MINI-UNIT PLAN ASSIGNMENT

GLO: QUALITIES AND DETAILS: Students will refine surface qualities of

objects and forms. Students will gain an individual, visual, learning,
communication, creative, cultural, and environmental experience.
LESSON ONE SLO: Colour can be made to appear dull or bright
LESSON TWO SLO: Students will illustrate gradations of tone and
demonstrate how they are useful to show depth or the effect of light on
objects.
LESSON THREE SLO: By increasing details in the foreground the illusion
of depth and reality can be enhanced.
PART A: INQUIRY QUESTION(S)
1. What is art?
2. Why and for whom is art made?
3. How is art made?
The essence of art is to explore and expand alternative ways of
thinking about the world. The big ideas are that students should have a
visual experience and be able to create visual experiences for others.
Students should be thinking and acting like artists! The program of
studies even states that for the purposes of art education, we are to
assume that every individual, at every age and skill level is an artist.
Students should be reflecting on questions like what is art, why and for
whom is it made, and how is it made? These reflect the specific
learning outcomes of art: composition, depiction, expression, and
reflection. Art education is also focused on communicating the value of
art, and its role within society, which can sometimes get lost. Art is
about expression, getting your feelings out there in a way that people
can see, although not always understand. Its about communication,

and visualizing how others feel inside. Its universal; everyone can
enjoy and appreciate art. However, it is also about judging art, and
learning to know what is good, what is bad, and what is not art at all.
Students should be learning about all of these ideas, even in
elementary school. They should be able to leave their school having
gained valuable experiences that affect their thinking and their view of
the world.
PART B: UNIT OVERVIEW AND RATIONALE
1.

Connection to the Program of Studies

For this unit, students will be reviewing the basics of art, and

applying new theory in relation to another, building their

understanding of how concepts work together. The grade 4 art
curriculums sixth component states that students will refine surface
qualities of objects and form which is what this unit revolves around.
Points B (colour can be made to appear dull of bright), C(gradations of
tone are useful to show depth or the effect of light on objects), and D
(by increasing details in the foreground the illusion of depth and reality
can be enhanced) will be covered over the course of three lessons in
order to produce a final assignment for summative assessment. These
elements are key for students to attend to because it teaches them
basics towards understanding the visual space around them and begin
to ask basic questions. Why does a large building look smaller if Im
further away? Why does my yellow sun turn green if I colour over it

with my blue from the sky? These activities, and art itself also help
build attributes like self-confidence, creativity, and self-efficacy.
Theorists like Erickson would stress the importance of these individual
creative tasks for building skills like autonomy or industry (as opposed
to shame, doubt, and inferiority). By introducing these topics and
theories, students can then begin to explore how colour can be used to
communication emotion and use knowledge of an awareness of space
to emphasize the visual aspect of their work.
During these three lessons students will be having a variety of
experiences including individual, visual, learning, communication, and
creative experiences. The most important outcomes to address one for
me is individual. That is not to say that everything must be done
individually. I dont believe that that is the objective of art. Rather,
each individual should interact within the class in their own way. Each
student will have a different experience than the others, which is what
makes art so wonderful. There are things students must learn, but they
are so broad that it really allows for flexibility. Creativity is of course,
also of great importance. This is where students explore who they are,
how they feel, and what they have to say and how they want to say it.
Students will develop skills to mix colours, create tones, create an
image, fragment an image, and create layers within an image. They
will also develop their critical thinking and writing skills through class
discussion, reflection, and planning.

By the end of the unit students should be able to answer each

key question from each lesson plan e.g. what are primary and
secondary colours? How can we achieve these colours? What is the
difference between foreground and background? How does an artist
show the difference? Students should not be able to answer the
inquiry questions at the end of the unit, the class, their education, or at
all. These questions are meant to be posed as philosophical questions
to guide thinking throughout the art world. Therefore they cannot be
assessed on their ability to answer these questions, but can be
assessed on whether they are using these questions to guide their
practice. Students will be assessed formatively throughout using the
observations and assessment methods listed in the individual lesson
plans. Students will be introduced to the performative task at the
beginning so they have an understanding of what level they should be
at by the end of our unit, and how they will be summatively assessed.
This sets students up for success because they have clear guidelines of
what is expected of them and what the end goal is.

LESSON PLAN #1
Grade/Subject: Grade 3 Art Unit: Colour Theory Lesson Duration:
45 Minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Students will refine surface qualities of
objects and forms.
Specific Learning Outcomes: Colour can be made to appear dull or bright
LEARNING OBJECTIVES
Students will:
1. Review basic knowledge of colour theory
2. Demonstrate how to mix colours together to achieve a different colour/tone
3. Depict the difference between primary and secondary colours
ASSESSMENTS
Observations:
Key Questions:
- Ensure students are staying on task
- What are primary colours?
- Watch that they are thinking through - What are secondary colours?
the choices they are making
- How do you make secondary colours?
- Are students experimenting with
- What is the general format of a standard
varying compositions?
colour wheel?
- Listen for key terms & phrases being - After the activity/lesson ask the class if
used
anyone had trouble or didnt get the
- Did students come prepared with
colour they were hoping for
possibilities for their work today?
- Does their image work? i.e. does it
have a foreground & background? Will
it require detail?
Written/Performance Assessments:
- Ask the class questions at the end. Make them answer each of the key
questions. (If anyone has trouble, go over it again briefly and try to help them
grasp it.)
- Did students successfully complete a colour wheel? Is it closely related to
exemplar? Does it align with the rubric?
LEARNING RESOURCES CONSULTED
Resource #1: http://www.youtube.com/watch?v=yu44JRTIxSQ (Sesame
Street OkGo)
Resource #2: Powerpoint slides
Resource #3: Colour Wheel Template
Resource #4: BACKUP VIDEO: https://www.youtube.com/watch?
v=eGrGkJtSLsk (Colour Wheel Tutorial play this only if you feel
students really arent getting it, or if many are struggling; it lays the
whole process out pretty much so only use it as a back up!)
MATERIALS AND EQUIPMENT

Scissors
Ziplock Bags
Jello
Slides
Paper
PROCEDURE
Prior to Lesson (15
min.):
- Have powerpoint set up when they
come in
- Before class place jello bag & scissors in
the center of the front table (Two of each
colour per student)
- Make sure the video is ready to go
- Have templates printed out

Pencil Crayons/Crayons/Paint
Paint Brushes
Colour Wheel Template
Dixie Cups
Smart Board Survey

- Write agenda on the board:

-Introduction
-Video -Lesson
- Activity #1
- Review
- Activity #2
- Clean up
-Closure

Introduction (5-10
min.):
Hook/Attention Grabber: Greet students as they come in the door. When
everyone is there, introduce the topic and tell the class what they are going to
learn today: Colour theory, the difference between primary and secondary
colours, and the colour wheel. Ask students what they know about colour.
Generate discussion by continuing to ask questions such as: what happens when
you mix two colours together? What happens when you mix them ALL together?
After that, explain that it is a fundamental step towards their final unit
assignment, which they will receive a grade on. Explain very briefly what they will
be doing (leaving out the fragmentation aspect of it), and that it will be discussed
in further detail next class, but they should start stinking about what they would
like to use as the image for their work. Make sure to tell them that is has to have
two layers in it i.e. it has to have something that is in front of another thing.
The slides provide a transition into the activity. When you get to the activity slide,
give a brief tutorial on how to do the Jell-O mixing! (Instructions below)
Body (~30 min.):

Learning Activity #1: (Intro 5 min. Activity 5 min. Clean up/Transition 5

min.)
- Pick a popsicle stick to determine which student will be distributing the
worksheet where students may record their observations. Have student distribute
it while you explain the activity.
- Carefully explain the first activity they will be doing (BELOW)
- Emphasize the importance of paying attention to the Jell-O colour mixing to
ensure they are not wasting resources.
- Set up expectations, i.e. inform them that if they waste or spill the Jell-O on
purpose they will have to clean in up and then will not be allowed to continue
with the activity. Make sure that they know they are responsible for their own
actions and their own learning.
- Tell them to raise their hands if they have any questions, and ask if they have
any right now.
- Before showing the video, go through observational expectations. Explain to
them what they should be paying attention to (colours in the video, which ones
go together, any other things they pick up pertaining to what we are learning).
Ask students what they will write, see, and do during the video.
- Show the video (OkGo)
- Transition into activity: The students will be mixing together primary colours
together to make secondary colours. During the tutorial, speak and model the
following steps:
1)
2)
3)
4)
5)

Grab a red bag

Grab a yellow bag
Cut the corner tip of the yellow bag, and squeeze the Jell-O into the red bag
Close the red bag, and use your hands to mix the Jell-O and see what happens!
Record any comments or observations on the sheet provided

Have a volunteer from the class paraphrase the instructions you have just given.
Ask students, when you say go, to repeat what you have just shown them, but
with all the colours. Make sure to explain that they will do it three separate times
with different combinations so students dont mix them all together accidently.
- Tell the students to be careful when using the scissors and raise their hands if
they need any help.
- Each student will work individually but may ask their neighbours questions and
for help if they need it.
- Circulate while they do this and ensure everyone is staying on task.
- When they are done, have them go up to the smart board and participate in the
class findings survey.
- While they wait for everyone to be done they can draw a picture using the
colours we learned about today or write down their findings while they wait for
everyone to finish.
- Ask the children to throw the Jell-O bags out and put the pencil crayons away for

clean up. If any was spilt, the student that spilt it should clean it up using paper
towel. If a student feels so inclined as to eat the Jell-O after, (because they
probably will) they may have a Dixie cup to squeeze the Jell-O into.
L.A. #1 Transition:
-When students have cleaned up everything, have a special helper (class
volunteer) hand out the colour wheel templates.
- Ask students what they learned as this is being done, and ensure they have
enough understanding to begin drawing their own colour wheel!

Learning Activity #2: (Intro 5 min. Activity 5 min. Clean up/Transition 5

min.)
- Go over what they have just learned, and explain the colour wheel (Show
exemplar)
- Carefully explain the next activity they will be doing (BELOW)
- Tell them to raise their hands if they have any questions, and ask if they have
any right now.
- If students arent grasping it, or still dont understand colour theory, show them
the back up video, as it really lays it out for kids.
The students will be demonstrating their understanding of the colour wheel by
making one of their own. This will not be modeled, as there is a template, and
students may choose how they wish to create it (pencil crayon, wax crayon, paint,
collage, etc.)
- Have students choose how they want to create their colour wheel and gather
their own supplies
- Each student will work individually but may ask their neighbours questions and
for help if they need it.
- Circulate while they do this and ensure everyone is staying on task. If they finish
early, they can draw a picture using the colours we learned about today or write
down their findings while they wait for everyone to finish. If they did that during
L.A. #1 they can read, write in their journal, or be your special helper and help
other students.
L.A. #2 Transition:
- Give students time to clean up their work space! Ensure everything is put away
- Remind students to make sure they have put their name on the back of their
wheels
- Have students pass their works up to the front of the row, and the student at the
front can bring them to me.

Closure (5-10 min.):

Consolidation/Assessment of Learning: Ask the class questions reviewing the
topics they learned about today. Make sure everyone has no questions by the
end.
Feedback From Students: Ask them if they had fun! Use popsicle sticks to
choose a student to distribute exit slips (two stars and a wish) and have students
complete them.
Feedback To Students: Tell the students what you were impressed by regarding
their behavior/performance.
Transition To Next Lesson: Tell them that we will be drawing out hands
tomorrow and that we will of course be working in the colours we learned about
today into it! Ask if anyone knows what foreground and background are, as it is a
good way to assess prior knowledge and/or understand if the lesson needs to be
changed in order to ensure students are being scaffolded correctly.
Sponge ( - min.):
- As mentioned earlier in the lesson plan, if students finish early, they can draw a
picture using the colours we learned about today or write down their findings
while they wait for everyone to finish, read, write in their journal, or be your
special helper and help other students. (Helping other students will of course
depend on the student that is done early!)
REFLECTION/RATIONALE
This lesson sets the stage for the following two lessons. While students may know
basic colour theory, they will need a refresher in order to ensure they fully
understand. It is such a fundamental part of the lessons to follow as well as the
performance task presented in the third lesson. Colour theory establishes an
understanding and allows students to begin creating ideas about what different
colours convey to viewers. Students will be learning about the emotions of
colours in our next unit. In terms of the necessity of the actual knowledge
students will be learning, colour theory is a basic fundamental for all art. Knowing
how tones work together and change how we view colours, and therefore art.
Additionally, I have used to smart board to create a student survey, as well as
show videos. I think both are used for meaningful engagement with students.
Videos are a wonderful way from students to begin this visual experience that
they must have in art. Additionally, having an observational survey on the board
allows students to see their results represented in a visual way, as well as
provides a cross curricular opportunity by recording observations like scientists. I
thihk the cross curricular aspects are really key as art is typically not given that
much specific attentions at the elementary school age. It is important to know
where art fits in, and how it can find its place in the world of elementary
education.

LESSON PLAN #2
Lesson Title: 3D Hand Art
Grade/Subject: Grade 4 Art Unit: Abstraction and Tone Lesson
Duration: 45 Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Students will refine surface qualities of objects

and forms.

Specific Learning Outcomes: Students will illustrate gradations of tone and

demonstrate how they are useful to show depth or the effect of light on
objects.

LEARNING OBJECTIVES

Students will:
1. demonstrate knowledge of colour theory learned in the previous class.
2. illustrate tone and depth within a drawing and how it can effect a composition.
3. depict the effect of light on objects.

ASSESSMENTS

Observations:

Key Questions:

- Ensure students are staying on task

- If they are off task engage them in
questions about the task

How does colour theory learned from last

class affect tone and depth?

-Watch that they are thinking through the

choices they are making

Why does using tone and depth change a

composition?

- Are students experimenting with varying

compositions?

How does varying tones change your

drawing & how you observe it?

-Listen for key terms & phrases being used Why did you choose the colours you did &
how does that relate to what weve been
learning?
What differences can you observe if you
bring your work closer or farther away?
Where in your everyday life do you see tone
and depth?
Why is this important to art?

Written/Performance Assessments:
- Formative assessments: Looking at the drawings that the students are working on in
the class, have they been able to apply the colour theory learned in the previous class?
Are they using differing tones and depth? Have they illustrated the differences between
2 dimensional and 3 dimensional?
Besides just monitoring what they are working on in class another formative
assessment could be looking at what the students are writing in their art journal, or
have an exit slip at the end of the class.

LEARNING RESOURCES CONSULTED

Resource #1: https://www.youtube.com/watch?v=pgWeSDHmezk

Resource #2: Pinterest for other images of completed project
Resource #3: power point slides

MATERIALS AND EQUIPMENT

Paper
Pencil Crayons
Sharpies
Rulers
Example(s) of completed project

PROCEDURE

Prior to Lesson (10 min.):

Pick a popsicle stick with the students names on it; this student will distribute
paper/supplies

Have Agenda written on the board. (See introduction)

Students should have pencil crayons and sharpies, but if they dont put extra ones
at the front of the class or in an accessible place.

Have the video setup so as students are walking in they can be watching the
video and wondering what we are learning about. Write suggestion for observing
on the white board!

Make sure that your PowerPoint slides work because they have the instructions for
the activity on them, along with some possibly vocabulary words.

Introduction (10 min.):

Hook/Attention Grabber:

Greet students as they come in and have a question on the Smart Board (What is
your favourite movie?)

Ask students: Have you ever seen a 3d movie?(give a few minutes for discussion)
Continue with: we are going to use some of the basic theories that are used to
make those movies, but instead we are going to make a drawing.

Assessment of Prior Knowledge:

Briefly review what we learned last class, and formatively assess student
understanding using key questions from previous lesson

Expectations for Learning and Behaviour:

Students are staying on task

Students are using the ask 3 before me process implemented in the classroom

Students respond and react to the clap callback (If you can hear me clap twice)

If students finish early they should be cleaning up their space first and ensure
they have covered requirement of lesson before approaching the teacher for a
sponge activity

Transition to Body:

Have video featuring 3d movies playing as students get settled. (part of the hook)

At the beginning of the class ask the students what they think depth and tone
are?

Why would it be important to art?

Ask them for examples, if they can think of any, if they cant tell them to think
about that for the class and see what they come up with after doing the activity.

Show them the slides with some vocabulary words. For example: Tone, depth,
light, dark, and shading. Tell them to think about what they think each of them
means and how you would use it in drawing.

Explain the differences between 2 dimensional and 3 dimensional. (Give examples

for this.)

Agenda:

Video

Introduction

Lesson

Activity

Closure

Body (~25 min.):

Learning Activity #1
Students will be creating a 3 dimensional representation of their hand. During the
tutorial, follow the following steps.

Procedure:
1. Each student will grab a piece of paper.
2. Once they have the piece of paper tell them to trace their hand with a sharpie.
3. Now they will need a ruler, they are going to draw straight lines in sharpie across
the paper, but they will not draw where there hand is.
4. Now they will draw curved lines with a sharpie over their hand to match up with
the straight lines.
5. Students must pick two complementary colours and one secondary colour that is
created by mixing those two complementary colours.
6. Students will now colour in the lines.
7. Explain that there should not be two of the same coloured lines right beside each
other.

-During these steps the teacher will be circulating and available to answer
questions.
-Make sure to mention that varying degrees of colour creates tone.
-An example of this is that making the colour darker closer to the hand will
enhance the perception of depth. This will make the hand look more 3
dimensional. Ask the key questions listed in assessment during the activity.

L.A. #1 Transition:

Students must first clean up their work space

Once they are seated have them write a reflection on the left hand page of their
sketchbook, across from their planning page. If students are struggling to write,
give prompts:

1. Why did you do what you did?

2. What were you thinking while you were planning and creating your work?
3. Would you change anything for next time? How could you improve?
4. How did this activity make you feel?
5. Do you feel you were successful in todays activity?

Closure (~10 min.):

Consolidation/Assessment of Learning:

If required, provide prompts while students write in their sketchbooks

Ask someone to share all or part of what they wrote

Ask students if there is any questions or concerns regarding today or tomorrows

lesson

Feedback From Students:

Students will be writing short reflections in their sketchbooks (teacher will

respond)

Ask students if they had fun!

Ask key questions to assess learning to make sure the lesson was effective

Ask students if they would recommend repeating this lesson to classes in the
future

Feedback To Students:

Tell students of some of the positive behaviour you observed during class

Read through reflections & write brief responses asap! Prompt feedback is key!

Make sure to answer or seek an answer to any question asked, in class or in the
sketchbooks

Transition To Next Lesson:

Explain tomorrows activity; get them excited! Tomorrow students will be creating
a work to be summatively assessed. Inform students that they must come to
class having picked out something to draw or paint and that it must have 2
layers, a foreground, and a background. It might be good for them to come to
class with a few possibilities in mind because there is a secret twist to our
assignment! Theyll just have to come to class to find out. Encourage students to
think about what the twist could be and how it could bring together our lesson
from today and the previous day (3D & colour theory!)

Sponge ( - min.):

Students that finish early may draw another one, trying new, more advanced
compositions such as 2 hands, or featuring other things such as shapes (heart,
circle, cone, etc.)

REFLECTION/RATIONALE
This lesson is needed as it provides that secondary step to reaching our
performance task. It allows students to not only learn a second theory, but understand
how those theories can be applied and work together. It starts this process of art
techniques melting into one another. The knowledge they gain during this lesson
regarding 2D and 3D helps them to be able to understand and articulate their thoughts
regarding the world around them. It gives them real world application of the knowledge
they are expected to gain, and also makes it fun. Kids love colour, they love colouring,
and they love creating new things.
In terms of technological integration, I have chosen to once again to a video, as it
explains the difference between 2D and 3D objects and artworks. Kids are always so
surrounded by technology these days that it is as if they understand videos so much
easier because they are all turning into visual learners. Appealing to that idea can really
help kids to understand. I also used the smart board to do a discussion question that
appeals to student interests. Kids at this age can be very interested in themselves. They
want to share what they like with everyone around them. I think by asking them what

their favourite movie is students automatically get excited due to their passion for what
they are interested in outside of class. It also helps teachers to get to know students
and build those relationships.

LESSON PLAN #3
Lesson: Bringing it All Together
Grade/Subject: Grade 4 Art Unit: Colour Theory Lesson Duration: 45
Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Students will refine surface qualities of

objects and forms.

Specific Learning Outcomes: By increasing details in the foreground the

illusion of depth and reality can be enhanced.

LEARNING OBJECTIVES

Students will:
1. Depict foreground and background
2. Create the illusion of depth
3. Illustrate various degrees of detail

ASSESSMENTS

Observations:

Ensure students are staying on task

Watch that they are thinking through the choices they are making

Are students experimenting with varying compositions?

Listen for key terms & phrases being used

Did students come prepared with possibilities for their work today?

Does their image work? i.e. does it have a foreground & background? Will it
require detail?

Key Questions:

What details can you add to an image to create the illusion of depth?

What is the difference between a foreground and background?

How do these elements help create a realistic image?

Why did you choose the image you did? Does it have a foreground &
background?

Why did you choose to make the image you did?

Why do you think were doing this assignment? What is it teaching us?

Written/Performance Assessments:
Formative:

Do students understand what they are trying to accomplish?

Are students making an effort to achieve goals?

Are students aligning with desired behaviour and observations?

Summative:

Have students accomplished the objectives of all three lessons in their work
today?

Have students effectively shown depth in their work?

Do students sketchbook entries show an understanding of concepts?

Does students work clearly show that EFFORT was put in?

LEARNING RESOURCES CONSULTED

Resource #1: PowerPoint slides

Resource #2: Images from Pinterest showing others work

MATERIALS AND EQUIPMENT

Template

Rulers

Extra Paper

Paint

Extra crayons/markers

Paint Brushes

Exemplar

Sketchbooks

PROCEDURE

Prior to Lesson (15 min.):

Make exemplars for students to observe

Ensure that resources are available and in working order to save time

Put extra supplies at the front of the class, thought students should have their
own supplies

Write agenda on the board (see below for agenda)

Pick a popsicle stick with the students names on it; this student will distribute
paper/supplies

Introduction (10 min.):

Hook/Attention Grabber: Ask students what their guesses were for the secret
twist! Show students exemplars and talk about the possibilities of this type of work.
Show examples of famous artworks that apply these same ideas (PowerPoint slides)

Assessment of Prior Knowledge:

Briefly review what we learned last class, and formatively assess student
understanding using key questions from previous lesson

Expectations for Learning and Behaviour:

Students are staying on task

Students are using the ask 3 before me process implemented in the

classroom

Students respond and react to the clap callback (If you can hear me clap
twice)

If students finish early they should be cleaning up their space first and ensure
they have covered requirement of lesson before approaching the teacher for a

sponge activity

Transition to Body:

Students will be given the freedom to choose what image they will be using,
but they should be cautioned that the effectiveness of the image choice will be
assessed.

Students will be getting approval for their image that will be used in final
product.

Students will start working on a draft in their sketchbook.

This draft plan must also be approved before commencing with the final work

The draft must include a minimum of 5 different colour sections

Each section must be filled with a different colour. Sections should be, in this
order clockwise: Red, Orange, Yellow, Green, Blue, Violet/Purple, Black, White.
Each section must have a minimum of three tones of the corresponding colour.
This too will affect their assessment.

Show slides and exemplars, then clarify any questions students may have.

Make sure to review classroom behaviour expectations (what should this

activity sound like? What should it look like? What should students be doing?)

Agenda:

1.) Introduction

2.) Lesson

3.) Planning

4.) Activity

5.) Closure

Body (25-30 min.):

Learning Activity #1: Students will demonstrate what they have learned in the
previous classes by creating a composition that includes colour theory, gradations of
tone, and foreground and background.
What they depict is up to them but they must translate the image they choose onto
a template of their own design. Students will have three class periods to work on this
assignment.

1. Student from the popsicle stick will distribute sketchbooks

2. Tell students to (very lightly) label each of their sections if it makes it easier for
them
3. Pair students with their elbow buddy to compare chosen images for the
assignment
4. Have a student volunteer demonstrate a range of three tones using the smart
board
5. Students may translate their chosen image onto the template page
6. Students must get image approved by the teacher to ensure it is meeting the
criteria
7. Ask a student to repeat/paraphrase the instructions you have just given them
8. Students may begin working on their tone differentiation using their chosen
medium

Circulate to make observations for assessment. Ensure that the desired behaviour is
being followed.
L.A #1 Transition:

Each student is responsible for cleaning their work area

If a students project is still drying they may put them on the drying rack at the
back of the class

remind students that they will have time next class to work on this as well, or

Closure (5-10 min.):

Consolidation/Assessment of Learning:
-Ask students to do a think-pair-share strategy to discuss what they are working on
for the assignment. The think-pair-share gives students the opportunity to discuss
what is required for the assignment and what they are planning to do for this
assignment. Have students do this will their partner since they are sitting in paired
rows.
-To make sure the assignment is what the students are talking about have them
write down the answers to these questions: what are two requirements for this
assignment, when is it due, and what is your idea? Have students hand this in at the
end of the class so that you can give feedback for the the next class.
- Ask a few students to share with the class what they have decided to do for the
assignment and why?
-Ask if there are any questions, let them know that if they are still unsure what they
are doing for the assignment they can talk to you at the end of the day, or in
tomorrows work class. Make sure the students know that they have time to think on
this assignment and that questions about it are encouraged.
- Ask for a student that has finished planning to come draw on the smart board what
their layout looks like and articulate why they chose to do it that way.

Feedback From Students:

Students will be writing a reflection in their sketchbook across from their

planning page on the assignment and their experience.

Ask if they had fun & if they would recommend that this lesson be repeated for
future classes

Make sure each key question can be answered by the class

Feedback To Students:

Tell students of some of the positive behaviour you observed during class

Read through reflections & write brief responses asap! Prompt feedback is
key!

Make sure to answer or seek an answer to any question asked, in class or in

the sketchbooks

Transition To Next Lesson:

As this is the end of our unit, make sure to do a thorough review of concepts.

Tell students what unit we will be moving into next to provide that
transition/link and build excitement

Sponge ( - min.):

While students are waiting to get their image approved they can be working on their
sketchbook homework assignments.

REFLECTION/RATIONALE
This final lesson introduces the performative task to students and eases them into it.
They are given time to plan, ask for help, and adjust. This lesson and the task show
that students can understand and apply artistic theories. It also plays into Blooms

taxonomy and helps students achieve that higher level of thinking by having them
create something based on the knowledge theyve gained during class time.
Technology integration for this lesson is probably my favourite. Students use
the smart board to draw out their layout for others to observe, but they also use it to
demonstrate understanding by using a variety of tones. This really helps those visual
learners understand exactly what steps others are taking and how they can use
those ideas for their own work. For art, technology is just such an easy way to
integrate the critical aspect of a visual experience students should be having in art.