Lesson Plan

Lesson Title: Norval Morrisseau Grade: 3 Date: February 15th 2018 and February 17th 2018
Subject/Strand: Art/Visual Art Unit: Creating and Reflecting Location: Classroom Times: 100 min each day
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
(A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students
will have by the end of the lesson. It also indicates input/feedback while project is still in process.)
Students will be asked to create an art piece that demonstrates the Eastern Woodland Style of the famous Canadian artist
Norval Morrisseau (a couple examples will be available to the students). Before the students come in from recess place
paper and oil pastels on the 3 trapizoid tables. Each table will have 8 pieces of paper and 4 packs of the oil pastels (each
table gets 2 packs). Also, place the 3 examples of Norval Morrisseau’s art work on the whiteboard with magnets. The
Learning goals and success criteria will be posted above each pick up station, this is to help students throughout the lesson.

Once the students come in have them sit on the carpet. Introduce them to the art work, ask them if they see any similarities
between the 3 examples. Recognize the different types of line, colour, value and variety in the art work. Notice the organs
illustrated, spines, the motion lines, organic and geometric shapes, animals and different communication represented.
Explain to the students that these are the main features demonstrated in all of his art work. Use leading/open ended
questions to allow student involvement. Outline to importance of variety of line, shape and value.

Morrisseau presents many features in his art work such as; Line, X-Ray Vision, Colour, Shape and Animals. Explain to the
students that they will be expected to implement at least 4 of the features in their art piece. They must include; form lines, x-
ray vision (spine, heart, liver, stomach), use of colours to demonstrate emotion and geometric and/or organic shapes. Chart
paper explaining these features will be displayed next to the whiteboard, review this with them.

Next, give them an example. You may combine the 3 different art pieces to illustrate the features and different creativity.
Add your own interest if needed. (Ie. If you like swirls you may want to show them that type of line). After the demonstration,
you may dismiss them to their tables according to table numbers. Tables will be labeled with a number hanging from the
ceiling, tables 1 and 2 may go and get their paper and oil pastels from art table A (students should know where the A table
is located, if not there is a piece of construction paper with the letter A on it tapped to the table. Tables 3 and 4 will go to the
B table and tables 5 and 6 will go to the C table. Students will work quietly at their seats.

Circle the classroom while they are working to ensure they are on task and answer questions if needed. Below are the
specific Fundamental Principles expected throughout this activity for Grade 3.

Line: variety of line (e.g., thick, thin, dotted)

Colour: colour for expression (e.g., warm and cool colours); colour to indicate emotion; mixing of colours with white to
make a range of warm and cool tints

Value: mixing a range of light colours and dark colours

Principle of Design: variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values,
and colours to create interest [bright or light colour values, dark colour values])

Creative Process:

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 Exploring/Experimenting:

uses a range of arts elements, techniques, conventions, and/or principles (as appropriate for each strand)
in response to the challenge, stimulus, or inspiration introduced by the teacher or teaching artist or set by
the student

Producing Preliminary Work/Planning Sketches:

commits to artistic choices and works to make his or her meaning clear for an intended audience – creates
the work (i.e., the embodiment of the idea).

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details…record only the details which relate to this task …at least 2 of the 3
overalls should be noted
Also indicate:
 2D or 3D project
 Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)
 Which art techniques and/or cultural connection /art form
 Will they have communicate feelings, understandings, ideas (indicate which ones)

D1: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements,
principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
D2: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of
art works and art experiences;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., use asymmetrical
cut-paper composite shapes to depict a Canadian landscape, with a clear foreground, middle ground, and background; use
colour values and shapes in a “What’s inside me?” painting in the X-ray style of Norval Morrisseau to create contrast
between the inside and the outside of the figure)

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

D2.4: identify and document their strengths, their interests, and areas for improvement as creators of art

Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By grade, it tells you what
CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of elements and principles of design are addressed in
the lesson…Record the grade-specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the
Principles of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etc…Be sure to omit content which does not relate to this
particular lesson)

Line: variety of line (e.g., thick, thin, dotted)

Colour: colour for expression (e.g., warm and cool colours); colour to indicate emotion; mixing of colours with white to
make a range of warm and cool tints

Value: mixing a range of light colours and dark colours

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Principle of Design: variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values,
and colours to create interest [bright or light colour values, dark colour values]

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn…
Day 1

Learning Goal 1 - (Cultural Context) identify the distinct Features of Morrisseau’s Eastern Woodland Artistic style: Eastern Woodland

Learning Goal 2 - (Creation of Planning Sketch) Plan and create a rough draft of my own personal artwork which will be inspired by,
and include aspects of Morrisseau’s style

Day 2

Learning Goal 1 - Extend my skills in working with mixed media: marker/pastel/paint or other media

Learning Goal 2 - (Cultural Context) identify the distinct Features of Morrisseau’s Eastern Woodland Artistic style: Eastern Woodland

Learning Goal 3 – to find my strengths, weaknesses and areas for improvement

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X ] AS [ X ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
Day 1
I can…

Learning goal 1: Cultural Context

 include at least 3 features of Morrisseau’s Woodland Style
- Line: form, spirit, power, and motion lines, repeated lines
- X-ray: inner human spirit and animal guide, offspring, organs, spines & ribs, food eaten
- Colour: bright, stained-glass effect, earth tones (connect to nature), complementary colours
- Shape: circles above human, circles in the sky, divided circles, circles within the body
- Animals: alone, connect to humans, front or profile view

Learning goal 2: Creation of Planning Sketch

 Create a planning sketch
 Review my sketch and make adjustments to include at least 3 three features of Morrisseau’s style

Day 2

I can

Learning goal 1: Cultural Context

 Include at least 3 features of Morrisseau’s Woodland Style
- Line: form, spirit, power, and motion lines, repeated lines
- X-ray: inner human spirit and animal guide, offspring, organs, spines & ribs, food eaten
- Colour: bright, stained-glass effect, earth tones (connect to nature), complementary colours
- Shape: circles above human, circles in the sky, divided circles, circles within the body
- Animals: alone, connect to humans, front or profile view

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Learning goal 2:
 Use black marker to outline
 include at least 2 mixed media tools
- Oil Pastels
- Pencil Crayons
- Markers

Learning goal 3 –
 Recognize my strengths
 Recognize my weaknesses
 Recognize my areas of improvement
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Day 1 Day 1 Day 1

Draft Drawing Student will draw a rough sketch of their own “Met/Not Yet Met” recording sheet
personal artwork using features of Morrisseau’s (self assessment)
Day 2 style
Final Drawing Day 2
Day 2 “Met/Not Yet Met” recording sheet
Students will complete a good copy of their Exit ticket
personal artwork, this is include any revisions to
meet expectations and at least 2 mixed media
tools (colour, black outline).

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* have experience using line in other art works
* have experience developing and using colour in other art works
* have experience understanding value in other art works
* being able to identify specific features of Morrisseau’s artworks
I.E.P. program implications: Accommodations, Modifications
This will adjusted based on the accommodations & modifications that have been implemented on their IEP:
Accommodations
- proximity
- alternative work space (i.e. quiet spaces)
- reinforcement incentives
- use of headphones
- mind maps
- scribing
- extra time for processing

Modification: gearing down or up (depending on their IEP)

Differentiation: Content, Process, Product, Environment, Assessment

* Proximity to teacher
* reduced expectations
* extra time to complete task
* direct, one-to-one drawing/colouring support
* Alternative assignment- Orally reflect on a chosen Morrisseau artwork or with assistive technology.
Learning Skills/Work Habits: [ ] responsibility, [x ] organization, [x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

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Organization: devises and follows a plan and process for completing work and tasks;
Independent work: independently monitors, assesses, and revises plans to complete tasks and meet goals; uses class time
appropriately to complete tasks;

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
 Norval Morrisseau
 Contrast
 Line
 Shape
 Form
 primary colours
 x-ray, palette
 warm
 cool
 outline
 bold
 curvy
 wavy
 straight
 circle
 animal
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

 Pastels
 Black Markers
 Paper for drawing (thick 8.5 x 11)
 Paper towels
 Computer and smart board (for showing students examples of Norval Morrisseau’s Art)
 Norval Morrisseau’s website for examples
 Anchor Chart with learning goals and success criteria for visual instruction
 Teacher made exemplar
 Buckets for water
 Colour Wheel Anchor Chart
 Garbage bins
Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.
Class will include 3 pick up stations
2 quiet spaces
Group seating

*See floor plan

Three Part Lesson
What Teachers Do: Write the lesson description with enough
detail that another teacher could replicate the lesson without a
personal discussion. Prompts and guiding questions are
required in each section.
Identify what the students are expected to think about or do.
What Students do: Identify what the students are expected to
think about or do (in terms of learning processes).

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Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 15 (Indicate time breakdown of instructional elements)

Day One: Day 1

Introduction: 10 minutes Introduction: 10 min

Students will participate in a think, pair, share.
Students will be introduced to the artist’s name, “Norval They will critically look at the different examples and notice the
Morrisseau” alongside a picture of his art work. different features depicted in Morrisseau’s style.
Students will be asked what they notice or how the
artwork makes them feel in a think, pair, share group.
Students will then be asked, in groups, to search for other
pieces of his artwork using technology. They will use
ponder questions posted on chart paper in front of the
class to guide them through their search.

Ponder questions:
1. What do you notice about his art works?
2. How does it make you feel?
3. Which elements of design do you recognize being used?
4. What do you think x-ray means? How does he show an
x-ray?
5. What type of shapes do you notice? Organic or In x-ray vision you can see different organs. The stomach, heart
geometric? and spine.
6. What type of lines do you notice? Thick? Thin?
7. How does he include animals in his art work? He uses big lines and small lines
He has a lot of different animals. Wolf, turtle, bear bird.
Students will then join together as a class, and orally share their
responses one question at a time the questions above through a
think, pair, share.

Model: 5 min Model: 5 minutes

The teacher will then demonstrate a model of what is expected Students will gather around the horseshoe table and listen
in their personal artwork. Before beginning, the teacher will go carefully to the instructions. They will carefully watch how the
over the learning goals and success criteria. teacher models and think of possible ideas they may want to use in
their artwork.
The teacher will ask all of the students to gather around the
horseshoe table. She will have a few chairs where students may
choose to sit and others have the option of standing.

The teacher will then draw a sketch of a personal artwork that

represents Morrisseau’s style. Including x-ray, shape, line,
Colour and animal. The students are only expected to include at
least three of these features.

Questions: 5 minutes Questions: 5 minutes

The teacher will then ask them if they have any questions or
concerns about this project before they continue independently. Students will have an opportunity to ask questions. They may want
The teacher will then direct the students how to collect their clarification on what is expected.
supplies. Tables will be labeled with a number hanging from the

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ceiling, tables 1 and 2 may go and get their paper and oil pastels We are allowed to use all 5 features?
from art table A (students should know where the A table is We only have to include 3?
located, if not there is a piece of construction paper with the
letter A on it tapped to the table. Tables 3 and 4 will go to the B
table and tables 5 and 6 will go to the C table. Students will work
quietly at their seats

The teacher will then tell the students to go to their assigned

table.

Day 2: Day 2

Review and Revise: 15 minutes Review and Revise: 15 minutes

Students will gather at the horseshoe table as a class and Students will have a chance to review and revise their artwork.
brainstorm a list of “x-ray” examples used in Morrisseau’s They will review their personal assessment based on the checklist
artwork. This will also be a helpful resources for those who may and adjust their art piece to fulfill all the criteria required (posted
be having an “Art’s block”. at every pick up station).

The teacher will ask the students to take out their draft work
and their “met/not yet met” checklist. The teacher will instruct
students to go over their checklist to ensure they have included
all of the criteria. If the students have to add or adjust their draft
they will have 10 minutes to do so. If they feel they are ready for
their good copy then they may begin on a 11x14 white paper.

The teacher will be circulating the room to ensure students are

following their draft plans, and focusing on their task. She will
also extend their learning by having brief, one to one
conferences with the students. Opened ended questions about
why certain colours or organic shapes were used and what it
means to him or herself will be asked and recorded.

Why did you choose that animal?

Why did you decide to use that colour scheme?

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ____35 min____ (Indicate time breakdown of instructional elements)

Day One:
Design Challenge: 35 minutes
The students will begin their personal artwork. The teacher will
circle the room reminding students of the specific features in
Morrisseau’s style (referring to the chart paper on the board).
She will ask students to point out consistent features they may
have mentioned during the minds on to make connections to
their observations.
Day 1
Design Challenge: 35 minutes
Students will use this period to create their rough draft. They
will refer to the learning goals and success criteria located
around the classroom to help guide them.
They will have an opportunity to ask the teacher any other
questions privately if they felt uncomfortable as a large group

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They must include; form lines, x-ray vision (spine, heart,
liver, stomach), use of colours to demonstrate emotion and
geometric and/or organic shapes.
Day 2:
Day 2:
Complete final copy: 35 min
Complete final copy: 35 min
The teacher will review their expectations, and remind the Students will begin their final copy. Only when they have made the
students of the use of black marker on their final draft. appropriate revisions.

The teacher will go around the classroom reviewing

everyone’s self assessment to ensure they have taken the
steps to fulfill the criteria.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop. ( Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tools
Time: ___10 min___ (Indicate time breakdown of instructional elements)

Day 1 Day 1

Check in and assess: 7 min Check in and assess: 7 min

The teacher will remind the students that a draft copy must Students will be given the “Met/Not Yet Met” check lists along
be developed before their final artwork. After the draft, with their rough draft materials (see attached assessment
students are instructed to complete their self assessment tool).
before moving on to ensure they’ve met expectation.
They will have to fill out this checklist to ensure they are following
Students will be given the “Met/Not Yet Met” check lists the success criteria.
along with their rough draft materials (see attached
assessment tool).
Clean up: 3 min
They are to use this to reference why they believe they
The students will put their supplies away in the same
have met or not yet met expectations, and list “next steps”
direction they received them. They will pick up wet wipes to
for their final task.
clean their area.
Clean up: 3 min
The teacher will instruct the students to put their supplies
away in the same direction they received them. They will
pick up wet wipes to clean their area.
Day 2

Day 2 Exit Ticket; 5 min

Exit Ticket; 5 min
Before the period is over the teacher will handout an exit
ticket. The exit ticket will ask the students to record their
strengths, weaknesses and areas for improvement based
on their final artwork.
Clean up: 5 min
The teacher will instruct the students to put their supplies
away in the same direction they received them. They will
pick up wet wipes to clean their area.
Students will complete an exit ticket that outlines their
strengths, weaknesses and areas for improvement.
Clean up: 5 min
The students will put their supplies away in the same
direction they received them. They will pick up wet wipes to
clean their area.

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Extension Activities/Next Steps (where will this lesson lead to next…an opportunity for you to extend from level 3-4 with rich links to other lesson
ideas/book/web supports and inspiration

This lesson will lead to the social studies unit introducing First Nations Culture

Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up:

Students will use paint mixing colours

Students will identify emotion behind their personal artwork (choosing a colour scheme based on the colour wheel and
relate back to emotion).

Gearing Down:
Students will include only one animal, one x-ray feature, and one line form

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Name: _________________________________________ Date: ______________________

Criteria: Met Not Yet Met

 Includes at least 3 features of

Morrisseau’s Woodland Style
- Line: form, spirit, power, and
motion lines, repeated lines
- X-ray: inner human spirit and
animal guide, offspring, organs,
spines & ribs, food eaten
- Colour: bright, stained-glass effect,
earth tones (connect to nature),
complementary colours
- Shape: circles above human, circles
in the sky, divided circles, circles
within the body
- Animals: alone, connect to
humans, front or profile view
 Includes black marker outline and at
least 2 mixed media tools
- Oil Pastels
- Pencil Crayons
- Markers

Next Steps (What Do I still need to add?)

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Exit Ticket:

Strengths (What went well):

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Weaknesses (What do I need to work on? Areas for improvement?)

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