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My Place Project Lesson Plan

Subject / Course: Arts Education TC Name: Rebecca Schuler

Grade Level: 6 & 7 Date:
Topic: My Place Project Time of Class:
Cooperating Teacher Name: Melanie Prins Nash Room # / Location:

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:


- Life long learners, sense of self, community and place, engaged citizens

b) Indicators:
- students will create a panting of their own bedroom as their personal place
- students will reflect on their surroundings
- students will learn and create a piece using a certain artists style
- students will create an actual representation of their bedroom

c) Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)
Students will develop thinking by learning a new artists style and applying to their own personal place and
creating it to reflect themselves. Students will develop identity by creating their own personal place on
paper and the elements that make it their own. Students will develop literacies by the opportunity to reflect
on themselves and what they value in their everyday lives. By reflection on their own lives and producing a
image that reflects themselves students will develop social responsibility to themselves.

d) Professional Growth Portfolio Goal(s):

2.2 proficiency in the Language of Instruction
2.4 ability to use technologies readily, strategically and appropriately
2.6 ability to strive for/pursue new knowledge

3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and

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2. Assessment and Evaluation:
(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include?
e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Formative- I will asses throughout the lesson on participation of students in discussion and their ability to plan for the
project to start creating ideas of what things are important to them and what they would like to showcase in their
painting. I will asses understanding the meaning of place and why students think their rooms are their own place

Why is your bedroom your place rather than any other room in your house?
Why are our places important?
What do you notice about Erika Stearly?

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

P- Has difficulty communicating and paying P will work on a modified art project with
attention educational assistant, pictures of places or her own

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will
be, where the teacher stands, where the students are working etc. you may wish to include a map/layout of
the classroom on a separate sheet and reference it with modifications if lesson changes)
For this lesson we will be in the art room, students will be sitting at their tables facing the smart board at
the front of the classroom. On the smart board I will have my presentation introducing the project, after my
presentation I will show the student a picture of my own bedroom and my example of what I want them to
do. I will also have a collection of my things in my room that mean something to me to show the students.

4. Required Resources

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(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)
- smartboard
- computer
- prezi
- example painting
- collection of items

5. Content and Teaching Strategies of Lesson

a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

This lesson will be a introduction to the project, I will introduce the project and the artist we will be studying
and replicating her style. I will give the students an example of my own work and a collection of my own
things that make up my room. At the end of the lesson I will ask the students to bring a picture of their
bedroom to class next week.

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)
I will motivate the students with my presentation and images of the artist that inspired this project. Showing
the students my collection of items from my own room will inspire them to think about their bedrooms and
what is important to them.

c) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for
teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of
thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00
10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an
activity, problems to solve, worksheets etc.).

1. Presentation
2. Show picture of my own room
3. Show my example piece
4. Pass around my collection of items
5. Remind students to bring picture for next week

I will be using direct instruction to introduce the project then hand on learning with the collection
of items to inspire while students look at my example of the project.

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d) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)
I will wrap up my lesson by telling the students to bring their pictures for next week so we can
start drawing and to make their own collection of items at home to include in their painting to
spark inspiration. Remind students this project should not be perfect it's a representation of
their place using a certain style but should follow art principles such as perspective and

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

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What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

The presentation I did explained I know this because it was laid Keep reminding students of what
the project well. out in a way that students is expected during their work
understood what was expected time
of them at the end of this project

My examples of the artist We went to the artists website Show more examples when
and looked at her painting and students start to paint.
discussed what we saw in them
and what makes them so unique.
Students loved picking things out
and talking about the paintings

My personal painting of my Students loved seeing what I did Keep the example around to
bedroom and it gave them a hands on refer too as they work
example of what I want their
paintings to look like
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a

My instructional strategies I was very comfortable with Keep practicing this

material and students, which I
was able to go off on tangents
with students and also bring the
lesson back.

I was able to answer any I had a lot of questions come at Go over instructions more than
question me during this lesson while one so there is not as many
introducing the project. I was questions
able to answer all of them in a
way that made sense to the

I explained this complicated I used terms students already Revisit these terms with students
artist style in a simple way knew and were familiar with for as the project goes on.
students to understand what I am
looking for in these paintings.

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