Mini Unit: Expression through

Line and Color

Table of Contents
Unit Goals
Mini Unit Overview
Student Task Description
Assessment Criteria
Lesson Plans
Lesson Plan Rationale
o Assessment
o Educational Psychology
o Communications Technology

Mini Unit Goals

Art General Learning Outcome

Use of art materials as a vehicle to communicate a message in a meaningful manner

Art Specific Learning Outcomes

Students will express a feeling or a message

Students will make distinctions within classes of natural objects or forms
Students will improve compositions by refining rehearsing and critiquing

Social General Learning Outcome

Students will demonstrate an understanding and appreciation of how geographic, social, cultural,
and linguistics factors affect quality of life in communities

Mini Unit Overview

Lesson 1

Main lesson objective: The students will be able to connect both color and type of line with a
feeling or emotion
Activities: make faces to visualize emotions then draw emotions using different lines and colors
Evaluation
o Formative: observe the students as they are doing their individual drawings
o Summative: give 1 compliment on your partners color drawing, collect the work and use a
mastery scale to ensure the line and color match.
Materials: Multiple colored markers or crayons and pieces of paper

Lesson 2

Main lesson objective: The students will record three events in their visual journals during the
Heritage Park fieldtrip.
Activities: sketch three different historical events using a pencil (ensure it is grayscale)
Evaluation
o Formative: observe the students as they are sketching and ensure they do not have any
questions.
o Summative: compare the students sketches to the taken photos ensuring they stayed on
task. Use a checklist mark on a mastery scale.
Materials: pencil, paper/visual journal, ipad or camera

Lesson 3

Main lesson objective: The students will refine and create their favorite event drawing from the
field trip using expressive line and color that matches an emotion.
Activities: using their sketch from the field they will transform it into a final copy using the
expressive lines and matching emotional color
Evaluation
o Formative: have the students to explain to a partner what the assignment is. Observe the
students throughout the allotted time.
o Summative: using a checklist mark on a mastery scale ensuring the desired outcomes are
met (expressive line, suitable emotional color, historical event depicted, etc.)
Materials: ipads, various types of paint, paintbrushes, canvas, paper, drop cloths.
Technology: As the students are transforming their works I will use an ipad to record the process.
I will ask the students engaging questions much like an interview to help them reflect on the
process. This video will later be edited together with the gallery walk video and posted onto the
class website.

Lesson 4

Main lesson objective: The students will invite staff members and fellow students to walk
through the classroom gallery to view the different art pieces and reflect on the artistic process
Activities: host the gallery walk for the school including other students and various staff
members, then complete a self-reflection about your entire artistic process from start to finish. The
reflection can be written or videotaped.
Evaluation
o Formative: Use a finger scale to make sure the students understand what it means to be
good hosts. Observe the students to ensure they are being good hosts.
o Summative: The students will do a self-reflection on the entire artistic process; from
learning the lines and colors to the Heritage Park sketches to the final copy process to the
filming and displaying of their work.
Materials: ipads, pencil and paper.
Technology: Using ipads the students will set up their final works into a classroom gallery and
record a gallery walk which will be edited and included in the classroom blog. Adding to the
prior video, the students will record the viewers as they walk through the gallery as well as adding
in interviews or monologues about their specific work as part of the reflection process.

Student Task Description

Student I Can Statements:
I can express a feeling through the use of a line
I can express a feeling using color
I can transform a draft image into a final copy
I can self-reflect in order to explain my artistic thinking
I can self-assess to assist the teacher with a final mark
Take one of the three sketches that was completed during the Heritage Park field trip from your visual
journal and transform it into a final copy. When designing your final copy remember to consider:
the use of different line types reflecting a certain emotion
the use of color reflecting a certain emotion
the message you wish to express to the audience
The final copy can be completed in a medium of your choice for example different kinds of paint.
Additionally you may choose to complete it in your visual journal or on another surface such as a canvas.
Ensure the final copy can be displayed during our gallery walk in order for others to enjoy.
Your final copy must connect to the draft sketch completed during the field trip. Although it does not need
to be an exact replica, the final copy should have similarities to the original sketch. If held side by side the
images are required to form a connection, as the final copy is the transformation of the original draft.
The self-reflection component will be completed after the transformation is done and the finished gallery
walk. If you complete your final copy early you may start the self-reflection. The purpose for this selfreflection is to explain the artistic process from start to finish and to include reasoning into the choices
you made that the audience may not understand. At this time a self-assessment according to the following
rubric will also be done.

Assessment Criteria
3

Excellent

Proficien
t

Adequat
e

Color choice
reflects the
chosen
emotion or
message

The color(s)
used
precisely
reflects the
chosen
emotion of
message

The color(s)
used
effectively
reflects the
chosen
emotion of
message

The color(s)
used
adequately
reflects the
chosen
emotion of
message

The color(s)
used vaguely
reflects the
chosen
emotion of
message

Type of line
reflects the
chosen
emotion or
message

The types of
line used
precisely
reflects the
chosen
emotion of
message

The types of
line used
effectively
reflects the
chosen
emotion of
message

The types of
line used
adequately
reflects the
chosen
emotion of
message

The types of
line used
vaguely
reflects the
chosen
emotion of
message

Sketch or
Draft image
is reflected in
final image

The sketch or
draft drawing
explicitly
reflects the
final image

The sketch or
draft drawing
logically
reflects the
final image

The sketch or
draft drawing
reasonably
reflects the
final image

The sketch or
draft drawing
weakly
reflects the
final image

Selfreflection
explains:
chosen
emotion and
resoning
behind the
line and color
choice known
as the artistic
process

Creates a
comprehensi
ve summary
of the chosen
emotion and
artistic
process

Creates a
thorough
summary of
the chosen
emotion and
artistic
process

Creates a
simplistic
summary of
the chosen
emotion and
artistic
process

Creates an
undeveloped
summary of
the chosen
emotion and
artistic
process

Level
Criteria

Insufficie
nt / Blank
Limited *
*

No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the
student improve.

Lesson Plans
Lesson One: Introduction to Emotional Line and Color
Grade/Subject
Grades 3

Unit
Expression in Art

OUTCOMES FROM
ALBERTA PROGRAM
OF STUDIES

LEARNING
OBJECTIVES

Specific Learning Outcome:

Component 10 (i)
Students will express a feeling
or message

The students will be able to

connect both color and type of
line with a feeling or emotion

Lesson Duration
50 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance
assessments)

Formative: checking with

thumbs up if they understand
the curriculum as I explain.
Repeat to partner for 1 min.
Summative: tell someone else
in the group one specific
element from the art
curriculum. Give 1 compliment
on their color line drawing
LEARNING RESOURCES CONSULTED
1. Alberta Curriculum- hard copy
2. Alberta Curriculum- online copy
3. My major group during class time- Alex, Tara, and Hayley

MATERIALS AND EQUIPMENT

Multiple colored markers or crayons
Pieces of paper for the entire group
PROCEDURE
Introduction: _10_ min

Hook/Attention Grabber:
Play If youre happy and you know it
https://www.youtube.com/watch?
v=FrsM9WggCdo
Listen to part of the song, not view it, about 1 minute
How do you know if you are happy?
How do you know if you are sad?
What might these feelings look like?
Assessment of Prior Knowledge: asking the students about the above emotions and getting them to
make the faces shows that they understand what emotions look like to other people
Expectations of Learning and Behaviour: It is the expectation that the students can explain which
colors reflect certain emotions as well as the different types of lines can also be
connected to specific emotions.
Advance Agenda: use my attention grabber to spark their interest, observe them during the
drawing process. assess their line drawings, ensure they talk to each other about their
drawings
Transition to Body: By the end of the lesson you will be able to connect colors with types of line to

a feeling or emotion. Lets start by naming an emotion.

Body: _30_ min
Learning Activity #1 Outcome: name a feeling that you experience in the day
What might these feelings look like to others?
o Make a sad face to the group
o Make a happy face to the group
o Make an angry face to the group
o Make a lovey face to the group (inserts an element of humor as an icebreaker)
Learning Activity #2 Outcome: name colors that might connect to the feelings we discussed
Explain language of color within art. Why might colors reflect certain feelings?
o Red = angry or love
o Blue = sad
o Yellow = happy
o Ask what green would represent? Maybe jealousy, sickness or envy
We are now going to draw emotions using different colors and lines
o Get out a piece of piece of paper
o Get out pencil crayons or marker
o Fold the paper like a hamburger, short and fat
o Fold the paper again line a hotdog, long and skinny
Learning Activity #3 Outcome: draw a line that resembles the different feelings we made faces of
Use the corresponding colors when drawing your lines
Type of Lines
o Angry = strong, deep, continuous
o Sad = weak, faint, not continuous
o Happy = loopy, squiggly, continuous
o Jealousy or envy = frantic, strong
Closure: _10_ min
Consolidation/ Assessment of Learning
Summative: get into pairs and give 1 compliment on their color line drawing.
Is there anyone that would like to share their line drawings with the class?
Hand in your drawings. Ensure your name is written on the back
Feedback from Students:
Feedback to Students: listened very well, brainstormed actions and colors, the lines they drew are
exactly what I was looking for. Thank them for complimenting each others lines.
Transition to Next Lesson:
When we go on our field trip we will be using what we learned to draw historical events
that we will see throughout the day
WHAT IF??
Alternates if something happens:
If the students respond better to music or are having a hard time listing emotions, have a list
of songs that trigger happy emotions or memories (happy, sad, Christmas songs, etc). Ask
how the songs might make them feel. Try and draw these emotions.
REFLECTION

Success in Lesson:
Revise for next Time:
Comments from Mentor:

Lesson Two: Sketching of Heritage Park events using emotional line

GRADE/SUBJECT
Grade 3

UNIT
Expression in Art

OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES

LEARNING
OBJECTIVES

LESSON DURATION
60 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance
assessments)

Art Component 1: Students will

The students will record, in
Formative: observe the students
make distinctions within classes their visual journal, three events
as they are sketching and use
of natural objects or forms
at the Heritage Park field trip
thumbs up or down to ensure
which they will encounter
they understand the
Social Studies 3.1: Students
throughout the day.
expectations.
will demonstrate an
Summative: compare the
understanding and appreciation
students sketches to the taken
of how geographic, social,
photos ensuring they stayed on
cultural, and linguistics factors
task. Using a checklist mark on
affect quality of life in
a mastery scale.
communities
LEARNING RESOURCES CONSULTED
1. Alberta Social Studies curriculum guide
2. Alberta Art curriculum guide
3. Peers- Alex and Tara
4. Heritage Park website
MATERIALS AND EQUIPMENT
Pencil
Paper/visual journal
Ipad or camera
PROCEDURE
Introduction: _5_ min
Hook/Attention Grabber: Heritage Park
gather in the main field after getting off the bus
explain that you will be seeing different historical events or scenes throughout the day
Assessment of Prior Knowledge: Who can remember what we did yesterday in art? Review
emotional lines and review emotional colors.
Expectations of Learning and Behaviour: The expectation is that you will sketch scenes that you can
later refine into a final copy. Staying on task is key, because the event or scene is there for a
limited time and cannot be returned to if you waste your time.
Advance Agenda: Use my attention grabber to spark their interest, guide the group through Heritage
Park, ensure the students are sketching the events and staying on task. Ask prompting
questions to the students if they seem to hesitate at the start of the drawing process.
Transition to Body: let us go explore Heritage Park and look to see what the first historical scene or
event we can sketch
Body: __45__ min

10

Learning Activity #1: Settling our prairie frontier

Visit the original log home of Samuel Livingston and his wife Jane to compare life then and
now.
Take 10-15 minutes while at the house to sketch either the house itself or some of the objects
within it that are different from objects that you have in your current home
o Examples: oven, fridge, piano, bathroom or fireplace.
Learning Activity #2: Eat n Sketch
Location: main field area on main street
When you are done eating your lunch take 10-15 minutes and sketch the buildings you see on
Main Street. Emphasize the lines of the structures as they differ from the lines you might see
today if you were downtown
If you wish to incorporate people you can however, they will not be standing still so you will
have to imagine them in place.
Learning Activity #3:First Nations Encampment
Visit a Tipi
After the activity within the tipi make a circle around the tipi outside
Take 10-15 minutes and sketch the tipi in front of you.
Emphasize the angles that you see, include your classmates if you wish
Closure: __10__ min
Consolidation/ Assessment of Learning: Group discussion of the day
What was your favorite place we visited?
What was your favorite sketch you did?
How did you use emotional lines within your sketches?
Does anyone want to share one of their sketches with the group?
Feedback from Students:
Feedback to Students: thank you for staying on task and completing the sketches. If we do a
sketching activity next time make sure you keep in mind the reasoning. For this field trip the
emphasis we were looking for was lines.
Transition to Next Lesson: We will be transforming and refining your pencil sketches into a final
copy. You will need to pick your favorite to polish up and be able to showcase it to the class
as well as other students and staff members.
WHAT IF??
Alternates if something happens:
If the weather is too cold or it ends up raining the sketches will be done inside the various
buildings on the ground. Examples include: the school house, inside the tipi, inside the house,
inside the welding shop, or inside the train.
REFLECTION
Success in Lesson:
Revise next Time:
Comments from Mentor:

11

Lesson Three: Transforming Sketch into Final Copy

GRADE/SUBJECT
Grade 3

UNIT
Expression in Art

OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES

LEARNING
OBJECTIVES

Art Component 10 (i): Students

will express a feeling or
message

They will refine and create their

favorite event drawing from the
field trip using expressive line
and color that matches an
emotion.

Art Component 9: Students will

improve compositions by
refining rehearsing and
critiquing

LESSON DURATION
60 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance
assessments)

Formative: get the students to

explain to a partner what the
assignment is. Observe the
students throughout the allotted
time.
Summative: using a checklist
mark on a mastery scale
ensuring the desired outcomes
are met (expressive line,
suitable emotional color,
historical event depicted, etc.)

Social Studies 3.1: Students

will demonstrate an
understanding and appreciation
of how geographic, social,
cultural, and linguistics factors
affect quality of life in
communities
LEARNING RESOURCES CONSULTED
1. Alberta Social Studies curriculum guide
2. Alberta Art curriculum guide
3. Peers- Alex and Tara
MATERIALS AND EQUIPMENT

Ipads
various types of paint
paintbrushes
canvas or paper
drop cloths
PROCEDURE
Introduction: __5__ min

Hook/Attention Grabber: Ask engaging questions

Can someone name one of the events we did yesterday at Heritage Park? What did you see?
What emotion did you feel while viewing that specific event?
Assessment of Prior Knowledge:
Let us think back to the lesson before our field trip. We talked about emotions and how it
connects to two things in art. What were those things? Lines and color
Elbow partners: name an emotion and a type of line that reflects it as well as a color.
Expectations of Learning and Behaviour: by the end of the lesson the students will have picked their
favorite sketch from the field trip and begin the transformation into the final copy by adding

12

color and using more than one medium

Advance Organizer/ Agenda: use my attention grabber to spark their interest, give the students time
to brainstorm individually how they want to do the transformation, allow time to complete
the transformation
Transition to Body: We are going to start the transformation process by individually brainstorming
how you want the final copy to look, which colors you want to add, and the medium you
think you might want to use
Body: __50__ min
Learning Activity #1: Pick your favorite and brainstorm
Of the three sketches you did during the field trip, pick your favorite sketch. Ensure the
emotion you felt when viewing this event is strong enough to convey in your final copy
When picking your favorite be prepared to explain your decision as we will be doing a selfreflection at the end
Brainstorm individually or with a partner how you want to transform your work. What do
you want to emphasize? What medium should you use? What emotion are you conveying?
What lines and colors fit with all of these?
Teacher note- if possible use the ipad to film the thinking time for later use
Learning Activity #2: Time to Transform
Write the emotion or emotions you are conveying on the back of your final work (piece of
paper or canvas)
Choose a medium based on your brainstorming time
Begin the final copy as you have your rough copy in your journal
Take your time but be productive
Teacher note- as the students are working use the ipad to film the process. Ask engaging
questions to help explain their thinking if time allows
Learning Activity #3: Think and/or start the reflection process
If you are done your transformation or need a break from the art side of the project, then the
reflection process will begin- the students may choose to write or film their thoughts.
The expectations of the reflection include: discussing the importance of line and color, make
reference to at least one of the events at Heritage Park, describe the sketching process,
discuss the emotional connection you made during the field trip and analyze how they
incorporated line and color into their final work. Finally evaluate the gallery tour and the
process leading up to it.
The students can choose to start the reflection process before the gallery tour and
Closure: __5__ min
Consolidation/ Assessment of Learning:
Formative: Observe while the students are elbow partner sharing. When the transformation
begins look to see who is the most confident in starting (fully understanding the concepts
needed) and who may need assistance (not fully grasping the prior lessons).
Summative: use a checklist to mark on a mastery scale ensuring the desired outcomes are met
(expressive line, suitable emotional color, historical event depicted, etc.). Mastery scale for
the self-reflection at the end.
Feedback from Students:
Feedback to Students: good explanations regarding your favorite sketch, choose corresponding
mediums and colors, used your time effectively and you were excited to start the reflections.

13

Transition to Next Lesson: To complete the process we will continue to do self-reflections

regarding the entire process as well as setting up and hosting a gallery walk
WHAT IF??
Alternates if something happens:
Sponge activity: explore virtual gallery tours using the smart board
REFLECTION
Success in Lesson:
Revise next Time:
Comments from Mentor:

14

Lesson Plan Rationale

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1: Introduction to Emotional Line and Color
Description
Lesson
Overview:
The students
will be able
to connect
both color
and type of
line with a
feeling or
emotion

Lesson Outcome:
Component 10 (i)
Students will
express a feeling
or message
Lesson
Description: First
the students will
learn about colors
in art, then lines in
art and finally they
will draw a line
that resembles the
different feelings
we discussed at
the beginning
when we made
faces of feelings.

Instruction
al Processes

Description of
what teacher is
doing

How does your lesson scaffold

to your performance task?
This is the first lesson to get to
the final performance task.
This lesson introduces the
major concepts needed for the
end task. Without this initial
learning the students would not
be prepared for the final task.
This lesson will lead into the
sketches they will do next
time.

What core assessment concepts

inform your design choice?
Formative: checking with
thumbs up to see if they
understand which colors
connect with certain emotions.
Observe the students as they are
doing their individual drawings.
Ask guiding questions when
needed.

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Formative: checking with
thumbs up if they understand
which colors connect with
certain emotions. Observe the
students as they are doing their
individual drawings

How does your use of formative

assessment reflect key
assessment concepts?

I will use this information to

potentially modify the next
lesson if they students are not
grasping the concept. Also this
will assist me to ensure the
students who are struggling
will have my help when they

Summative: with a partner

formulate a compliment on the
others work, be prepared to
share your chosen compliments.
Collect the work and use a
mastery scale to ensure the line
and color match

The types of formative

assessment were taken from the
readings and discussions we did
in the class. My use of
formative assessment reflects
the concept of assessment for
learning. I am formally
assessing the students to ensure
that they are understanding the
concepts. If they are not
demonstrating understanding
then I have a chance to go over
the concept again before the
performance task or summative

15

need to create their final draft.

Description of
what students are
doing

Sequence of key
questions

Evidence of
Lesson
Components
(opening, closing,
content, timeline)

Using formative assessment I

will be able to gage whether
the students have an
understanding of the
connection between line and
color with emotion. I will also
be looking to see how
comfortable the students are
with explaining the connection
to the class when they share
the partner compliments.
How do you know if you are
happy?
How do you know if you are
sad?
What might these feelings look
like?
What might these feelings look
like to others?
Why might colors reflect
certain feelings?
What might emotions look like
in a line?
Opening: I will be looking that
the facial expressions the
students make to see if they
know what emotions look like
to others
During: walking around the
classroom to see how confident
they are about drawing the
lines.
Closing: the line drawings will
be handed in to check the
understanding of the students

assessment of their final copy.

The students are working
collaboratively with their peers
and this is part of what makes it
a formative assessment as it
becomes difficult to give a
summative grade for class work
or class discussions.
Fair: The formative assessment
that I am using is fair because it
is taking place in optimum
conditions as the classroom is a
place the students should feel
comfortable in. The chosen
methods of formative will help
reflect the students
performance to gauge where
they are at and where they need
to be for the final upcoming
performance task.
Valid: The formative techniques
used are valid as they are
appropriate for the questions
that will be asked. This is the
base lesson for the performance
task and the students need to
fully understand the concepts
before proceeding to the next
lesson. With the techniques
chosen, the students can clearly
and honestly show if they are
understanding the core
concepts. This coincides with
construct validity as the skills
needed for the summative piece
are being tested to ensure
success.
Reliable: With asking the
students multiple times for a
thumbs up or thumbs down the
assessment strategies are
repeated trials reliable. If the
student gives thumbs up every
time then they are confident in
their knowledge and this will be

16

evident to the teacher. If the

student consistently is thumbs
down the teacher can spend
more time on the concept. The
more times a teacher can give
the students a chance to show
their knowledge the reliability
of the assessment increases.

17

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 2: Sketching of Heritage Park events using emotional line
Description
Lesson
Overview:
The students
will record
in their
visual
journal three
events at
Heritage
Park field
trip which
they will
encounter
throughout
the day.

Lesson Outcome:
Art Component 1:
Students will
make distinctions
within classes of
natural objects or
forms
Social Studies 3.1:
Students will
demonstrate an
understanding and
appreciation of
how geographic,
social, cultural,
and linguistics
factors affect
quality of life in
communities
Lesson
Description:
As the class tours
the Heritage Park
grounds they will
sketch a scene in
their visual
journals. The
events have been
chosen to give the
students enough
choice of lines and
the emotion they
are trying to
portray.

Instruction
al Processes

How does your lesson scaffold

to your performance task?
This lesson builds on the
previous one as the students
have to use what they learned
about the different types of
lines when doing their
sketches. Although they cannot
use color when doing their
sketches they are to use the
different types of lines when
they sketch. Before they start
to sketch the scene before them
the students will need to pick
an emotion to portray and then
the emotional lines will be
seen. This is a chance for the
students to practice using
specific lines before the
summative performance task.
The final task is when the
students will transform one of
these sketches into a final
copy.

What core assessment concepts

inform your design choice?
Formative: observe the students
as they are sketching and use
thumbs up or down to ensure
they understand the
expectations.

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?

How does your use of formative

assessment reflect key
assessment concepts?

Summative: compare the

sketches of the students, to the
photos taken to ensure they
stayed on task. Using a
checklist mark on a mastery
scale.

18

Description of
what teacher is
doing

Description of
what students are
doing

Sequence of key
questions

Evidence of
Lesson
Components
(opening, closing,
content, timeline)

Formative: checking with

thumbs up/down during the
review. Observe the students as
they are doing their individual
drawings. Focusing students in
during the sketching time
especially with the extra
stimulants.
I will use this information to
potentially modify the next
lesson if they students are not
grasping the concept. Also this
will assist me to ensure the
students who are struggling
will have my help when they
need to create their final draft.
Sketching the events during the
allotted sketch time. Pay
attention to the emotions they
may feel during each sketch.
Attempting to stay on task.
Think about the transformation
that will take place next lesson
and where they can take the
rough sketches.
What was your favorite place
we visited?
What was your favorite sketch
you did?
How did you use emotional
lines within your sketches?
Does anyone want to share one
of their sketches with the
group?
Opening: Quick review of
emotional lines and colors.
Thumbs up/down on how they
feel about this prior knowledge
During: observations that the
students are on task during
each sketching session. Note
who is the most confident and
who is having difficulty in
what is being asked of them.
Some students might get
distracted with the field trip
stimulants ensure they are on

The types of formative

assessment were taken from the
readings we did in class as well
as from class discussions. My
use of formative assessment
reflects the concept of
assessment for learning. I am
formally assessing the students
to ensure that they are
understanding the concepts. If
they are not demonstrating
understanding then I have a
chance to go over the concept
again before the performance
task or summative assessment
of their final copy.
Fair: The formative assessment
used in this lesson connects
with relative feedback. These
sketches are essential to the
next lesson which is
transforming to a final copy.
The given feedback regarding
these sketches will be relative to
the explained rubric. While
observing descriptive feedback
will help the students with the
prior concept in order to get
them thinking about the final
performance task. Potentially
they could not be fair because
they are taking place in nonoptimum conditions with the
various distractions that take
place on a field trip.
Valid: The formative
assessments used connect with
construct validity as they were
chosen in conjunction with the
learning outcomes through the
unit by design process. With
the learning outcomes in mind
the assessment types were then
chosen to ensure the outcomes
had a chance to be sampled. In
addition, content validity is

19

task.
Closing: Each student will
hand in their visual journal
they will get reviewed on a
mastery scale to ensure they
have something to build on.

being met because I am

formally assessing how much of
the content or learning
objectives the students are fully
grasping.
Reliable: The formative
assessments may not be reliable
because there could be random
error. This error could occur as
the students are on a field trip
and there are many things that
could happen which cannot be
controlled by the teacher. These
could affect the reliability of the
assessments. However,
assessing will take place during
all the sketch times and this
connects with repeated trials
reliability. Giving the students
multiple chances to show their
understanding will increase the
reliability of the assessments.

20

Rationale: Assessment A

Scaffolding Lesson Plans

Lesson 3: Transforming Sketch into Final Copy
Description

How does your lesson

scaffold to your performance
task?
Lesson
Lesson Outcome: This is the lesson where the
Overview:
Art Component
performance task will take
The students
10 (i): Students
place. The prior two lessons
will refine and will express a
were the lead up to this one as
create their
feeling or
they gave the concepts
favorite event message
needed to complete the task.
drawing from
The students have learned
the field trip
Art Component 9: that emotion can be seen
using
Students will
through both line and color.
expressive line improve
When transforming their
and color that compositions by
black and white sketches into
matches an
refining
a colored final copy picking
emotion.
rehearsing and
the color to match the line
critiquing
portrayed is important.
Additionally the emotion of
Social Studies
the entire scene must match
3.1: Students will both the line and color. These
demonstrate an
concepts were demonstrated
understanding and in the first two lessons.
appreciation of
how geographic,
social, cultural,
and linguistics
factors affect
quality of life in
communities
Lesson
Description:
The students will
choose which
sketch from their
journal is their
favorite and will
transform it into a
final copy. This
will be done by
adding color,
using a different
medium such as
paint. The process

What core assessment concepts

inform your design choice?
Formative: Observe while the
students are elbow partner
sharing. When the
transformation begins look to
see who is the most confident in
starting (demonstrates those that
fully understanding the
concepts needed) and who may
need assistance (not fully
grasping the prior lessons).
Summative: use a checklist to
mark on a mastery scale
ensuring the desired outcomes
are met (expressive line,
suitable emotional color,
historical event depicted, etc.).
Mastery scale for the selfreflection at the end.

21

will be filmed.
Once complete
the final copies
will be shown in a
gallery format
and this will also
be filmed. Later
the video will be
edited and posted
to the class
website.
Instructional
Processes

Description of
what teacher is
doing

What formative assessment

techniques will you be using?
What information will you be
collecting? How will you use
that information?
Formative: have the students
to explain to a partner what
the assignment is. Observe
the students throughout the
allotted time.
I will use this information to
assist me to ensure the
students who are struggling,
they will have my help when
they both doing the
transformation plan and
during the transformation
work time.

Description of
what students are
doing

Sequence of key
questions

When the time permits I will

video the transformation
process from the thinking
time to the end result in order
to create a video for the
classroom blog
Time to brainstorm
individually how they want to
do the transformation create a
plan and end goal. Time to
complete the transformation

How does your use of formative

assessment reflect key
assessment concepts?
The types of formative
assessment were taken from the
readings we did in class as well
as from class discussions. My
use of formative assessment
reflects the concept of
assessment for learning. I am
formally assessing the students
to ensure that they are
understanding the concepts. If
they are not demonstrating
understanding then I have a
chance to go over the concept
again before the performance
task or summative assessment
of their final copy.

Fair: For this lesson the

formative assessment is fair
because it is directly connected
to the rubric which the students
created with me. The
expectations are clear and the
formative assessment is being
done to help the students
transform their work to the best
of their ability in conjunction
Can someone name one of the with meeting the rubric
expectations.
events we did yesterday at
Heritage Park? What did you
Valid: Formative assessment
see? What emotion did you
used in this lesson is valid as it
feel while viewing that

22

Evidence of
Lesson
Components
(opening, closing,
content, timeline)

specific event?
What do you want to
emphasize?
What medium should you
use?
What emotion are you
conveying?
What lines and colors fit with
all of these
Opening: listen into the elbow
partner sharing time as well
as the thinking time for their
transformation plan
During: filming and
observing the students while
the transformation takes
place. Notice who is the most
confident and who might
need some guiding questions
on where to start
Closing: the beginning or
completed self-reflections, as
well as the final copy of the
Heritage Park sketches

is being used to capture the key

knowledge, skills, and attitudes
that were intended. Checking in
with the students during the
learning process helps to ensure
they are being met before the
summative grade is assigned.
Also consequential validity
could be connected as there are
multiple form of formative
leading up to the summative
which will gives the students
many opportunities to provide
learning evidence.
Reliable: These formative
assessment techniques connect
with reliability as the rubric was
created with the students. For
this reason they know what the
expectations are for the
upcoming performance task.
Checking in with the students
can be an indicator for their
knowledge and can show if they
are consistently hitting the
objectives for the lesson.

23

Rationale: Ed Psychology A

Scaffolding Lesson Plans

Lesson 3: Transforming Sketch into Final Copy
Description
Lesson
Overview:
The students
will refine
and create
their favorite
event
drawing from
the field trip
using
expressive
line and color
that matches
an emotion.

Lesson Outcome:
Art Component 10 (i): Students will
express a feeling or message
Art Component 9: Students will improve
compositions by refining rehearsing and
critiquing

Connections to Learning Theories &

Demonstration of Attention to a Classroom
Structure and Climate
The outcomes have been consistent for all of
the lessons which helps maintain the attention
of the students because they know what they
are working towards. Transfer is also included
in these lessons because the students are
taking prior knowledge from various social
studies lessons and art concepts and applying
them to the final performance tasks.

Social Studies 3.1: Students will

demonstrate an understanding and
appreciation of how geographic, social,
cultural, and linguistics factors affect
quality of life in communities

Lesson Description:
The students will choose which sketch
from their journal is their favorite and
will transform it into a final copy. This
will be done by adding color, using a
different medium such as paint. The
process will be filmed. Once complete
the final copies will be shown in a
gallery format and this will also be
filmed. Later the video will be edited and
posted to the class website.
Instructional Description of what teacher is doing:
Processes
Formative: have the students to explain
to a partner what the assignment is.
Observe the students throughout the
allotted time.
I will use this information to assist me to
ensure the students who are struggling
will have my help when they both doing
the transformation plan and during the
transformation work time.
When the time permits I will video the
transformation process form the
thinking time to the end result in order

This is the third lesson which encompasses

the performance task after the previous
lessons which introduces the required
concepts and this is an example of scaffolding
as the prior lessons have led to this one. The
overall lesson will have minimal transitions
because the students will start with a quick
brainstorm activity and then go straight into
working on the transformation of their
sketches because of this the students will have
a plentiful amount of time to work.
Starting the lesson is an important part of
class structure because all of the students will
interpret this final assignment differently. For
this reason the goals of the lesson have to be
laid out clearly. It will be difficult to remove
the distractions because what might distract
the students (art materials) is what they need
to create the art piece. Using Arthur Eriksons
theory I will use positive feedback when
observing the students as they create their
final works while also engaging the students
with hands on learning in an attempt to foster
intrinsic motivation.

24

to create a video for the classroom blog

Description of what students are doing:
Time to brainstorm individually how
they want to do the transformation create
a plan and end goal. Time to complete
the transformation

The constructivist learning theory is involved

with what the students are doing in this lesson
as they are building on their prior knowledge
of using line and color to express an emotion.
Classroom space is important when the
students are working because if they are too
close together the students may get off topic
or begin collaboratively working on each
others art works.
Sequence of key questions:
Initially these questions remind the students
Can someone name one of the events we of the previous lessons which introduced the
did yesterday at Heritage Park?
required concepts for the final performance
What did you see?
task. This is an example of scaffolding as I am
What emotion did you feel while viewing asking these specific questions to guide the
that specific event?
students thinking of the concepts needed for
What do you want to emphasize?
the upcoming transformation. Additionally
What medium should you use?
these guiding questions will keep the students
What emotion are you conveying?
on task, maintain their attention during the
What lines and colors fit with all of
lesson and keep the transitions to a minimum
these?
in order to reduce the wasting of class time.
Evidence of Lesson Components
Metacognition is used in the gathering
(opening, closing, content, timeline)
evidence because the students are thinking
Opening: listen into the elbow partner
about their work during the self-reflection and
sharing time as well as the thinking
self-assessment as they complete the
time for their transformation plan
transformation. Communication is key for
During: filming and observing the
classroom management when gathering
students while the transformation takes
evidence because if I am filming one student
place. Notice who is the most confident
then the other students need to understand
and who might need some guiding
what they should be doing during that time
questions on where to start
and the handed out rubric with the
Closing: the beginning of the selfexpectations will help with this. Additionally
reflections, as well as the final copy of
withitness is also important because when
the Heritage Park sketches
focusing on one student I have to be aware of
what other students are doing.

25

Rationale: Communications Technology A

Scaffolding Lesson Plans

Lesson 3: Transforming Sketch into Final Copy
Description

Lesson
Overview:
The students
will refine
and create
their favorite
event
drawing from
the field trip
using
expressive
line and color
that matches
an emotion.

Lesson Outcome:
Art Component 10 (i): Students will
express a feeling or message
Art Component 9: Students will improve
compositions by refining rehearsing and
critiquing
Social Studies 3.1: Students will
demonstrate an understanding and
appreciation of how geographic, social,
cultural, and linguistics factors affect
quality of life in communities
Lesson Description:
The students will choose which sketch
from their journal is their favorite and
will transform it into a final copy. This
will be done by adding color, using a
different medium such as paint. The
process will be filmed. Once complete
the final copies will be shown in a
gallery format and this will also be
filmed. Later the video will be edited and
posted to the class website.

Instructional
Processes

Describe how communication technology

used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
Technology will be used in this lesson in a
variety of ways. First when the students are
transforming their sketches into the final
draft. The students will be filmed for later use.
Once complete the students will rearrange the
classroom into a gallery and display their
work; this can also be filmed for later use.
Before people come to view the gallery it will
be filmed in order to resemble a virtual tour.
As people visit the gallery they will also be
filmed for future use.
In the editing process all of these elements
will be put together to create a video that
showcases the students from the beginning to
the end. The end product will be posted onto
the course website for people to view if they
were unable to come to the live gallery visit.

Describe any potential downsides to using

this technology.
Description of what teacher is doing:
Formative: get the students to explain to
a partner what the assignment is.
Observe the students throughout the
allotted time.
I will use this information to assist me to
ensure the students who are struggling
will have my help when they both doing
the transformation plan and during the

A potential downside for using this

technology is that the teacher will be filming
the students and this could be difficult to
continue to manage the rest of the class. Also
students may act differently if they know they
are being filmed and this could result in the
evidence being unreliable.
Another potential downside could be that if I
am focused on one student, filming or

26

transformation work time.

When the time permits I will video the
transformation process form the
thinking time to the end result in order
to create a video for the classroom blog

Description of what students are doing:

Sequence of key questions:

Evidence of Lesson Components

(opening, closing, content, timeline)

interviewing, the remainder of the classroom

may not stay on task. This could lead to
students misbehaving. When using this kind
of technology the classroom climate and
structure has to be successfully in place
otherwise the classroom could get out of
control. Included in classroom climate and
structure is discipline and respect. These are
both for the teacher as well as for the other
students because each student will need to be
filmed. Laying out the expectations prior to
this assignment is essential for it to work.
Explain to the students that using technology
to enhance the lesson is a privilege and not a
right. This should help with keeping the
classroom manageable in order to use as
much technology as possible.
Time to brainstorm individually how they
want to do the transformation create a plan
and end goal. Time to complete the
transformation
Can someone name one of the events we did
yesterday at Heritage Park?
What did you see?
What emotion did you feel while viewing that
specific event?
What do you want to emphasize?
What medium should you use?
What emotion are you conveying?
What lines and colors fit with all of these?
Opening: listen into the elbow partner sharing
time as well as the thinking time for their
transformation plan
During: filming and observing the students
while the transformation takes place. Notice
who is the most confident and who might
need some guiding questions on where to start
Closing: the beginning or completed selfreflections, as well as the final copy of the
Heritage Park sketches

27