Lesson Plan

Date(s): n/a

Topic: Lets Stop Bullying!

Grade Level: Grade 4

Time(s): 1 fifty minute period

Curriculum Expectations:
Visual Arts
Creative Work produce two- and three-dimensional works of art that communicate
thoughts, feelings, and ideas for specific purposes and to specific audiences
Language Arts
Producing Media Texts 3.4 produce media texts for specific purposes and audiences,
using a few simple media forms and appropriate conventions and techniques
Assessment Strategies:
Self-assessment I will use this as a formative assessment as students have students use
a checklist to evaluate their work and determine if they have met all the criteria I have
outlined for their posters.
Accommodations and Modifications:
Students that experience difficulty making their writing legible may use stencils for
assistance. Students may use only 1 or 2 words for their slogan to reduce the amount of
writing necessary in the assignment. Alternately, students may use more text, which
would require less drawing.
Resources:
Outline:
Students will analyze anti-bullying posters and
determine their effectiveness. Students will apply
this knowledge to their own poster creations.
-

several anti-bullying
posters with a varying
degree of effectiveness

Introduction: 10 mins
I will introduce the lesson by inviting students to the
carpet and displaying several anti-bullying posters. I
will encourage discussion regarding the posters by
guiding students through the process of describing,
analyzing, interpreting, and judging.

Describe media form, techniques, images,

colours, etc.
Analyze are there similarities between posters,
do the images relate to the message, etc. (see
below)
Interpret what is the message the artist is trying
to convey
Judge which poster do you like the best/least?,
which poster is most effective?, etc.

I will describe the criteria we will use to judge as we

begin to analyze the posters. The posters
effectiveness will be judged on the following
criteria:

Legible and easy to read

Colourful/good use of colour

Well-organized/ page doesnt look cluttered

blank paper, markers,

crayons, pencil crayons,
pencils

Attention-grabbing the artists message is clear

and easy to interpret

Middle: 30 mins
Students will have the next half-hour to work on
their own anti-bullying poster. Students will be
given a self-assessment handout that outlines the
criteria on which to assess their work.
I will explain the 4 part process that I expect students
to follow.

decide on your slogan,

do a rough layout of your poster design (pay

attention to positive and negative space), refer to
criteria checklist,

Start creating!

Complete self-assessment
Conclusion: 10 mins
As students complete their posters, I will ask that
they be displayed on the blackboard. I will ask the
students to join me on the carpet and we will discuss
our artwork using the process of describing,
analyzing, interpreting and judging (however I will
only ask students to tell me their favourite posters
and slogans in order to avoid negative feedback from
peers).
Follow Up:
We will revisit these posters in a follow-up lesson
when we discuss a plan of action to combat bullying
at the school. What will our poster campaign slogan
be? Where would our posters be the most effective
in our efforts to combat bullying (referring to our
bullying maps may help with this)? Are there other
actions beyond a poster campaign we wish to take to
combat bullying?

Criteria for Anti-Bullying Posters

Expectations
1. I have made my poster
neat, legible, and easy to
read
2. I have made my poster
colourful
3. I have made my poster
well-organized. (ie/ the
poster doesnt look
cluttered, everything is
spaced out nicely, I have
made good use of my
page, etc.)
4. I have made my poster
attention-grabbing (ie/ I
have used an attentiongrabbing slogan, the
message of my poster is
clear, etc.)