School Name Crandall University

Lesson Plan Template

Developed by: Tracy Lynds
Grade level: __Grade 6 Socail Studies__ Unit 4- World Cultures Lesson #1 of the unit- The world at our
front door (APK lesson about varied cultures here at home.) Get to know our past before we can move on
the the world in the next lesson , it adjusts our point of view.
Universal Design for
Learning
Representation
Use of head mics -Audio
Spatial, intrapersonal
(reflective), naturalist
(pastoral, nature
paintings), interpersonal
(discussion), kinestheticGallery walk
Logical, spatial,
kinesthetic,
interpersonal-Flag
building activity.
Intrapersonal,
kinesthetic, naturalist,
spatial-Reflective
journal /individual art
piece.
Kinesthetic, logical,
spatial- flag activity.
Power point
flags
topography drawings
Three cultures art work
hand out
discussion
definitions
(Present information and
content in different ways)

Action and Expression

Journal-individual
Personal created artindividual
discussion-whole groups
table work-group or pairs
Gallery walk-individual
Analyzing art workindividual
(Differentiate the ways that
students can express what
they know)

Intrapersonal,
interpersonal, natural,
spatial' kinesthetic,
logical

Outcomes
GCO: 6.4.1. Analyze how art reflect
beliefs and values in a selected
cultural region.
SCO:6.4.1 (3) Identify visual arts and
crafts and analyze how they reflect
beliefs and values of a culture.
SWBAT-Identify different pieces of art
work from three different cultures of
New Brunswick and share how the art
work reflects that cultures beliefs.
Assessment (formative/summative,
self/peer)

What prior data is informing your

instruction?
Grade 3 provincial identities.
Grade 5 societies
New Brunswick Social Studies Grade 6 Unit 4
APK- What did Canada look like before it was
'our' country? Whole group discussion. Invite
students on a gallery walk of Bartlett and
Schnell collection of topography pics of early
Canada (avail on line). Let them analyze,
discuss and take notes. Ask if they had emotion
from these pieces of art.
APK To be done in table groupsExamine symbols associated with Canadas
landscapes and Performance indicators.

Select three symbols of Canada that you

think represent the political, human, and
physical landscape of Canada. For each
symbol explain briefly why this symbol is
representative of Canada. Include an
image of each symbol. Using what you
have learned about symbols, create a new
coin or flag that you think will be a good
symbol for the physical, political, and
human landscapes of Canada. In a few
sentences describe the symbol and why
you chose it. The Canadian Coat of Arms
is a symbol that represents history and
culture. Study this coat of arms. Draw a
new symbol that you think should be
included on the coat of arms. Give one or

Required Materials,
Tools and Technology
Art Gallery: Bartlett and
Schnell topography prints
of Canada.
https://www.google.ca/sea
rch?
q=pencil+drawings+of+c
anada+by+bartlett&tbm=
isch&tbo=u&source=univ
&sa=X&ei=HMs
Flags: Acadian, Mic Mac,
New Brunswick.
Museum art walk:
Collection of mic mac,
acadian and european art
native to New Brunswick.
http://www.acadiancajun.com/acadart.htm
http://www.acadian.org/pi
card.html
http://www.nativelanguages.org/mikmaq_cu
lture.htm
http://dorothystewart.net/
2012/02/22/newfoundland
-mikmaq-books/
http://thechronicleherald.c
a/artslife/56841-art-liftspeople-s-spirits
http://www.thecanadianen
cyclopedia.ca/en/article/n
ew-brunswick/
http://newbrunswick.artist
sincanada.com/artist/brow
se/?category=5
writing materials
Special Concerns
Make sure tables are set
up for team work, head
mics are charged, gallery
walls are set up,
entrance dry erase board
welcomes the class to an

two reasons for including your symbol.

Engagement
Students have choice in
response for summative
assessment in individual
or pairs work in a
reflective journal or
created art piece.

individual choices,
connecting real-life,
authentic, minimizing
distractions, optimising
goals, varying the
resources and demands,
fostering collaboration
and community,
providing positive
feedback, motivating
students, teaching
coping skills and
strategies, teaching how
to self-assess and reflect

(Stimulate interest and

motivation for learning)

What assessment strategies will

measure the learning from the
outcomes?
Reflective journals may be used as
formative assessment to check for
over all under standing of the
presented concepts. As a summative
assessment I may ask the students to
write a critique on one of the forms of
art presented today or certain style. I
would assist them by providing
guided questions. The questions are
provided to illustrate the kinds of
ideas the students should think about
while formulating a critique. How to
critique a piece of art? What is it
about? Who did the painting and
when? What is the title ? What types
of objects do you see? What is the
medium? Is it balanced? How does it
make you feel/ What would you rate
it?
Summative-Through the flag activity
students will show their
understanding through journals and
discussion about the three symbols
(flags) and their meanings by
analyzing how emotion and bias may
be shown in art work of a culture.
Formative- Students will convey their
understanding of traditional art work
of a culture by expressing varying
opinions and why they think that art
form may belong to a specific
culture.
Peer- Table groups will work together
as a team in the flag activity and
apply their prior knowledge of the
cultures experiences to associate the
meanings of the symbols with the
culture associated with the flag.

Timeline / Elaboration
Before (APK)
What do you think Canada looked like
before it became our country? Guide
the question by asking; who lived
here? What may the landscape look
like? Who came next and next?
Asking about changing landscape
each time.
Go through the agenda.
Randomly choose students to read
the targets and assessments that are
written on the board. (could also use
'Elmo')

'art gallery' to get them

thinking and looking
around the room at the
art work, smart board is
on and set to the random
selection application, and
all links are up and ready
for art work if you are
doing it from the smart
board/computer.
Differentiation
Use of head mics -Audio
Spatial, intrapersonal
(reflective), naturalist
(pastoral, nature
paintings), interpersonal
(discussion), kinestheticGallery walk
Logical, spatial,
kinesthetic, interpersonalFlag building activity.
Intrapersonal, kinesthetic,
naturalist, spatialReflective journal
/individual art piece.
If there were SEPs to be
addressed there would be
adjustments to be made
to accommodate all
learners.
In-Class Support
I will call on the table
captains to pass out
supplies for the flag
activity, clean up and
head the line for the
gallery walks. (preestablished) Questions
will be asked randomly via
app on the Smart Board. If
I need additional aid I will
call upon the in class EA.
Cross-curricular
Connections
Language Arts-Aesthetic
Expressions-Graduates
will be able to respond
with critical awareness to
various forms of the arts
and be able to express
themselves through the
arts.
Writing and Representing8 Students will be

During
Activity #1 Gallery walk of the early
Canadian pieces by Bartlett and
Schnell. 5 mins to walk around and
take notes (notice the names and
descriptions provided directly on the
piece) What is shockingly different to
you? Did any invoke emotion within
you? What medium / style are they
done in? What did they like / did not
like? After the question period ask if
they think that the art work is
realistic? What Point of View (pov)
were they created from. What three
main types of cultures does New
Brunswick consist of? What lens is
our new nation seen through
according to these pieces? Both
artists originally hailed from Europe
(biased lens) Europeans started to
arrive in NB around 1725 and they
Acadians before them in the 1680's,
the Mic Mac tribes were always here.
1750-1890 N.B. Population went from
24,900-190,000 (census Canada
website estimation) 2011pop=390,861 (census Canada). Who
do you think this surge affected
mostly? How may a culture
communicate emotion? Do you think
that it would show in their work,
status symbols (flags, coins), music,
art work?
Activity #2 Class may go in table
groups to a pre-arranged/set-up
gallery walk in an outside lounge
area. Here they will analyze three
types of artwork from the three
hailing cultures of NB. Acadian,
European, Mic Mac. Each piece
chosen from the given websites will
have a small description under it also
found on the sites. Encourage them
to take notes of differences and
likenesses, what they see may not be
what others see, what may have
inspired this work?A grand discussion
can be had back in the class, have an
open floor discussion. Ask questions
about what a culture may go through
during/after a surge of new people
coming to their land, how may they
express this, how do they get their
emotions out? (conversation based
on prior knowledge of Grade 3
provincial identities.
Grade 5 societies.
Activity #3- In pairs or table groups
give each group a flag puzzle.
Coloured printed versions of the

expected to use writing

and other forms of
representation to explore,
clarify, and reflect on
their thoughts, feelings,
experiences, and
learnings; and to use
their imaginations.
ART- Elements of art and
principles of designDemonstrate skill in
organizing the elements
of art to create images
that convey a personal
message and provide
evidence of observation
skills.
Development of ImageryCreate art works based
on a response to a
variety of art styles, e.g.,
Realism, Impressionism
and Renaissance.

Reflection
After teaching this lesson I
would adjust some things
for next time. Most likely
address time
management on the
gallery walks. Have a
better transition from the
classroom to the 'gallery'.
Do not assume that older
students will comply
easily. Switch the lesson
each time the multiple
intelligences vary in your
room.

Acadian, NB, and First Nations flags

(found on line Google, cut in puzzle
pieces and in a bag) Ask them to
piece the flag together as a team. In
a separate bag there are
definitions/meanings for each
element and colour on each flag. The
bag contains all of the meanings for
all of the flags. The groups must
match the meaning that best suits
the Flag they are creating. Once
finished each team will share what
they learned about their flag and
how emotion is evident even in our
symbols such as art and flags. Ask
why can such a cultural symbol make
such a statement?
http://www.britannica.com/EBchecke
d/topic/1355414/flag-of-NewBrunswick
http://en.wikipedia.org/wiki/Flag_of_N
ew_Brunswick
http://www2.gnb.ca/content/gnb/en/d
epartments/government_services/sy
mbols.html
http://www.native
-languages.org/mikmaq_culture.htm
http://museeacadien.org/an/onlineresources/frequently-askedquestions/du-drapeau-acadien/
http://www.acadiancajun.com/acflag.htm
Opportunity for individual/small
group instruction
Individual-Intrapersonal- Reflective
journal, individual art work, gallery
walk and taking personal notes about
what emotion was invoked in them.
Pairs or small group- Table activity
with building the flag.
Whole group- APK what did Canada
look like before it was 'our' country?
After
Go back to the targets and
assessments on the board.
Randomly ask students how they
think those targets were addressed in
today's class. They can give
examples , you may lead them with
questions to entice further

conversation. (open whole class

discussion).
Entrance ticket for next class
(homework) Students may choose to
ether produce a piece of artwork
similar to the three studied today or
write a reflective journal on how a
certain piece of art made them feel.
The art studied in this lesson was
produced by emotion, did it provoke
emotion as well?

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