LESSON PLAN TEMPLATE Practicum Fall 2020 St.

Georges

ART UNIT: Lesson 1

LESSON PLAN
Class #2
Grade: 4 Lesson Title: Exploring Colour Lesson Duration: 60 minutes

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude.

In this class, students will be exploring colour, and how they can use different colours as a form of communication.
Students will be introduced to the class art vocabulary board. This board will have the words ‘Colour’ and
‘Communication’ on it, and the class will have a whole group discussion about what those words mean and how they
connect to today’s class. The purpose for this class is for students to identify that colours have meanings. Students will
each be given a different colour that we’ve discussed in class. Then students will be creating a design with different shades
of that one specific colour that they got, and express written meaning along the border of their design. By the end of this
lesson students will be able to look at the classes artworks, and observe and understand how colours can help us
communicate different meanings and messages.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson

GLO /GLE SLO/SLE

EXPRESSION: Students will express a feeling or a message.

A Communicational Experience
B) Specific messages, beliefs and interests can be interpreted
visually, or symbolized.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words

Students will:

 Identify that colours can express different meanings

 Interpret that colours hold a significance for people around the world.
 Discuss how colors can influence emotion, and hold a meaning in religion and various cultures. 

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: apply, analysis contrast, express, appreciate. Be clear on what type of
knowledge/skill/attitudes that students are develop and expecting them to do. This informs the types of questions you develop. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..

 How can colours be a form of communication?

 What is non-verbal communication?
 What does the word ‘colour’ mean?
 Does anyone know what is meant by “shades of colour”?

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Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.
If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.

Resource #1: https://crayolateachers.ca/lesson/colour-around-the-world-cultural-symbolism-design/

Resource #2: https://www.smashingmagazine.com/2010/01/color-theory-for-designers-part-1-the-meaning-of-color/

Resource #3: https://docs.google.com/presentation/d/11DhAmJ6hFgD9vQK-lMLKRzixLpj6SaCvYltqro8FtII/edit#slide=id.p

Resource #4: https://www.globalme.net/blog/colours-across-cultures/

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

 Paper
 Pencil crayons
 Crayons
 Markers
 Black Marker
 White paper
 Coloured paper
 Smartboard
 Signs for “4 Corners”

Lesson Procedures

Introduction (5 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

Direct Instruction:

 The teacher making sure that there is an sign that reads ‘A’, ‘B’, ‘C’, and ‘D’ for our “guess the colours” game.
 The teacher will start off with showing the students our Art Vocabulary board and start the discussion on what is
colour?
- Colour definition: Color, or colour, is the characteristic of visual perception described through color
categories, with names such as red, orange, yellow, green, blue, or purple. 
 Colours hold a significance for people around the world. Not only do colors influence emotion, but they also hold
meaning in religion and various cultures.
- Blue Across Cultures: Have you ever noticed that most major banks prefer to use blue in
their branding? In most parts of the world, the colour blue is associated with trust,
protection and responsibility—three traits that most customers find relatively important
when looking to store their money.

Body (35 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities
and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and
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when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. Lesson body there should be a least two Formative Assessments Type/Name:
activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As Well you are not
Where Assessment Occurs:
narrating, rather you are describing the activity, the learning, critical information to carry out the lesson. Any questions
you have developed to use during the learning, to facilitate discussion for instance are to be written directly into the
lesson description.
 Observation – walking around checking
Activity #1: Game Time! What does that colour mean? [Whole Group on students and their progress.
Activity] (5 minutes)  What does colour mean? (Four Corner
 Students will be explained that this will just be a fun little game) – to assess what students know
game to see and guess what colours might mean. and understand about colour.
 There will be a different sign in each corner that reads ‘A’, ‘B’,
‘C’, and ‘D’. The google slides presentation will have
statements about what a colour means that will teacher will
read aloud to the students. Students will then have a to
choose what corner they think is the correct answer.
 Bring candy to class as a prize. Tell students they can eat it
until art is over (safety reasons).

Transition: Ask the students to get back their seats, and the
teacher will pass out their sketchbooks and have the students open
their sketchbooks to start taking some notes.
Differentiation: Indicate in brief sentence areas
Activity #2: How Colours Can Be Used to Express Ourselves [Direct of differentiation.
Instruction] (5 minutes)
 Discuss the image and colours shown on presentation slide  Art Vocabulary – So all students know
#17 (Read out their meanings, and ask students to read some what the lesson is about, and they
of them) understand the main idea/points.

Transition: Bring out the example done by the teacher, and place it
on the white board, go around the class and get students to random
pick a piece of paper that has a colour on it. That will be their colour
they are focusing on for this project.

Activity #3: Let’s Create! (Demonstration and Direct Instruction) (30

minutes)
 Students will be explained through direct instruction that they
will be creating a design using different shades of the colour
they got.
  Materials used will be a small piece of white paper 11 cm x 11
cm
- use lots of different shades of your colour.
- use only your colour in your design.
 To help students more they will be shown 4 examples on the
smart board, and the last slide will be what each colour
represents to also help the students remember and write
them down in their sketchbooks.

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Consolidating (5) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they haven't you will
need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson can act
also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide
clear steps and indicate process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson

 The teacher will talk about lessons being planned for the future, and review what we learned today about our
art vocabulary words.

Clean up (10) mins

 Students will be told 15 minutes close to the end of class that they need to finish up what they are doing and start cleaning up

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes