Class: AM & PM - art / all about me unit

Date: Nov 24th, 2022

Lesson Title: Texture Names

Example:

Objective of Lesson:
Students will be able to sit on the carpet and listen to a story. They will reflect on what they like
about themselves and be able to communicate that through a drawing. Students will narrate to the
teacher what is happening in their drawing.

Learner Outcomes (Program of Studies) Plan for Diversity

- I can write capital letters - Keep a well-paced classroom so

- I can write my name students stay engaged and involved in
Art Outcome: the process
- A variety of tools and materials can be
- Incorporating hands on learning to
used to create numerous combinations
of lines keep students engaged
- Being able to sit out on a chair to the
side (variety of sitting options)
- Having fidget toys for students to hold
while sitting and listening
- Body breaks
- Their names on their tables for those
who need help remembering the letters

Prerequisite Knowledge, Skills, Strategies, Preliminary Matters (Announcements, etc.)

and Attitudes:

- How to write their names

- Recognizing letters
- Using white glue
Resources
- Different art materials (cotton balls, buttons, feathers, coloured paper cut small)
- White glue
- Construction paper
- Extra paper at the front to demo
- Pencils (and eraser)

Introduction (link to previous learning, introduction of new concepts)

Draw on students' previous learnings by reminding them how to draw letters (Starting at the top)
and how to use the white glue. Make dots with the white glue instead of a line (easier for
students, they don't have to put pressure on the bottle the whole time)

Activity Sequence
Time Teaching Strategy Student Activity Assessment

Teacher gathers students on Students sit down on

the carpet. Teachers ask for the carpet and listen
their attention. to the teacher.

Teacher shows them an

example of what we will be
doing (only one letter
example, leave the rest to
show the students [model])

First teacher goes over how The teacher will be

we draw our letters looking for how well
(demonstrating how big the the students can write
letters need to be), reminding their names, if they
them to start their letters at are following
the start. Tell them that they instructions by
have to check with a teacher drawing the letters the
before they can start with the correct size and as
glue. neatly as possible.

Second teacher goes over The teacher will be

how we use the white glue. looking for how well
Making sure that we are the students are using
using only a little bit (thin the white glue and if
line) over their letters. they are able to use
Remind them to do one letter minimal amounts to
at a time. trace the lines.

Finally show the students that The teacher will be

they can use a variety of looking for if the
 items to cover their names. students are putting
Remind them that we are the materials on the
decorating the lines not lines of their names.
around the lines.

Ask the helper of the day to The helper will hand

hand out the pencils to all the
tables. Teacher will hand out
the construction paper to the
students.
out the pencils to the
tables. When the rest
of the students
receive their papers
they will head to their
table and begin
writing their names.

Conclusion (summary of learning, link to upcoming learning)

Students will be able to write their names and use minimal amounts of glue to cover it with a
variety of textures and materials. Students will be adding this to their poster they will create for
their all about me unit.

Reflection (How did the lesson go? What would I change? What worked well?)
The lesson went well. The names turned out very cute and the students used the glue properly as
instructed. They listened on the carpet and were very engaged in the lesson. Students were able
to write their names in big readable letters on their paper and then cover it with materials to
create name art.

What worked well?

- Making them write in pencil first and giving them the chance to erase the letters
- Making them show a teacher before continuing with the marker
- Doing it in parts instead of giving the directions in full (making them write their names
first then come back to the carpet to explain the glue and materials)
- - having all the material and paper pre cut before we started the activity

What would I change?

- Demonstrate writing with pencil and then tracing with the marker
- Show how the cotton balls can be spread into pieces