Colour and Letters

Overview

In this first lesson of the "Creative Name Portraits" unit, young learners will explore the use of pastels — a vibrant and tactile art medium — to develop their name-writing skills and express creativity. This 30-minute session is designed specifically for New Zealand Year 2 and 3 students with diverse learning needs, including ESOL learners and those working below expected levels. The learning activities align closely with the refreshed New Zealand Curriculum (NZC), fostering foundational competencies in using language, symbols, and texts alongside creativity and self-management.

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Learning Intentions (WALT)

We Are Learning To:

• Explore and use pastels to create colourful, expressive artworks.
• Practise writing our names repeatedly, focusing on correct letter formation and colour choice.
• Use creativity to experiment with colours and patterns in our name art.

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Success Criteria

I know I am successful when:

• I can hold and use pastels safely and with control.
• I can write my name clearly, recognising each letter.
• I use more than one colour to make my name bright and interesting.
• I enjoy sharing my work with others.

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Curriculum Alignment

Learning Areas and Achievement Objectives

• The Arts (Visual Arts):
  • Developing ideas in response to objects and experiences / exploring the qualities of materials (Foundation to Level 1)
  • Using a range of materials, processes, and techniques to create artwork
• English - Using language, symbols, and texts:
  • Students use symbols and texts to express identity and communicate ideas, including name writing.
• Key Competencies:
  • Using language, symbols, and texts – practicing letter formation and visual expression.
  • Managing self – developing focus, persistence, and confidence with art tools.
  • Relating to others – sharing materials and ideas respectfully.

Specific NZC References

• The Arts Strand:
  Visual Arts – Exploring and Developing Ideas, and Communicating and Interpreting meaning through exploring materials.
• Key Competencies:
  As described in the refreshed curriculum, these are embedded through specific tasks allowing students to partake actively and expressively, while managing materials and self-expression .

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Lesson Details

Time (mins)	Activity	Description	Differentiation & Support
0–5	Introduction to Pastels	Show the pastels, explain they are soft, colourful sticks for drawing. Model how to hold and use gently. Discuss the vibrancy of colours. Use clear, simple language and visuals for ESOL learners.	Use real pastel crayons for hands-on demonstration. Use te reo Māori colour words (e.g. karaka for orange). Prepare handouts with pictures and pastel colour names for reference. Provide one-on-one support if needed.
5–15	Name Writing Practice with Pastels	Each student receives a sheet of paper. Invite them to write their name repeatedly using different pastel colours. Emphasise letter formation and encourage colourful creativity. Provide verbal prompts and letter formation guides.	Provide name tracing sheets for ESOL and learners requiring extra support. Allow verbal sharing of names for students with limited English. Use alphabet charts with pictures and tactile letter cards. Pair students for peer mentoring.
15–25	Creative Exploration	Encourage students to decorate around their names using pastel strokes—lines, dots, or simple shapes. This promotes creativity and fine motor skills.	Allow use of pastel tip for broader strokes or side for shading, matching motor skill levels. Offer templates or stencils for students needing fine motor assistance.
25–30	Sharing & Reflection	Invite students to show their artworks and say their names aloud. Reflect on what they enjoyed, the colours they chose, and how they felt using pastels.	Use sentence starters and visual prompts for ESOL learners. Celebrate all achievements, reinforcing school values of respect and self-confidence.

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Materials Needed

• Assorted pastel crayons (soft chalk pastels)
• White art paper, approx. A4 size
• Name tracing sheets (dyslexia-friendly fonts, large clear letters)
• Alphabet posters or cards
• Wet wipes or cloths for pastel dust clean-up

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Assessment

• Ongoing Observation: Teacher monitors students’ ability to hold pastels, letter formation, and engagement.
• Use of Success Criteria: Confirm students meet criteria through peer and self-assessment prompts (e.g., “Can you show me your name?”)
• Portfolios: Collect artwork as evidence of progress in name writing and creative exploration.

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Differentiation Strategies

Learner Need	Strategy
ESOL Learners & Limited English	Use visual aids, bilingual support words, sentence starters, and small group assistance. Encourage verbal responses to connect spoken and written language.
Learners Below Expectation	Provide name tracing templates, sensory support (e.g., holding pastel with finger grips), and one-on-one modelling. Frequent positive feedback to build confidence.
Dyslexic Learners	Use dyslexia-friendly name sheets with clear fonts and spacing. Allow oral name dictation to support spelling and letter shapes.
Advanced Learners	Challenge to experiment with mixing pastel colours, layering effects, or creating background patterns around their names using different pastel techniques.

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Extension Activities

• Use black construction paper for creating pastel “glow” effects around names.
• Create group artwork combining individual name portraits into a colourful class mural.
• Introduce simple pastel blending demonstrations for those ready to explore more complex pastel art.
• Encourage writing of their full names or simple words related to their interests using pastels on additional sheets.

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Incorporating School Values

• Respect: Sharing materials and listening during sharing time.
• Integrity: Encouraged to do their best and take pride in their individual work.
• Self-Confidence: Sharing art proudly in front of peers.
• Empathy: Supporting classmates with materials and encouragement during activities.

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Tips for Teachers

• Keep instructions simple and repeat key points.
• Use plenty of praise and visual examples.
• Allow flexibility in how students use pastels to accommodate varying motor skills.
• Integrate te reo Māori colour terms to support bilingual natural learning.

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This lesson plan offers a hands-on, vibrant, and inclusive start to the "Creative Name Portraits" unit, responsive to the needs of New Zealand Year 2-3 students while tightly aligned with the refreshed national curriculum’s goals and key competencies. It balances skill development in literacy and art with enjoyment and creativity, fostering a strong foundation for future learning.

If you require the continuation of the unit plan, or printable resources such as dyslexia-friendly name tracing sheets, please let me know!