Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Quercus| Site Map | Contact Us | Accessibility | Feeling Distressed?
INSPIRING EDUCATION | oise.utoronto.ca
ESL Infusion at OISE
Go to selected destination

Title: Neighbourhood Mural

Grade: K-6

Description of Idea: This lesson plan about neighbourhoods will allow students to become familiar with what makes up a neighbourhood and express these ideas by creating a mural.

Expectations: It is expected that students gain an understanding of the components that make a neighbourhood, and be able to describe those aspects and how they fit into the neighbourhood as a whole.

Student Groupings:
This lesson is done as a group project, where each student in the class has to describe objects that are in a neighbourhood, and create THE object visually to add to the mural.

Teaching Strategies:
Part 1: Brainstorm
Brainstorming is a great way to get a flow of ideas from students, and allows students an opportunity to contribute to the project. The teacher allows students to brainstorm locations and objects in their neighbourhood , such as stores, parks, schools, libraries, etc.

Part 2:
*The teacher draws the street on the mural paper. This is where the neighbourhoods can be built around.
*Each student can draw a house/object from his/her neighbourhoods and place it on the mural.
*Encourage students to draw about their own neighbourhoods.
Students write a reflection at the end of the assignment, describing their experience and how they felt, and what they learned by participating in the assignment.

Mural Paper
Construction paper

Assessment Strategies:
This lesson plan can be assessed based on level of participation by the students and their level of effort contributed to the neighbourhood mural. Teachers can also assess the students’ journal reflection for cohesiveness of ideas, and grammar.

Adaptations: Instead of creating a mural students can describe the shapes that are present in objects in their neighbourhoods, and draw a picture of that object. They can describe how it is related to that specific shape. This allows the students to see real life representation of the shape.

Source: Davis Bing, Rosalind. Farrel, Tina. Hodax Rhoades, Jane. McCoy, Gloria. Morris, Bunyan. Yoshida, Nan. SRA Art Connections, teachers addition, level k. Columbus, Ohio. SRA McGraw-Hill:1998. 115

Submitted by: Natalia Charles

OISEcms v.1.0 | Site last updated: Tuesday, June 19, 2012 Disclaimer

© OISE University of Toronto
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6 CANADA