ART LESSON

Component One: Organizational Information

Teacher Name(s) 5/6
Miss. S Grade Level(s)

Subject Area(s) Art Lesson Unit(s) / Topic(s) / Strand (s)

Start/Stop Times + Lesson 11:10-12:55pm Nov 27 Position of Lesson within Sequence: 1 of 2

Overarching Question(s) 1. How can thoughtful acts of kindness could make someone's day?

Component Two: Description and Rationale

Students will make Christmas cards to residents at Legacy Lodge. I will first talk about the
history of greeting cards. Ask what makes a great card, to get students creativity flowing.

We will talk about what is included in a Christmas card

1. An image on the front of the card
2. An image in the inside of the card
3. Somewhere the letters to in the inside of the card

We will brainstorm could a Christmas cards look like. Remind students of how thoughtful mail
could make someone's day and how students should take their time.
Description: Have students pull out their health notebooks, and once the draft letter is checked by a
teacher work they may start on the hard copy of their letters. After the PowerPoint, explain all
the material we have to make the cards. Once students are done with writing their hard copy
of the letter, they may start making the card.

Remind students to take their time and be creative.

If students finish they can make another card or they can make a drawing for a resident.

Closure, thank students for taking the time to making cards for someone else’s. Remind them
that acts even small can make someone’s day.

Component Three: Learner Outcomes

General Learner ACTIONS AND VIEW- POINTS: Students will refine methods and techniques for more
Outcomes(s)
(GLOs)
effortless image making.
(or equivalent)

Specific Learner
1. PURPOSE 5: Students will create an original composition, object or space based on
Outcome(s) supplied motivation.
(SLOs) 2. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms,
(or equivalent)
plotting the position of extremities, are useful to depict actions.

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Component Four: Learning Objective(s) and Assessment Evidence
Learning
1. SWBAT empathies with others and make connection with their community.
Objective(s)

Intended
Learning Objective Driving Question(s) Response(s)

1. SWBAT empathies with Many people in senior homes are

others and make connection feeling isolated and small acts of
with their community.
Why is it important to take time to
care for our vulnerable population kindness can spread joy
2.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
● ● Christmas paper, construction paper, glue
sticks, pencil crayons, markers
Teacher Tasks
● Letter booklets, Christmas paper, markers, stickers, construction paper, glue sticks

Component Six: Body (aka. syntax) (introduction, activities, closure)

Introduction Time
Allotment
Attention Students brainstorm what makes a great card.
Grabber
Have students pull out their health notebooks, and once the draft letter is
checked by a teacher work they may start on the hard copy of their letters. The
PowerPoint, explain all the material we have to make the cards. 5min

Once students are done with writing their hard copy of the letter, they may start
making the card.

Closure/Cliffhanger Time
Allotment
Assessment of Formative assessment’s cards
Learning:
Closure, thank students for taking the time to making cards for someone else’s.
Remind them that acts even small can make someone’s day.
Transition: ●

Component Seven: Teacher Reflection

What worked
well? Why? ●

What didn’t? Why

not?
●

What would you

do differently
●

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 next time to
further promote
optimum learning
for all students?