Lesson Plan

Title: wampum

Length:___variable_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of
the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students
based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would
recognize as proficient skill/knowledge.
-Last lesson required students to use paint to create a pattern; many students struggled to accurately create a pattern.
-Students have been introduced to native American culture in the classroom.
Proficient:
Students are able to accurately plan a pattern on paper and transfer that pattern to their beading project.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take
on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Do you have an article of clothing that commemorates an event or vacation?
Note: this item may or may not contain the description of time, date, and place, but still holds the memorial significance.
Have students share personal examples of objects of theirs that contain memorial significance. This shows how the individual brings
Significance to otherwise ordinary objects.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in
art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules,
Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Rhythm, culture, pattern, tradition, symbolism, planning, technique, story telling
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not
only link two or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and
universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
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 Stories can be told and represented visually, as well as verbally. (Standard: Observe and learn to comprehend PGC: Recognize, articulate,
and debate that the visual arts are a means for expression GLE: Art has intent and purpose)

- Tradition is a direct result of cultural context. (Standard: Envision and Critique to reflect, PGC: Recognize, demonstrate, and debate the
place of art and design in history and culture, GLE: Artists, viewers, and patrons make connections among the characteristics, expressive
features, and purposes of art and design)

Quality of planning influences the quality of the product. (Standard: Invent to discover and create, PGC:Recognize, interpret, and validate
that the creative process builds on the development of ideas through a process of inquiry, discovery, and research GLE: Demonstrate basic
studio skills)

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art
learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE:
_____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
SWBAT plan a pattern on graph paper. (Blooms: plan, Standard: observe and learn to comprehend GLE: Art has intent and purpose numeracy:
sequencing)
SWBAT create a 3-D piece of art from a 2-D plan. (Blooms: create, Standard: Invent and discover to create GLE: Use basic media to express ideas
through the art-making process)
SWBAT visually represent a story or event. (Blooms: Standard: Envision and critique to reflect, GLE: Artists, viewers, and patrons make
connections among the characteristics, expressive features, and purposes of art and design, Litteracy: story telling)
SWBAT demonstrate understanding of Wampum belts in native American culture through justification of their own artistic decisions. (Blooms:
Standard: relate and connect to transfer, GLE: Historical and cultural ideas are evident in works of art, Art learning: symbolism)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies
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you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as
modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to
Students who struggle with numeracy or sequencing -Less complexity in pattern acceptable as long as
access content and multiple modes
issues will be encouraged to work in pairs with
effort was clearly displayed during work time in
for student to express
each other
class
understanding.)
Extensions for depth and
complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Gifted students will have the opportunity to write a

short story about their wampum if they finish early

-Deeper explanation of artistic decisions and

symbolic meaning

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Wampum - purple and white shell beads strung
Together in patterns or on a belt used to record
events and memories used by American Indians of
the Eastern Woodlands.
Warp-vertical threads on a loom
Weft- threads that are manually pulled through weft
Loom- weaving tool
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students
will use.) List all materials in a bulleted format.
-Cardboard looms
-Plastic needles
-Yarn
-Scissors
-Beads with holes big enough for 2 pieces of yarn
-Crayons, colored pencils, or markers
-Printed Wampum belt pattern worksheets
-Zip lock bags
-Masking tape or duck tape
-Permanent marker
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-Projector
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can
be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
http://www.nativetech.org/wampum/wamphist.htm
http://web.grinnell.edu/courses/edu/f01/edu315-01/liberato/wampum.html
http://www.slideshare.net/cscagluso/wampum-belt-powerpoint
http://www.ganondagan.org/Learning/Wampum

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Make sure all aspects of PowerPoint are working correctly on school computer
-Print pattern planning worksheets
-Set up projector
-Have weaving boards, plastic needles, and yarn ready to be passed out
-Have beads out and ready for students to choose from
-Make sure there are enough bowls for every student to have their own
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Do not put the beads in your mouth
Do not put plastic needles by your face or your neighbors face
Do not run with needles
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited
about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and
ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
How would you tell a story with out writing words?
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How would you get things you needed if we didnt have any stores?
What would make something valuable if there was no such thing as money?
What makes something valuable?
-Tell stories behind wampum belt designs in presentation
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought
that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas
and plans for their artwork.
Grid planning worksheet:
Students will plan 2-3 different patterns on graph paper that tell a story or commemorate an event
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for
each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Da
1) Allow class to enter and find their seat
1) Continue to
Time:
y1
2) Begin with quick discussion
reinforce
1)
Q. So far what have we learned about native American culture
established
Q. What can you tell me about their art?
classroom routine.
Q. Was story telling important to them?
Students know how
Q. What about nature?
class will begin so
they can focus
3) Today we are going to learn about Native American art.
thoughts on learning
Begin power point
2) Students draw on
-What do you notice about this guys out fit, what is he wearing?
prior knowledge
- Do you think he wears that every day, why or why not?
and begin to enter
- Do you think what he is wearing is important to him?
context of todays
-What makes it look important?
lesson
3) Students practice
looking for visual
4) He is wearing something called a Wampum belt
clues to gain deeper
(Next slide) lets take a closer look at a Wampum belt
insight about an
-Q What do you notice about this?
image
-A colors are purple and white, clear pattern used, beads have some color variation
4) Analyze art piece in
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-Q Do you think they planned that pattern for any reason? Why?
-A yes, it is very precise
5) Hiawatha wampum belt symbolized the start of the Iroquois league, each square is one tribe
What do you think these are made of?
6) (Next slide) its made of seashells!
-Q. Where do you think it was made?
-A. northeastern US
-Q. were native Americans in Colorado making these?
-A. no there is no ocean
7) (Next slide) Informational
-Used to record events and memories
-Patterns and symbols told stories
-Color of bead held meaning
8) (Next slide)
-Hudson bay belt
Q. What do you think the symbols in this are telling us?
-Chief Clinton Rickard (1973) in his book had also named the belt as the Hudson Bay Belt
with three figures holding hands in friendship. It symbolized the trust of the White man and
Hudson Bay Company with the Indians by allowing a trading post in their territory. The cross
of the "new" Whiteman's religion is set at a distance signifying that the Indians "did not
immediately accept this new religion because they did not know if it would do good to their
people. They said they would just watch this religion for a while and see what it was like."
9) Two row Wampum
The belt consists of two rows of purple wampum beads set on a background of white
wampum beads. The purple beads signify the course of two vessels - a Haudenosaunee canoe
and a non-Native ship that are traveling down the river of life together, side-by-side but never
touching with each people in their own boat with their own laws, religion, customs, and
sovereignty. Though the customs followed are different, each people are equal. The three
white stripes symbolize friendship, peace, and respect between the two nations.
10) (Next slide) Colors!

detail to identify
materials and
techniques
5) Recognize the
artistic/cultural
intention behind the
piece
6) Students learn to
use information to
make connection
between geographic
location of artist and
materials used.
7) Confirm/re-address
with students what
the most important
aspects to remember
about the wampum
belt are
8) &
9) Students gain ideas
for how to use
symbolism in their
artwork by looking
at how it was used
by the Native
Americans. Hearing
the stories that these
designs represent
will guide students
in the creation of
their own symbolic
artwork.
10) Connect visual
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Both symbols and colors were used to tell a story. Here is what some of the colors meant to
the native Americans
Gold -strength
Blue -loyalty
Black- unhappiness
Yellow- happiness
Purple -spiritual wisdom and wealth
White -peace and sadness
11) Pass out grid work sheets
- Before we get started on weaving we need to plan out our design
-Color in 3 different idea plans for your wampum
-On the back of each planning sheet write down what your wampum signifies
-Once you have decided which one you like the best, bring your plan sheets up and talk to me
about your design- I will trade you for a loom, warp thread, weft thread, and a plastic needle
after I approve your Wampum plan.
12) Once you get your weaving, board tape your yarn to the top left hand corner with the long
side up, write your name on a piece of tape on the same side, write your name on a piece of
tape on the same side
13) Put your labeled materials at the front of the table and let me know you are done- I will
assign you a job for clean up.
Da
y2

1) Allow students to enter and get settled with materials.

2) Have everyone stand, tuck their chairs in and freeze, circle around the yellow/green
table for a demo
3) Demonstrate how to set up loom
-Tape one end of string to back of board
-Thread string into each groove of loom
-Tape other end of sting down
4) After a student has loom threaded they are responsible for helping the rest of their table
get looms threaded.
5) Once your whole table is finished stand tuck your chairs in and hold up a zero, I will let
one table up at a time to pick out their beads and put them in the zip lock bag
6) No one came come get beads until every one at the table has their loom threaded so
once you finish help those around you

elements to
symbolic meaning
in more depth
11) Ideate and plan.
Students will
practice coming up
with different ways
to express their
ideas and tell a
story. Students
practice planning
out and
experimenting with
ideas before
beginning a project.
They also practice
justifying and
communicating
their own artistic
intentions.
12/13) Take
responsibility and
ownership over their own
materials
1/ 2) Maintain
established/predictable
classroom management
routine.
3) Students learn weaving
process. Practice listening
to and recalling a necessary
sequence of events
4/5/6) Practice working
together, learning
collaboratively, and
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7) After at least one table has beads I will explain how to weave beads
-Tie one end of loose string to the farthest left thread on your warp, thread other end through
needle
-String first row of pattern onto thread
-Pass the row under the warp
-Gently pull thread taught
-Pass thread back through bead holes
-Cross off finished row on planning sheet
-Repeat from the top
8.) Allow students to come up one by one and try on my demo loom if they do not
understand how it works or feel unsure of the process
9) Send everyone back to seats. Everyone should at least have a bag full of beads
before the class is over
DAY 3
Work day

following a sequence of
events
7) Students learn
weaving process.
Practice listening to and
recalling a necessary
sequence of events
8) Re-confirm process
and practice advocating
for their own learning
success
9.) Students practice
working towards an in
process goal

DAY 4
Work day
Da
y5

1) Once everyone is done each table will share with each other the meaning and symbolism in
their wampum belt
2) Each table will pick one person from their group to come up to the front of the room and
share with the class:
-What the story of event they are commemorating is
-What their symbols mean
-Why they chose their colors
-What was the hardest part of this project and what was the easiest

1) Students practice
articulating their own
artistic decisions while
listening to and being
respectful of the artistic
decisions of their peers
2) Students practice
confidently sharing their
artistic decisions in front of
a group of people

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes
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students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Art show
*Once everyone is done each table will share with each other the meaning and symbolism in their wampum belt
*Each table will pick one person from their group to come up to the front of the room and share with the class
-What the story of event they are commemorating is
-What their symbols mean
-Why they chose their colors
-What was the hardest part of this project and what was the easiest
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?
Were students able to plan a pattern?
Were students able to recreate that pattern in their beaded belt?
Did the student use symbolism effectively?
Were they able to justify their own artistic decisions?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
Student was able to plan a pattern on graph paper
Student was able to create a 3-D piece of art from a 2-D plan
Student visually represented a story or event.
Student demonstrated understanding of cultural context behind
Wampum belts though justification of artistic decisions made
Analytic Performance Rubric:
Ratings:
5. Takes ownership of the skill or art learned with mastery.
4. Takes ownership of the skill or art learned with proficiency.
3. Takes limited ownership of the skill or art learned.
2. Takes little ownership of the skill or art learned.
1. Takes no ownership of the skill or art learned.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued
practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey

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