Subject/Grade: 3/4     Lesson Title: Magazine Cover’s  

Teacher: Ms. Huck

Stage 1: Identify Desired Results
Outcome(s) and Indicator(s):

Grade 3:




Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).




(a): Observe visual details, and include details to enhance depictions of animals, people, and objects

(f): Recognize circles, squares, triangles and rectangles as geometric shapes and apply this knowledge to art work.

(g): Recognize cubes, cylinders, and spheres as geometric forms and apply this knowledge to art work.


Grade 4


CH4.1: Investigate and share discoveries about the arts in Saskatchewan through collaborative inquiry.


(d): Describe how the arts tell something about the society in which they are created.


CR4.1: Analyze how dance, drama, music, and visual art works represent unique ideas and perspectives


(a) Discuss a variety of arts expressions comparing similarities (e.g., similar styles from specific movements or eras) and unique characteristics (e.g., individual artist’s style or perspective).
(b) Analyze and describe how various arts elements and techniques are applied in own and others’ arts expressions.


Treaty Outcomes and Indicators:

–       Mention different types of Indigenous writer’s and artist from within Canada.

Objectives (What will the students be able to know/do by the end of the lesson?):


I can…. Recognize why having positive self-esteems are important

I can… recognize different traits I have

I can…. Recognize the importance of viewing ourselves positively

I can… recognize different words to positively portray myself







Key Understandings:


  • Understand how self-esteem and self-image relate
  • Understand the different ways we can influence our self-esteems
  • Understand the different traits we have
  • Understand what self image is and how it is important
  • Understand the different ways we can perceive ourselves?
  • Understand how self-esteem can help us cope with stress and failure




Guiding questions:


  • What types of different traits can we use to describe ourselves?
  • Can we explain what self-esteem means?
  • How are self-image and self-esteem important?
Stage 2: Determine Evidence for Assessing Learning



Introduce the topic of self-image and self-esteem and how it relates to how we view ourselves (perceive ourselves) (Show video of what self-image is.)


Stage 3: Build Learning Plan
Set (Warm-up, Focusing the Learning):    Time: 15 minutes



Explain what self-image is “Okay students, can anyone tell me if they have ever heard the word of self-image before?” “Do you think we want to have a positive self-image or a negative self-image and why?”


“Next, can anyone tell me if they have ever heard of self-esteem?” “And what does self-esteem mean?” “Do we feel happier when we have a positive self-esteem or a negative self-esteem?”


“What are different ways we can have a more positive self-esteem?” (Doing things that we like, spending time with our friends or our family, exercise, being in school)


Explain that having a self-esteem means recognizing your accomplishments (what you have done and what you feel proud in) and your interests (what type of things/activities you like to do)



Explain what traits are (something interesting about you or something that you find interesting about yourself or something that you enjoy doing) For example, some of my traits are that “I am a runner” “I am a girl” “I am a skier”  or “I am determined”



So today are each going to be making our very own magazine cover’s and we will be drawing ourselves on a piece of paper and writing different types of traits around your picture. “We are going to draw ourselves with traits around to represent how we perceive ourselves “ “Can anyone tell me what perceive means?” “We are going to represent how we see ourselves”


So, “can anyone tell me what type of traits are important to you?






Development:                                              Time: 25-30 minutes



–       Hand out sheets of paper

–       Have students draw themselves first with a pencil

–       Next, explain that after students are done drawing themselves they can begin to write different traits or things that are important about themselves around their drawn picture of themselves

–       Next, you can colour the picture of yourselves on your sheets




Learning Closure:                                          Time:5 min


–       Review the concept of self-image and self-esteem explaining what they both mean and their relationship



·      Blank sheets of paper so that students can use to draw

·      Pencils and an eraser

·      Whiteboard and magnets to hang examples on the board




Management Strategies:

  • Give constant feedback about good behaviors.
  • Be mindful of different learning paces and keep the students occupied at all times.
  • Write an engaging question on the board for the students to come into the room and read.


Possible Adaptations/


  • Ipad
  • Verbal, visual, and physical teaching styles included.


Stage 4: Reflection

  • Reflect on how we thought the activity went
  • Reflect on how our co-op teacher believed the activity went
  • What things went well during the activity and which things could have gone better
  • What things could we do differently if we could do the activity again

My teaching philosophy

My teaching philosophy has changed drastically from my first couple years of university. I have learned a lot of valuable teaching techniques that have helped widen my philosophy. Education to me is all about the learning experience that students encounter throughout their schooling. Education is a gift that all students should have the pleasure of receiving. Children have young minds that should constantly be evolving.

My philosophy of education is that all children are unique and must have an educational environment where they can grow physically, mentally, emotionally and socially. My main goal as an educator is for me to create an atmosphere where students can meet their full potential. I will create an environment where students are invited to share their ideas and take risks. In turn, this enables them to challenge their learning. I believe that all children are unique and have something special that they can each bring to their own education. I hope to assist my students to express themselves and accept themselves for who they are as a person as well as the differences of others. I believe that my role of as the teacher will be to assist each child in developing their own learning styles. I will present a curriculum that incorporates each different learning style. One of the ways I plan to do this is incorporating hands-on learning, projects and individual work that engage their learning. One of the main philosophers that I base my philosophy on is the works of Maria Montessori who said “the goal of early childhood education should be to activate the child’s own desire to learn.” (Maria, Montessori)

I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community to bring constancy, diligence and warmth to my job. I believe that a classroom should be a safe and caring community and I will use strategies to ensure the classroom community will flourish. Teaching is a learning progress; learning from your students, colleagues, parents, and the community. It is a life long process where you learn new strategies, new ideas and new philosophies. I expect that my teaching philosophy will change meaning that I will continue to grow and learn new things.