Lesson Plan

Lesson Title: My Morrisseau Grade: 1 Date: Feb. 8th and 9th 2018
Subject/Strand: The Arts Unit: Visual Arts Location: Classroom Times: 2 x 50 mins
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.)
By the end of this lesson students will apply their knowledge of line on their own piece of art. Students will chose an animal or image
that is meaningful to them and outline this image in the style of Morrisseau. Students will include various features of Morrisseau in
their art experimenting with Line, Shape/Form, and colour. After students have outlined the lines in their image with black marker
they will move on to applying oil pastels using techniques shown to them in this lesson. During this two part lesson students will have
the opportunity to revise their work after self-assessment. These processes will allow students to be comfortable with identifying
elements of design in artists works and using them in their own works.

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. Creating and Presenting: 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. Reflecting, Responding, and Analysing: 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;

 2D Project
 Creative Process: planning/focusing, exploring/experimenting, revising/refining, reflecting/evaluating
 Oil Pastels, Black marker (potentially pencil crayons) = Mixed Media, Aboriginal Artist
 Students will have to communicate understanding of Morrisseau’s work by including aspects of it with their own ideas in their
piece of art

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)

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on
a theme or topic (K)
D1.4 use a variety of materials, tools, and techniques to respond to design challenges (A)
(e.g.,
 drawing: use wax crayon or oil pastel lines on coloured paper to express their responses to different kinds of music or rhythm
 mixed media: use torn paper and textured materials to create a landscape collage of a playground that includes a horizon line

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and
others’ art work (C)

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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)

Elements of Design:
 line: jagged, curved, broken, dashed, spiral, straight, wavy, zigzag lines; lines in art and everyday objects
(natural and human-made)
 shape and form: geometric and organic shapes and forms of familiar objects (e.g., geometric: circles; organic:
clouds, flowers)
 colour: identification of warm (e.g., red, orange) and cool (e.g., blue, green) colours

Principle of Design:
contrast: pure/mixed colour

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…
 Plan my own Morriseau artwork
 Get comfortable using mixed media (Markers, Oil Pastels, Pencil Crayons)
 Apply oil pastels on paper
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.
I can: Have at least three important parts of a Morrisseau painting in my planning drawing
I can: Outline my work in black marker and fill it in with oil pastels and pencil crayons
I can: Use the oil pastels in at least two different places on my artwork (background, animal, circles etc.)
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

Assessment As: Written, students
will be given a self assessment form
to reflect on their own work.
Assessment Of: Oral/Performance,
students will conference with the
teacher showing and explaining their
artwork. Teacher will ask questions
to fill out a checklist of the success
criteria
Assessment As: Students are showing that they
can reflect on their work and show evidence of
understanding what they have included on their
planning sketch. Students will use this self
assessment to remind them what they need to
change in the final copy
Assessment Of: Students are using their self
assessment checklist to show what they have
done with their final piece of work to the
teacher
Assessment As: Will be a self reflection
sheet that students will complete after the
planning sketch during the first fifty
minute session.
Assessment Of: The other side of the
students self assessment form will be for
teacher use

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Introduction activity to Norval Morrisseau

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* Reviewing Line and what X-Ray features Morrisseau uses in his artwork
* Have followed instructions in art this year (Students know transition cues, flow of traffic, and classroom rules)
I.E.P. program implications: Accommodations, Modifications
*Modifications: Could be created on a computer art program
*Accommodations: More time for completion
Differentiation: Content, Process, Product, Environment, Assessment
* Content: Artwork may not have as many specific success criteria (i.e only 1 feature instead of 3)
* Environment: Extra Quiet spaces available
*Process: Other forms of media can be used (markers, pencil crayons, pastels, paint etc)
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ X ] independent work, [ ] collaboration, [ ] initiative, [ X ] self-regulation
Independent Work:
 uses class time appropriately to complete tasks;
 follows instructions with minimal supervision.

Self Regulation:
 seeks clarification or assistance when needed
 perseveres and makes an effort when responding to challenges.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
 Line: Thick, thin, swirled, natural
 Colour: Pure
 Shape Form: organic
 Norval Morrisseau

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.

Day One:
 Norval Morrisseau Posters (Picture book with various Morrisseau works in it)
 Manilla Paper
 Pencils
 Various black markers (thick tip, thin tip etc.)
 Erasers
 Easel
 Anchor Chart with Learning Goal Success Criteria
 Self Assessment Sheets
 Chart Paper – to record thinking while at carpet about lines, x-ray (food, bones etc.), animals, humans, circles
 Masking Tape to hold up teacher exemplar on easel
 Anchor chart about lines

Day Two:
 Self Assessment Sheets (To return to students)
 Norval Morrisseau Posters
 Colour Anchor Charts – Talk about Pure colours
 Black Markers (thick tip, thin tip etc.)
 White Paper (Printer Paper Size)
 Oil Pastels
 Pencil Crayons
 Pencils
 Paper Towel
 Lysol Wipes (End Clean up)

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  Anecdotal notes sheet /Checklist
 Easel
 Masking Tape to hold up teacher exemplar on easel
 Anchor Chart with Learning Goal Success Criteria

Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.

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.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 10 (Indicate time breakdown of instructional elements)

Day One:
** Make sure to have materials ready to go at the easel before
start of period (Markers, Paper, Tape, Morrisseau poster)

Clapping Sequence to gain students attention Clap back pattern

“Good Morning Grade Ones! Can you please join me on the

carpet, today we are going to be continuing our exploration of
Norval Morrisseau”

*Wait for Gr.1’s to be sitting and paying attention, if they are

struggling use overt means to get attention
“I like the way ____ is sitting quietly”

Q. Can anyone refresh my memory about what Norval He is an artist, he paints

Morrisseau did?

-Put up Morrisseau Poster on Easel

“That’s right he is an artist who did many great works of art” -Lines (Thick, Thin)
-X-ray (food, bones, heart)
Q. Does anyone remember what was special about his works of -Circles
art? -Outlines

^These have already been discussed in a previous lesson and

there is an anchor chart created and hung on the wall where
students can view it.

“Today we are going to do our planning sketch of our artwork

inspired by Morrisseau, I want us all to think of an animal that Is -dog, cat, bunny, wolf, goat
important to you.”

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“Turn to your neighbour and tell them what animal is important
to you”

* While students are sharing tape up the piece of paper and get
marker ready *

“Bum bum bum dum dum” Bum bum

“I heard some of the animals you were sharing and I can’t wait
to see them on your pages, before we get started lets review our
learning goal and success criteria.”

**Do exemplar of planning sketch for students

“Ms. Anderson’s favourite animal is a snake, so I am going to
draw a snake on my page and outline it in black marker, like
Morrisseau I am going to go from thick to thin….. (keep talking
through the process of creation)

-Ask students to assess my exemplar with thumbs up/down Thumbs up/down response
“Did I….”

“Alright Grade ones you may go back to your table groups all the
materials are ready in the caddies for you”

Day Two:
** Make sure to have materials ready to go at the easel before
start of period (Exemplar from Day 1, Morrisseau poster, pencil
crayons, oil pastels, napkin)
Clap back response
Clapping Sequence to gain students attention

“Good Morning Grade Ones! Can you please join me on the

carpet, today we are going to be learning how to apply oil
pastels to our art works from last art period”

*Wait for Gr.1’s to be sitting and paying attention, if they are

struggling use overt means to get attention
“I like the way ____ is sitting quietly”
-- yes / no depending on their self assessment from day 1
Q. Does anyone have any changes to make to their art today?

“That’s okay if you do I think I am going to add a longer tail to

my snake today and maybe a fish in its stomach to show the x
ray feature”
- two
Q. Can anyone tell me how many places we need to have oil
pastels on our artwork?

*This answer is on the anchor chart of LG/SC behind me

- we can put it in more places it says at least
“That’s right we need oil pastels in at least two places, can I have
it in more places than that?”

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“That’s right as many as we’d like!”

Q. “Looking at these Morrisseau posters does anyone notice -bright

anything about the colour? -colourful
-happy
“To get our colours looking like his they need to be Pure colours,
that means they are not mixed! So in each section of our art we
will use a different colour”

Q. Has anyone used oil pastels before? -yes they are like crayons
- no I have never
“They are like a crayon in a way ___”
“They do get crumbly and do smudge so we want to start at the
center of our work”

*Show students on exemplar how they go on

How to start in center
And what one colour each section looks like

“Groups 1 + 2 can you please meet me at the storage rack, and

Groups 3 + 4 you can go to your tables and start exploring what
colours you may want to use”

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: 30 (Indicate time breakdown of instructional elements)

Day One:
Students will be working on their planning sketches for their
Morrisseau inspired work.

Assist students with questions about expectations or how tos

- During this time students will be working on their
art
Walk around asking students about choices they made in their - Answering questions based on feelings,
design process interpretations and knowledge about Morrisseau

Remind students about anchor posters about line, design and

Morrisseau around the room

Q. Can you tell me why you chose to draw this? How are you
connected to this?

Q. What parts of Morrisseaus work do you like the best?

* Give students a five minute warning*

“Artists you have five minutes before clean up, set five minutes - students will put down their materials and have
on the time timer” hands on their head by 0

Timer goes off

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“Alright by the time I get to 0 I want hands on top 10, 9, 8 ,7 …”

“Thank you, we will now begin to tidy up” can Groups 1 and 2
please put away your materials into your caddies and put them
on the work stations and Groups 3 and 4 please bring your
pieces of art to the storage rack”
(Have groups switch roles once they are done the task)

Day Two:

Students will be working on adding colour their Morrisseau

inspired work.

Assist students with questions about expectations or how tos

Walk around asking students about choices they made in their

design process
- During this time students will be working on their
Q. ___ Can you tell me about why you chose these colours for art
your artwork? - Answering questions based on feelings,
interpretations and knowledge about Morrisseau
Q. How is your artwork similar or different to Morrisseaus work?

* Give students a five minute warning*

“Artists you have five minutes before clean up, set five minutes
on the time timer”

Timer goes off

“Alright by the time I get to 0 I want hands on top 10, 9, 8 ,7 …”

“Thank you, we will now begin to tidy up” can Groups 1 and 2 - students will put down their materials and have hands on their
please put away your materials into your caddies and put them head by 0
on the work stations and Groups 3 and 4 please bring your
pieces of art to the storage rack”
(Have groups switch roles once they are done the task)

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 (Indicate time breakdown of instructional elements)

Day One:
“Now that we are all tidied up let’s do a self assessment of our
planning sketches. “

Model how to self assess using the assessment tool as a whole

class on the teacher exemplar.

Did I outline all my work in black marker? - Yes you did Ms. Anderson (Put a check in the

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 happy face box)
Did I show at least three features of Morrisseau in my own
artwork? -The xray food, and circles ….

- You only showed two Ms. Anderson (Put check in the

neutral face box)
“I will need to add more when we start next day to make sure I
have 3”

Did I leave space to add colour next day? -Yes Ms. Anderson (put a check in the happy face coloumn)

After you have completed your self assessment please put your
name on it and bring it to the storage rack with your piece of art.

Next day we are going to be talking about colours so you can

start thinking about what colours you may want on your art.

Day Two:

“Now that we are all tidied up I want us to go on a gallery walk

of our images we will start with Groups 1 and 2 walking around,
and then once they have asked the artists some questions
Groups 3 and 4 will go” - I like your animal , I like the colours that you used

*Have students have their planning sheet and final product out
Q. ____ can you tell me about what you drew?
- As students walk around conference with members of groups 3
and 4 about their artwork
Q. Can you show me what parts of your work are
Clapping sequence similar to Morrisseaus?

“We are now going to switch artists from groups 1 and 2 please Q. Can you show me where you used
go back to your seats and members of group 3 and 4 you may pastel/marker/pencil crayon? How did you apply
now start your gallery walk” these?
 Check for planning sketch
- As students walk around conference with members of groups 1
and 2 about their artwork

“These pieces of art we have produced are wonderful and so

unique please sign your name and we will make sure they are
hung on display, if you are not finished we will find some time to
finish it up so don’t worry”

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

 Students could be asked to write a reflection on their work in comparison with a Morrisseau poster (this would be a language
extension).
 The lines in this activity were very organic and natural, to move and contrast this artists like Braque and Picasso could be
examined for the next activity particularly cubism. (http://elementary-art-rocks.blogspot.ca/2014/09/grade-2-cubism-self-
portraits-and.html) Having students learn about cubism using sharper lines and geometric shapes, they could draw the same

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 animal/image they did for this activity and compare what they like better what’s different in each work of art.

Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up: In Grade 2 students this type of artwork mainly falls under line composition (Line: horizontal, vertical,
diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes). To gear up for this grade I would
ask for elements of Morrisseau’s xray line work, maybe at least 4 different uses of line in their work (power,
movement, prophecy, spirit etc.)

Gearing Down:

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?

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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?

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