Sunteți pe pagina 1din 2


Lesson Plan

ED 3501 2012

Grade/Subject: Grade 3 Art Unit: Purposes Lesson Duration: 50

General Learning Outcomes:

Students will refine surface qualities of objects and forms.

Students will illustrate or tell a story.
Specific Learning Outcomes:

Gradations of tone are useful to show depth or the effect of light on objects.
By increasing details in the foreground the illusion of depth and reality can be enhanced.
A narrative can be retold or interpreted visually.
Students will:
1. Demonstrate knowledge of gradient tones to create the illusion of depth.
2. Create a visual based on a short story.
3. Use the techniques we have learned previously to finish their pieces.

Key Questions:
I will watch the students process as they draw
How does shading affect an image?
and colour. I am looking for students to be
What is a visual narrative?
thinking about the concepts and using them in
their colouring and drawing.
I am also looking for evidence of visualizing a
sequence of events.
Written/Performance Assessments:
Performance assessments will be the drawing they create from the story they listen to/read.


Resource #1: Aidan
Resource #2: Google images
Resource #3:


* Papers
* Pencils
*Short stories.

Introduction (__min.):
Hook/Attention Grabber: I will have an image on the board.
Assessment of Prior Knowledge: I will ask them about their shading and what they remember from last week.
Expectations for Learning and Behaviour: Students will be expected to finish their colouring carefully. (So scribbles
or white spaces), They will finish the shading sheet, and they will finish their visual in a timely manner.
They will also be expected to abide by the class rules.
Advance Organizer/Agenda: Organizer is on the powerpoint.

Body (__min.):
Learning Activity #1: Shading exercise: Students will create a gradient for various colours and demonstrate
their ability to control the pressure of their pencils crayons to create colour gradients. They will be finishing this
before the next activity.
Assessments/Differentiation: All students will be doing the same activity, but I will work personally with students who are
struggling with this concept. I will have visuals, and I will explain the easiest way to shade and colour.
My assessment is observing how they colour, and their performance based on their finished product.

Learning Activity #2: Finishing their drawings using the colouring techniques we discussed.
Assessments/Differentiation: Performance assessment, Can all the students colour without scribbles and white spaces?


ED 3501 2012

I will continue my observational assessment of their ability to shade and understand middle ground, foreground and background.

Learning Activity #3: Creating a visual: Students will create a visual sequence of the story we have read. This is
expected to be completed before the end of the period.
Assessments/Differentiation: Observational assessments as they work. Are students working? Are they creating visuals from the
story? Conversational assessment: Ask students to explain what part of the story they are creating.

Closure ( __min.):
Consolidation/Assessment of Learning: I will review that material we have covered. (what is lighting, how does it
work etc.)
Feedback From Students: I will ask for thumbs up, thumbs down from the students. Did they like it? Are they
confused in anyway. I will address questions and confusion here.
Feedback To Students: I will be giving students feedback during my conversational and observational asessments
Transition To Next Lesson: