LESSON PLAN Art

Lesson Title:
Name:

Storytelling Baskets

Julie Lizotte

Lesson #
Subject:

1 of 1

Date:

Art

Grade(s):

Rationale:
Students will learn about how to create an original story from items in a basket. Learning how to create unique and original stories
from a few props allows students to explore their imagination, to expand their communication and interpretation skills. Students
need to work in collaboration and individually to create these stories, therefore they will gain the ability to make connections
between their ideas and others ideas, will develop their inter-personal skills and their socio-emotional skills.
{BIG IDEAS}:
Creative expression develops our unique identity and voice.
People connect to the hearts and minds of others in a variety of places and times through the arts.
Dance, drama, music, and visual arts are each unique languages for creating and communicating.
Prescribed Learning Outcome(s):
A1 Use a variety of image sources to create images, including feelings, imagination, memory, and observation.
A3 Create images featuring one or more visual elements and principles of design including line, shape,color.
A4 Experiment with materials, technologies, and processes to create particular effects.
B3 Describe and apply a variety of materials, technologies, and processes to create images.
C1 Describe a variety of reasons people make and use visual arts.
D1 Describe their response to artworks.
D2 Display individual and group artworks in a variety of ways
{Learning Standards Curricular Competencies}
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
purposeful play.
Explore personal experience, community, and culture through arts activities.
Observe and share how artists people who create works in any of the arts disciplines (e.g., dancers, actors, musicians,
visual artists); also means the students themselves (dancers, actors, musicians, and visual artists) use processes, materials,
movements, technologies, tools, and techniques
Interpret symbolism and how it can be used to express meaning through the arts.
{Learning Standards - Concepts and Content}:
Drama: character in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another, time, place, plot,
tension.
A variety of dramatic forms a medium for the expression of dramatic meaning (e.g., improvisation, tableau, role-play, mime, readers
theatre, story theatre); may involve the integration of a variety of media and a combination of the arts
Personal and collective responsibility ensuring the physical and emotional safety of others when engaging in dance; being
considerate of sensitive content, facilities, and materials associated with creating, experiencing, and performing in a safe learning
environment
Symbolism as a means of expressing specific meaning
Instructional Objective(s):
I will be able to express my thoughts, ideas and identity through storytelling.
Prerequisite Concepts and Skills:
Ability to communicate my thoughts verbally with others.
Basic ability to infer and question.
Ability to reflect upon self to create work of art.

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Materials and Resources:

Teacher
Story telling items (clothespins, seashells, rocks,
pinecones, felt pieces, twigs, etc)

Students
n/a

Baskets

Lesson Activities:
Teacher Activities
Introduction (anticipatory set):
Teacher will ask students to sit at the carpet.
Teacher will show the student a special basket that
was found today in the classroom (should we open it?
Should we shake it and guess whats inside?)
Teacher will open it and pull out the items. Teacher will
ask the students if we should try to create a story
together using these items.
Teacher and students will create a story using the
items, giving each students a chance to add to the
story.

Student Activities
Students will sit at carpet and actively participate.

Time

10 min
Students will participate in creating the story.

5 min
Body:
Teacher will explain to the students that other baskets
were found in the room and that they can split into
small groups and create their own stories.
Teacher and students will create a short criteria list,
and write them on chart paper.
Teacher will choose groups (mixed abilities), send off
students to different parts of room to explore what is in
the basket and to create their stories.
Teacher will circulate and take notes on student
participation, quality of discussions, ability to express
their imagination and practice turn-taking.
Teacher will invite students back at the carpet and will
ask if any groups would like to share their stories.
Closure:
Teacher will let students know that these baskets will
be available to explore at center time.
Teacher will then transition students to next activity.

Students will actively listen.

Students will participate in creating criterias.

Students will go with their groups and actively

explore the basket and create stories with their
groups.

10 min

Students will actively listen to other groups, and will

share their stories to the group.

10 min

Students will transition to next activity.

5 min

{Aboriginal Connections / First Peoples Principles of Learning):

* found with the Overview for each curriculum plus
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning involves patience and time.
Learning is holistic.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
Students will work collaboratively to help each other meet criteria.
Teacher will create groups with mixed abilities.
Students who struggle with verbal expression can be provided a piece of paper to illustrate their story.
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Organizational Strategies:
Baskets and materials will be ready prior to starting lesson.
Teacher will have groups already formed by mixed abilities.
Behavioural Management Strategies:
Student who is exhibiting disruptive behavior will be asked to verbalize his needs (I see that you are upset, tell me how you feel
and what I can do to help you right now).
On the second intervention, student will be asked to remove himself from the activity to reset (go for a drink, walk down hallway,
use sensory toy) and will be asked to join back when he/she feel ready to do so.
Assessment and Evaluation:
Students will work in collaboration with teacher to construct rubric.
Teacher will circulate through classroom and take notes of student involvement and quality of their discussions. Teacher will also
take notes during presentations.
Extensions:
Socials (Aboriginal storytelling for Canadian icons unit)
Reflections (if necessary, continue on separate sheet):

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Lesson Plan Template EDPR 3100, 3200, 4100, 4200

The lesson plan template is designed as a guide for students to use when planning lessons. The plan may be adapted to specific
subject areas and modified as students gain experience in each practicum. The template is a basic outline that can be used
directly as printed, copied in longhand, or expanded from the electronic version. It is important that all areas required in the
template are completed and that the lesson plan be sufficiently clear and detailed so that another teacher could use the plan to
teach the lesson.
The Lesson Plan template is currently under revision to reflect the new BC curriculum that will be in place in the next
year. Any area that is in brackets { } denotes a recognized area from the new curriculum
Rationale: Why are you teaching this particular lesson at this time? (e.g. is it part of a complex skill? Is it an essential prereading
skill in reading? Is it important that the students hear good literature?) What is the significance of the area of learning to students?
{BIG IDEAS}: Big Ideas are statements that are central to ones understanding in an area of learning.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in
each curricular subject. Your lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia,
on which the objectives of this specific lesson are based.
{Learning Standards Curricular Competencies}: A learning standard is an explicit statement of what students are expected to
know, understand and be able to do in a given grade and area of learning. Curricular competency standards are the same as
Prescribed Learning Outcomes only they come from the new curriculum.
{Learning Standards - Concepts and Content): Concepts and content define what students should know and understand in a
given area of learning.
Instructional Objective(s): What are the specific things students will be able to do as a result of this lesson? These objectives
should be consistent with your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the
story. The student will be able to describe the main idea in a paragraph of four sentences ). The objectives may also include things
the teacher wants to observe in the course of the lesson (e.g. to identify the potential leaders in group discussion). Students
should ensure that the instructional objectives are measured by your assessment and evaluation strategies.
Prerequisite Concepts and Skills: This section of your lesson plan is used to state the concepts and skills needed to connect
lessons together in a logical sequence, building new knowledge onto what you know students have previously learned. Remember
that some concepts and skills may need to be reviewed to ensure continuous learning, and these can be included here.
Materials and Resources: List all materials and resources that you and the students will need. What things do you need to do
before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a chapter in the novel.)
Lesson Activities
Introduction: How will you get students interested in the topic? How will you find out what they already know about the topic?
Will you use an anticipatory set (link to their experience) or advance organizers?
Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who
finish early? How much time will each activity take? What about clean up?
Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation;
Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that a students readiness level,
interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in four ways: content, process,
product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you
accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What are the adaptations
and modifications needed for students with Individual Education Plans (IEPs)?
{Aboriginal Connections / First Peoples Principles of Learning}: How is this connected to Aboriginal knowledge, worldviews
and principles of learning?
Organizational Strategies: Carefully thought-out organizational management strategies facilitate proactive positive classroom
management. For example, how will you : bring the class together at the start of the day/lesson?; utilize student helpers to
facilitate the flow of lessons and the day in general?; distribute and collect materials?; separate the class into groups or levels? (In
what situations should groups be assigned ahead of time?); coordinate different grade levels working on different assignments?
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Behaviour Management Strategies: Carefully thought-out behaviour management strategies facilitate proactive positive
classroom management. What strategies will be used?
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly
related to, and tell you if, your students were able to do the things outlined in your instructional objectives and
prescribed learning outcomes, {learning standards}. Your assessment should be as accurate as possible and should
be built into your lesson. What rubrics or structures will you use to evaluate assessment data? Is assessment
formative or summative? Include the assessment tool. Are you using assessment for, of or as learning?
Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge,
skills or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to
the lesson? What went well?

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