Name: Elesha Daley

Lesson Plan
Lesson Title: Holiday Ornaments Grade: 1

Subject/Strand: The Arts Unit: Visual Arts Time: (length in minutes): 40 mins

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?)
This lesson consists of creating holiday ornaments with salt dough. Students will have the
opportunity to make various shapes out of pre-made dough. Once students have shaped their
ornament they will be able to add patterns to it using templates and fabric stencils. The dough will
be baked and brought back to school the next day for students to write a procedure about how to
make their ornaments.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Visual Arts
D1. Creating and Presenting: applying 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.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
Specific Expectations

Visual Arts
Creating and Presenting
D1.3 Use elements of design in art works to communicate ideas, messages, and personal understandings

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

- How to use elements of design in art work to communicate ideas, messages, and personal understandings
- How to make patterns with different shapes and lines , within the blank spaces of my continuous line
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can
- Design and use lines, patterns, shapes and forms, and other elements of design to create art work
- Make patterns with different shapes and lines , within the blank spaces of my continuous line
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking; Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode Assessment Strategy and Task Assessment Tool - Instrument used to
Written, Oral, Performance for Students- What are the students assess task and record learning e.g.,
(Write, Say, Do) Indicate doing to show their learning? e.g. turn and rubric, checklist, observation sheet, turn/talk, role play
whether talk, role play/individual, cooperative, etc. etc.

Lakehead University Orillia, 09 02 15

Students will be Students will be demonstrating Students will be assessed through the
assessed for their their thinking and application of TC observations (via walking around
knowledge, visual art techniques. the class and taking notes of the
understanding, students creations)
thinking and
application as they
complete their
ornaments.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
creative thinking
basic patterning
basic design elements
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
Students on the spectrum may simplify this activity by using more basic designs for their ornament
Students who have difficulty writing may choose to use the explain everything ipad app to explain their
procedure.

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work,
collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
Patterns
Texture

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of
Information Technology (ICT) in your lesson plan where appropriate.
Pre-made dough
Food colouring or paint
Glitter
Stencils
Lace and textured fabric

Learning Environment (grouping; transitions; physical set up)

Students will be working independently. They will be transitioning into their groups after the teacher calls the student who are quiet and
listening.
Cross Curricular Links
Mathematics (Identify, describe, extend, and create patterns)
Language
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
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: 15mins (Indicate time breakdown of instructional
elements)
Students will listen to the reading of the story book and
will go through some of the thing we notice about line art
before they go and complete the activity on their own.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 40mins (Indicate time breakdown of instructional
elements)
Students will go back to their desks as quietly as possible
The TC will instruct students to return to their as asked by the teacher.
desks (small groups at a time based on who is
sitting quietly).

TC will pre-make enough dough for the each student

to make one ornament

Lakehead University Orillia, 09 02 15

Students will be instructed to use as many
unique shapes possible. Students will be
encouraged to explore patterns and cut outs.
Students will be instructed to try to use textured
fabrics to make various surfaces on the dough.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10 (Indicate time breakdown of instructional elements)
(Next day) Students will be asked to share their Students will share their holiday ornaments with the class
ornaments and talk about some of the and explain their designs.
techniques/ patterns they used
(10 mins)

Extension Activities/Next Steps (where will this lesson lead to next)

Students will not complete this activity in one block therefore it will be extending to the
next day.
Next day will consist of students writing a procedure for how they made their
ornaments. They will provide steps for someone who has never made a salt dough
ornament.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Lakehead University Orillia, 09 02 15