BLM 5.
12 Lesson Plan
PLANNING THE LESSON/SUBTASK: Part 1
Date: __November 17, 2020 Grade: ____6____ Timeframe (time available): _50minutes
Curriculum Area: Art: Visual Arts______ Title of Unit (if appropriate): __Reflecting, Responding and Analyzing ___
Context: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? (Prior Knowledge?)
This lesson will fit into the middle portion of the curriculum.
Curriculum Expectations:
Academic Social
Overall Expectations - Sharing of materials
D3. Exploring Forms and Cultural Contexts: - mutual respect
demonstrate an understanding of a variety of art -taking turns listening and sharing with one another
forms, styles, and techniques from the past and -Opportunities for meaningful conversation
present, and their sociocultural and historical
contexts.
Lesson Objectives
D1.2 demonstrate an understanding of
composition, using selected principles of design to
create narrative art works or art works on a theme
or topic
D2.1 interpret a variety of art works and identify
the feelings, issues, themes, and social concerns
that they convey
D3.1 identify and describe some of the ways in
which art forms and styles reflect the beliefs and
traditions of a variety of communities, times, and
places
Big Ideas:
- Lines, colours, textures, and space
- Context in art
Connections to Equity, Diversity, And Social Justice:
Cross Curricular Connections: Connections to Students’ lives: (local/global)
1. Language: Students will get the chance to write
about their art piece and the backstory to their art - Students can make an art piece about their culture,
2. Social Studies: Students will get the chance to family or something from their community that
look at art from different time periods in history such resonates with them (local)
as the Great Depression and the Harlem - Students are also learning about artists and history
Renaissance in Canada and the United States. Students can also
create an art piece about a historical event or
person that means something to them (global)
Assessment:
Diagnostic (assessment for learning) ___ Formative (assessment for/as learning) ____ Summative (assessment of learning) ___
Work Samples Other (group discussions, must
Observation Peer-assessment hand in observations written in
notebook for teacher to mark)
Learning Log/Journal Project
Presentation/Performance
Presentation/Performance Interview/Conference
Published Work (Displayed on the
Anecdotal Notes Personal Reflection classroom creative shelf in the hallway
Self-assessment Rubric for other students in the school to see)
Audio/Video/Technological Checklist Graphic Organizers
Presentation Rubric
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:
Instructional Environmental Assessment
Increase/Decrease time, amount Change space, seating, quiet area Use a tape recorder
Scribe for student Change grouping Draw a picture
Extend Wheelchair access Scribe for student
Use manipulatives Act it out
Peer tutor/Partner Write using spell check
Oral explanation Use the computer
Include visuals, models, organizers
Modifications for: _______________________________________________________________ (name(s) of students).
*At this point, teacher would be aware of any accessibility concerns (Via office, attendance, and prior knowledge). In
the case of a supply teacher students requiring modification will be stared and/or pointed out.
Materials/Resources:
Teacher Resources Human Resources Student Materials Equipment
Art curriculum Educational Assistant if -Paint (acrylic and/or water -Projector
YouTube needed. based) -Laptop/computer
Visual Art Resource for -Paint brushes -Schools’ iPads/tablets
Teachers about Indigenous - tissue paper (all colours)
Art -felt (all colours)
https://dvsa.ca/wp- -pipe cleaners (all colours)
content/uploads/2019/06/dvs -School safe glue
a-artists-connection-5- -Construction paper (all
resource-guide-web.pdf colours)
A guide for teachers about -11x14 canvas for all
art produced during the students in the class
Harlem Renaissance -newspaper (to cover the
https://theartofeducation.edu tables)
/2017/11/16/promote- -cups of water (on each desk
original-art-inspired-harlem- to wash paint brushes)
renaissance/ -Journals, pencil, erasers
Information about Sally
Gabori’s art
https://blog.qagoma.qld.gov.
au/sally-gaboris-mirdidingki-
my-country/
BLM 5.12 Lesson Plan Template #1 (Cont’d)
DELIVERING THE LESSON/SUBTASK - Part 2
*Grouping: W = Whole class; S = Small group; I = Independent
Timing Grouping Mental Set (hook): Materials/
W S I As students come into class, have them chat with their elbow partners Resources
about the question on the board – where do you see art in your life? Once YouTube Video
10 everyone is settled and has had 2 minutes to chat, bring students 1:
minutes attention to the art hung around the room. Have the students walk around https://www.yout
the classroom for 5 minutes to look at the art. Warn students that there is ube.com/results
one minute left and have them move to an art piece that resonates with ?
search_query=c
them the most. Once all the students have congregated around their
an
chosen art, put discussion questions on the projector. If one art piece has
%27t+stop+the+
more than 10 people, split group into to groups.
feeling+trolls+
Discussion Questions
1. How does this art make you feel?
2. How does the artist use elements of design in their painting?
3. What do you think the artist is portraying in their art piece?
Provide 5 minutes.
Checks for understanding – walk around class and observe
conversation and ask questions to encourage further thought.
Mix up groups so each group has at least one person from each painting
(if possible). Give each student the chance to talk about their art piece
(feelings, elements of design, what artist is portraying) – 5 min
Timing W S I Sharing the Purpose/Objectives (in student language) Class emblem
or contact with
5 mins mutual respect
Discuss how we will be discussing cultures and traditions and that we need to be
respectful and use good listening skills. and listening
Objective is to use our knowledge of design elements to create an art piece that listed on it.
represents something that is important to us or is part of our identity, family or
culture.
Timing W S I Body: Input, Modeling, Check for Understanding, Guided Practice, Independent Practice Bloom's
Taxonomy:
Have students return to their desks, and begin slideshow. Discuss the art on the
35 __Remembering
screen (what art is portraying, feelings, and elements of design) give background __Understanding
mins
to each picture (culture, history, role model, place-based). For a couple of the art __Applying
pieces, have the students talk with their elbow partner and then come together as __Analyzing
__Evaluating
a class. (8 min)
__Creating
Learning Styles:
Discuss Maya G. artist philosophy “everyone is an artist, …” __Visual
Explain activity – students get to choose anything that resonates with them, __Auditory
__Kinesthetic
something from their culture, traditions in their family, place that you love, a role
Multiple
model and create an art piece incorporating design elements that we discuss. Intelligences:
__Verbal/Linguistic
In their art journals, brainstorm some ideas of the theme or focal point for their art __Logical/
Mathematical
piece and some art materials they would like to use and why students get the
__Musical/
opportunity to make their art piece using materials provided from the teacher. (27 Rhythmic
min) __Body/
Kinesthetic
__Visual/Spacial
__Interpersonal
Check for understanding: Interview You __Intrapersonal
__Naturalist
Teachers walk around and have one-on-one conversation with students
__Existential
about what they are making
Timing W S I Closure (sharing the learning in some way): Their creative
designs
2 In their journals, have students take 2 minutes to write something
minutes they learned or enjoyed during the lesson. Submit journals on their
way out.
Timing W S I Homework/ Reminders:
1 Students will go home and listen to their chosen songs a few more times
min and brainstorm their artwork in the notebooks. They must use pictures,
symbols, and words to describe
