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A LESSON PLAN FORMAT

Chen Kirshenbaum
Title of lesson (include topic): Weaving a Dream Catcher- Practice
Time: 59 minutes
Grade Level/s: 8th grade
Main Goal: In this lesson, the students will use the brain noodles and rope to practice weaving the inside
of a dream catcher. This will allow the students to master the weaving process thus making the final
dream catcher process much easier.
Standards:
National Core Standards:
VA:CR1.2.8a Collaboratively shape an artistic investigation of an aspect of present-day life using
a contemporary practice of art and design.
VA:CR2.1.8a Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art-making or designing

Georgia Performance Standards:


VA8MC.2 Identifies and works to solves problems through authentic engagement
(thinking, planning, and experimenting) with art methods and materials, exploring the
nature of creativity.
VA8PR.1 Engages in art making process with care and craftsmanship
Materials and Technologies: Projector, laptops, white board, brain noodles, yarn, scissors, beads, found
objects
Key Understandings: The students should understand the basic weaving process of the inside of the
dream catcher.
Essential Questions: How should the weaving process be done to make the most effective and efficient
web-like design in the center of the ring to form a basic dream catcher?
Key vocabulary: weaving, dream catcher, repetition, pattern
Instruction (Activities and Procedures):
Opening: Today we will be looking at the inside of dream catchers to discuss how and why they
were made and then use our own materials to construct our own small dream catchers.
Hook/Attention Grabber (Anticipatory set): How many of you guys have ever made your own
dream catcher?
Tap into prior knowledge: In the last class the students were instructed to braid plastic bags into
rope. Explain to the students that using that rope, we will be constructing our own sustainable
dream catchers. However, for todays lesson, we will be practicing in a smaller scale so we do not

waste the materials which ties into our over-arching theme of sustainability. Pose the
question: Who remembers what sustainability is? Answers should be similar to The
quality of not being harmful to the environment or depleting natural resources, and
thereby supporting long-term ecological balance
Detailed description of activities:
1. For the opener, each student will be asked to take a sheet of paper and fold it into fourths.
Then, they will be asked to draw the four steps of the weaving process as seen by my
example in the PowerPoint. This will immensely help the visual learners because they
will be able to draw out the steps and gain more knowledge. After this is done, I will
explain to the students that they did this opener to help them understand the weaving
process in its most basic form. I will then add that they should keep this paper for it will
come in handy when the weaving process begins. This step should take close to 10
minutes.
2. Next, I will begin by showing a few images of basic dream catchers. I want them to relate
their drawings to the images on the board so that they can see what their weaving will
look like with 3-Dimensional materials. I will also point out the similarities to spider
webs so they can hopefully gain further perspective. This will excite the students because
they will be able to make their own soon. On this slide of the PowerPoint I will include a
short definition of weaving with some other examples of weaving that are not dream
catchers. I can also ask if any of the students have ever practiced weaving and point out
that these students can help their classmates if they seem lost. This step should take 7-8
minutes.
3. Before the students begin the process, I will show a short demonstration of how to use the
materials properly and how to weave the small dream catcher. I will show them how to
fold the ends of the brain noodles to create a strong circle. I hope that the verbal learners
will learn greatly from this because not only can they see me, but my explanation should
help as well. This step should take 5 minutes at most.
4. Each table will be asked to come pick out their noodle color to allow the students more
fun and freedom. The yarn will be pre-cut so the students can also simply grab a bundle
of the color they wish. From here, the students can begin the process and are allowed to
use their drawn diagrams or the video for a refresher on the weaving. Each of the teachers
should walk around at this time to ensure each student is understanding the weaving
process and the folding of the edges of the noodles. This step should take 21 minutes
giving the students ample work time.
5. While the students are nearing the end of the weaving, I will make an announcement that
they can use extra yarn and beads to make the string that hangs down as decoration. I will
have an example to show them so they can gain ideas. They can also use other found
objects as decorations on the strings. By the end of this step there should be 8 minutes
left in the class.
6. To close, I would like to discuss with the students what they thought was difficult about
the process and what they learned. I will take all of their comments into consideration
when planning the next lesson. I will also make sure to add that next week we will be

using our new found techniques to weave the plastic bags on to the hula hoops to make
our sustainable dream catchers.
7. Finally, there should be enough time to clean up scraps. Each student can take home their
small dream catcher.
Monitoring of students: We will all walk around the room and assist the students that need more
help. I assume this might be more difficult for some students, so we should all make sure that the
students are following as best they can.
Closure: Discuss what the students thought might have been difficult about the process and what
the students found easier about the process. This will allow for personal reflection and I can base
the next lesson off of what the students need from me.
Interdisciplinary connections: The finished weaving product should resemble that of a spider web. I
could relate the process in a more scientific way to the making of a spider web.
Accommodating individual differences: First of, the PowerPoint introduction is a great way to
accommodate to the more visual learners. Next, since I will be explaining the whole process, this reaches
out to the more verbal learners. These students will be able to follow along to what I am saying and also
ask questions if they do not understand. Finally, the kinesthetic learners will learn greatly from practicing
using the brain noodles. They can use their hands and the process of trial and error to fully comprehend
the weaving process.
Technology: The projector will only be used for a short period to show the introduction PowerPoint.
Students will be allowed to use their computers to search for weaving images to further assist them in the
weaving process.
Formal/Informal Evaluation of Student learning:
1) I will use teacher observation to ensure that the students are learning properly and fulfilling
what is expected from them. To end the lesson, I will ask the students what they thought of
the process to better understand where I could have improved.
2) The finished mini dream catchers will be evaluated at the end of the class to see how the
students did and if my explanations were thorough enough to understand. I will check the
students work to ensure that their weaving turned out mostly right. I ask that the other
teachers in the room walk around as well and look at the finished dream catchers to check for
students who did not understand in the slightest and have nothing to show.

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