Name: Erin Valenzuela Minesing Central – Mr.

Donaldson
Lesson Plan
Lesson Title: Exploring Norval Morrisseau Grade: 5 Date: Monday April 16
Subject/Strand: Visual Arts Unit: Canadian Artists Location: Portable 808
Times: 2:40 – 3:20
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?)
This lesson will extend into the Art block on Monday April 23rd. In this lesson, students will begin to explore Canadian Artists with a
First Nations heritage. Students will be exploring First Nations culture beginning in May and this lesson will be an initial introduction to
a part of First Nations heritage that is key to understanding First Nations history.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
D1: Creating and Presenting – apply the creative process 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: Reflecting, Responding, and Analysing – apply the critical analysis process to communicate feelings, ideas, and understandings in
response to a variety or art works and art experiences;
D3: Exploring Forms and Cultural Contexts – demonstrate an understanding of a variety of art forms, styles, and techniques from the
past and present, and their sociocultural and historical contexts

Students will create two-dimensional pieces of art which explore the elements line, colour, and space as well as the principle of design
proportionality. Students will engage in the Creative Process through the use of Imagining and Generating, Planning, and Focusing,
Exploring and Experimenting, Producing Preliminary Work, Presenting, Performing, and Sharing, Reflecting and Evaluating and they
will receive feedback along the way.

Students will have the opportunity to make connections between Norval Morrisseau’s style and their own and communicate how they
can connect their work to that of Morrisseau’s.
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)
D1.1 – create two-and-three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view (A)
D2.2 – explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or
understanding (K)
D3.2 – demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in
different times and places (K)
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…
- The name and description of the features that are present in Norval Morrisseau’s work
- How to use lines and complementary colours to create a Morrisseau inspired piece of art
- How Morrisseau’s history and identity are embedded in his work and create a piece of my own which displays my identity
- How Morrisseau communicated this history through his artwork
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X] FOR [ ] AS [ ] 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.
We will know we are successful when we
- can use the correct labels to describe at least 5 features Morrisseau uses in his art such as form lines and x-rays
- can use lines and complementary colours to create a piece of art
- can identify how Morrisseau has used lines and colour to tell a story within his work
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
Say and Do In this introductory lesson students will be asked There will be no formal assessment tool
to identify a piece of Morrisseau art they this lesson other than observations and jot
connect with from samples found online. They notes taken on student progress to
will need to identify the features found evaluate how many more lessons will be
Morrisseau’s work by labelling their preferred needed to complete the art project.
piece of art.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students have prior knowledge of the creative processes used in art from previous art projects as well as how to work with pastels
which will be introduced in the final portion of this art project.
I.E.P. program implications: Accommodations, Modifications
There are no student on formal IEP’s related to the art curriculum.
There is one student on an alternative IEP and his goal for the lesson will be try his best using any of the materials and enjoy the social
interaction with his peers during the work period.
Differentiation: Content, Process, Product, Environment, Assessment
Students will be able to share devices to help them search for images to explore.
Students will be able to find an alternative place in the classroom to work if they wish.
Learning Skills/Work Habits: [ X ] responsibility, [ ] organization, [ X ] independent work, [ ] collaboration, [ X ] initiative, [ X ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Line
Form Line
Spirit Line
Lines of Power
Lines of Prophesy
Lines of Motion
X-Ray
Inner Human Spirit
Inner Animal Guide
Offspring
Organs
Spines/ribs
Food Eaten
Repeat
Divided Circles
Complementary Colours
Norval Morrisseau
Ojibway
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.
 Manilla paper
 White paper
 Pencils and erasers
 Black markers bother thick and thin
 Oil pastels
 Copy of the colour wheel
 Technology to look for inspiring images
 Baby wipes
 Art curriculum
 Chart paper for learning goals and success criteria, word wall words, and examples of features found in Morrisseau’s work
 Pictures books to explore regarding Ojibway art such as The Ojibway Dream by Arthur Shilling
 https://www.youtube.com/watch?v=UYbNcrQqaRE
 Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
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.
Time: 2:40 – 2:50 (Indicate time breakdown of instructional elements)
“Alright class. Thank you for getting ready for this new lesson so Students will be expected to turn their attention quickly to the
quickly. I really want to get right into exploring this art with you teacher to begin the lesson and allow for best use of the time
right away. Last week we visited Mr. Stone’s class for their remaining in the period.
heritage fair and we saw all the hard work his class had put into
exploring First Nations cultures. We are going to begin to do this
as well as we get ready to begin our next social studies unit.
Today I want to explore a very famous Canadian Artist by the
name of Norval Morrisseau. Has anyone ever hear of his
before?”
-teacher will call on students with their hands raised but it is If students know of Morrisseau they will be expected to raise their
expected they will not be familiar with this artist or his work. hands to share their thoughts.
“Norval Morrisseau was an Ojibway artist who was best known
for his work with bright complementary colours, black lines, and
sharing the stories of his culture and heritage with people other
than those who shared his own. I have brought a few images for
you to look at”
-teacher will share the link of Morrisseau art with students. Students will be expected to turn their attention to the board for
“Some of the reasons Morrisseau’s work is so famous is that he the art being shared.
tells a story in each of his pictures using features that had never
been seen before in art outside of his culture. I have created a
few of these features to share with your today”.
-teacher will share anchor chart with students highlighting some
of the common features found in Morrisseau’s work. Students will be expected to turn their attention to the learning
“Today we are going to begin to explore Morrisseau and in our goals and success criteria anchor chart as well as the Morrisseau
next art class we will work on creating our own Morrisseau features anchor chart.
inspired work. Our learning goal for today is begin to explore the
features present in Morrisseau’s work and select one of his
images that interest you which you will use as a guide when
creating your own art. Please get your technology out and in
Google, enter Norval Morrisseau and select images” Students will be expected to use their tech to find images by
-teacher will write this on the board so student have correct Morrisseau that speak to them.
spelling.
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: 2:50 – 3:15 (Indicate time breakdown of instructional elements)
Students will have the rest of the period to look through Students will be expected search for an image until one that
Morrisseau images until they find an image that most speaks to pleases them is found.
them.
“Class, once you have an image that you feel you connect well Students will be expected to gather their rough copy paper and a
with, please come up and get a piece of Manila paper. This will pencil and begin their draft using their image as inspiration.
be your rough copy of your image where you can explore how
you will fit at least 5 features of Morrisseau’s work into your Students will be expected to regulate their behaviour and manage
own art. It is really important to remember though class, you are their time to stay on task.
using Morrisseau’s art as inspiration. We are absolutely not
copying his work. This is one very important thing you must
always remember especially when working with First Nations Students will be expected to raise their hands if they have
artists. Please raise your hand if you have any questions while questions while they work.
you work”.
-with five minutes left in the period, teacher will call student’s
attention back to the front to warn them of the period coming
to an end
“Attention…1, 2, 3…Ready.
Class we only have five minutes left in this period. Do not panic
if you have not completed your rough copy. We will have
another chance to work on this art again next week. For now,
please finish up your thoughts and get ready to clean up”
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.
Time: 3:15 0 3:20 (Indicate time breakdown of instructional elements)
“The time has come to put out pencils down and put our tech Students will be expected to clean-up their tech and materials and
away. Please make sure your name is on your work so it will be get ready to participate in the end of day routine.
easy to find when we come back to it. Once you have put your
work on the back table, please get your agendas out for signing. Students will be expected to put their name on their work and put
Great work today everyone!” it on the blue table for safe keeping until the next lesson.
-teacher will help students stay on task for clean-up and gather
work at the back table. Teacher will then move into signing
agendas as part of the end of day routine.
Extension Activities/Next Steps (where will this lesson lead to next)
This lesson will link directly to the next lesson when students will create their good copy of the art using Morrisseau features. This
lesson on art can also be extended into their unit on First Nations heritage which begins in May.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?