LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 Anderson

LESSON PLAN
Grade: ______5_______ Lesson Title: ___Inuit Printmaking____ Lesson Duration 1h 15mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to
the POS, what students will learn and how the lesson will conclude. See example in Instructional video provided

In this lesson students will learn about Inuit printmaking, the value and significance of printmaking in Inuit cultural and
artistic expression; the unique artistic expressive style of Inuit prints in terms of line, form, space, shape and colour. Finally,
students will create an art project inspired by what they learned about Inuit culture and printmaking. This lesson will engage
with the grade 5 Social Studies curriculum as students will grow in their understanding of the people and the stories of
Canada and Inuit ways of life over time and appreciate the diversity of Canada’s heritage. This lesson will also engage in the
grade 5 art program of studies as students will use new techniques and explore printmaking using Styrofoam. We will begin
the lesson with direct instruction and didactic questioning in an effort to introduce and broaden student's understanding of
Inuit culture and the practice of printmaking which is somewhat unique to the Inuit community. Students will also be taught
that Inuit art is a form of survival and adaptation to a modern world. 

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just
because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO
2-3 SLO]

GLO /GLE SLO/SLE

 1. Social Studies - Students will demonstrate an 1. Social Studies - How are the Aboriginal cultures and ways of life
understanding of the people and the stories of Canada unique in each of the western, northern, central and eastern regions
and their ways of life over time and appreciate the of Canada? 
diversity of Canada’s heritage.  2. Art - Print Making • Further explore print-making materials and
2. Art - MEDIA AND TECHNIQUES: Students will their uses and effects. • Continue to use print-making techniques
use media and techniques, with an emphasis on more learned in lower grades. • Make prints by using incised (carved or
indirect complex procedures and effects in drawing, indented) surfaces—wood, soap, wax, erasers, plaster of Paris, clay,
painting, printmaking, sculpture, fabric arts, Styrofoam. • Use prepared brayers or rollers to make patterns.
photography.

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference
Students will…
 Students will demonstrate an understanding of the uniqueness of Inuit culture.
 Students will develop an understanding of Inuit Printmaking techniques.
 Students will appreciate Inuit creative expression through the exploration of artistic elements and stories embodied
in Inuit prints.
 Students will reflect on their experience in a written paragraph.

Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself and are
specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be used for
guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video)

How does Inuit printmaking reflect the uniqueness of Inuit culture?

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 LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 Anderson
Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express,
appreciate...be clear on what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..

What is Printmaking? 

What are the aspects of Inuit culture that can be seen in Inuit printmaking?

How is printmaking important in Inuit culture? How is this importance shown?

What role can art play within culture?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the
resource is and why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson

https://inuit.com/collections/inuit-prints - This is a website that showcases multiple forms of art created by Inuit people in
Canada, and this link showcases Inuit print-making. This would be used to give students an idea of the kind of art they will
be making and develop an understanding and appreciation of the source of this art, with examples provided.

http://www.dorsetfinearts.com/printmaking - goes into depth on the different forms of printmaking that are done by Inuit
artists. This could be used as background information or showcase examples for the students about ways that art and
printmaking is used in the Inuit culture. 

https://www.youtube.com/watch?v=Key9-ddmNmg  By: Rachel Carter & Racha Harb - a video of Inuit Printmaking for
students. It uses simple materials that are suitable for the classroom. 

https://www.youtube.com/watch?v=BESZ8XUpM0Y by Kyle Wood - a video of printmaking for elementary students using

simple materials that are suitable for the classroom. 

https://www.youtube.com/watch?v=cGMwboYLNSw by HyperActive Productions Inc. a promotional video for the

construction of an updated cultural centre in Cape Dorset which also outlines the importance and history of printmaking. 

https://www.thecanadianencyclopedia.ca/en/article/inuit-co-operatives by Dr. Marybelle Mitchell, Ph.D. who was a

sociologist and executive director of the Inuit Art Foundation. This article provides some history and detail regarding Inuit
cooperatives.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to
your lesson

 https://www.youtube.com/watch?v=wypPbnRee0Y&feature=emb_logo
 Powerpoint (Google Slides) and Peardeck
 Pre-selected pictures of Inuit Prints (4)
 Whiteboard
 Projector
 Students need ipads or similar devices (if done on online school, they can use desktops)
 Paper
 Pencil
 worksheet for reflection

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 LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 Anderson
Lesson Procedures

Introduction (_15_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to
Body. Indicate the timing for each section.

We will begin the lesson with an interactive PowerPoint using Peardeck, where we will start a discussion about Inuit art and
culture. 

The first question, to be answered using a device or out loud by students, will be:
 What do you know about Inuit culture?
 Can you think of any examples of Inuit art?
 What is the role of art in your life?
Once students have answered these prompts, we will begin to discuss Inuit culture through the PowerPoint, direct
instruction, and interactive questions to prompt thinking and conversation. 
The teacher will talk about a number of things:
 Inuit way of life, culture, and art 
o History minute video 
o “Beginning in the mid-1950s, Inuit were encouraged to move into the trading posts to be near schools and
medical services. Since they were no longer able to support themselves fully by hunting, federal civil
servants established co-operatives to provide wage labour and to serve as a vehicle for the development of a
local economy.” - Taken from “Inuit Cooperatives” Canadian Encyclopedia
o Do you think this move was voluntary? 
o When I say trade-based economy, what comes to mind? What are items that Inuit would trade? How do
people usually get paid in Lethbridge? What’s the difference? Would that change be difficult from trade-
based to hourly?
o What is the function or benefit of Inuit Cooperatives? 
 Printmaking: 
o Printmaking reflects Inuit history, family, environment, and traditional knowledge. 
o Inuit prints represent ancestry, connection to land, and spirituality.
o This is a modern artform that is important to Inuit culture and economy.
o Carving has been an Inuit practice since time immemorial.
o Printmaking does not have as long of a history but has expanded in recent years and gained international
attention.
o Printmaking requires many specialized skills and sophisticated equipment.
Following this discussion, the teacher will present images of various Inuit prints using the resources listed above, including
inuit.com

Body (_50_min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson; will they
be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies,
organization of class etc. How and when are you using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson body Identify Teaching Strategies/Rational
there should be a least two activities and one transition. You may have 3 activities and 2 Example: Direct instructions, pair/share, jigsaw,
transitions. An activity can be reading - transition - partner dialogue (as an example). Each whole group discussion etc. When will you use
activity and transition are timed.
these and why? You will list in your body, but you
* Style of writing is descriptive and concise. You are not narrating, rather you are describing in detail, the activity, the will explain your choice here.
learning, critical information to carry out the lesson.

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 LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction]
Activity #1: Print Making Exploration [Direct Instruction] (20
min)
The teacher has 4 examples of Inuit printmaking up on the projector.
Students are asked what they can see as similarities and differences
between the pieces. Students will talk about it within their small groups
and come up with a list of similarities and differences to be shared with
the class. They will have 7 minutes to do so.
After students finish their small group activity, the teacher will go from
table group to table group and get each to share 2 similarities and 2
differences with the class. The teacher writes these on the whiteboard.
After a class-sized list has been created the teacher will ask large group
questions and gain volunteers using the popsicle stick method.
The Teacher will ask guiding questions such as:
 How is the line work similar? How is it different?
 How is space being used within the prints?
 What shapes or themes do you see?
 What do the themes mean?
 Can you infer anything about Inuit life and culture from
looking at these prints?
After going through the questions and asking 3 students per question to
make sure everyone is on the same page.
The teacher will explain the themes often found in Inuit
printmaking/add to the ones already found by the class. (dreams,
nature, important objects to ways of life, animals, spirituality)
After looking at the prints and analyzing them as a class, students are
asked to come up with an object that is important to their way of life,
something that reminds them of their landscape around their city or
home, or an experience they have had in nature.
Students will share in their small table groups what they are going to
draw.
Transition: Students will be asked to get out a pencil and eraser to do
a rough draft of a print they wish to make inspired by Inuit
Printmaking. The Teacher will hand out 2 pieces of white paper per
student. The Teacher will explain that they should use techniques
inspired by the printmaking as well as the style and theme.
Activity #2: Printmaking Rough Draft [Experiential
Learning/Individual Art Project] 17min
Students sketch out their idea for their print using pencil and paper.
They do an original rough draft that incorporates linework, space,
shape, and theme.
At the 10-minute mark, the teacher will tell them to share their idea and
progress so far with a neighbor who is to give them 2 stars and a wish.
They have 3 minutes to complete this step. They will then take the
remaining 4 minutes to use the suggestions of their peers to change
their rough draft and make a final rough draft.
Transition: Teacher will instruct students to begin cleaning up their
supplies. Students will write their names on the art and move it to the
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Direct Instruction: The teacher will present ideas
to the students using a PowerPoint with interactive
components to present information. This allows
the teacher to structure the learning and ensure
that the correct and respectful information is
presented to the students prior to beginning the art
lesson.
 Didactic Questions: This helps to guide
student learning and promote thinking
about the content that is being learned,
using what is in the presentation and
students’ previous knowledge.
Experiential Learning / Art project: Students
must take what they have learned and apply it to
an art piece using teacher guidance. Though the
instructions are explicit, students may craft an art
piece of their own imagination within the provided
guidelines.
Indirect Instruction / Writing to Inform /
Reflective Writing: Students must take what they
have learned through direct instruction and their
art project and write about the key components.
This reinforces student learning and allows them
to think critically about the subject material, its
significance, and demonstrates learning to the
teacher.
Differentiation: For the reflection, some students
might be ELL or struggle with writing – this can
be differentiated in the reflection by having
versions of the worksheet with simplified
language and fill in the blank prompts for students
who struggle with English. The easier questions
could be:
- What is printmaking?
- What is something you learned about Inuit
culture?
- Did you like learning about Inuit
Printmaking?
- How did you use what we learned today in
your art?
- Were you inspired to create more art using
printmaking ideas? Why or why not?
Another form of differentiation is reading out the
reflection questions before and giving them the
instructions both auditorily and visually. This can
also be used for the instructions for the rough draft
– write what is expected on the board as well as
talking through it.
Assessments/Rational (minimum of two)
 LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 Anderson
side for the next lesson where they can create their own prints. An interactive PowerPoint will be used as
formative assessment, with guiding questions that
After cleaning up, the teacher will explain that they will be moving on students must answer on their devices. This will
to a reflection aspect and hand out the worksheet. allow the teacher to gauge student understanding
of material, prompt thinking, and encourage
Activity #3: Reflection/Worksheet [Indirect Instruction / Writing reflection on the student’s part. The formative
to Inform / Reflective Writing] 13min feedback will also allow the teacher to tailor the
conversation to the specific needs of the group.
Students will be asked to complete a worksheet which explores the The questions include:
reasoning behind their art and how it is inspired by Inuit creative  How could art be important to culture?
expression and print making.  What do you know about Inuit culture? -
 Give one reason why printmaking is
They will be given the following three questions:  important to Inuit culture.
o Discuss what you have learned about  Can you think of any examples of Inuit
printmaking, Inuit art, and Inuit culture? art?
o How were you inspired by Inuit printmaking  What is the role of art in your life?
techniques to create your print?
o How has exploring Inuit images influenced
your own art expression? This will be done during direct instruction –
the introduction.
Students will then hand in their reflection for formative assessment so
the teacher can see what they learned about printmaking and its
importance to Inuit culture as well as seeing if they can take their Students must complete a write up to accompany
learning on Inuit printmaking and place it within a different context to their art project, and these will both be handed in
strengthen knowledge acquisition.  for formative assessments. The write up must
address the following points:
Differentiation: For the reflection, some students might be ELL or  Discuss what you have learned about
struggle with writing – this can be differentiated in the reflection by printmaking, Inuit art, and Inuit culture?
having versions of the worksheet with simplified language and fill in  How were you inspired by Inuit
the blank prompts for students who struggle with English. The easier printmaking techniques to create your
questions could be: print?
- What is printmaking?  How has exploring Inuit images
- What is something you learned about Inuit culture? influenced your own art expression?
- Did you like learning about Inuit Printmaking? This will be done during Activity 3 – Reflection
- How did you use what we learned today in your art? writing.
- Were you inspired to create more art using printmaking ideas?
Why or why not?
Another form of differentiation is reading out the reflection questions
before and giving them the instructions both auditorily and visually.
This can also be used for the instructions for the rough draft – write
what is expected on the board as well as talking through it.

Consolidating and Closure: ( 10 ) mins *beyond 'clean up'

In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear
steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 depending on the lesson

The teacher will gain student’s attention at their desks and lead them in a closing consolidation of direct instruction and
discussion. The teacher will begin by summarizing and reviewing what was taught in the introduction about Inuit Culture,
art, printmaking.
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 LESSON PLAN Assignment #3 Lesson Series [Curriculum and Instruction] Fall 2020 Anderson

After this quick 5-minute summary, students will be involved in a short large class discussion where the teacher goes over
some of the guiding questions for the lesson. They will be asked two questions to think about and come up with an answer
for. 

How is printmaking important in Inuit culture? How is this importance shown?

What role can art play within culture?

Using these two questions, the teacher can use the popsicle stick method to ask for an answer and have students share their
opinions. This discussion is short and will only last about 5 minutes before the lesson is over.