Unit

Name: Expression Through Art

Grades: 3/4
Subject: Fine Arts Elementary Art
Dates of Teaching: November 2nd, 4th, and 6th, 2015
School: Coventry Hills Elementary School
















Student Teacher: Karli Brinson
Curriculum and Instruction Section MNO
Instructor: John Poulsen
Due Date: October 27th, 2015


Lesson
Number

Mini Unit Overview

Karli Brinson




Lesson

Objective
Activity

Evaluation

Materials

Lesson One

Students will
identify and
record facts
about
themselves in
the form of a
mind map.

Make a mind
map/web about
personality
traits, physical
traits, and
personal
favourites.

Formative:
Observations,
anecdotals,
asking guiding
questions, and
checking
progress.

Paper, pencils,
pencil crayons,
Smart Board.

Lesson Two

Students will
create the first
part of a paper
person that
represents
themselves.

Make a paper
version of
yourself that
accurately
represents your
physical traits.

Formative:
Observations,
anecdotals,
asking guiding
questions and
checking
progress.

Construction
paper, glue,
pencil crayons,
markers,
scissors, iPad.

Lesson Three

Students will
create a Wordle
about
themselves.

Creating a
Wordle based
on personal
attributes.

Summative:
Collecting the
finished work
and grading it
based on my
created rubric.

White paper,
pencils,
personal
dictionaries,
iPad.

Lesson One
Karli Brinson
Date: November 2nd, 2015

Subject: Fine Arts Elementary Art

Grades: 3/4

Level/Component/Purpose: Level Two/Component 10(i)/Purpose 1

General Learner Outcome: Expression Students will record or document
activities, people, and discoveries.

Specific Learner Outcome: Concept D Knowledge gained from study or
experimentation can be recorded visually.

Main Objective: Within three lessons, students will create three visual art pieces
that they feel represent themselves as individuals.

Objective: Students will identify and record facts about themselves in the form of a
mind map/web.

Time: 60 minutes

Materials: Paper, pencils, pencil crayons, Smart Board.

Introduction (25 minutes):
- Whole class discussion about personality and physical attributes.
- Good morning everyone, today we are going to talk about what makes you,
you! You will be considering what you look like physically, the best parts of
your personality, and what things you like the most in life.
- Talk about what a physical characteristic is - Lets brainstorm a list of
physical characteristics!
- I would put up a picture of myself on the Smart Board and ask the students to
describe my physical attributes by drawing random names from a jar of
popsicle sticks.
- As we were talking about my physical attributes, we would make a mind
map/web on the Smart Board (including different colours), with my picture
in the middle.
- Okay, now lets talk about your personality. What is personality?
- We would talk about personality and attributes such as kindness, helpfulness
etc.
- Think, pair, share with the person beside you. Tell the person beside you
two positive things about their personality! (Developing social
relationships). Example: A student might say, I like that you are always
smiling and laughing.

Everyone has favourites! Favourite foods, favourite clothes, favourite

people, and favourite colours. There are lots of things in your life that might
be your favourites. Think for a minute about some of your absolute favourite
things! Im going to go around in a circle and youre going to share one thing
that you love.
After whole class shares, Okay class, lets all go back to our desks. You will
be making a web/mind map that would include both physical attributes,
personality traits, and personal favourites!
I would keep the example of the mind map with my attributes up on the
board for the students to refer to.

Activity (30 minutes):
- Students go to desks and get out their picture (already printed out), glue it
into the middle of a white piece of paper, and make their mind maps.
- I would give a sheet with prompts like eye colour, skin colour, hair colour,
nice, helpful, confident, optimistic etc.
- Students could use whatever colours/words they want.
- Students could ask their peers for help and can chat about the subject.
- I will give students a five-minute time warning to finish up their mind map.

Closure (5 minutes):
- Okay everyone, lets talk about what we have learned in this activity. I want
every person to share one thing that they learned about themselves or
someone else with the partner beside them!
- Next time, we are going to take some of the ideas from todays work and put
them into an art project about ourselves. You will have the opportunity to
create a paper version of yourself that includes your physical traits and can
be personalized to reflect the things you like.

Assessment Techniques (formative? summative? how?): This activity would be
a formative assessment activity. I would watch for student understanding, nonverbal cues, and assist them with guided questions as necessary. Example: What do
you know about your physical appearance? or What words describe you
(generous, kind, helpful, etc.)?

Self-Assessment: After the first lesson was complete, I would ideally like to
consider what I could have taught differently, what the students liked, and what
they did not like. I would like to consider what went well about the lesson that I
would like to continue to use in the future.







Example:

Lesson Two
Karli Brinson


Date: November 4th, 2015

Subject: Fine Arts Elementary Art

Grade: 3/4

Level/Component/Purpose: Level Two/Component 10(i)/Purpose 3

General Learner Outcome: Expression Students will decorate items personally
created.

Specific Learner Outcome: Concept A Details, patterns, or textures can be added
to two-dimensional works.

Main Objective: Within three lessons, students will create three visual art pieces
that they feel represent themselves as individuals.

Objective: Students will create the first part of a paper person that represents
themselves.

Time: 60 minutes

Materials: Construction paper, glue, pencil crayons, markers, scissors, iPad.

Introduction (10 Minutes):
- Revisit, through whole class discussion, the mind map we did last lesson.
- Good morning everyone, remember the mind maps that we did last class?
Well, today we are going to use them to make ourselves out of construction
paper!
- Talk about colours and being accurate with portraying themselves.
- Show them an example of one Ive made and talk about certain attributes I
added such as eye colour, ear, mouth and nose shapes, clothing colour and
patterns, hair, etc.
- With the iPads, go with your desk partner and have your partner take a full
body picture of you on your iPad so you can look at it while you are creating!
When you are finished taking the pictures, then you can go back to your desk
group to get started.
- I would let students see the rubric so they understood their learning goal.
We would talk about the criteria and the marks they could receive, as well as
see if they had any thoughts on what should be added.
- I would keep my example of my paper person up throughout the class.

Activity (45 minutes):

- Students start cutting out all of their shapes and gluing them together
- Looking at the iPad photo, they will create an accurate portrayal of
themselves.
- Students add any needed colour or outlining of details and add additional
physical traits to their paper person.

Closure (5 minutes):
- Lets talk at our table groups about our paper people. I would like you to
share one or two things that you think each person did well or that they did
to make their person look like themselves.

Assessment Techniques (formative? summative? how?): This activity would be
a formative assessment activity. I would watch for student understanding, nonverbal cues, and assist them with guided questions as necessary. Example: What
can you add to make it look more like you? or What colour is _____ on you? or
What shape are you ears/eyes/etc.?

Self-Assessment: After this lesson, I would most likely be able to gauge how well I
had taught the concepts. I would take into consideration the amount of time needed
and if I gave extensive enough description of what to do.

Lesson Three
Karli Brinson
Date: November 6th 2015

Subject: Fine Arts Elementary Art

Grade: 3/4

Level/Component/Purpose: Level Two/Component 10(i)/Purpose 4

General Learner Outcome: Expression Students will express a feeling or
message.
Specific Learner Outcome: Concept B Specific messages, beliefs and interests can
be interpreted visually, or symbolized.
Main Objective: Within three lessons, students will create three visual art pieces
that they feel represent themselves as individuals.

Objective: Students will create a word cloud about themselves using
www.wordle.net.

Time: 60 minutes

Materials: Pencils, erasers, white paper, personal dictionaries, iPad.

Introduction (10 Minutes):
- Hello everyone, today we are going to make a personalized word cloud
using words that you choose that represent the things you value most about
yourself. You are then going to add this visual piece into the inside shirt
portion of the paper person you made last class.
- Have a hole class discussion reminding them about how to use
www.wordle.net (as it was used in a previous lesson), and about what a word
cloud is
- Youre going to help me make a wordle about me so you are clear about
your learning goal this class. With the students, make a list of descriptive
words using the Smart Board that they think describe me the most.
- Go into wordle.net and hit create. Remind them that to make their name
bigger than the descriptions, they will type their name three times. Do this,
and then add the words from the brainstormed list into wordle. Hit Go.
Once it is created, remind them of how to take a screen shot, and write these
directions on the board to help them later.
- Send students to their desks to write down descriptive words about
themselves. Help them with the spelling of the words as needed.

Activity (45 minutes):

- Send students to their desks to write down descriptive words about
themselves on paper using pencil. Help them with the spelling of the words
as needed.
- Students raise their hands as they finish their pencil copy to have me check
and make sure they are on the right track.
- When their pencil copy has been approved, they can go onto the laptops and
begin to create their wordle.
- Font and colours could be adjusted to match personal taste.
- Students would then take a screen shot of their Wordle and print it off.
- Printed copies would then be glued in the inside shirt part of the paper
person they made last class.
Closure (5 minutes):
- Take a minute to look over your paper person and think about what your
favourite parts are, as well as what you would like to improve if you had
more time.
- Think, pair, share with a partner and talk about how your paper person
makes you feel.

Assessment Techniques (formative? summative? how?): I would formatively
assess for understanding throughout and when the project was finished, I would
collect the pieces to summatively grade the finished product. (See closure and
assessment below).

Self-Assessment: By the time I finished this lesson, my mini unit would be over and
I would likely be able to gauge how well the students understood. (See closure and
assessment below).

Closure and Assessment

Karli Brinson

Closure:

For final closure of the mini unit, I would like to take 30 minutes to do a gallery
walk. Students would walk around and look at their classmates work and their
wordles. As they were walking, I would have them jot down 5 things that they
noticed (in general) about other peoples projects and things they appreciated /
admired about them. I would then take several more short time periods so could
video record them creating a video blog in interview format. In the interview, they
would answer the following:
- Two things they liked about the project
- One thing they wished was different about the project
- Three things they noticed about their classmates work
- Something that they learned about themselves.
By the end of the lesson, the students will meet the main objective: Within three
lessons, students will create three visual art pieces that they feel represent
themselves as individuals. (The three pieces in this mini unit being the mind map,
the paper person, and the wordle.)

Assessment:

I intend to formatively assess throughout these lessons, and then at the very end
with the finished products, summatively assess using the rubric the students saw
before beginning their paper person. See attached rubric below.

10



Category

Effort

Quality of
Work

Beginning
(1)

Analytic Rubric


Developing
(2)

Good
(3)

Excellent
(4)

Student put in Student put in Student put
Student put
little to no effort minimal/basic in good effort
in
needed many
effort
needed few exceptional
reminders to
needed some reminders to
effort
keep on task
reminders to keep on task needed one
keep on task
or less
reminders to
keep on task




Art work is



complete,
Art work is
Art work is
Art work is
includes
incomplete,
complete but complete and
additional
messy or
somewhat
fairly neat
details /
appears rushed
rushed and
descriptions
messy
and is very

Student did not

use the time
Time
provided to
Management work/distracted
others

Student used
some of the
time
provided/
distracted
others

neat


Student used Student used
most of the
all time
time
provided and
provided /
did not
rarely
distract
distracted
others (or
others (or
interfere with
interfered
their time
with their
management)
time
management)

Student has not

met curricular
Expectations
outcomes or
expectations
matching
his/her ability

Student has
Student has
met some
met most
curricular
curricular
outcomes or outcomes or
expectations expectations
matching
for his/her
his/her ability
ability

Student has
met almost
all/all
curricular
outcomes or
expectations
for his/her
ability

11

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