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Grade: 6
Curriculum Area:
Arts - Section D. VISUAL ARTS
Overall Expectations:
Overall Expectations:
Specific Expectations:
Specific Expectations:
D1.1
Create two-dimensional, three-dimensional
and multimedia art works that explore
feelings, ideas, and issues from a variety of
points of view.
D2.2
Explain how the elements and principles of
Learning Goals:
I can identify stereotypical vs. non-stereotypical views of what it means to be Canadian.
I can visually represent how my community contributes to Canadian identity.
I can challenge the stereotypes that come to mind when expressing what constitutes a
Canadian identity.
I can identify my neighbourhoods contributions to Canadian identity and understand their
equal and important role in our national identity.
I can identify how the various community groups contribute to inclusiveness
I am able to examine what is missing in my community and think of services that can be
added so that my community can make more meaningful contributions to Canadian identity
and inclusiveness.
I can use and explain elements and principles of design in my representation of community
groups.
Assessment & Evaluation
SUCCESS CRITERIA/HIGHLIGHTS & ASSESSMENT STRATEGY:
SUMMARIES:
What will you focus your assessment on? Are
you looking at the product or process,
The success criteria will be created by the
metacognition skills etc.?
teacher and discussed as a class (displayed
in the front on chart paper)
o Assessment
In terms of the final
for learning: product:
To achieve a level 3:
-Students will
demonstrate what
they already know
about symbols during
a short class
discussion of the
o Knowledge &
understanding
-Demonstrates
knowledge and
understanding of the
symbols presented in
the Canadian
Citizenship Guide.
o Assessment of
Learning:
-Teacher will assess
the final product (the
puzzle pieces) that
each student creates.
contributions of
community groups to
inclusiveness and
Canadian Identity
through their visual
representation and
written descriptions
o Communication
-Expresses and
organizes ideas and
-Teachers will assess information with a
the written reflections high degree of
of the students.
effectiveness in
visual and written
o Assessment as forms
Learning:
-Art: Expresses and
-Students will reflect organizes ideas and
upon their own
understandings with a
learning by writing
high degree of
what they have
effectiveness (ie.
learned during the
Expression of ideas in
lesson on an exit
art form using visual
ticket
techniques)
o Application
-Makes connections
within and between
various contexts with
a high degree of
effectiveness
(ie. between topics
discussed/ issues of
inclusiveness and our
everyday
life/community)
- Art: Applies
knowledge and skills
with a high degree of
effectiveness (ie.
elements and
principles of design)
ASSESSMENT TOOLS:
o Exit tickets (source of feedback on
students level of understanding and
where they are in the learning
process)
o
BLOOMS TAXONOMY:
Remember: Look at the Canadian
Citizenship Guide and identify symbols of
the Canadian identity,
Understand: Discussion on the meaning of
each symbol and its contribution to
Canadian identity.
Apply: Think, Pair, Share - Brainstorming
the various groups, symbols and
organizations/services that are found in the
community as well as the role they have in
shaping Canadian Identity and inclusivity
Analyze: Students will consider: the aspects
of the community that make it unique and
Linguistic/Verbal
Intrapersonal
Interpersonal
Logical/Math
Naturalist
DIFFERENTIATION:
Prior Learning
Prior to this lesson, students will have:
Explored the various contributions of historical groups (such as Native Americans and
French-European settlers etc.) to the Canadian identity.
Know how the actions of various groups have contributed to the goal of inclusiveness in
Canada (ex. Womens Rights Movements, Civil Rights, and First Nations)
The elements of design (lines, space, colour, texture, value) and how they can be used to
convey meaning and feelings.
*This lesson is a follow-up to the knowledge they have already obtained; it takes a more
local perspective on the contributions of the community to the Canadian identity and
inclusivity.
Materials and Resources
Candian Citizenship guide: http://www.cic.gc.ca/english/pdf/pub/discover.pdf
Slideshow/display of symbols from guide
Projector
Tablets - Research services/groups in their communities
Puzzle pieces in red and white (made out of paper to form a Canadian maple leaf)
Pencil crayons/markers and glue sticks
Time
Steps/Activities
Connections to
Equity/ Social
Justice
Assessment
As/For/Of
Learning
-Promotes an
-Assessment
understanding of for learning
the diversity of
symbols that can
be used to
represent
Canadian culture
Minutes
-Students will
examine how the
symbols that we
associate with a
certain culture
may not
represent a
culture justly
(for example
they may simply
promote
stereotypes).
15
Minutes
-Students will
-Assessment
collaborate and
share their ideas as learning
with others in the
Discuss the success criteria which will already be class (promoting
written down on chart paper and displayed in the a sense of
classroom
community and
teamwork within
Model some examples of community groups,
the classroom).
their role and the ways/symbols that can be used
to visually represent them
-The flag that the
students will
Think-Pair-Share:
create is a
Students will brainstorm individually then share symbol of unity
in pairs, the various groups, symbols and
and
organizations/services that are found in the
collaboration. It
community as well as the role they have in
promotes the
shaping Canadian Identity and inclusivity
idea that each
student, and their
Students will consider: the aspects of the
work, is valued
community that make it unique and the parts
and that without
which reflect the stereotypical of image of what it the contributions
means to be Canadian (ie. Our community has a of each member
of the classroom
community, the
final product
would not be
possible.
-----------------------------------------------------------
15
Minutes
(Work
period)
-The final
product also
Students will pick one way that the community
reflects the
contributes to Canadian identity and illustrate
multiculturalism
(draw) their idea on a piece of paper that is in the and diversity that
shape of a puzzle piece (the white piece will be
makes up our
for the stereotypical images while the red for the community.
non-stereotypical).
Students will be
encouraged to
Students will be given access to tablets and
appreciate
technology to further research their communities differences and
(discover services/groups that may not be
recognize the
common knowledge)
interdependency
and importance
Students will use elements and principles of
of each element
design (previously acquired) to communicate
to composing our
meaning and represent their idea.
community.
Students pictures will be pieced together to form
the Canadian flag that represents the
contributions their community has made to the
Canadian identity.
-Assessment
as learning
(provides
feedback for
the teacher
to gauge
student
comprehensi
-on as well
as monitor
their
learning
progress.)
Next Steps
Students
will
Follow-up to lesson will be an additional work
critically
period on assignment
assess their
To accompany their visual element:
own
Students will be asked to write and reflect on their
community
visual representations of community groups
in order to
determine
In their written reflections, students will respond to
where their
the following questions:
community
How did you use elements of design to express
promotes
meaning?
social
Ie. Colours were used to symbolize unity/warmth
justice and
What contributions has your group/service etc
equity well
(visually represented) made towards inclusivity
and where
and/or shaping Canadian Identity? What do they
their
offer to the community?
community
How can Canadian stereotypes often portray an
could
incomplete image of what it means to be Canadian?
What is missing in our community or needed in order improve its
promotion
to make more meaningful contributions towards
of social
inclusion and acceptance?
justice and
equity.
-Students
will also
critically
assess how
-Assessment
of learning
stereotypes
can create
an
incomplete
representati
on of a
culture.