Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

The Day Our Clothes Quit.

Date

November 24

Subject/Gra
de Level

Art and ELA Grade 2

Time
Duratio
n

1 hr. 15

Teacher

Kelsey Galbraith.

Unit

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

ART:
I can create an original composition based on supplied motivation.

LEARNING OBJECTIVES
Students will in the form of I Can statements:
1. I can create visual artwork using text as inspiration.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

What is a setting? Gather Ideas, use the book to explain settings.

Read through your letters, what could be the setting of your
letter?
Show my example. I chose to put my vest by a fire because my
vest wrote to me about being around all of those fires.
What is a picture book? A picture book has words and pictures,
the pictures are very important because they support what the
words are saying. In other words they show what the words are
saying.
Picture Clues: Picture clues are given by the artist to make sure
the reader understands what the setting is supposed to be.

LEARNING RESOURCES CONSULTED

ELA POS
ART POS

MATERIALS AND EQUIPMENT

Construction paper.
Scissors.
Glue.
Pencils.
Oil pastel.
Paint. Paint Brushes.

PROCEDURE
Prior to lesson

Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Have stations set up in the art room

-one for cutting their piece of clothing, construction paper, scissors,
and glue.
- One for making their setting- Paint station paint and brushes.
Introduction
Time
What did we do last class?
Read the book again, looking at the pictures- what do you see?
Wrote a letter to ourselves from a piece of clothing.
Today we are going to make the pictures that go with our
letters, just like in the book!
Half of you will start with making your piece of clothing from
construction paper, and the other half will start with making the

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

setting.
We will be working with..
This is going to be a lot of fun, but I need you to listen to me
when I ask you to. It is very important because we will have so
many materials to use that I need to be able to talk to you
when I need to.

Advance
Organizer/Agenda

Transition to Body

Learning Activity
#1

Re-read your letter, and take 1 minute think about what kind of
picture you will make to go with your letter.
Body
What is a setting?
Use picture books to demonstrate what settings are.
A setting tells us where the characters are. In chapter books it
is done with words, adjective and nouns. In Picture books it is
done with pictures! What kind of book is the day the crayons
quit? Pictures are just as important as the words. The words and
the pictures work together to tell the story!
Use examples from books- what is the setting for this picture?
How do you know the setting is a____________ so there are
clues! Clues like_________ are there to help us understand that
the setting is supposed to be in the___________.
Look at your own letters, do you have a setting for your piece of
clothing to be in?
Make a visual: Use an example for a setting- how would I draw
this? What are some Clues I could draw to let the reader know
what the setting is?

Time

15 min.

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

In the art room the group will be divided in half. Half will go to
the construction paper station, and half will go to the setting
station.
Construction paper station:
Using the construction paper, you will make your piece of
clothing.

Adapted from a template created by Dr. K. Roscoe

1 hour: 20
min for
each
station.
10 min
clean up.

Lesson Plan Template ED 3501 (Version C)

Just like I did show example. You can use a pencil to draw it out
first, then cut it out.
How many colours are in your piece of clothing?
Make sure you make it big enough to work with and to see
Have models of small, medium and large. Ask : Which on works
best.

Paint and Pastel Station:

Here you will make the setting of your picture.
Where is your piece of clothing in the letter? Is your setting in
your house, in your room, outside, at school, in the van, in your
pocket?
Using oil pastels, Draw your setting. Then, using the watered
down paint fill in the space.
Demonstrate how we need to leave space- you will draw your
objects with the oil pastel, but you have to think about and plan
for what you want to be colored in with paint. Save the big
spaces for the paint, and the smaller spaces for the pastel. The
paint will go over the pastel and it will resist the paint! This is a
resist painting! What other piece of art have we learned about
that uses a resist technique. Hint: Beeswax is used.
Clean up
Have designated area for finished work. (All students put their
work here).
Have a jug of water for brushes: have students to do this. 2
Students
Have students take the paint palettes to a designated area. 3
Students.
Have students dump out water. 2 Students.
Have students clean up scrap paper. 2 Students
Have students collect scissors. 2 Students
Have students collect oil pastels. 2 students.
Wipe the tables: 2 students.
Sweep the floor: 1 Students.

Teacher Notes:
Assessments/
Differentiation

Have examples of settings from my own letter. Settings from

the book.

Consolidation of
Learning:

Closure
We are going to be making a book using your letters, and your
pictures to tell the story : The Day our Clothes Quit!

Time

Feedback From
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Finish their letters.

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe