Lesson Plan Template

Grade: 5rd Grade Subject: Art, Culture

Materials: 6” wooden hoop, suede or leather cord, a semi-thick Technology Needed: Smartboard, iPads,
thread or sinew, scissors, feathers, beads, a hula hoop, thick cord or
rope, hot glue guns

Instructional Strategies: Guided Practices and Concrete Application:

€ Direct instruction
€ Guided practice
€ Socratic Seminar
€ Learning Centers
€ Lecture
€ Technology integration
€ Other (list)
€ Peer teaching/collaboration/
cooperative learning
€ Visuals/Graphic organizers
€ PBL
€ Discussion/Debate
€ Modeling
€ Large group activity € Hands-on
€ Independent activity € Technology integration
€ Pairing/collaboration € Imitation/Repeat/Mimic
€ Simulations/Scenarios
€ Other (list)
Explain:

Standard(s) K-12 ND State Standards: Differentiation

VIsual Arts K-12 Standards Below Proficiency: Teacher will follow

modifications/accommodations in IEP/504. Students who are
below proficiency and needing help within this lesson will receive
one-on-one from the teacher during guided practice &
VA:Cr1.5 a. Combine diverse concepts and artistic methods to choose
independent practice.
an approach and create an artwork.

Objective(s) Above Proficiency: Students who are above proficiency will be

allowed to help their classmates catch up in the process of
creating the dreamcatcher.

The students will combine different materials in order to produce a Approaching/Emerging Proficiency: Students who are
dreamcatcher of their own. approaching and/or emerging in proficiency will receive help as
needed during guided and independent assignments.

Modalities/Learning Preferences: IEPs or 504s will be followed.

Bloom’s Taxonomy Cognitive Level:
Students will have the opportunity to work with small items such
Level 5: Synthesis. The synthesis aspect of Bloom's Taxonomy is found as stress balls, as well as have access to flexible seating as the
in the creation of the dreamcatcher. situation allows. Students may also be allowed to stand up while
working, or to work apart from their classmates.

Classroom Management- (grouping(s), movement/transitions, etc.)
The bell method and a behavior chart will be utilized, ranging from
different colors and different levels of acceptable behavior. The
consequences range from not getting their prize cards stamped at the
end of the day to principal or parent involvement as individual names
get moved down on the scale.
Behavior Expectations- (systems, strategies, procedures specific to
the lesson, rules and expectations, etc.)
Students will be expected to sit respectfully during the lesson and to
raise their hands when they have a question. They will also be
expected to participate to the best of their ability when called upon for
discussion (for answers).
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When transitioning to a new activity, a brief wind-down period will
also be needed in order to transition to the next activity calmly.

Minutes Procedures

2 Set-up/Prep:

The teacher will provide the students with the materials in stages:

(1) The first stage of creation will require the students to wind about a yard and half/two yards of suede or leather cord around
their hoops, and secure them with knots, so they will receive their hoops and suede first.

(2) The students will receive about a yard of waxed thread (sinew).

(3) The students will pick out their choice of colored beads and feathers.

3 Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)

The teacher will engage the students in the activity by telling a few short stories, each about how the dreamcatcher works and what
it symbolizes. A video will be pulled up for the class to watch, and the teacher will use the hula hoop and thick cord to show the
students how a dreamcatcher is woven on a larger scale.

This is the weaving-the-web video: https://www.youtube.com/watch?v=PcY_60sg0w0

Note: not all of it has to be watched, but the students may enjoy pulling the video up on the smartboard or on their iPads to work at
their own pace.

15 Explain: (concepts, procedures, vocabulary, etc.)

(1) The students will continue to wrap the cord around their hoops in a neat fashion (with the teacher showing them how to
hide the beginning of the cord) until no wood is visible. Be sure that the final knot is tight.

(2) The teacher will continue to instruct the students on how to weave the web.

(3) The teacher will assist the students in threading their beads, as well as securing the cord that hangs down from the hoop,
either by knotting it or securing it with beads, and will also assist them with the hot glue.

25 Explore: (independent, concrete practice/application with relevant learning task -connections from content to real-life
experiences, reflective questions- probing or clarifying questions)

After completion, or during the process, the teacher will read from the book, “Grandmother’s Dreamcatcher” by Becky Rae
McClain, which is a book about a little girl whose parents have gone away for a while. Their absence gives her nightmares, and her
grandmother introduces her to the dreamcatcher, which catches her bad dreams.
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Review (wrap up and transition to next activity):

When transitioning to a new activity, a brief wind-down period will also be needed in order to transition to the next activity calmly.
The students will proudly display their dreamcatchers on the wall devoted to artwork; alternatively, they may take their artwork
home, if that isn’t possible.

Formative Assessment: (linked to objectives) Summative Assessment (linked back to objectives)

Progress monitoring throughout lesson- clarifying questions,

check-
The summative assessment for this project will be the final product of
in strategies, etc. each student’s dreamcatcher project.

The formative assessment in this lesson is visible in the creation

process. The progress each student has made will be shown through
the physical dreamcatcher, and this will be the formative assessment.

Consideration for Back-up Plan:

As a back-up plan for this lesson, the students may be allowed to

make bracelets or ornaments from the left over suede, thread,
feathers and beads.

Reflection (What went well? What did the students learn? How do you know? What changes would you make?):