Name: Graeme Garland

Lesson Plan
Lesson Title: Intro to Magazines Grade: 10 Date: 1/6/2018

Subject: The Arts Strand: Visual Arts Location: Art Room Time: (number of classes): 1 Day

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

For this unit students will be learning about magazines, and how visual arts impact the covers of our daily magazines.
In this class students will be learning about the history of magazines and analyzing magazine covers for elements and
principles of design.

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 personal values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed
in visual arts, and describe various opportunities related to visual arts.
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation
of visual art works;

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 explore and interpret a variety of art works, both historical and contemporary, to identify and describe their
purpose and style, the materials used, and the meanings the works convey
B2.2 identify and describe ways in which various art works reflect the society in which they were created
B3.2 identify, on the basis of research, a variety of secondary and postsecondary pathways and careers related to
visual arts and the education required for these careers
C1.1 use appropriate terminology related to elements and principles of design when creating and analysing art works
C2.2 demonstrate an understanding of several conventions used in visual art works

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…

 learn when the first Magazine was published
 how Magazines reflected the culture of the time throughout history
 the opportunities artists have to work for Magazines
 what a heading is

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: tell a brief overview of magazines since their creation

I can: identify how magazines reflect the time in society at which they are published.
I can: how to use a heading
Assessment – how will I know students have learned what I intended?

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

 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 Think, Pair, Share Observation sheet

Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Elements and principles of design
* what makes up a composition
*
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
There will be the PowerPoint as well as me talking, and I would post it to the class website.

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)

Headline
Leading
Spacing

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
 Smart Board, Laptop, Projector
 Art Supplies (Pencil, Pencil Crayons, Paint, Canvas, Paper)
 Magazines

Learning Environment (grouping; transitions; physical set up)

Cross Curricular Links

Media Studies: The use of a camera and effects to influence readers
English: With seeing headlines and not only having to interpret art but the written word as well
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: 0 -__15 min_ (Indicate time breakdown of instructional elements) Students will come into the class with the question
Teacher will be telling students as they come in to look at Discuss in groups of two or three what makes a magazine
the board and discus the questions. (pictures, writing, etc). then will share with the class their
findings.

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

 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: 15min -55min (Indicate time breakdown of instructional elements) Will be learning about magazines
history, while also
Talking about the history of magazine and presenting it analyzing magazine covers. In a think pair share method
through PowerPoint Stopping to ask questions like what (shoulder partner then the class).
elements and principles of design are present in this
cover and why did they choose this subject?

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

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 55min -75min (Indicate time breakdown of instructional elements) In groups or individuallystudents will research magazines,
The teacher will explain the activity and help facilitate the so they can see a style they like. Then analyze the cover
sharing of their findings. and pick out the cultural references, and the elements
Asking questions like: and principles of design and talk about why they were
What elements are used in this image so that it used. For the last 5 minutes of class students will talk to
effectively reaches its audience? each other about what they discovered. (talk to the group
or people behind them)
Extension Activities/Next Steps (where will this lesson lead to next)

This will lead into next class and talking about the style of magazine covers.

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