Planning a Module

Teacher Checklist for a Sequence of Lessons

Teachers should first become familiar with the foundational objectives for the module. (Each module overview chart provides information at a glance.) Teachers could then begin by planning a sequence of lessons in one or more of the strands, organized either by theme or arts concepts. Remember that lessons can include research, discussion, reflection, etc. as arts experiences. When planning for students to create their own arts expressions, remember that it may be necessary to spend time helping students develop their ideas. One or more lessons could be spent observing, experimenting, generating ideas, planning, researching, listening, analysing or viewing various works of art before students have their own ideas that they would like to develop into arts expressions. It is extremely important for students to realize that their arts expressions must involve ideas and include problem solving and decision making.

The following describes steps to consider when planning a module:

Step One Study the overall plan for your grade. Then become familiar with the particular Module Overview and its foundational objectives. Step Two Select a focus or thematic context. Use suggested themes or topics, or select others of relevance to the students and community. Take care to choose a focus or theme that will allow you to incorporate all four strands. Step Three Identify and develop appropriate learning objectives from the foundational objectives. Step Four Plan a sequence of lessons relating to the focus. Begin with three or four connected lessons (although a sequence of lessons can go on much longer). Include Indian, Métis and Inuit content, where appropriate. Step Five Check to ensure that a variety of experiences has been included (discussing, researching, creating, viewing, listening, reflecting, etc.). In order that the students' own arts expressions have meaning, the other experiences are essential. Each module should include experiences from all three components (creative/productive, cultural/historical and critical/responsive). Step Six Determine means of evaluating achievement of both foundational and learning objectives.

The following pages provide a planning sheet that may be used for daily or module planning and a list of various instructional strategies and assessment techniques to which teachers may refer.

Teacher Checklist for a Sequence of Lessons

Have you set appropriate learning objectives?

Have you mapped out a sequence of lessons?

Have you included opportunities for the students to explore and express themselves through their own arts expressions?

Have you included activities which develop the Common Essential Learnings objectives?

Have you included opportunities for the students to research ideas, topics, etc.?

Have you included opportunities for both individual and group work?

Have you included opportunities for students to reflect on their own work?

Have you included opportunities for viewing/listening to arts expressions?

Have you considered all three components (creative/productive, cultural/historical and critical/responsive)?

Have you included Indian, Métis or Inuit content, either specifically or as examples of general concepts?

Have you connected the sequence of lessons to things relevant to the students and their communities?

Have you included a variety of instructional resources (resource-based learning)?

Have you made plans to evaluate whether students have achieved the learning objectives, and how they are progressing toward achieving the foundational objectives?

Have you included gender-balanced instructional resources and approaches, and assessment techniques?

Have you adapted instructional methods and the learning environment to accommodate all students' learning needs?