Art Lesson Plan: Monday, November 6

CONTEXT

Grade(s): Grade 6

Subject(s): Art (Cross-curricular: Social Studies)

Long-Term
Sequencing and - Students will expand their foundational knowledge on
Scaffolding: Remembrance Day, gaining a greater appreciation for
Canadian contributions in World War(s). This will scaffold
future learning in context of social studies as students are
to reflect on and appreciate contributions and sacrifices
made.
- Students gain an understanding on how art depicts
messages and draws in emotional responses.
- Students will reflect on past contributions made by
Canadian war veterans and recognize how their previous
contributions shape the country that we currently reside in
today. Further, students are to consider future roles of
Canadian veterans and implications/outcomes.

GOALS

Curricular GLO:
Expectations: - Students can follow instructions and provide expression
through artistic means.

SLOs for Grade 6 Art:

- Students relate change to historical events and appreciation
of visual arts practices.
- Students express intention as an integral part of artistic
expression in visual arts.

Implicit Learning: - Empathy

- Respect
- Developed sense of pride

MATERIALS & RESOURCES

Teacher should have access to:

- Whiteboard at front of the class
- Dry erase marker

Each student will need ONE of each of the following:

- Scissors
- Glue
- Printed silhouette of war veteran
 - White printer paper
- Red construction paper
- Black felt/marker

OVERVIEW OF LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

● Introduce lesson and instructions (Direct instruction)

● Brainstorm Remembrance Day Terms (Collaborative learning/student-led)
● Independent work on projects

TIMING, SEQUENCING, TRANSITIONS OF LESSON

INCL. KEY PROMPTS & INSTRUCTIONS

Introduction / Hook - Explain that we will be creating a piece of artwork to display

2:25-2:28 in the school for our remembrance day ceremony
- Ask: “Who can tell the class what remembrance day is?”

Brainstorm! - Ask the class as a group: “What words come to mind when
2:28-2:40 you guys think of remembrance day?”
- At the front of the classroom, the teacher will draw a mind
map/term list of all the student responses
- Students are to reference this list of meaningful terms when
they start their projects

Transition to artwork! - Provide instructions on how the specific steps on how to

2:40-2:50` complete the project
- Show an example of my art piece (to show what final
project might work)
- Encourage students to use words that are meaningful to
them!
- Task some students with handing out materials

Work on projects - Students will be given just over half an hour to complete the
2:50-3:22 project. They will:
- Rip red construction paper into waves then glue it onto
white printer paper
- Then, cut out war vet silhouette and glue it on top of
red/white paper
- Finally, write meaningful words about Remembrance Day in
the white spaces

*Reference the picture below to see what final product looks like*

Conclusion / - If students finish early, have them catch up on other work,

Wrap up but ensure that they gain teacher’s approval before being
3:22-3:25 considered “done”
- At 3:22, wrap everyone’s work up and start collecting
assignments! If some students are not done, have them
finish up during “bell work” before class on the following
 day

ASSESSMENT(S)

- Formative Assessment: Completion of the project. Projects are to be displayed on

the walls of the school for observation
- Students demonstrate their understanding on Remembrance Day and terms
relating to the topic. Words are relevant and meaningful
Sample of what the final project might look like upon completion ^