Lesson Plan

Date: April 5 2016

Subject: Art
Grade: 8
Topic: Saskatchewan prairies pastel painting
Materials: Construction Paper, pastels, Saskatchewan prairie pictues

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Using Pastels create a landscape drawing of the Saskatchewan Prairies.
Outcome(s):
CP8.12 Solve visual art problems using a variety of processes and media.

PGP Goals:

Demonstrates knowledge of Canadian History, especially in

reference to Saskatchewan and Western Canada.
Knowledge 2:

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
Walk around the class checking in with students to ensure participation and
understanding.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
Finished pastel landscape drawing.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)
Read Childrens book: P is for Prairie Dog by Anthony B Fredericks.

Main Procedures/Strategies:
Structured Overview of Assignment:
1. Choose which Saskatchewan landscape you would like to draw
2. Decide which color of construction paper you would like to use as a background
3. Use pastels recreate the image you choose.
Demonstration: Show class how Pastels work and different techniques the students can
use.

Closing of lesson:
Clean up pastels/paper, make sure table is washed clean.

Personal Reflection:
This lesson was well received by the students. The class handled instruction well and was
very attentive when listening to the story. This was a great way of incorporating the
history of Saskatchewan into the lesson and is a method I would use again. The photos in
the childrens book were all paintings which showed the students that their own drawings

do not have to look exactly like the photos they are working from. I have a cold so reading
the story halfway through I lost my voice and handed off the story to one of the students
in the class. This worked today, but would not always work with every class.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)