Serena Longman PS1 practicum lesson plan

Lesson
Visual an sentence depiction Date Nov…………., 2018
Title/Focus
Subject/Grade Time
Grades 2/3 ½ hour
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning  General Outcome 3, 3.1 plan and focus, 3.3 Organize, Record and Evaluat
Outcomes: - Students will listen, speak, read, write, view and represent to manage ideas and
information.

It is intended that students engage in purposeful language arts activities that respect individual
differences and emphasize the interrelated and mutually supportive nature of the general and
specific outcomes.

 General Outcome 5
- Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.

It is intended that students engage in purposeful language arts activities that respect individual
differences and emphasize the interrelated and mutually supportive nature of the general and
specific outcomes.

Specific
Learning The goal is to give students the opportunity to reflect, depict, compose and express through art.
Outcomes:
 REFLECTION -responses to visual forms in nature, designed objects and artworks.
 DEPICTION - development of imagery based on observations of the visual world.
 COMPOSITION -organization of images and their qualities in the creation of unified statements.
 EXPRESSION - use of art materials as a vehicle or medium for saying something in a meaningful way.

While also :

GLO 3, 3.1 grade 3

- identify facts and opinions, main ideas and details in oral, print and other media
texts.
- ask topic-appropriate questions to identify information needs
GLO 3, 3.3 grade 3
- organize information
GLO 5, 5.1 grade3
- Appreciate diversity
- describe similarities between experiences and traditions encountered in daily life
and those portrayed in oral, print and other media texts

LEARNING OBJECTIVES

1. students will collaborate and respect diversity

2. Students will collaborate as a class community
 3. Students will organize information and sentence structure

ASSESSMENTS (How I will know students have achieved the objective(s))

 Through class discussion
 Through visual sentence structure in the activity
 Through the visual imagery

Prior to the Lesson MATERIALS AND EQUIPMENT

Prepped:  Activity booklets (paper)
 Book ready to read to the class  Prepped music
 Activity books printed and prepped  Story book
 Steps prepped for sentence structure lesson  Music (audio)
 Expectations ready
 Music ready to play for the students

PROCEDURE
Introduction Time

 Read the book to the class

 Question and response discussion with the class
Essential question ? what is a writing check list ?

 Explain a writing check list is a way for students to check if they’re writing their _20minutes
sentences correctly. It’s a form of tips and tricks to remember what you need for writing.
 The teacher will teach the class on the board the steps for writing sentences
 The teacher will strategically explain to the class what they need to do to get ready for
the activity booklet.
- When I say go please quietly walk to your desks and I will hand out your activity.
Body Time

 The teacher will introduce the art activity ( make your own imaginary friend activity)
 The teacher will talk through the steps with the students ( create an imaginary friend
drawing, then write about the imaginary friend)
 Write out imaginary friend on the board to help the students spell the word correctly

The teacher will have the students write about their imaginary friend-
Ideas: _30_
1. What is your imaginary friends name? minutes
2. What is special about your friend?

For students who are done early :

Have them read our share their writing with other class mates done to look over.

Closure Time
  At this point when students are done they can read books independently or with peers
Note to the teacher this is a connecting lesson.
……………………………………………………………………………………………………………………………………………………….
 The students in the following lesson will be given opportunities to collaborate and edit
each other’s writing ( they can be editing student teachers for the assignment)
5minutes
 The students will be given a chance to fix anything their peers suggested and move on to
the next page of the imaginary friend activity.
- Where does your imaginary friend live?
- Does your imaginary friend have powers?
Thus will help the teacher assess if the peer collaborating was helpful in terms of sence structure
and writing confidence.

Sponge
 My imaginary friend activity
Activity/Activities

The goal of this lesson plan is to focus on:

Central Purpose of the Discipline

 Visual focus
 Organization of visual material
 Proficiency in how we see and interpret visual stimuli
 Thinking and being art
 Values of art form
 Collaboration
 Peer editing
 Scaffolding
 Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.

This lesson is focused on:

Individual Experience
Opportunities for the child to experience:
 Pride in achievement
 Valuable group activities
 A sense of worth
 Making decisions
Opportunities for growth:
 Independence
 Individuality
 Self-realization
 Self-awareness
 Creativity

Learning Experience
 Communicate through image-making

Key important components that students should take from this lesson:
o The students are encouraged to:


Reflection

Depiction

Expression
………………………………………………………………………………………………..

What I will be using to help support the students :

Sentence stretch
Check list
Lesson rules