9 Backward Design Plan Template

Title: Descriptive Words in Art Subject/Course: Art Time: 45 minutes

Level: 4
Lesson Description
Students will reflect on their own personalities and what makes them unique. They will choose a descriptive word that
describes them and write the word. Students are encouraged to use block or bubble letters but it is not required.
Between the letters they are to decorate the picture with different patterns. They want to make the word pop.
Stage 1: Desired Results
Big Question (link to the real world)
How do we see ourselves?
How do our choices in art reflect who we are?
Ontario Curriculum Overall Expectation
Art

Apply the creative process (see pages 19-22) to produce a variety of two- and three-dimensional art words, using
elements, principles, and techniques of visual arts to communicate feelings, ideas and understandings.

Language

Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct
errors, refine expression, and present their work effectively.

Ontario Curriculum Specific Expectation

Creating and Presenting

Create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and
experiences.

Applying Knowledge of Language Conventions and Presenting Written Work Effectively

Spell familiar words correctly

Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:

Learned: Descriptive words, self-reflection. Reflection on previous activities
Applied: Lines, patterns, colors.
Stage 2: Planning learning experience and instruction
Learning Goals: clearly identify what students are expected Instructional Strategies: See Chapter 6 Gregory and
to know and be able to do, in language that students can Chapman, Beyond Monet PDF, Wees 56 different
readily understand. examples of formative assessment.
Success criteria: describe in specific terms what successful
attainment of the learning goals looks like (Growing
Success p. 33).
1 Learning Goal: We will reflect for maybe a minute on previous lessons
- Making art that describes the creator. about the use of lines and colours in their artwork. Now
- Students will begin to identify descriptors and were going to challenge them just a little bit more. The
apply one to themselves. students have been showing us their personalities
- Students will use patterns in art. through their art, which is what art is about now we
2 Why: want to see if they can do it a different way. Ill present
- So that the students can reflect on how their my model of artwork at this point. The first point that Ill
art is unique to them make is that they should choose a word that describes
- So that the students can become more familiar themselves. Ill bring out the Powerpoint presentation
with descriptive words and show them the list and tell them well get back to
 3 Success Criteria for this Lesson:
- Have one word that describes him or her.
- Have at least three patterns.
that in a minute. Then Ill show them a few examples of
different kinds of patterns used in different artworks
and how it can be applied. Well return to the list of
words and Ill ask if they can come up with a few
descriptive words of their own to add to the list. Well
leave that list on the board so that they dont need as
much help with spelling. Ill then tell them that what I
want to see is the descriptive word and at least three
different patterns.

Materials/Student Groupings Differentiation

- Individual work Time accommodations will be given to those
- Long white paper who need them they can come in on
- Pencils with erasers Wednesday during recess and finish the activity.
- Rulers
- Pencil crayons
- Black markers
- Word wall
Assessment For Learning, Checking for Understanding & Feedback
Student self-assessment combined with teacher feedback since the success criteria has been clearly established,
a reminder can be given to the student and the student see for themselves if theyve met the criteria. The teacher
and student can then have a discussion about why it was not met and what they can do so that the child can be
successful.
Stage 3: Learning Activity
Motivational Hook (5 MINS.):
The class will reflect on previous activities and will be introduced to a new challenge the model of the new
assignment will be introduced.
Open (15-20 MINS):
The students and teacher will go through the Powerpoint presentation.

1. Clarify what a descriptive word is.

2. Clarify how the patterns will work.
3. Create a word wall of descriptive words and have the children contribute to the wall.
4. Give clear expectations and success criteria.
5. Give a list of materials and the students responsible for supplies hand them out.

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (20-30 MINS):
Students will either spend several minutes puzzling over what word applies to them or will already have an idea of
what they want to do. Teacher(s) will walk between the students to ensure they are using adjectives, prompting them
towards self-reflection and descriptive words, prepared to assist, reminding them of the success criteria when
necessary.
Close (success criteria visited) (5-10 MINS):
Discuss how and why some of them decided on their words and patterns. What was the hardest part of the art activity?
Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection (WWW/EBI)

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins
and McTighe (2005).