Teacher: Robyn Matchett

Grade: 6

Subject(s): Art and English Language Arts

Art Learner Outcomes:
Component 10- Purpose 1: Students will record or document activities, people and
discoveries.
A: Everyday activities can be documented visually.
D: Knowledge gained from study or experimentation can be recorded
visually.
Component 10- Purpose 2: Students will illustrate or tell a story.
A: A narrative can be retold or interpreted visually.
C: Material from any subject discipline can be illustrated visually.

ELA Learner Outcomes:
General Outcome 2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media
texts.
Observe and discuss aspects of human nature revealed in oral, print and
other media texts, and relate them to those encountered in the community.
Summarize oral, print or other media texts, indicating the connections among
events, characters and settings.
Identify or infer reasons for a characters actions or feelings.
Make judgements and inferences related to events, characters, setting and
main ideas of oral, print and other media texts
Comment on the credibility of characters and events in oral, print and other
media texts, using evidence from personal experiences and the text.

Resources:
Picture book: The Black Book of Colours by Menena Cottin, illustrations by
Rosana Faria (2010). A book of short verses in which a boy named Thomas
explores different colours without the use of his sight. The book is black and
illustrated through texture, with braille to accompany text, so that children
with visual impairments may also enjoy the imagery.

Chapter book: Peter Nimble and his Fantastic Eyes by Jonathan Auxier
(2011). A book about a blind orphan who is trained to be a master thief, and
the adventure he experiences after stealing 3 sets of magical eyes.

Procedures: The Black Book of Colours
Main book for book talk and ideally presented after Peter Nimble
1. Read The Black Book of Colours to the students. Have a discussion on the
topic of the book and how Thomas describes the different colours. Think,
pair, share on how you could explain your own favourite colour without
saying how it looks or using objects or examples of the colour.
2. Extension of learning: Have students write name on back of cardboard
before starting. Using the list of examples the students have compiled ask
them to create a textured artwork using only cardboard and Elmers glue.
They may want to sketch out their design beforehand in order to avoid
mistakes while using the glue. Make sure the glue is not spread out, instead it
has to be a raised bead on the cardboard in order to give the piece texture
once it is dry.
a. Instruct student to cleanup and put their pieces aside to dry. Next
class, once the glue has dried the students can paint over the dried
glue and cardboard in one uniform colour (either black to emulate the
book or the colour they chose to portray).

Procedures: Peter Nimble and his Fantastic Eyes.
Presented before The Black Book of Colours
1. Read book as a class. During reading have students actively creating
connections using mind-mapping techniques.
2. Once the book is completed the students can create a book report on themes,
characters, setting etc.
3. The reading of this book, although used to conduct a book report later, can be
used as an incentive e.g.: Dependent on behaviour, we have time to read a
chapter of Peter Nimble at the end of the day
a. By doing this it gives the students something to be excited about in
regards to literature.
4. Students will create a poem about their favourite colour without using visual
cues. This can then be paired with the art piece created by students after
reading The Black Book of Colours.

Reflections:
I think that this teaching plan is effective, as it incorporates a common
topic/theme into two separate subject areas. Not only is there a structured aspect to
the literature choices in ELA, but there is also creative freedom in Art. This allows
for transfer between subject matter. In art the students are able to explore a
different point of view on art, one that may not have been taught before. At this
point in time I would be worried about the ELA aspect of my teacher plan. Not only
is this outside my subject matter, but I would Ideally like to expand this novel study
into more of a unit (something we will not learn until PS2). I believe that creating a
unit surrounding the novel would relieve some of the burden of a long-term
assignment. Not only would a unit be more practical in terms of time needed, but a
teacher would also be able to incorporate more GLOs than I have here.