LESSON PLAN TEMPLATE B

Grades: 4 5
Duration: 60 mins

Lesson Plan
Subject: Art

Inclusive of: ELA

ED 3501 2012

Lesson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Specific Learning Outcomes:
Art:
Qualities and Details: Color affects mood and feeling of the viewer
Students will record or document activities: Special events can be
recorded visually; Knowledge gained form study can be recorded
visually
Students will illustrate or tell a story: a narrative can be interpreted
visually; an original story can be created visually
Students express a feeling or message: feelings and moods can be
interpreted visually; specific messages can be symbolized or
interpreted.
Students will create an original composition based on supplied
motivation.
Students will develop themes with an emphasis on global
awareness based on people
General Learning Outcomes:
Specific Learning Outcomes:
ELA: Students will listen, speak,
ELA:
read, write, view and represent
1.1 Discover and explore
to:
1.2 Clarify and extend
2.2 Respond to texts
Explore thoughts, ideas,
2.4 Create original text
feelings and experiences.
Comprehend and respond
to text
LEARNING OBJECTIVES
Students will:
Explore their thoughts about peace in order to represent their ideas
Create texts about what peace means to them
Represent visually through a composition what peace means to them
ASSESSMENTS
Observations:
Key Questions:
Students contribute to the discussion
What does that represent/How can you
represent that idea?
Students work demonstrates
What does it mean to be at peace?
understanding of the topics
What does peace look/sound/feel like?
Written/Performance Assessments:
Students sentences demonstrate an understanding of what peace is
Students images tell a story/narrative (represent their sentences)
Students
LEARNING RESOURCES CONSULTED
Google
Program of Studies
Other teachers

MATERIALS AND EQUIPMENT

Paper

Glue

Colouring utensils

Writing template

Scissors
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber: Call students over to the carpet and ask if they have read the
book before.
Assessment of Prior Knowledge: What is the book about? What does everyone know about
peace?
Expectations for Learning and Behaviour: Students respect who ever is talking,
General
Learning
Outcomes:
Art: Depiction
and Expression

LESSON PLAN TEMPLATE B

ED 3501 2012

practicing active listening, raise their hands to add to discussion or ask a question. Students
are on task.
Advance Organizer/Agenda: Read book, write sentences about peace, do Hands of Peace
project.
Transition to Body: Lets see what this book can tell us about peace
Body (45 min.):
Learning Activity #1 (10 min): Read book to class.
Ask comprehension questions while reading to ensure class is engaged and to see how
well they understand the concept.
Ask questions meant to trigger small discussion. From students answers decide how
well they understand the concepts. If understanding is lacking, do a review to break
down the concept before moving onto the next activity.
Learning Activity #2 (15 min): Students will write 5 sentences describing what peace
means to them. Students should do a rough copy that is checked by the teacher before the
re-write it on the Peace template paper.
While students are working, walk around the classroom to answer questions and look
at students work. Based on students sentences, ask students questions (why, how,
what) to assess their understanding.
Approve students rough draft in order to assess the quality of their answers and how
well they understand the concepts. Sentences should demonstrate a students
understanding.
Thumbs up/down for needing more time
Learning Activity #3 (20 min): Hands of Peace drawings. Students trace their hand(s) onto
a piece of paper and then represent what peace means to them. This should be done through
images and color instead of students using words to describe what it means (this is what the
sentences are for). Hands are then cut out and glued down to a background with the
sentence sheet.
Walk around to look at students hands. Comment on the artwork and ask for
explanations so that students are given a chance to demonstrate their understanding.
If there is confusion, use questions to lead a student to the answer (does a tear shape
best demonstrate love?).
Hands will be handed in. This will allow the instructor to look at everything together
and assess the classs level of understanding. If understanding is lacking, do a review
of the concepts next class before moving onto a new topic.
Extra Activity: Remembrance Day word search. To be used if students finish the activity
early. Provides the concepts in a fun, engaging way for students to interact with.
Closure (10 min.):
Consolidation/Assessment of Learning: Do a quick gallery walk (3 minutes) to allow
students a chance to see other peoples art. Come together as a class to discuss what was
noticed. Review the key concepts by referring to different art pieces.
Feedback From Students: Thumbs up/down for questions: Do you know what peace is? Do
you feel at peace? Does your art represent peace?
Feedback To Students: Thank the students for their good work and good behaviour in
respecting their peers.
Transition To Next Lesson: Next week we are learning about a really neat artist named
Picasso!
Reflection:

When preparing for this lesson I had to take into consideration that many of my students would be
part of the Remembrance Day assembly and would be in and out of the classroom. I wanted a
lesson that could be flexible and students could easily leave then rejoin the lesson later. I chose to
base the lesson on a book for the students that would be there for the whole lesson, but to structure
the lesson so that students that came in after the book was read could still benefit from the lesson.
This worked really well! Students were able to draw connections to the Remembrance Day
assembly even if they had not heard the story and the art demonstrated students understanding of
the concepts even if they were in and out during the lesson.
2

LESSON PLAN TEMPLATE B

ED 3501 2012

Breaking the project down into chunks (rough draft, rewrite sentences, colour) didnt
overwhelm the students and ensured that there was always something for them to work on. I
explained every step at the beginning of the lesson so that students had an idea of what the lesson
would look like but then also reiterated the next step to a student when they finished each part.
This avoided a lot of questions as the task was explained multiple times. I also learned from my
last lesson (French) and had an extra activity for students that finished early. This worked really
well and students would work together to complete the wordsearch; they were engaged while
simultaneously working on collaborative and interpersonal skills.
I used background music while the students worked to help control the volume level and
was surprised by how well this worked. Students were told that the music should be heard above
their work and they were able to self-monitor and keep their volume down. If the volume did get
too loud I only had to ask if students could hear the music and they would lower their voices.
For this activity I encouraged students to use their handwriting and to reflect on their work
through a title. This connected the lesson to ELA and Montessori goals while encouraging
students to consider their work and reflect. Students were able to decide what their work
represented for themselves and choose how to communicate this to others. In the future I would
like to include more reflection in lessons so that students are able to internalize the knowledge and
make sense of it for themselves. My goal is to encourage students to consider their work and
reflect in groups and individual.