Date: November 27, 2019

Grade: ½
Number of students: ~60 students
Length of class: 90 minutes
Teachers: Madison Lehti, Kelsey Shoults, Yosev Santos
Topic: The Most Beautiful Thing About Me

General Outcome:
• English 2.2- Respond to Texts
• Social 1.1- My World: Home, School, & Community
• Art Component 10- Expression

Specific Outcomes:
• Social 1.1.1- Value self and others as unique individuals in relation to their world
• English 1.2.1- Construct meaning from texts- relate aspects of stories and characters to
personal feelings and experiences
• Art component 10, purpose 5- Students will create an original composition, object or
space based on supplied motivation.

SMART Learning Objectives:

By the end of the lesson students will be able to construct a statement about what makes them
beautiful (Bloom's Taxonomy- create)

By the end of the lesson students will be able to create a piece of artwork that represents who
they are (Bloom's Taxonomy- create)

Materials and Equipment

• Pencils • Plates for paint

• Pencil crayons • Paper for picture and writing
• Paper • Planning webs
• Paint brushes • For student teachers- iPads
• Paint • Cardstock
• Markers
• Water to clean paintbrush
• Paint mats/ Newspapers

Preparation and Logistical Considerations

• Individual
• To pre prepare- cut paper
• Lay out all materials during lunch
• Trial the iPads in the morning
• Will see how far along they get and how long the reading takes, they may have to finish
their work in the next Thursday activity
 • Art choices- markers, pencil crayons, paint, shredded paper, shading, photography?
• Will continue into the following week
• Get class lists for Yosev
• If students finish early get them to check the checklist – get them to add more – when
they are done help their friends
• FOR ELL AND LOWER LEVEL STUDENTS – Pair them with a stronger student who
could help them spell words!!!!
•

Procedure

Introduction Time

• Introduce George Littlechild 5 min

o Explain who he is Kelsey
▪ Plains Cree, born in Alberta, Canada
▪ He uses bright colours and playful images when he talks about
serious things
• Why would he do this?
▪ Let’s us share who we are, the strong connection to our
ancestors, the ways in which we view our world

Body Time

Read book- All • Read ‘The Most Beautiful Thing You Know About 15-20
ST Horses’ min
• During reading
o What do you notice about the artwork?
o Are there any clues in the background?
(particularly for the pages where the picture
precedes the text)
o Ask them about vocab that they may not know

Writer’s Caption- • Think of one beautiful thing that they would like to talk 10-15
ST all share, about min
Maddy to explain • Each student teacher can share one thing
• Teacher will provide the prompt “The most beautiful
thing about me is…”
o Try to remember your writing goals
o Can be more than one sentence
• Teacher will hand out slips of paper that they will
eventually attach to their pictures
Brainstorm web - • Make a web of ideas that they could include in their 15-20
Yosev picture (can be via sketches for ELL learners) min
• Show them how they can make their web
o Middle= things about me
o Outside bubbles= things that represent you (can
be a picture)
o Draw more bubbles! 6 is the minimum
o Should it look just like mine? - of course not,
we are all different

Art Piece- Maddy • Remind them not to rush, as we can work on it next 30-45
week as well min
• Remind them that we are going to use our web to make
a self portrait
• We can use pencil crayons, markers, paint, shading,
paper clippings, photography
• Does it have to be your exact face? - could be the
outline using pictures
• Show a demonstration
o make a checklist of what the picture needs to
include
▪ sketch it out in pencil first
▪ no white space
▪ at least 6 images that represent you
▪ should see the shape of a face
▪ neat colouring/painting
▪ at least 5 colours
▪ writer caption glues onto writer
cardstock
• The backgrounds of their self-portraits will contain
ideas/artifacts that relates to their identity/what makes
them beautiful
• After they colour their pictures, will glue them to the
cardstock (they can choose the colour) along with their
writers caption
• Provide a 5 minute clean up warning
• During this time, Yosev will go around and gather
groups, take them aside and film them saying their
beautiful fact. He will have with a list and check off
each kid

Closure Time

Ending- Kelsey • Everyone must tidy up their area and return their 10 min
supplies to the table
 • Thumbs up if they are completely finished their art
project
• Thumbs down if they will need more time next week

Assessment
• Formative assessment
o Conversation- share statements on film, discussion during book
o Observations- filming of the students saying their statements and working on their
artwork
o Product- artwork with written statement, planning web, video

Connection to TQS:

A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit
for the benefit of all students.

(b) supporting student achievement by engaging in collaborative, whole school approaches to

capacity building in First Nations, Mé tis and Inuit education;