Unit Plan: Weaving

Applied Design, Skills & Technology / Grade 6-7

Big Ideas

Design can be responsive to identified needs.

Concepts:

  • Function
  • Form
  • Causation
  • Connection

Essential Questions

Students will keep considering…

  • How are textiles used in functional ways?
  • What are the features of woven textiles?
  • How do we describe patterns?

Evaluative Criteria

Rubric

 

  • Student will be able to expertly describe a wide variety of functions of woven textiles both in the past and in the present.
  • Students will be able to describe in detail the features of their finger-woven textile piece using advanced vocabulary.
  • Student can expertly create a finger woven piece that includes even tension throughout and a clear pattern in the weaving.
  • Student is able to clearly describe the pattern using mathematical language.

Monitoring Progress

Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:

  • Students could write, draw or share reflections on their learning throughout this process that teachers could assess.
  • Teachers could assess their woven product.
  • Teachers could assess their mathematical descriptions of their patterns.

Resources

WEBSITES

TEXT

  • “The Arrow Sash” / “La cienture fleche” by Sylvain Rivard
  • “Fingerweaving Untangled” / “Le fléché démêlé”  by Carol James

Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

 

  • What aspects of the unit went well?
  • What did students struggle with?
  • What did you struggle with?
  • What would you add/revise the next time you taught this unit?
  • Were there any unintended outcomes?
  • Were students engaged?

Stage 3 – Learning Plan

 

EXECUTE THE LEARNING PLAN

LEARNING EVENTS:

  • These learning events/activities are suggested activities only. 
  • In some cases the plans are not fully completed lesson plans. 
  • The teacher may choose some lessons/activities to span over several lessons. 
  • Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.

Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.

> Click here for more information on WHERETO

 

 

Where To

Where: Where are we going in this lesson Why? What is expected of my students during and after this lesson? • Present the performance task to students early in the unit • Post essential questions; students can generate their own questions as well • Check for  misconceptions
How: How will I hook and hold student interest during this lesson? • Use a provocation as an entry point • Present students with a mystery or challenge
Equip: How will I equip students for expected performances? How will I make sure to teach the foundational skills so that they can understand and complete tasks? • Access understandings and experience with solid instructional practices • Consider strategies that work for divers e learners • Incorporate literacy 44 strategies
Rethink and Revise: How will I help students reflect, rethink and revise their ideas, writing, and tasks? • Have students rethink the big idea • Have students reflect on  their learning  to build understanding
Evaluate: How will students self-evaluate and reflect on their learning after each lesson/task? Some ideas for self-evaluation include:

• Ticket out the door • Rubrics and checklists • Formative assessments and feedback

Tailor: How will I tailor learning to varied needs, interests and styles? (refer to the NVSD Adaptations Checklist). • Differentiate to your students with the product, the process and the content
Organize:   How will I organize and sequence the learning in each lesson and transition to a new lesson? • Start with the end in mind
Please note that the order in which teachers present this to their students is not mandated to the order of the acronym.

 

The Learning Events should always be prefaced by focusing on the essential questions:

  • How are textiles used in functional ways?
  • What are the features of woven textiles?
  • How do we describe patterns?

Lesson 1 - How Are Textiles Used in Functional Ways?

The Learning Events should always be prefaced by focusing on the essential questions:

  • How are textiles used in functional ways?
  • What are the features of woven textiles?
  • How do we describe patterns?

 

How Are Textiles Used in Functional Ways? (Lesson 1)

1) Read aloud “The Arrow Sash” “La cienture fleche” by Sylvain Rivard.

2) Discuss how the arrow sash was used historically and how textiles are used now.

3) Have students reflect on their discussion in a way that the teacher can assess their learning.

Lesson 2 - What Are the Features of Woven Textiles?

The Learning Events should always be prefaced by focusing on the essential questions:

  • How are textiles used in functional ways?
  • What are the features of woven textiles?
  • How do we describe patterns?

 

What Are the Features of Woven Textiles? (Lesson 2)

1) Using the book “Fingerweaving Untangled” by Carol James and the Sashweaver website, teach students the basic steps and vocabulary of finger-weaving.

2) Introduce how to create patterns in a weave.

3) Have students create their own mini Métis-inspired sash

4) Have students reflect on their learning in a way that the teacher can assess their understanding of finger-weaving vocabulary and process.

Lesson 3 - How Do We Figure Out and Describe Patterns?

The Learning Events should always be prefaced by focusing on the essential questions:

  • How are textiles used in functional ways?
  • What are the features of woven textiles?
  • How do we describe patterns?

 

How Do We Figure Out and Describe Patterns? (Lesson 3)

1) Teach students to represent weaving patterns using concrete, pictorial, and symbolic mathematical forms.

2) Have students independently describe their final project using pictorial and symbolic mathematical forms.

The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

 

Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.


Visit the Ministry of Education for more information

Core Competencies

orangecommunicationCommunications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

bluethinkingThinking Competency

The knowledge, skills and processes we associate with intellectual development

greensocialSocial Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society


Visit the Ministry of Education for more information

Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.


Visit the Ministry of Education for more information

Additional Resources

 

First People's Principles of Learning

To read more about First People’s Principles of Learning, please click here.

For classroom resources, please visit the First Nations Education Steering Committee.