Name: Chris Taylor Cohort:C1

Lesson Plan
Lesson Title: Beading in the First Nations and Metis communities Grade: 3 Date: 12/5/2017
Subject/Strand: Visual arts Unit: First nations and Metis Location: classroom Times: 2:05- 2:40
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?)
Today I am teaching the importance of beading in the First Nation and Metis communities. This is a lesson is a stand alone visual arts
lesson.

Big Ideas: Creating and Presenting

STEP 1 : CURRICULUM CONNECTIONS
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)
D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have
the community as their subject

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 create a piece of beading art work from the First Nations and Metis communities
STEP 2: ASSESSMENT
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
criteria.
I can: create bead work that represents the First Nations and Metis community circle (Ex. Infants, toddlers, children, youth, adults,
parents, elders, and grandparents)
I can: position the beads in their correct sequence of colours (white, yellow, red, black)
Assessment Mode- Assessment Strategy and Task for Students- Assessment Tool –
Oral - Students will orally tell the teacher Students will work independently to create a First Anecdotal notes – writing down
and peers what the importance of Nations and Metis bead community circle. The interactions from the students and if they
beading is to the First nations and Metis students will then demonstrate the importance of the are meeting the success criteria and
community. community circle and beading.
achievement chart.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning:
● Prior lessons in social studies First nations and Metis
● The students have created art work that has represented other cultures during Diwali
● Community wheel art activity
I.E.P. program implications: Accommodations, Modifications

Differentiation:

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [X] self-regulation
Students will be beading and if they are having trouble they will have to be able to self regulate emotions

Vocabulary: beading, community wheel, First Nations, Metis

Resources and Materials /Technology Integration:

- Hemp
 - Beads
- Hover cam
- First Nations and Metis community wheel
- You tube
- White board
- Visual arts curriculum
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 minutes

Teacher claps sequence Grade 3’s

Who remembers what this was called? (on the board the
teacher will show a picture of a First Nations and Metis “It is a community wheel For the First Nations and Metis!”
Community wheel)
“White represents elders and grandparents”
Great who can remind me what each colour represents?
“They tell the stories, legends, and teach people in the
What role do these people have in the community? community”
Great! Who can remind me what yellow represents? “Yellow represents babies and toddlers”
What role do these people have in the community? “They bring love and laughter to the community!”
Next is the red part of the circle. What does red represent? “Red represents children and adults”
What role do these people have in the community? “They are there to ask questions and to learn from the elders and
parents”
Excellent and the last one is black. What does black represent? “Black represents the parents”
What role do these people have in the community? “They are to provide for the community”
I am very impressed with all the information you remembered
about the First Nations community wheel!

Todays lesson is about the community wheel and the “is that when you make like bracelet and necklaces?”
importance of beading. What do I mean when I say beading?
“I made those at my summer camp!”
Yes! We will be learning about beading and the importance of
beading to the First Nations and Metis community.

In today’s lesson our learning goals and success criteria are…

Learning goals
Today I will learn:
To create a piece of beading art work from the First Nations and
Metis communities
Success Criteria
I can: create bead work that represents the First Nations and
Metis community circle (Ex. Infants, toddlers, children, youth,
adults, parents, elders, and grandparents)
I can: position the beads in their correct sequence of colours
(white, yellow, red, black)
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 minutes

The following video clip describes why bead work is so

important to the First Nations and Metis communities. Please
listen to the video as I will be asking you some questions at the
end!
Play video https://www.youtube.com/watch?v=Ungv0EN7ba8
0:00 – 1:00
Students will discuss with elbow partners for a moment
Grade 3’s, with an elbow partner turn and discuss why the First
Nations do beading?
“They bead to express their community”
I heard some interesting points let’s go through them quickly. “They bead to remember stories and legends”
“They bead for the creator and making things beautiful”
“It is important to wear things that are pretty and to represent
their community!”

“Well we talked about how they didn’t have books or write stories
like we do so they would bead in order to remember stories and
Great now why do you think this is important? legends”

“It is important to wear things that are pretty and to represent

their community!”

Excellent so today our activity will be creating bead work that

will represent the First Nations and Metis community! Mr.
Taylor has brought in hemp string, coloured beads, and wood
beads.

We all need to be mindful that Mr. Taylor bought this with his
own money and we all can’t use a ton of beads so here are the
requirements for this beading activity.

You must represent the community wheel so that means you

must use the following colours red, white, black, and yellow
You must have 5 of each coloured bead. In between each row of
colour you will place one wooden bead to separate the colours.
(while Mr. Taylor is explaining this activity he will also be
modelling it under the Hover cam for the students).
“Do we get to keep them?”
Are there any questions before we begin?
Yes you will!

Wait for Mr. Taylor to call your name. When you hear your
name you may come to the table and gather your materials
(four tables set up with all beading equipment hemp, coloured
beads, and wood beads.)

Once everyone has completed their bead work Mr. Taylor and
Mrs. Collins will assist with tying them around the students’
wrists.

Mr. Taylor claps sequence

Grade 3’s let’s clean up the extra beading material. Please put it
on the horseshoe table and come sit on the carpet!
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 minutes

Amazing work grade 3’s very impressive bead work! We will now
review our learning goals and success criteria.

Learning goals
Today I will learn:
- To create a piece of beading art work from the First
Nations and Metis communities
Success Criteria
I can: create bead work that represents the First Nations and
Metis community circle (Ex. Infants, toddlers, children, youth,
adults, parents, elders, and grandparents)
I can: position the beads in their correct sequence of colours
(white, yellow, red, black)

Were we successful in re-creating a personal community wheel

through bead work? “yes I can see all the different colours of the community wheel”

Your exit ticket today is to tell me what each colour of the Red adults
community wheel represents. What community members are Black children and young adults
associated with each colour. White elders and grandparents
Yellow infants and toddlers
Extension Activities/Next Steps (where will this lesson lead to next)
- Doing more beading type activities
- Continuing the visual art type of activities to enhance student learning
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?
Why?
4. Were students able to transition to the next activity
successfully?
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
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
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
demonstrated?