LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St.

Georges

LESSON PLAN
Grade: 2/3 Lesson Title: Directed Christmas Drawing Activity Lesson Duration 45 mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to
the POS, what students will learn and how the lesson will conclude. See example in Instructional video provided.

Students will learn how to draw a snow globe. Throughout the lesson, students will take part in an activity where
they will follow along the steps with me and then color in their drawing once they are done. This is directly
related to the grade two arts program of study. In the conclusion of the lesson students will know how to draw a
snow globe and how to work through making their snow globe unique.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just
because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO
1-2 SLO's]

GLO /GLE SLO/SLE

 LEVEL ONE (Grades 1 and 2)  Concepts
 DEPICTION A. All shapes can be reduced to basic shapes, i.e., circular,
 Component 4: triangular, rectangular.
o MAIN FORMS AND E. A horizontal line can be used to divide a picture plane into
PROPORTIONS: Students will interesting and varied proportions of sky and ground.
learn the shapes of things as well
as develop decorative styles.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference. * See Instructional Video
 Students will use basic shapes such as circles and rectangles to draw their snow globe.
 Students will use a horizontal line to divide the snow globe and the ground.
 Students will use decorative styles to improve their pictures.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself and are
specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video)

Why is it important for students to learn what shapes different objects are when drawing different pictures?

Lesson Guiding Questions: Formulate several. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express, appreciate...be clear on
what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and provoke student
thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc.. * See Instructional Video

 What does a snow globe look like?

 What does it look like to color in the lines?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
resource is and why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson.

Resource #1: https://artprojectsforkids.org/wp-content/uploads/2021/10/How-to-Draw-a-Snow-Globe.pdf

Resource #2:
Resource #3:

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to
your lesson

 Paper
 How to draw a snow globe instruction
 Document camera
 Markers
 Pencils

Lesson Procedures

Introduction (__min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section.

 Introduce what picture we will be drawing today (1 minute)

 Explain that we will do one step at a time together and if students need any help, they can raise their
hands (1 minute)
 Show the final picture and ask students if they have any questions.
 Remind students of behavioral expectations.

Transition: Students can get a piece of paper and a pencil, and we will get ready to do the first step.
Body (__min.): This is the largest part of your lesson. The body is comprised of Steps and Procedures, Identified Teaching Strategies,
Assessment. In each section write clearly and concisely.

Image a substitute teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies,
organization of class etc. How and when are you using formative assessment in your lesson?

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson Identify Teaching Strategies/Rational
body there should be a least two activities and one transition. You may have 3 Example: Direct instructions, pair/share, jigsaw,
activities and 2 transitions. An activity can be reading - transition - partner dialogue whole group discussion etc. When will you use these
(as an example). Each activity and transition are structured and timed. Be explicit and why? You will list in your body, but you will explain
* Style of writing is descriptive and concise. You are not narrating, rather you are
your choice here.
describing in detail, the activity, the learning, critical information to carry out the
lesson. Drawing Steps [Direct Instruction]: I used this in
activity #1, so that students would have more
Activity #1: Drawing Steps [Direct Instruction] (15 minutes) guidance with their drawings and not feel
overwhelmed.
 Start by doing the first step underneath the document
camera, and then walk around to observe how everyone Coloring Pictures [Interactive Instruction]: This
is doing and to see if anyone has any questions. was used in activity #2 in the lesson, and it
 Continue this process for each step until everyone is allowed students to have a little bit of time to just
finished. listen to Christmas music and color their pictures.

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 St. Georges
It was a nice relaxing, fun activity for everyone.
Transition: Move into coloring pictures.

Activity #2: Coloring Pictures [Interactive Instruction] (15 minutes)
 Show students what it looks like to color in the lines.
Make sure students know this won’t be a scribbling
activity, but a nice coloring. We want to color in our lines
like grade 2/3s.
 Once students are done, ask if they will be handing them
in or taking them home.
Transition: get ready for lunch. Students will hand in coloring
sheets, clean up the class and get ready for lunch.
Assessments/Rational (minimum of two)
Type/Name: Snow globe picture.
Where Assessment Occurs: Students handed this
in at the end of the activity. Some were finished
and some weren’t.
Formative: Example: observation/anecdotal,
student/teacher conferencing, check list, worksheet,
discussion, or other techniques from your evaluation
text book. When will you administer these and why?

Consolidating and Closure: ( ) mins *beyond 'clean up'

In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear
steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 minutes or more, depending on the lesson.

 If we have time, students can go around the classroom and show a couple of their friends their pictures,
before handing them in.