Component One: Organizational Information

Breanne
Teacher Name(s) Kindergarten
Taylor Grade Level(s)

Unit(s) / Topic(s) / Art - Christmas

Subject Area(s) Art Strand (s) Crafts.
Start/Stop Times + Lesson Position of Lesson within
Duration
1 hour. Sequence:
1:1
Overarching Question(s)

Component Three: Learner Outcomes

General Learner
Outcomes(s) (GLOs)  The child explores self-expression through creative thought and
(or equivalent) through language, art, movement, music and drama.

Specific Learner
Outcome(s) (SLOs)  The child experiments with a variety of art materials to create two
(or equivalent)
and three dimensional forms

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s) 1. SWBAT create a cylinder elf-on-the-shelf.

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

What shape is A cylinder.

SWBAT create a cylinder elf- this? A rectangle.
on-the-shelf. A square.
A triangle.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and

Equipment
 https://education.alberta.ca/media/563583/kindprogstate2008.pdf  Glue
 https://www.youtube.com/watch?v=0Jtk30p9Ac0  Tape
 Cotton Balls?
  Stickers?
 Computer

Teacher Tasks
 Trouble-shoot computer and sound system
 Display YouTube read-aloud on the computer screen before lesson begins.
 Make an example elf on the shelf.

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention
Grabber
 Sit children by smartboard screen.
Approx. 3
 Tell them they are going to listen to a Christmas story via
minutes
YouTube.

Time
Activities Allotment
Learning Read-aloud YouTube: Approx. 45
Activity #1  Ask a few children to share their Christmas traditions minutes.
  Ask children about their elf on the shelf
 Tell them they have a visitor who wanted to start a tradition with
them for a few weeks before Christmas; bring out elf on the
shelf.
 Explain to students they will be making their own elf on the
shelf.
 Show them your pre-made elf on the shelf.
 Ask them what shapes (2D and 3D) are on your elf on the shelf.
 Give instructions and tutorial of how to make it: need to wait for
glue to dry, might need tape, teach them how to zig-zag arms.
Music:
 Put on Christmas music as children create their elf on the shelf.

Specific/Driving/Guiding Intended Response(s)

Question(s)
What are your Christmas traditions?  We hide an elf-on-the-
shelf.
What shapes are on the elf on the  We eat waffles every
shelf? Christmas morning.
 We make Christmas
cookies together.
  A cylinder
 A triangle
 A rectangle.


Closure/Cliffhanger Time
Allotment
Assessment of
Learning: I will merely, through observation, determine whether children
were able to create the elf-on-the-shelf with the 2D and 3D shapes
given to them.

Component Seven: Teacher Reflection

This was such a fun activity for the children. They were able to share their
Christmas traditions while they also learned about shapes, such as: cylinder,
square, rectangle, and triangle. I gave an example of how to do an elf on the
What shelf which helped children do it on their own. Often when gluing, children will
worked rush and things fall off. By counting to 20 with children, this helped them keep
well? Why?
their glue-on pieces stuck on while also helped them practice their counting.
Children went further with their learning by doing interactive play and
imagination with their elves with each other, playing fairly with each other.

I explained how to make zig-zag arms and legs. They did relatively well but it can
be hard to make and I had to help a few afterwards. I think next time, while we
What sat together and I explained how to do it, I would give a piece of paper to each
didn’t? child and do it together. It was helpful by showing them a step-by-step
Why not?
instruction, but it could have even been better if I had done that tough part with
them.