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