1. Lesson Plan Information Subject/Course: Art Name: Stephanie Royle Grade Level: 3 & 4 Date: Wed. Feb, 11 Time: 12:05-12:35 and 2:45-

3:15 Topic: All About Me Length of Period: 2 half hour periods 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Grade 3: D1.1 create two- and three- dimensional works of art that express personal feelings and ideas inspired by the environment or that have community as their subject. Grade 4: D1.1 create two- and three- dimensional works of art that express feelings and ideas inspired by their interests and experiences. Learning Skills (Where applicable):

3. Content What do I want the learners to know and/or be able to do? - Decorate a puzzle piece - Draw 4 or 5 different things that describe them or are of interest to them - Create their own unique puzzle piece Today learners will: Decorate a puzzle piece that is unique to them and that shows the public what is important to them. 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? Students will be assessed on whether or not they have 4 or 5 different interesting things about themselves. They will also be assessed on how much effort and thought they put into their puzzle piece. Assessment for: When the students hand their puzzle piece in to the teacher, I will talk to them about what they did and if there is anything missing form the puzzle piece, I will ask them if they can go back and add it. Assessment of: I will use the success criteria (listed above) to make sure they have all elements of the assignment. Assessment as: When the students are done their puzzle piece, they will have to talk to the teacher and explain what their 4 or 5 things are. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? I want students to bring their past experiences and interests with them to this lesson. (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.) Students can do as much or as little as they need for this activity. All students will be able to participate in this lesson.

Lesson Plan Template

B. Learning Environment Students will work at their desks. C. Resources/Materials - Markers - Pencil crayons - Puzzle piece cut out of Bristol board - Crayons - Pens 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) I will introduce this activity by showing my puzzle piece and talking to the students about what is important to me. I will then ask them some things that are important to them. As a class, we will make a list of ideas on the board so the students have an idea when they go to create their own. I will then explain to the students that they are to decorate their puzzle piece with 4 or 5 different things that are important to them. They must also put their name on the front of their puzzle piece. MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). The students will then create a rough draft of what they want to have on their puzzle piece. The teacher will walk around and ask them why what they chose is important to them. 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? I will ask the students why they chose the pictures they did and why the things they chose are important to them. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) Learners will create a puzzle piece that has 4 or 5 things that are of importance to them. CONCLUSION: How will I conclude the lesson? The lesson will conclude when the period is over and it is time to move on to a different subject. If students are not done, they will leave the puzzle piece on their desk and finish next art period, or if they have free time.

7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? The students really enjoyed this activity. They spent a lot of time and thought into this art assignment. They were able to express their feelings and likes on the puzzle piece for others to see. Next time, I might spend more time talking to them and making lists of some of the things they like in their lives, having them write some things down to better help them when they are coloring on their puzzle piece. I would also have them talk about their puzzle piece to the class, so everyone can get to know their peers a little better.