Lesson Plan Template

1. Lesson Plan Information Subject/Course: Visual Art Grade Level: 5/6 Topic: Viking Shields Name: Valery Knoop Date: Feb. 21, 2013 Length of Period: 60 Minutes Time: 12:10-1:10pm

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Visual Art Grade 5 & 6: Overall: (D1) Creating and Presenting: apply the creative process 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 Specific: (D1.1) create two-dimensional art works that express feelings and ideas inspired by their own and others points of view Overall: (D3) Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts Specific: (D3.1) demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in different times and places Learning Skills (Where applicable): Organization - devises and follows a plan and process for completing work and tasks Independent Work - uses class time appropriately to complete tasks 3. Content What do I want the learners to know and/or be able to do? Students will create two-dimensional works of art to express feelings and ideas inspired by the viewpoints of themselves or others, and demonstrate an understanding of the ways in which visual art reflects the beliefs and traditions of people and places of many times. Today learners will: Create 2D artwork to express the ideas and feelings inspired by the viewpoints of themselves and others, and demonstrate the understanding that visual art reflects the beliefs and traditions of many peoples, places, and times. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? The students will orally answer questions about their artwork. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? The students have been learning about the Vikings in Social Studies, but have very limited knowledge about the round shields besides the fact that they were used defensively in battle. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) All students should be able to complete this activity with little difficulty, but I will provide verbal and written instructions for all. One of the grade 5 boys might need some extra guidance, so I will be helping him one-on-one. B. Learning Environment This lesson will take place in the classroom at the students desks. C. Resources/Materials - SMART Board & Notebook lesson - matboard circles for the shields

- pencils & erasers - paint and paintbrushes - small containers for the paint - squares of tinfoil - hot glue gun & glue

6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) [about 1 min] On Tuesday when we talked about warriors and their weapons, we were looking at a picture of people pretending to be Vikings, dressed up in battle clothes and standing with their shields. Because so many people had questions about the shields, I thought it would be a good idea to spend some more time talking about the shields. In todays art class, we are going to make our own shields. MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). [about 5-7 min] Lets start by talking about what you already know. What can you tell me about the Viking round shields? Use the image of the man with the shield on the SMART Board to point different things out to ask the students about. After students have answered, go into a little bit of information about why the shield was created and how it was constructed. Make sure to go into detail about why certain parts of the shield are the way they are. As for the design on the front of the shield, there are conflicting sources about what was done to the front. Mostly, the Vikings used brightly coloured paints to create simple spiral patterns, although the reason why is unclear. The assumption is that because the shields could be so easily destroyed in battle, depending on the construction, that the Vikngs chose simple patterns because there was no point in putting the time and effort into decorating something when it could be so easily destroyed. Also, it might have been every mans own job to construct his shield, and so there would be some variation on what was painted on the front, if anything at all. Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? [about 2 min] Great! So now that we know a little bit more about the shields, lets get started on creating our own. What are the main part s of the shield that we should be including? After they have spoken about the wood, the boss, the h andle, and the leather, let them know that they will not have to have a handle on theirs because people will only be seeing the front of the shield. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) [about 45-50 min] All of the steps are on a page to be displayed on the SMART Board during construction so that students may refer back to it during the period, but go over all of the steps before construction starts. Students will be given a pre-cut matboard circle to be used for the construction of the shields. Students will then create a pencil design on the front of their shield. Give students the option of doing something simple like the Vikings did, or to create their own design. After the design is done, they can start to paint. Once painting is done, hand them a square of tinfoil for them to create the boss from. They can create it any way they choose (by scrunching it into a ball, or simply trimming/rolling the edges so that it takes on a circular shape), but remind them that it has to be big enough to cover their hand if they were to actually hold the shield up to defend themselves with. Tinfoil will be hot-glued onto the middle of the shield. Attaching the tinfoil will depend on how dry the paint is. If it is too wet, let it dry more before attempting. A little bit of time can be made after another lesson to finish these off. While students are working, walk around and help students if needed. Also, ask them questions about why they have chosen to decorate their shields the way they have; did they follow the Viking example, or did they choose a design of their own? What does the design say about them? If there are students who are done early, they can have some free time in the classroom. CONCLUSION: How will I conclude the lesson? [about 3 min] Wow! I am so impressed with what I have seen today. I love how everyone made the shield their own by putting their personal design on it. So what do you think of the shields? If you were a Viking back in Viking times, would you decorate your

own shield like this? Would you take the time to do it, or do something more simple?

7. My Reflection on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? This lesson went extremely well. The studentswere very engaged and wanted to know more about the shields. There were a handful of students who got very creative with their shields, painting very detailed designs on the front of the shields. During the lesson, some students asked about the kind of writing the Vikings used and if they could paint them into their shields as well, so we did a quick image search of Viking runes to display on the SMART Board for everyone to incorporate into their work if they wanted to. There were a few students who rushed through the lesson, completing everything with about 20 minutes to go. I think for the next art lesson, I will have some finish early work handy for those who continue to rush to complete their work.