Name: Graeme Garland

Lesson Plan
Lesson Title: A Journey through Film Grade: 12 Date: March 4, 2019

Subject: The Arts Strand: Visual Arts Location: Arts Classroom Time: (number of classes): 3 75 min classes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

This will be the first lesson of the Film unit we are about to start. Today we will be taking a look at the history of film
from the start of film until now. Through this PowerPoint presentation students will gain the knowledge on how film
and visual arts are intertwined.

Then the last portion of the presentation will be about Documentaries as this is where we will be heading with the
project of this unit. In this portion students will learn what a documentary is, the possible subject matter of which the
films can be on, and more.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
• B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
• B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they
were created, and of how they can affect both social and personal values;
• B3. Connections Beyond the Classroom: demonstrate an understanding of and analyse the requirements for a
variety of opportunities related to visual arts
• C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the
creation of visual art works;
• C3. Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

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
• B1.3 explain in detail, with reference to a variety of historical and contemporary art works how knowledge of a
work’s cultural and historical context, achieved through extensive research, has clarified and enriched their
understanding and interpretation of a work’s intent and meaning
• B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both
past and present societies
• B2.2 assess the impact of socio-economic, political, cultural, and/or spiritual factors on the production of art
works
• B2.3 assess the impact that the creation and analysis of art works has had on their personal identity and values
and their perceptions of society
• B3.2 identify, on the basis of research, and assess a variety of opportunities in their community for
involvement in the arts
• C2.2 extend their understanding of the variety of conventions used in visual art and explain in detail how they
are used in a variety of art works
• C3.1 demonstrate an understanding of legal and ethical issues related to the appropriation of virtual,
intellectual, or physical property

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…

 I will be able to identify when the film industry began, and key advancements made within it.
 I will be able to identify what a Documentary is.
 I will be able to identify how the film industry can influence society.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

  I will be able to identify some jobs within the film industry for an artist.
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 student’s 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: identify when the film industry began, and key advancements made within it.
I can: give a description of what a documentary is.
I can: give examples of how the film industry can influence society’s opinion.
I can: give a list of jobs for visual artists within the film industry.
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 (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Turn and Talk Observation Sheet

Brainstorming
Assessment As Learning Oral Turn and Talk Observation Sheet
Brainstorming
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Elements and Principals of Design
*
*
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

The use of videos, and modelling for students

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Film
Documentary
Thamastropes
Fantascope
Chronophotographic gun
Phantoscope
Cinematographe
Dante’s Inferno
Oliver Twist
Talkie
Synchronized Dialogue
Animation
CGI (Computer Generated Imagery)
Blockbuster
Propaganda

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 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.
 Classroom
 Smartboard, projector, and computer

Learning Environment (grouping; transitions; physical set up)

Cross Curricular Links

English – does a film studies unit
Media Arts

Lesson – Delivery Format

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: 0mins – 9mins(Indicate time breakdown of instructional elements)
Students will discuss the question on the board.
How has your favourite movie influenced your life?

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: 10mins - 64mins (Indicate time breakdown of instructional elements) Listening and discussing questions in the PWP

Following the PowerPoint and stopping to discuss the

questions in the slides

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 65mins – 75mins (Indicate time breakdown of instructional elements) Discussing the question presented and making an exit
card.
Where can you see Visual Arts in film?

Get students to discuss the links they see between film

and documentaries.

Exit ticket:
Write three links between the two disciplines. (Day 1)

The remaining 2 classes we will watch Exit through the

Giftshop, Then we will be reviewing the film.

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

How to shoot video, Lighting, and sound.

Editing a video.

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:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013