Discover Your Spirit Animal November 14, 2019 Wenzel

Capturing Your Dreams (Dreamcatcher)

Grade: 2 Subject: Art / Matth Unit: Measuring for the Art Show Lesson Duration: 40 min

Overview of lesson
I introduced the students to a video that further explained dream catchers. The story was of a
First Nations story of the Spider-Woman who protected all the First Nations by capturing all the bad
dreams and demons in her web. As time went on and the
First Nations people grew in population and moved to different areas of land; Spider-Woman could not
protect everyone. There were too many people, and some were too far away. So, the Spider-Woman
made the First Nations people dream catchers so they could be protected when she wasn’t around.
I then introduced the art project itself. The project consisted of a paper plate with the middle cut
out and holes punched in it to help string their dreamcatcher together. To accompany the math part of
the lesson, the students were instructed that they would have to cut 4 pieces of yarn using their
measuring blocks. 3 had to be cut to the length of 14 blocks and the one piece had to be cut to 50
blocks long. This was all done using non-standard measurement units. The students were instructed to
decorate their white plate until no white was showing. The students then began to string their
dreamcatchers and add their feathers and beans.

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
d. manage information: access, interpret, evaluate and use information effectively, efficiently and
ethically;
e. innovates: create, generate and apply new ideas or concepts;
f. creates opportunities through play, imagination, reflection, negotiation, and competition, with

an entrepreneurial spirit;

i. demonstrates global and cultural understanding, considering the economy and sustainable
development.

Alberta Program of Study

Math
Shape and Space (Measurement) GLO /GLE
Use direct and indirect measurement to solve problems.
SLO/SLE
4. Measure length to the nearest nonstandard unit by:
• using multiple copies of a unit


• using a single copy of a unit (iteration process).

Fine Arts - Art
GLO /GLE SLO/SLE
Component 10: Purpose 4
Students will express a felling or a message. B. Specific messages, beliefs and interests can

1
 Discover Your Spirit Animal November 14, 2019 Wenzel
be interpreted visually, or symbolized. 


Critical Questions
Unit Inquiry Question:
 How do we measure our string for the dreamcatcher?

Lesson Guiding Questions

Lesson Guiding Questions:
 How can we measure objects?
 What are some tools we can use to measure?
 What are strategies we could utilize with our measuring blocks?

Learning Objectives
I can …
 What are some measurements we have used before?
 What are some ways we have tried measuring in class already?
 Who remembers some of our measuring/counting strategies we have already used?
 How can we make a personal connection to the dreamcatchers?
 Who are the First Nations Peoples?

Learning Resources Consulted

Resource #1: The YouTube video, Meaning of the Dreamcatcher, was utilized in the creation of this
lesson. This was done to provide students with a visual representation of Indigenous spirituality with the
dreamcatcher. This video provides a visual and auditory differentiation for students, to ensure every
student has an opportunity to explore the concept of dreamcathcers in a way that best suites their
needs and abilities. https://youtu.be/WjxwXRX9oks

Resource #2: The internet resource from Pinterest, on how to construct the dreamcatcher craft.
https://za.pinterest.com/pin/271201208790553981/

Materials and Equipment

 Paper Plates (20)
 Beads (200)
 Feathers (80)
 Yarn (Massive Roll)
 Markers
 Tape/Glue
 Measuring Blocks in 10’s (20)

Lesson Procedure
Introduction (20 min.):
Hook / Attention Grabber – To hook students, a short adaptation of the story, Meaning of the Dreamcatcher.
The story will act as hook and introduce the concept of dreamcatchers to students.

2
 Discover Your Spirit Animal November 14, 2019 Wenzel
Expectations for Learning and Behavior – - The expectations for Learning and Behavior for this lesson are as
follows:
- Try your best
- Stay on task
- Respect your classmates
o Rule #2 – raise your hand for permission to speak
o Be aware of other’s personal bubble
- Use supplies and time wisely
- Get help when needed

Transition to Body – To Transition to the lesson students will be asked to following questions to activate prior
knowledge of FNMI culture and spirit animals;
 Who are the First Nations Peoples?
 What are some measurements we have used before?
 What are some ways we have tried measuring in class already?
 Who remembers some of our measuring/counting strategies we have already used?
 How can we make a personal connection to the dreamcatchers?

Body (60 min.)

Steps and Procedures Identify Teaching Strategies:
 I introduced the students to a video that further explained Direct instruction as well as whole group
dream catchers. The story was of a First Nations story of will be utilized in during the power point
the Spider-Woman who protected all the First Nations by
demonstration. This is done to ensure
capturing all the bad dreams and demons in her web. As
time went on and the learning of an important and crucial topic,
 First Nations people grew in population and moved to while giving students an opportunity to
different areas of land; Spider-Woman could not protect
everyone. There were too many people, and some were express and explore thoughts and ideas
too far away. So, the Spider-Woman made the First surrounding the topic at hand.
Nations people dream catchers so they could be
Direct instruction is a crucial part of the
protected when she wasn’t around.
 I then introduced the art project itself. The project instruction, as it provides the teacher with the
consisted of a paper plate with the middle cut out and opportunity to ensure specific concepts are
holes punched in it to help string their dreamcatcher
taught, and done so in a timely matter.
together.
 To accompany the math part of the lesson, the students Group discussion is utilized following the
were instructed that they would have to cut 4 pieces of direct instruction to provide formative
yarn using their measuring blocks. 3 had to be cut to the
length of 14 blocks and the one piece had to be cut to 50 assessment for validity and reliability for the
blocks long. FNMI concepts taught. By providing students
 This was all done using non-standard measurement
with the opportunity to express themselves,
units. The students were instructed to decorate their
white plate until no white was showing. The students the teacher creates an open opportunity for
then began to string their dreamcatchers and add their students to explore and discuss FNMI culture
feathers and beans.
and beliefs, furthering potential learning.
 Following the allotted time, students will hand in their
dreamcatchers (completed or not) and return to their
tables for closing.

3
 Discover Your Spirit Animal November 14, 2019 Wenzel
Assessments

Formative: Formative assessment will take place in the form of sampling through questioning in during the
PowerPoint presentation. During this time, the educator will survey for prior knowledge as well as newly
developed understanding of FNMI culture and beliefs pertaining to dreamcatchers. This will be done to survey
and note prior knowledge for future FNMI lessons.

Summative Assessment: Summative assessment will not be utilized for this activity as this is an introductory
lesson and students have not yet had the opportunity to master the skills being taught and practiced. Skills being
taught in the lesson will like wise be assessed in the final project for the unit.

Differentiation
While students will be presented with information verbally, through both the telling of a story and the teachers
presentation of information, information will also be presented on the point point. This will be done to ensure that
students who struggle with auditory skills have an equal opportunity to learn about FNMI beliefs and
dreamcatchers

For students who need extra time coloring or completing their dreamcatcher, students will also be given a
second chance (the following day) to complete their artwork and hand it in. This is done to ensure students have
the opportunity to perform to the best of their abilities, and hand in their best work.

Consolidating and Closure (5 min)

Transition to Next Lesson(s): Following the completion of their dreamcatchers, students will clean up
their areas, hand in their dreamcatcjers, and gather at the carpet where they will be dismissed to their
next class.

Feedback from Students on Learning:

Reflective Notes