Name: Sarah Seaidoun Cohort: C1

Lesson Plan
Lesson Title: Winter Snowman Grade: 5 Date: December 1, 2017
Subject/Strand: Art/Visual Arts Unit: 1 Location: Classroom Times: 60 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Today I will be teaching students how to create a shadow on a snowman at night. This fits into the context of the unit because
students learning the Element of Design – Value. The big idea for this lesson is to know how to shade their snowman based on the
position of the moon.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)
D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works,
using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn:
- How to shade to create a shadow based on the position of the moon.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can blend colours together to shade
I can shade on the appropriate side of the moon
I can create a shadow
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Drawing Students will be creating a Snowman at night Checklist For SC
using shading to demonstrate shadowing.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Grade 4: Students were introduced to colour schemes (cool/warm colours), placement of shapes and sizes.
Prior Lessons: Remembrance Day Art was done with chalk pastels.
Students developed an understanding of blending techniques
I.E.P. program implications: Accommodations, Modifications
M – Will be given an outline of a snowman, she will have to colour it in using appropriate colours that are provided.
Differentiation: Content, Process, Product, Environment, Assessment
Proximity to the teacher. Provide quiet area for independent work. Provide extra time
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ x ] initiative, [ ] self-regulation
Initiative: demonstrates curiosity and interest in learning.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Blend, shade, shadow, moon, technique,
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Blue construction paper, pencil, eraser, Book: Snowmen At Night by: Caralyn Buehner , chalk pastels, Growing Success,
The Ontario Curriculum 1-8 The Arts.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5__-___10__ (Indicate time breakdown of instructional elements)
Good after noon grade 5’s, today we are going to learn how to Students will sit at their desks quietly and listen to the story.
shade. But first I wanted to share this book with you. It is about
snowmen at night. Pay attention to the detail in the pictures and
the careful planning the illustrator put in their shading
techniques.

The teacher will begin to read the book: Snowmen at Night by

Caralyn Buehner.

During the book the teacher will make reference to the the
snowmen and their detail. Pointing out the different shading
depending on the position of the moon.

Also, during the book the teacher will ask the students to see
different landscape and accessories the snowmen have. Get
them thinking about what they would like to add to their
snowman.

“The end”

Alright boys and girls. What are some of the things you noticed The detail in the shading
in the book? The detail in each snowman

Excellent, the shading. What colours did they use for the
shading? Cool colours. Like blue, purple, green, and some white and black

Dark blue, black, maybe dark green. Awesome!

What did you notice about the moon? It was always in the corner, and the shading was on the opposite
side.
Yes! The shading is on the opposite side of the moon. This is
because the moon gives off light to that side of the snowman
leaving him darker on the other side hence the shading or
shadow.

Here is our Learning Goal for today:

Today I will learn how to shade to create a shadow based on the
position of the moon.

Here is our Success Criteria for today:

I can blend colours together to shade
I can shade on the appropriate side of the moon
I can create a shadow
Excellent job! Ok, now I want you all to come up quietly and take
one piece of blue construction paper.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _30__-__40_ (Indicate time breakdown of instructional elements)

Once you have a piece of blue construction paper please have a

seat. First you will draw you moon (teacher will demonstrate on Students will get up and take a piece of blue construction paper
whiteboard). Next you will draw a big snow man, he/she must
be taking up most of your page. Add on any accessories you may
want them to have. What are some examples you saw in the
book? Ice cold cocoa, scarf, Carrot/cucumber nose, Hat, Ear muffs, Rosy
- Ice cold cocoa cheeks
- Scarf
- Carrot/cucumber nose
- Hat
- Ear muffs
- Rosy cheeks
Etc..

Next you will take the chalk pastels, with the pastels what Cool colours!
colours are we going to be using? If it is at night?

Cool colours! Right!

Next, you will colour in your picture. Using blacks, and darker
cool colours draw lines around one side of the snowman
(teacher will demonstrate) use a kleenex or your finger to The opposite side of the moon.
smudge in the colours. This is how you will create your shading.
What side should your shading be on?

Right! On the opposite side of the moon.

First, I want you to sketch in pencil, then you may use the chalk Students will being their art piece.
pastels. After you are done you may take the FOB and go inside
to wash your hands.

Excellent. Are their any questions?

Ok perfect! Go ahead.

The teacher will walk around the class to help and ensure
everyone is on task.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: __5__-__10__ (Indicate time breakdown of instructional elements)
Students will ensure they have everything included in their art
We will review our learning goal and success criteria. Please look work.
at your art work and in your head, check off if you have including
the following:

Today I will learn how to shade to create a shadow based on the

position of the moon.

I can blend colours together to shade

I can shade on the appropriate side of the moon Students will walk around the class to look at their peers’ art work.
I can create a shadow Noticing their shading techniques.

Please place your art piece of your desk. We will all walk around
the classroom to observe others master pieces.

Extension Activities/Next Steps (where will this lesson lead to next)

Focus on more detailed shading. Work a scenery that requires all detail to have shading.