Lynn Douville

Lesson Plan

Subject: Art and ELA

Level: Cycle 3 - grade 5/ 6

Date: March 29th

Objectives: At the end of this lesson students will be able to...

Create a doll with limited materials

Make a connection between the doll making activity and black history
and slavery
Create a story about their doll using prior knowledge

Topic/Theme:
The theme of this lesson is black history. We have been learning about the
Underground Railroad and other aspects of black history and slavery. The
purpose of this lesson is for students to experience what its like to make
dolls out of limited materials as the slaves did. They will be making
connections to the various stories we have read concerning black history
when creating their stories and dolls.

Expectations:

Students will be expected to remain in their seat during the lesson.

Students will be expected to raise their hand if they have a question or
need help.
Students will be expected to remain quiet in order to hear the proper
instructions. Talking will be controlled.
Students will be expected to work on their crossword puzzle when
awaiting further instructions.

Materials:

- 12 x 9 pieces of material (20 girl pattern, 35 boy pattern)

- Cut out pieces of the templates (20 girl pattern, 35 boy pattern)
- 55 needles
- 22 pieces of chalk (one for each student)
- Scissors
- String for sewing (pre-cut pieces)
- String to use as belt (55 pre-cut pieces)
- Material squares to use as apron ( 20 for girl dolls, pre-cut)
- 6x cotton balls per bag
- 55 popsicle sticks (one per bag)
 - 55 foam spheres (one per bag)
- 55 pieces of thick ribbon for arms
- 55 pieces of thick ribbon for legs
- Beige, light brown, and dark brown markers
- 20 pieces of string for girl hair (one per bag, pre cut)
- 35 pieces of string for boy hair (one per bag, pre cut)
- 55 Ziploc bags
- Smart Board
- Videos to show students
- PowerPoint presentation
- 55x Printed instructions
- 44x printed crossword puzzle
- Teacher examples 2x (one girl, one boy)
- Teacher kit to show students
- Link for video: https://www.youtube.com/watch?v=nFxzCjmk2Bg

Everything is planned in order to have extra girl and boy bags to allow
students to go a doll from the opposite gender if they wish.

Activities:

The lesson will be divided into two periods of 1h20 minutes. One period will
be used to introduce the activity and begin working on the pattern and face
of the doll. The students will also create a background story for their doll. The
second period will be dedicated to sewing and assembling. Students will then
create their birth certificate for their doll and paste their story behind the
certificate.

Warm-up/ Introduction

I will start by asking students, What do you think slaves used as toys? We
will discuss some ideas and then I will show students an excerpt from the
movie 12 years a slave where a girl is making her own doll out of a dried
corn. I will then take a few minutes to discuss what the students have noticed
in the video. I expect students to mention that the girl used her surrounding
and her limited materials in order to create a doll/toy for herself. I will then
show students another video of a woman making an African rag doll out of
pieces of materials and string. After we will discuss the connections between
the two videos. Afterwards, I will hold up a kit and show students the
materials and tell them, We will be making our own dolls out of these limited
materials! I will tell them that we will be making these dolls together step by
step. I will tell them that today we will begin making the doll and during our
next lesson, we will do the sewing and assembling of the doll. I will then
mention my expectations for their behaviour during this lesson.

Development
I will then walk around to each row with a box of girl and a box of boy kits.
Students will be given one kit of their choice. Once every student has their
kit, I will ask them to take 1 minute to look at the materials they have been
given. Without assembling any of the items, I will ask them to think about
how they could make a doll with these materials. I will encourage them to
place the items to show how they would assemble their doll. I will then show
students an example of the dolls we will be making.

I will put my PowerPoint on the Smart Board which shows the steps that the
students will follow to build their doll for the first half of the lesson. I will ask
students to take out their template and piece of material. I will then ask
students to take out their piece of chalk. The first step will be to trace and cut
the pattern into the piece of material. Students will place their pattern over
the piece of material and trace the pattern onto the material using a piece of
chalk. I will then ask students to cut their pattern out. I will have an example
to show students, and I will do the steps with them. Once everyone has cut
their material we will make a small hole at the top of the garment for the
popsicle stick. We will do so by folding the garment twice and cutting a small
piece off the edge. I will then ask students to colour their foam head and add
some eyes, a nose, and a mouth. Students will then be given time to create a
hairstyle for their dolls. They will be suggested to make braids, buns, pony
tails, etc. I will set a timer as needed. When I see students are taking a little
longer than they should I will give them a warning as to how much time they
have left.

The last 20 minutes will be used to write a brief background story about the
doll they are creating. I will put questions on the board that students will use
to create a background story for their doll. They will be putting this
information on the back of their birth certificate. Students will be placed into
groups of 3 or 2. They will be given 4-5 minutes to discuss these questions
and their ideas.

Question examples:

What is the name of your doll? What is the name of the person who created
your doll? Where is your doll from? (country, state, type of plantation, etc..)
Why was the doll created? What games did the creator play with the doll?
How did having this doll help? Where is the doll now/Where did the creator
put the doll? Did they keep the doll when they gained their freedom?

I will encourage the students to think about the book The Secret to
Freedom that we read a few weeks ago. The lady in the story kept a piece of
quilt for many years after she gained her freedom.
After the discussion portion, students will go back to their seats and fill out a
story sheet about their doll. Students may add colour to their story if they
have time.

Wrap-Up/ Conclusion

At the end of the lesson I will ask everyone to put away their excess materials
in their bag and clean off their desk. They will put their materials in their bags
and write their names on the bag. Before leaving I will ask students how they
enjoyed the activity up to now. On their way out for lunch, students will leave
their bags on the table at the front of the class.

Extra activity: If time permits, students will be asked to share their stories
with their peers. They will either share their stories with the entire class or I
will have them share with the person next to them.

Multi-Level Adaptations:

Slower Students: Slower students will have the option to refer to the person
next to them in order to help them complete the step that we are doing as a
class.

If a student does not complete the tasks for their doll, they will be given more
time (20 minutes maximum) in the afternoon during project work to complete
their doll.

Faster Students: Faster students will be asked to help the person sitting
next to them. If both students are done the step and there is no need for
help, the student can work on the crossword puzzle while they wait for the
whole class to move to the next step. Students who finish their stories quickly
will be placed in groups of two to read each others stories in their heads.

Anticipated Problems and Proposed Solutions:

Students may need to borrow sharper scissors, so I will have extra

pairs available. They may also ask the person next to them to borrow
their scissors if they work better.
Some students may complete certain tasks faster than others;
therefore, students will be encouraged to help the person next to them
if they complete a task fast. This will keep the student busy and at the
same time offer her to a student who is slower. This will allow the
lesson to flow a little faster.
Students may want extra hair for different hairstyles, I will have extra
string available.
Students may cut their material wrong, I will have extra material
pieces in case this happens.
I will have extra glue in case students dont have or run out.
 I will have different skin tone colour markers available so students
have some choices.

Post-Lesson Self-Assessment

What worked well? What did not work well? Were instructions clear? Were
there sufficient examples?
Did activities correspond to objectives:

Were activities well sequenced:

What should be done differently next time:

ELA Competencies:

COMPETENCY 1 T O READ AND LISTEN TO LITERARY, POPULAR AND

INFORMATION-BASED TEXTS

To construct her/his own view of the world through reading and

listening to literary, popular and information-based texts
To construct meaning by applying appropriate reading strategies

Students will be watching 2 videos about dolls and slavery/black history.

COMPETENCY 2 T O WRITE SELF-EXPRESSIVE, NARRATIVE AND

INFORMATION-BASED TEXTS

To use writing as a system for communicating and constructing

meaning
To integrate her/his knowledge of texts into own writing

Students will use their knowledge of black history to name their doll and fill
out the background information questions about their doll.

COMPETENCY 4 T O USE LANGUAGE TO COMMUNICATE AND LEARN

To use language (talk) to communicate information, experiences and

point of view
To use language (talk) for learning and thinking
To apply her/his knowledge of linguistic structures and features

Students will be using proper language when communicating with their peers
and when participating during the discussions.
Visual Art Competencies:

COMPETENCY 1 TO PRODUCE INDIVIDUAL WORKS IN THE VISUAL ARTS

To use transforming gestures and elements of visual arts language

To organize the elements he/she has chosen
To finalize his/her production

Students will be creating their own doll through cutting, colouring, gluing and
sewing. Students will begin to produce their doll and create its face and hair
during the first lesson.

COMPETENCY 3 T O APPRECIATE WORKS OF ART, TRADITIONAL ARTISTIC

OBJECTS, MEDIA IMAGES, PERSONAL PRODUCTIONS AND THOSE OF
CLASSMATES

To examine a work of art, traditional artistic object, media images,

personal or media visual arts production for elements of content
To examine a work of art, traditional artistic object or media images for
sociocultural references (Cycles Two and Three)
To make a critical or aesthetic judgment

Students will be appreciating the art that African people and slaves such as
those in 12 years a slave made. They will inspire themselves from these
videos when creating their doll. The dolls will be exposed for everyone to see
once completed, therefore, students will be able to appreciate each others
artwork.

Professional competencies:

Competency 2: To communicate clearly in the language of instruction, both

orally and in writing, using correct grammar, in various contexts related to
teaching.

I will work on using clear instructions during this lesson in order for students
to understand the instructions.

Competency 6: To plan, organize and supervise a class in such a way as to

promote students learning and social development.

I will try to keep the class as quiet as possible so that everyone can be
focused during this lesson. I will use classroom management to manage the
behaviour in the class during the lesson to benefit everyones learning.
Competency 8: To integrate information and communications technologies
(ICT) in the

preparation and delivery of teaching/learning activities and for instructional

management and professional development purposes.

I will be using the camera projector in order to allow everyone to see how to
do each step. It will be projected on the smart board, this will give them a
better visibility. I will also have a PowerPoint with images of the steps so that
students can have another visual cue to follow as a reference.