LESSON PLAN Art

Lesson Title:
Name:

Stellaluna Bats

Julie Lizotte

Lesson #
Subject:

1 of 1

Date:

Art

Grade(s):

Rationale:
Students will learn about how to create a piece of art as an interpretation of a text.
{BIG IDEAS}:
Creative expression develops our unique identity and voice.
People connect to the hearts and minds of others in a variety of places and times through the arts.
Prescribed Learning Outcome(s):
A1 Use a variety of image sources to create images, including feelings, imagination, memory, and observation.
A3 Create images featuring one or more visual elements and principles of design including line, shape,color.
A4 Experiment with materials, technologies, and processes to create particular effects.
B3 Describe and apply a variety of materials, technologies, and processes to create images.
C1 Describe a variety of reasons people make and use visual arts.
D1 Describe their response to artworks.
D2 Display individual and group artworks in a variety of ways
{Learning Standards Curricular Competencies}
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
purposeful play.
Explore personal experience, community, and culture through arts activities.
Develop processes and technical skills in a variety of art forms to refine artistic abilities.
Describe and respond to works of art.
Interpret symbolism and how it can be used to express meaning through the arts.
{Learning Standards - Concepts and Content}:
Elements in the arts related to color, line and contrast.
Symbolism as a means of expressing specific meaning
Instructional Objective(s):
I will be able to express my unique personality through works of art.
Prerequisite Concepts and Skills:
Basic understanding of personality, individual, special abilities.
Ability to use a variety of materials in a safe way to create work of art.
Ability to reflect upon self to create work of art.
Materials and Resources:
Teacher
Color pencils
Construction paper
Chart Paper
Mirrors

Students
Scissors
Glue
Pencils

Lesson Activities:
Teacher Activities
/var/www/apps/conversion/tmp/scratch_1/296668254.doc

Student Activities

Time
Page 1 of 5

Introduction (anticipatory set):

Teacher will ask students to sit at the carpet. Teacher
will show them a picture of Ted Harrison work.
Teacher will ask students to pair up and talk about
what they see (colors, shapes, contrast, medium).
Teacher will ask students to share what they
discussed.

Students will sit at carpet and actively participate in

pair-share discussion.
10 min

Body:
Teacher will present the activity for today by letting
student know that we will create our own version of
Ted Harrison work and include in this work a
Canadian icon we have already discussed in previous
socials class, the Inuksuk.
Teacher will ask students to put their hand up to
answer what an Inuksuk is and why it is a Canadian
icon.
Teacher will also give them a bit of background
information (short bio, painting style, medium used)
about the artist.

Students will actively listen.

5 min

Students will put their hand up to answer the

question and will share why the Inuksuk is a
Canadian icon.

Teacher will explain that they do not need to copy the

work, but rather create their own interpretation of the
work of art.
Teacher will create a work of art collaboratively with
students on chart paper with their ideas. (role
modelling)Teacher and students will set criteria
together for this activity.
Teacher will ask students one at a time to go to their
desks, and have helper of the day and 2 other
students help him/her hand out materials. While
students are working on their interpretation of this art,
pictures of ted Harrison paintings will be presented on
Smart Board.
Teacher will remind students to separate page in two
sections and to start with sky.
Teacher will walk through room and once most
students are done teacher will ask them to create
grounds, mountains or water.

Students will share their ideas verbally about what

they think could be added to the class-created piece
of work. Students will help create criteria.

5 min

Students will wait for their names to be called, will

walk to their desk and wait for further instruction with
their art materials.

20 min

Students will paint sky following Ted Harrison style.

Students will paint grounds, mountains and water
following Ted Harrison style.
Students will create an Inuksuk on their desk with
small rectangles.
Students will glue the Inuksuk on their art pieces.

10 min

Teacher will then ask them to use cut out rectangles

and place them on their desk to create an Inuksuk.
Once teacher approves of it, students will be able to
glue them onto the painting.
Closure:
Teacher will ask students to perform self-assessment
using the color-coded system.
Teacher will collect the art pieces and give students
who wish to do so to show their work to the rest of the
class and discuss their process.
Teacher will then transition students to next activity.

/var/www/apps/conversion/tmp/scratch_1/296668254.doc

Students will perform self-assessment using color

coded system.
Students who wish to do so will have a chance to
share about their work with the rest of the class.

10 min

Students will hand in their work and transition to next

activity..

Page 2 of 5

{Aboriginal Connections / First Peoples Principles of Learning):

* found with the Overview for each curriculum plus
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning involves patience and time.
Learning is holistic.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
Students will work collaboratively to help each other meet criteria.
Students who require extra help can work with a peer.
Students who struggle can be provided with an outline of the work of art the teacher can draw according to the students ideas and
fill-in the colors.
Organizational Strategies:
Ted Harrison pictures and materials will be ready prior to starting lesson.
Star of the day will teacher hand out materials.
Behavioural Management Strategies:
Student who is exhibiting disruptive behavior will be asked to verbalize his needs (I see that you are upset, tell me how you feel
and what I can do to help you right now).
On the second intervention, student will be asked to remove himself from the activity to reset (go for a drink, walk down hallway,
use sensory toy) and will be asked to join back when he/she feel ready to do so.
Assessment and Evaluation:
Students will work in collaboration with teacher to construct rubric.
Students will perform self-assessment that will align with the rubric they helped create for this activity. They will draw a dot of color
matching the quality of their process and final work. Teacher will then take in consideration this self-assessment when doing
formative assessment.
Extensions:
Socials ( Canadian Icons)
Reflections (if necessary, continue on separate sheet):

/var/www/apps/conversion/tmp/scratch_1/296668254.doc

Page 3 of 5

Lesson Plan Template EDPR 3100, 3200, 4100, 4200

The lesson plan template is designed as a guide for students to use when planning lessons. The plan may be adapted to specific
subject areas and modified as students gain experience in each practicum. The template is a basic outline that can be used
directly as printed, copied in longhand, or expanded from the electronic version. It is important that all areas required in the
template are completed and that the lesson plan be sufficiently clear and detailed so that another teacher could use the plan to
teach the lesson.
The Lesson Plan template is currently under revision to reflect the new BC curriculum that will be in place in the next
year. Any area that is in brackets { } denotes a recognized area from the new curriculum
Rationale: Why are you teaching this particular lesson at this time? (e.g. is it part of a complex skill? Is it an essential prereading
skill in reading? Is it important that the students hear good literature?) What is the significance of the area of learning to students?
{BIG IDEAS}: Big Ideas are statements that are central to ones understanding in an area of learning.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in
each curricular subject. Your lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia,
on which the objectives of this specific lesson are based.
{Learning Standards Curricular Competencies}: A learning standard is an explicit statement of what students are expected to
know, understand and be able to do in a given grade and area of learning. Curricular competency standards are the same as
Prescribed Learning Outcomes only they come from the new curriculum.
{Learning Standards - Concepts and Content): Concepts and content define what students should know and understand in a
given area of learning.
Instructional Objective(s): What are the specific things students will be able to do as a result of this lesson? These objectives
should be consistent with your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the
story. The student will be able to describe the main idea in a paragraph of four sentences ). The objectives may also include things
the teacher wants to observe in the course of the lesson (e.g. to identify the potential leaders in group discussion). Students
should ensure that the instructional objectives are measured by your assessment and evaluation strategies.
Prerequisite Concepts and Skills: This section of your lesson plan is used to state the concepts and skills needed to connect
lessons together in a logical sequence, building new knowledge onto what you know students have previously learned. Remember
that some concepts and skills may need to be reviewed to ensure continuous learning, and these can be included here.
Materials and Resources: List all materials and resources that you and the students will need. What things do you need to do
before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a chapter in the novel.)
Lesson Activities
Introduction: How will you get students interested in the topic? How will you find out what they already know about the topic?
Will you use an anticipatory set (link to their experience) or advance organizers?
Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who
finish early? How much time will each activity take? What about clean up?
Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation;
Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that a students readiness level,
interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in four ways: content, process,
product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you
accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What are the adaptations
and modifications needed for students with Individual Education Plans (IEPs)?
{Aboriginal Connections / First Peoples Principles of Learning}: How is this connected to Aboriginal knowledge, worldviews
and principles of learning?
Organizational Strategies: Carefully thought-out organizational management strategies facilitate proactive positive classroom
management. For example, how will you : bring the class together at the start of the day/lesson?; utilize student helpers to
facilitate the flow of lessons and the day in general?; distribute and collect materials?; separate the class into groups or levels? (In
what situations should groups be assigned ahead of time?); coordinate different grade levels working on different assignments?
/var/www/apps/conversion/tmp/scratch_1/296668254.doc

Page 4 of 5

Behaviour Management Strategies: Carefully thought-out behaviour management strategies facilitate proactive positive
classroom management. What strategies will be used?
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly
related to, and tell you if, your students were able to do the things outlined in your instructional objectives and
prescribed learning outcomes, {learning standards}. Your assessment should be as accurate as possible and should
be built into your lesson. What rubrics or structures will you use to evaluate assessment data? Is assessment
formative or summative? Include the assessment tool. Are you using assessment for, of or as learning?
Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge,
skills or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to
the lesson? What went well?

/var/www/apps/conversion/tmp/scratch_1/296668254.doc

Page 5 of 5