Grade 6 Art First Week of Lesson Plans

Stephanie Welch
Lesson Plan 1 (Tuesday Afternoon class & Wednesday morning class)
Lesson
Title/Focus

Introduction to Art Class

Date

September 6th, 2016

Subject/Grad
e Level

Art/Grade 6

Time
Duratio
n

50 minutes

Unit

Introduction

Teacher

Miss. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

N/A
N/A
LEARNING OBJECTIVES

Students will:
Develop an understanding for the set expectations within the art classroom
Identify any questions within the course outline
Develop an understanding of how the sketchbook will be used

ASSESSMENTS
Key Questions:

How will the students time be managed in Art 6?

What are the expectations in the Art classroom?

Products/Performan Exit Slip

ces:

RESOURCES

MATERIALS AND EQUIPMENT

http://www.learnalberta.ca/ProgramOfStudy.aspx? Students sketchbooks

lang=en&ProgramId=238679#808065 Course Outline (Printed)
Alberta Grade 6 Art Curriculum
Sketchbook Checklist (Ready to be tapped in)
Books from library for DEAR time (NEED
TO GET)
White paper
Extra drawing material

PROCEDURE
Prior to lesson

Expectations for
Learning and
Behaviour

- Have my name one board

- Cleaned art room
- Course outline printed off (Already done in binder)
- Video loaded
- Music as students walk into class
- Students sketchbooks ready to hand out
- White computer paper ready to hand out
Introduction
Participation in class discussions by sharing ideas and building on
others
Respectful and mature behavior when addressing outline and
expectations

Time

On task when given time to work on sketchbook assignment

Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

Learning Activity #1
Teacher Notes:
Assessments/
Differentiation

Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

Transition to Body: Introduction

Activity 1: DEAR time reading
Activity 2: Video & Outline of Art Class
Activity 3: Fold Creation Creatures
Closure: Exit slip
(There will be music playing as students walk inside) and my
name will be on the board
*Go through attendance (Make sure to pronounce names
properly)
take time doing this and write down any anecdotal notes
needed
I will share some information on who I am and my reasoning for
being their teacher this year.
- Before we get started, I thought Id let you know a little
bit about who I am standing up in front of you. My
names Miss. Welch
- I am actually a teacher intern, doing a four month
practicum with the University of Lethbridge,
- Therefore, I am also new to this school as well, so were
in this together learning about how everything works!
I will be teaching you math until Christmas and Art
option for those in art this term
- I have taught, Grade 2, Grade 5 and Grade 9,10,11& 12!
But never Grade 6! So Im excited to see how this goes!
Body
DEAR time reading
-Students will be given 10 minutes to read a book of their choice.
(I will get books from library in case students dont have
something to read!)

10mins

Time
10 mins

Discussion on Classroom atmosphere & Sketchbooks

So to start off todays class, I thought it would be nice to watch a
little inspirational art video to get us excited to be in ART!
- I am going to try and find an interesting art video once a week
to share with the class, to help broaden your view of the art world
and realize that art is more than just drawing and painting!
(Show clip)
https://www.youtube.com/watch?v=8ATMxZySlSM - by
Alexa Meade (3D 2D) This one has words along with it
BUT has a lady in her bra and underwear standing on a
scale ask TA if this is okay to show if not show the
other one without words, and than give students
background information afterwards!
https://www.youtube.com/watch?v=GaJmRRBt6Xk - Alexa
Meade (3D- 2D Art) Shows a lot of the process

This artist paints actual humans into 2D works of

Art

Paints 3D installations and renders them 2D in our

eyes

What looks like a 2D portrait is actually a human

covered in acrylic paint

15 mins

Trompe Loeil is a style of painting making 2D

representations look 3D She does the complete
opposite!
Becomes an optical illusion
Painting the background and clothes could take
her up to 8-120 hours
Takes about an hour to paint on the model
She takes photos of her work to finalize the 2D
look

- How many of you actually want to be here, hands up! How many of
you just really dont think youre an artist?
- Give students a little motivation for being in the art classroom:

I believe every single person is an artist in his or her own way

Might not be through drawing or painting might express

your creativity differently

Im here to help you figure out what style you prefer, and give
you the opportunity to be creative!

I will try my best to provide fun and innovative project that

appeal and interest you! I am always open to ideas as well!

At the same time I am still required to teach you the

fundamentals of art to help build an art foundation for you!

- Hand out course outline

- Explain how it is to be taken home to your parents and is
the guideline for this class
- Highlight to students the assignment area and bring up
some of the main points!
Policy on assignments
- You will always be given class time for a major
assignment as well as mini assignments or pervious
information that helps prepare you for your project
- If you dont think you will finish an assignment in time
come in at lunch (but you should have enough time if
you use your time wisely)
- Once your assignment is handed in and recorded for
marks, you are always able to re-work on it and re-hand
it in afterwards (On your own time)
- If you dont hand in your assignment or it is incomplete,
you have to stay in at lunch until it is complete if you
never do it, you will get a poor mark
- I really want to show off the art once it is complete in
the bulletin boards, but if at any time you dont feel
comfortable with that please let me know and I wont
include yours!
*Highlight the point on sketchbooks and go into detail on
sketchbooks! (Hand out at end of discussion)
- Each class they will have 10 minutes at the beginning to
work on an art sketchbook activity from the list provided
- After the 10 minutes is up please, neatly put your
sketchbook away on the shelf (The sketchbooks will be
kept in the classroom)
- Have fun with it and put your own personal touch to it,
but dont be sloppy
Hand out sketchbooks and checklists, have students tape in their
lists & write their name on the side of the pages (Pass around a
roll of tape)

Learning Activity #3

Teacher Notes:
Assessments/
Differentiation

Feedback To
Students
Transition To Next
Lesson/Closure

Sponge
Activity/Activities

Give the students the heads up that they will be

personalizing their sketchbook next class as well as
introducing themselves to the class than
Create a figure!
- Fold a white piece of paper in three
- Top section is the head (One person draws)
- Middle section is the body (Another draws)
- Bottom section is the feet (And another draws)
- Open it up and its a new creature (One person names it
and shows it to the class!)
- Now to spice it up a bit for the final 10 minutes of class
I thought wed do a fun little art activity!
- Im going to hand out a white sheet of paper to each
student. You are going to fold it in three horizontally.
* Top section is the head (One person draws)
- Pass it on to the next person (They cant look at what you just
drew!)
* Middle section is the body
- Pass it on to the next person (Still not looking at what has been
done before you!)
* Bottom section is the legs/feet
- Finally pass it on to one more person, this person gets to open
up the creation and give it a name. They than can present it to the
class!
- If we have time we can do a couple! I can hang them up in class
if you like!
* Hang them up as a reminder that its okay to create silly looking
art! Its okay to go against the grain and design something unrepresentational, as long as effort has been put in and it isnt a
sloppy careless decision
(Gauge how long it takes the students to do one section ~ maybe
2 minutes?! Have them switch accordingly)
Closure
Thank the students for:
- Being patient during the required introduction lecture
time (Reassure them that will be the longest they will
have to sit and listen in an art class!)
- I will ask the students to flip over their white sheet of
paper and state one thing they wish to learn or do in art
6!
I will come around and collect the sheets! And they will be
free to go once the bell rings
Next class will be creating a personalized title page in our
sketchbook as a way to introduce you to the class!

10

Time

Have printed off Zen-tangles for students to trace over or color on! (Since
they are so popular at the moment!) They can cut these out and put them in
their sketchbooks if they like or look at them to draw it themselves

Reflection
Sept. 6th - This was my first class with the students so I was definitely nervous and I could tell! I was rushing
once I got talking, and was trying to remember all the points I wanted to cover. If I were to do an intro again,

I would write the agenda on the board so I can relate to it throughout my talk. I think this would help calm
me down and process my thoughts when I get flustered! Usually I dont need it but on my first day now I
know I do! I also felt like I might have been too casual with the students. I didnt want to stress them out
since it was their first day of Grade 6 but I do think I could have been a little more professional. Therefore, in
the afternoon classes I made a point to being more proper! This class also showed me how young this grade
really is! There were little details that they would ask questions on that I just assumed they knew! This was
good to realize early on that my instructions need to be completely broken down!

Lesson Plan 2 (Wednesday afternoon & Thursday morning class)

Lesson
Title/Focus

Sketchbook Title Page

Date

September 7th, 2016

Subject/Grad
e Level

Art/Grade 6

Time
Duratio
n

50 minutes

Unit

Introduction

Teacher

Miss. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Component 3 - APPRECIATION: Students will interpret artworks for their symbolic meaning.
Component 6 - QUALITIES AND DETAILS: Students will employ surface qualities for specific
effects.
Component 10 (i) - PURPOSE 4: Students will express a feeling or a message.
3. c - Artworks contain symbolic representations of a subject or theme.
3. d - Artworks can be appreciated at many different levels, literal and symbolic.
6.a - Colour harmonies affect the mood and feeling of the viewer.
6.c - Distinguishing characteristics of things can be portrayed vividly or subtly.
6.d - The character of marks is influenced by drawing or painting tools and methods.
10.(i)4. b - Specific messages, beliefs and interests can be interpreted visually, or symbolized.

LEARNING OBJECTIVES
Students will:
Express who they through visual representation
Use and explore a variety of materials of their choice (Pencils, Paints, Charcoal, Pasteletc.)

ASSESSMENTS
Key Questions:
- How is one able to visually represent him or her self?
Products/Performan Title page representing who the student is
ces:

RESOURCES

MATERIALS AND EQUIPMENT

http://www.learnalberta.ca/ProgramOfStudy.aspx? Students sketchbooks

lang=en&ProgramId=238679#808065 Examples of personalized pages (PowerPoint)
Alberta Grade 6 Art Curriculum
Printed off font sheets
My expensive markers!
Scrap Pieces of paper!

PROCEDURE
Prior to lesson

- Have my name on board (For the first week)

- Cleaned art room

- Music playing as students walk in

- PowerPoint loaded & on as students walk in
- Sheets with fonts, and letters for students title pages available
Introduction
Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Time

Learners are engaged with the teacher during side discussions

(eye contact, head nods, etc.)
Respectful and mature behavior during work period time.
On task when given time to work on sketchbook assignment.
Transition to Body: Getting organized with sketchbook
Activity 1: Discussion on how to express oneself through
materials and color
Activity 2: Sketchbook Activity Work Period
Closure: View the work students have done so far!
- Students arent allowed to leave classroom until sketchbooks are
put away in their proper location & art room is tidy (Extra time
spent on clean up in the first week to emphasis the importance of
it throughout the semester)
As students walk into the class music will be playing and the
PowerPoint with examples of title pages will be showing. On the
board it will say Please take your sketchbooks from the shelving
unit and take a seat
- This will shift the students into preparing for the daily
sketchbook activities that they will usually do at the
beginning of class. They need to take the responsibility
to get organized without me constantly instructing them
to. I shouldnt have to say anything and the students
should no what to do and get working! I will even
state that once the students get started working!
(Whether it went smoothly, or if there was too much
chatter! Etc.)
- Once students have their sketchbooks I will explain how
normally they would have 10 minutes to work on one of the
activities from their sketchbook checklist but today we are going
to create a title page for our sketchbook before we add anything
into it!
Body
Sketchbook Title Page Activity & Instructions (Small PowerPoint
to go along with!)
- Discussion on how to express oneself through materials and
color
Explain how the first activity for their sketchbook activity will be
their personalized, custom title page.
- This title page will be a visual representation of who you
are.
- Each student will be unique and different to the student
beside them and thats okay.
There is one requirement in this title page:
- There has to be some form of name (Initials, nickname,
full name, just last name)
The rest can be up to you
- Something you like (puppies, coffee, ocean)
- An activity you do (Kayaking, camping, working out)
- Family (Val, Dave, Astrid and Tigger)

5 mins

Time

10 mins

- Personality/Characteristics
- Favorite quote/lyrics that connect to you
- Can be abstract/representation
- ASK students if they know what these two words mean!
Abstraction can show who you are through the use of materials,
stylistic choice and colors the way it looks makes you feel a
certain way
- Ask students to consider the color they are using and if it
is reflecting who they are (Yellow - Sunny, Happy,
Bright, Positive, loves summer)(Maybe blue is your
favorite color so youre going to have circles of blue
throughout your title page cause you love the color and
the ocean!)
I will than show some examples on my PP, highlighting some
elements that are powerful within the examples!
- Pointing out use of color
- Placement of ideas
- Ways to represent words
- Full page cover
- I will emphasis that students should embrace their skill level
I want them to be positive about the artwork they are creating. We
are all at different skill levels and thats okay as long as we are
challenging ourselves!
Show students were my special materials are for them to use, also
highlight how I have scrap paper for them to practice on before
creating their good copy title page if they want! (Not required
mainly if they are using new material, such as oil pastels, chalk
etc.) Encourage students to use materials that they arent used
to, have them practice on a sheet of paper to see how the material
makes marks before applying it to their title page! (Ex. Charcoal,
Oil Pastels, Wax Crayons, Paint)
- Show a demonstration of practicing experimenting with
materials quickly
* One quick note! You will be presenting your work to your class
as a way to introduce yourself! So whatever you add to your title
page, make sure it connects to you in some way!
Learning Activity #2
Sketchbook Title Page Work Period
Teacher Notes:
Assessments/
Differentiation

Walk around and find those who are stuck with getting
started to help
Allow students to refer to the print off sheets of fonts and
letters to get ideas on how they want to write their name
Also get to know students during this time (make an effort to
make students feel welcomed)
- Keep the examples on the board during this time
- Remind them that they have all next period to work! Encourage
them to think of ideas to represent throughout the day!
*During this time students can listen to music

30 mins

Feedback To
Students

Transition To Next
Lesson/Closure

Sponge
Activity/Activities

Closure
Hold up some of the students sketchbook title pages for the class
to see! Always ask students first if it is okay if you can show
the class point out areas that are good ideas to help stimulate
others!
Always thank the students if they have worked hard and created
a positive working environment!
Next class will be a full work period to complete this title page!
Have students put away sketchbook and materials before the bell
rings. The students can only leave the classroom once it is tidy!

Time

Have printed off Zen-tangles for students to trace over or color on! (Since
they are so popular at the moment!) They can cut these out and put them in
their sketchbooks if they like or look at them to draw it themselves

Reflection
This class went very well. My students actually ALL want to be in the
art class, which I feel like is going to make each project a lot more
enjoyable! The examples were extremely important! I realized every
example I showed some student would end up mimicking it! Therefore,
I was happy I had so many examples, but I wished I even had more! I
want to get in person examples as well next time! It reminded me to
do each activity before having the students do it, that way I do have an
example! This class I also realized that my projects could be
challenging, because these students WANT challenging, interesting art
projects! They also said they want to learn all the fundamentals! This
was good to know because Im going to change the focus from project
base, to more of a material, skill based (with projects as the final goal).
Lesson Plan 3 (Thursday afternoon & Tuesday morning classes)
Lesson
Title/Focus

Sketchbook title page & presentation

Date

September 8th, 2016

Subject/Grad
e Level

Art/Grade 6

Time
Duratio
n

50 minutes

Unit

Introduction

Teacher

Miss. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Component 1 - ANALYSIS: Students will study and analyze the individual character of natural
objects or forms.
Component 3 - APPRECIATION: Students will interpret artworks for their symbolic meaning.
Component 10 (i) - PURPOSE 4: Students will express a feeling or a message.
1.b - Natural forms can be examined for less visible characteristics.
1.d - A form can be examined analytically to see how the whole is composed of its parts.
3.a - Artistic style affects the emotional impact of an artwork.
3.b - An artwork can be analyzed for the meaning of its visible components and their

interrelationships.
3. c - Artworks contain symbolic representations of a subject or theme.
3. d - Artworks can be appreciated at many different levels, literal and symbolic.
10.(i)4. b - Specific messages, beliefs and interests can be interpreted visually, or symbolized.

LEARNING OBJECTIVES
Students will:
Present their visual representations of him or herself to the class.

Express who they through visual representation

Use and explore a variety of materials of their choice (Pencils, Paints, Charcoal, Pasteletc.)

ASSESSMENTS
Key Questions:
- How is one able to visually represent themselves?
Products/Performan Finished title page (Gauge how much time students need)
ces:
Presentation of Title Page

RESOURCES

MATERIALS AND EQUIPMENT

http://www.learnalberta.ca/ProgramOfStudy.aspx? Students sketchbooks

lang=en&ProgramId=238679#808065 My fancy markers
Alberta Grade 6 Art Curriculum
PowerPoint

PROCEDURE
Prior to lesson

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

Learning Activity #1
Teacher Notes:
Assessments/
Differentiation

- Have my name on board

- Cleaned art room
- PowerPoint Loaded
- Fancy markers available
Introduction
Participation in class discussions by sharing ideas and building on
others artwork.
Respectful and mature behavior when students are presenting,
paying attention.
Transition to Body: 10 minute sketchbook activity (Ask TA
whether I should still have this since they are working in their
sketchbooks!)
Activity 1: Sketchbook work period
Activity 2: Sketchbook Title Page Presentations
Closure: Students arent allowed to leave classroom until
sketchbooks are put away in their proper location & art room is
tidy (Extra time spent on clean up in the first week to emphasis
the importance of it throughout the semester)
Students will walk into class and there will be music playing as I
greet them at the door.
- The board will say, Please take sketchbooks from the shelving
unit and pick a mini sketchbook activity to complete! You will
have 10 minutes.
I will continue to write this on the board until it becomes
part of routine!
- Once the students are sitting with their sketchbooks I will
remind them about how the sketchbook mini activities work!
Body
Sketchbook Work Period
When the ten minutes are up, I will ask the students to remind me
what some examples are that they can put on their title pages and
what the one requirement is! When they tell me, I will rewrite
them on the board!
There is one requirement in this title page:
- There has to be some form of name (Initials, nickname,

Time

10mins

Time
20 mins

full name, just last name)

The rest can be up to you
- Something you like (puppies, coffee, ocean)
- An activity you do (Kayaking, camping, working out)
- Family (Val, Dave, Astrid and Tigger)
- Personality/Characteristics
- Can be abstract/representation
- ASK students if they know what these two words mean!
Abstraction can show who you are through the use of materials,
stylistic choice and colors the way it looks makes you feel a
certain way
- Walk around and find those who are stuck getting to the next
step of their title page
- Allow students to refer to the print off sheets of fonts and letters
to get ideas on how they want to write their name
- Also get to know students during this time (make an effort to
make students feel welcomed)
- Keep the examples on the board
*During this time students can listen to music

Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

(During this work period I need to check the progress of the

students, if they are working hard and need more time I will give
them another class. If most of the students are complete, and the
others have wasted their time not working, we will move on, and
those students will have to finish theirs during their sketchbook
activity time allotted at the beginning of class.)
Sketchbook Title Page Presentations
- Each student will introduce themselves to the class by
presenting their representational title page. They will go
through why they have included each element to their
page, the subject matter, use of material, color, name,
and any extra features.
- Once a majority of the class is done I will ask for volunteers to
present their title page to the class! (If no one volunteers Ill use a
random selector online to pick students!)
- Remember, whenever someone is presenting information,
especially personal information make sure to be respectful. What
does it mean to be respectful? (Eye contact, quiet, listening,
positive comments, an open mind!)
- We will all have different art outcomes and thats the best part
of art! We are all learning and growing artistically together!

Feedback To
Students
Transition To Next
Lesson/Closure

I will take notes of each students presentation help me start to

understand and get to know the students
*Once a student has presented, they can open it up for positive
comments, or questions if they like!
Closure
Thank the students for:
- Sharing their work!
- Being respectful during presentations!
Next class we will be starting our first art unit! So be ready to
paint!

15

Time

Sponge
Activity/Activities

Have printed off Zen-tangles for students to trace over or color on! (Since
they are so popular at the moment!)

Reflection
Students havent gotten to the presentation part of the lesson yet. They have all agreed that they want to
show their work with their classmates though! The sketchbook pages they are creating are amazing! It
really showed me to set my standards for them high. Its different than in math were I have to slowly work
up, here they are all in class bagging to learn and be taught how to draw! I think for my PIP I will start an
art club at lunch just because everything these students want to learn Im not able to in one semester! This
class I also realized that my morning art class would be behind my afternoon class no matter what! They
are also much quieter and work at a slower pace! I may need to motivate them a bit more!
**** ADD IN where appropriate
Behavioural guidelines (3 strikes youre out)
- One verbal warning
- Two name on board (Stay in at lunch and do homework)
- Three check mark Principle Office - Serious sometimes can skip right to four if the situation is
unacceptable (fightetc)
- Students are able to have their name erased from board if they are good for the rest of the class
- Privilege of having no seating plan for the first week to see how it goes if it doesnt work out I
will make one! (For math there will definitely be a seating plan)
Gauge students attitude toward the mini lecture on rules, try and make this part an enjoyable, respectable
time where students dont feel threatened but realize I am serious. Sometimes I come off too soft, and too
much of a push over. But I want to set these rules up right from the beginning so I can use them and follow
through with them, creating a respectable environment.