Shaye Bauml: Mini-Unit Assignment

Lesson Making our Community More Beautiful with Art-

Date October 17, 2019
Title/Focus Lesson 1
Subject/Grade Time
Cross-Curricular/Grade 4 (45 minutes)
Level Duration

Unit Maybe Something Beautiful Teacher Miss. Bauml

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General English: (5) Students will listen, speak, read, write, view and represent to manage ideas and
Learning information
Outcomes:
Art: (3-Appreciation) Students will interpret artworks by examining their contexts and less
visible characteristics Component 10-4, Component 10-5
Specific 5.1 Respect Others and Strengthen Community: describe similarities and differences
Learning between personal experiences and the experiences of people or characters from various
Outcomes:
cultures portrayed in oral, print and other media texts
Concept F: Art serves societal as well as personal needs, 10-4: Students will express a
feeling or message, 10-5: Students will create an original composition, object or space based
on supplied motivation
LEARNING OBJECTIVES/INQUIRY QUESTION
Inquiry Question:
- How do beautiful things make our communities a happier place to be? In what ways can we contribute to this
happiness?
Students will:
1. Actively listen to a story to see the ways in which the main character contributed to her communities happiness.
2. Create a piece of art that creates happiness for themselves and the people who see it.
ASSESSMENTS
Observations:  Who is able to draw connections to the story to their own connections and community?
 Discussion among students- do they have an interest in the topic and how can I as a
teacher increase interest or touch on/use the areas of the students interest
 Which students are relying on the observations of peers?
 Which students are not participating in group discussions, is there a reason for this, or is a
personality reason. If personality have an individual conversation with them.

Key Questions: 1. In what ways does Mira do to make her community beautiful?
2. In what ways is our school/community similar or different to Mira’s?
3. How can we follow Mira’s example to make our school or community more
beautiful?
4. What kind of art brings happiness to people?
a. Is this the same for everyone?
b. Is there only one kind of art that makes people happy?
i. If no, what are some general components?
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Alberta Program of Studies (Language Arts, Health, Social  Book Maybe Something Beautiful
Studies, & Health)  Art Paper
 Maybe Something Beautiful by F. Isabel Campoy & Theresa  Paint
Howell  Paint Brushes
 Water Cups
 Wax Paper to put Paper On
 Chart Paper for Brainstorming
 Exit Slip(Worksheet)

PROCEDURE
Prior to lesson - Write out class agenda and key questions on board
- Have book on hand with sticky notes for question points
- Have Chart Paper/White Board Readily Available
Adapted from a template created by Dr. K. Roscoe 1

Attention Grabber
Advance
Organizer/Agenda
Expectations for
Learning and Behaviour
Transition to Body
Learning Activity #1
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Adapted from a template created by Dr. K. Roscoe
Shaye Bauml: Mini-Unit Assignment
- Have all painting materials ready
- Print out exit slips
Introduction Time
- Have students move to the carpet or the story reading area
- Let the students know we are going to read a story that is going to 5 min
lead us into lots of fun activities in our school and community.
Posted on White Board
1) Guided Reading
2) Discussion of Story
3) Art Activity
4) Exit Slip
- Students are intently listening to story
- “Hands on Top” … “That means Stop” to get students quiet with
attention during art section
- After discussion of story and art lesson have been discussed on the
carpet the students will be cued to do the following
o Make their way back to their seats
o Choose one person from their table/row to collect the art
supplies that the students will need
o Students who are not collecting supplies can brainstorm with
their neighbor what they are going to paint
Body Time
Guided Reading/Discussion of Maybe Something Beautiful
1. Before Reading Activities
a. Ask students how old the book is based off the copy-right
date (2016)
b. Have the students make predictions of what they think the
story will be out based on the front and back cover
2. During Reading Class Discussions
a. Page 1: What do we notice about the characters in the story?
What do their emotions appear to be?
b. Page 3: What does gray mean? What is making the city a little
less gray?
c. Page 4: What does the man mean by beautiful?
d. Page 10: What is the police going to say?
20-25 min
e. Page 11: How have the characters emotions changed?
3. After Reading
a. Discuss with the students the following:
i. How did Mira help make her community more
beautiful?
ii. How did Mira’s art make the members of her
community feel?
b. What are some areas in our school, classroom, or community
that are a little gray?
i. Writer these ideas on chart paper/white board
c. How could we help make these gray areas a little more
beautiful?
i. Write these ideas on chart paper/white board
If at any point throughout the lesson the students want to refer back to the
story they can do so through the physical copy or with the video version of the
story at: https://www.getepic.com/app/read/62943
-
Painting a picture to make the world a little more beautiful
1. Discussion Before Art Activity
a. What kind of art brings happiness to people?
i. Is this the same for everyone?
ii. Is there only one kind of art that makes people
happy?
iii. If no, what are some general components?
2

Teacher Notes: Assessments/
Differentiation
Transition to Closure
Consolidation of
Learning:
Feedback From Students:
Feedback To Students
Transition To Next Lesson
Adapted from a template created by Dr. K. Roscoe
Shaye Bauml: Mini-Unit Assignment
2. Creation of Art Project
a. Students will create a painting to bring themselves or
someone else happiness
i. Students will think of the components we discussed 20-25 min
as a class to create a painting they believe is
beautiful
ii. Emphasize is doesn’t have to be a perfect picture to
bring happiness or be beautiful
iii. Remind students of “Hands on Top”
b. Students will return their seats
i. Once students are in their seats they will choose
someone from their row/table to get the art supplies
needed (pre-set out by teacher)
ii. Students in their seats will discuss with table mates
some of their ideas for their painting
c. Students will begin creating their art projects
3. Observations and Questioning from Teacher as Students Work
a. Ask the students the following questions individually as they
work:
i. What did you choose to paint?
ii. Why did you choose to paint this picture?
iii. Why do you think this picture helps bring us
happiness?
4. Cleaning Up Art Projects
a. “Hands on Top”.. To get students attention and stop work
i. Let students know if they need more time to finish it
will be provided at a later time
b. Students put their paintings in a safe place to dry
i. Will not be taking paintings home (used in a later
lesson)
c. Paint brushes and all painting supplies properly returns
- N/A
- Have students clean up their areas and move their paintings to a safe
place to dry
- Have students return to their seats
Closure Time
Wrap-Up
How did Painting Make Us Feel
- Have the students fill in the below exit slip. Once students have
finished they will hand it in to you for observation of student 4 min
learning.
o Students who need assistance can verbally do exit-slip or
have myself/TA scribe for them
- Feedback will be provided through exit slip
- Answers to student questions
- Appreciate them for their hard work and thinking in this lesson
- Let students know we will study this book further so to remember
the ideas we discussed today
3
 Shaye Bauml: Mini-Unit Assignment

“Maybe Something Beautiful” Exit Slip(1)

Name: ________________________
Answer the following to the best of your ability. Point-form answers are acceptable.
How is your painting similar to the paintings that Mira did in the story?

What area in our classroom would you like to make more beautiful?

Why did you choose to paint what you did?

Adapted from a template created by Dr. K. Roscoe 4