines, and then add a stripe at the top and the
bottom of the paper.
 Glue the blue strips back into a rectangle in the top, left corner. All should touch.
 Glue the white small pieces onto the blue rectangle.
Knowledge and Skill Assessment
Knowledge Assessment:
Student is able to state that…
 there are 50 states
 there are 13 stripes
 the stripes are red and white
Student understands that…
 the stars represent the states
Skill Assessment:
Student is able to…
 tear paper
 glue paper in specified places
 control the amount of liquid glue placed on paper
Reflection:
Overall, the students had trouble with this project. It was too advanced for Kindergarten,
especially for the beginning of the year. Trouble areas:
 the last 2 red stripes at the top and bottom
 a ton of glue was used and wasted
 blue rectangle in top left corner
I also have an issue with the fact that the SOL for tearing is not until 1st grade, the PWCS Art
Objective in Kindergarten is tearing. I wonder if this will change to reflect the changes made in
the Art SOLs. If not, I will probably think of a different way to meet the SOLs.
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Mrs. Jacqueline Demko, Fall 2013, Elementary School
Rubric: Kindergarten American Flag Collage
S+
S
S-
Independence
in Work
Class Performance &
Creativity
Achievement & Craftsmanship
-mastery of the objectives:
 seven red stripes are
made by being torn
 blue paper is torn into
strips
 blue rectangle is placed
in the top left corner
 50 white “stars” are
torn and glued onto the
blue rectangle
-superior level of
craftsmanship
 stripes go across the
entire paper
horizontally
 stripes are glued on the
line so that the lines no
longer show
 blue rectangle covers
the white and red
stripes in the top left
corner
 white “stars” are very
small
-fully participates and
demonstrates effort in all
class activities
-exhibits originality and
creativity in thinking,
expression, and work
products; takes risks to
discover
-is self-directed
-assumes responsibility for
behavior and assignments
-adequately meets
objectives:
 seven red stripes
are made by
being torn
 blue paper is torn
 blue rectangle is
placed in the top
left corner
 “stars” are torn
and glued onto
the blue rectangle
- sufficient
craftsmanship
 stripes go across
the entire paper
horizontally
 stripes are glued
on the lines
 blue strips form a
rectangle shape
 white “stars” are
small compared
to blue pieces
-falls short of
meeting objectives;
needs teacher
support, more time,
and assistance to
meet most of the
objectives:
 red stripes are
made by being
torn
 blue paper is
torn
 blue strips are
placed on top
of red paper
 “stars” are torn
and glued
-falls below the
average level of
craftsmanship
 red stripes
 blue strips
 white pieces
-willingly participates
and demonstrates
effort in class
activities
-inconsistently
participates and
demonstrates effort
in class activities
-exhibits average
creativity in thinking,
expression, and work
products; does not
take any risks
-no originality and
lack of creativity in
thinking,
expression, and
work products
-is self-directed
-frequently requires
individual attention
-occasionally requires
individual attention
N
-has difficulty
meeting
objectives at
this time, even
when teacher
support or
extra time to
learn is given:
 student
could not
tear paper
 student
does not
understand
American
flag
-poor
craftsmanship
 does not
represent a
flag at all
-consistently
requires
teacher
direction and
encouragement
to participate
in class
activities
-demonstrates
little effort in
class activities
-consistently
requires
teacher
direction and
encouragement
to complete
tasks
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