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Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Recipe Book Cover Page Grade: 1 Date: Dec 4th/17
Subject/Strand: Arts – Visual Arts Unit: Holiday Art Location: Classroom Times: 40-50 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
I am teaching students how to use different classroom materials to create a piece of art. It fits into the unit as students create
holiday art that will be apart of the non-fiction unit. The BI is for students will develop understanding of all principles of design (that is,
contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 1
will be on contrast.
Ontario Curricular Overall Expectations (numbers from documents and details)
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using
elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
D1.4 use a variety of materials, tools, and techniques to respond to design challenges (e.g.,
• drawing: use wax crayon or oil pastel lines on coloured paper to express their responses to different kinds of music or rhythm
• mixed media: use torn paper and textured materials to create a landscape collage of a playground that includes a horizon line
• painting: create paint resists that are made with wax crayon on paper, using rubbing plates that have a variety of textures [e.g., bumpy, wavy]
to create imaginary creatures inspired by the artistic style of Eric Carle
• printmaking: use cut sponge or cardboard and paint stamping to make a pattern of geometric and organic shapes
• sculpture: use glued or taped scrap wood to build a wood block sculpture of an imaginary geometric machine)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn to use classroom materials in my art.

Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
I CAN: make a two dimensional piece of art
I CAN: use materials such as scrap paper, cotton balls and paint to create art
I CAN: follow directions

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Do Students will be following an example of an art Assessment tool: Anecdotal chart,

piece. They will create the picture with materials organized by SC and student name, each
such as scrap paper, glitter, cotton balls etc. student will have a space per SC and will
They will be assessed on their ability to follow be marked accordingly on their progress.
direction and create their piece of art. Students will also be assessed on the chart
for their ability to follow direction, use of
materials and ability to create a two
dimensional piece of art.
Prior Learning: Prior to this lesson, students will have
n/a – part of the non-fiction unit
I.E.P. program implications: Accommodations, Modifications
FL: accompanied by EA, may participate
JC: will participate with peers
Differentiation: Content, Process, Product, Environment, Assessment
Environment: commons room will be available to students who are easily distracted or bothered by noise level
Learning Skills/Work Habits: [ x ] responsibility, [ ] organization, [x ] independent work, [ ] collaboration, [ x ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Recipe Book, Non-Fiction, Art, Christmas, Holiday
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Growing Success
Art Curriculum Ontario
Planning for Student Learning ETFO
Paint, Paper, Craft Supplies, Scissors etc.

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)

Good Afternoon Grade Ones! Today we are going to have so

much fun because we are doing ART today!

We have been working on our recipe book all last week! So this
week we are going to make an awesome cover for our recipe

Before we get started lets go over our learning goal:

Today I will learn to use classroom materials in my art.

I CAN: make a two dimensional piece of art

I CAN: use materials such as scrap paper, cotton balls and paint
to create art
I CAN: follow directions

Here is an example of what we are making this week.

[Teacher will have a premade example to show the class, it will
be hung on the whiteboard for students to look at]

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: __20____-___30____ (Indicate time breakdown of instructional elements)

So grade ones everyone will get a piece of paper. The first thing
we are going to do is paint. We are going to use snowy colours
like white, light blue and dark blue.

The first thing we are going to do is write our name on the back [Students will be sitting waiting for instruction, learning about the
so Miss Egan knows whom it belongs too! reason behind our activity today]
The first thing we are going to do is paint our sheet, you’re going
to want to paint the BACKGROUND first. So we are going to use
our snow colours and create a winter background, you can use
whatever colours you would like, you can mix them together as [Although students are following a pre made example, they are
well. If you would like you can include a ground. We need given some artistic freedom in choice of colour and materials]
something for our snow globes to sit on. So, I used the dark blue
to create my ground, but you can use whatever you would like.
[students will be working on the painting, when finished leave to
If we have any early finishers, you can begin creating your dry]

Possible Prompt Questions: (based on Blooms) [Students high order thinking and metacognitive thinking will be
 Why did you choose these items? engaged by the educators open ended questions that challenge
 How did you figure that out? their thinking processes]
 Tell me how you thought about that.
 What is the most important idea that was generated in
today’s discussion?

 Can you explain this concept in your own words?

 Can you draw a diagram to illustrate this idea?

 Could you elaborate on that point?

 Can you explain what you mean?

 How do you know that?

 What do you think about the idea just presented by

your classmate?

 Do you agree or do you see the issue differently?


 Can you think of another way to solve that problem?

 Would you get a different result?

Give 10 minute warning for clean up.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ___5___-__10_____ (Indicate time breakdown of instructional elements)

Grade job today,

Today I will learn to use classroom materials in my art.
I CAN: make a two dimensional piece of art
I CAN: use materials such as scrap paper, cotton balls and paint
to create art
I CAN: follow directions
[Students will share what they have learned with an elbow buddy,
Before you show me with your thumbs, we are going to do a this will help them establish if they have met their learning goals
think/pair/share – find an elbow buddy and talk about what you today. They will walk away from the lesson with an understanding
learned today. of what they have learned]


Extension Activities/Next Steps (where will this lesson lead to next)

- continuing our art project
- Christmas classroom door

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
4. Were students able to transition to the next activity
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
4. How did I provide modeling, guided &/or independent
5. Was my behavior management technique effective?
6. Were students able to transition to the next activity
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being