Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea: Everyday Superheroes - Heroes Lesson Overview/Summary: Students will study and analyze the qualities and traits that our society identifies with heroes (superheroes.) Students will then generate new ideas about who can be defined as a hero. Students will make a comic book become a part of all three steps of the comic book making process a penciller, inker, and author. Students will create a comic book and incorporate an everyday hero. Students will identify the traits that make our heroes and everyday heroes the same. Students will summarize their findings and analysis in a short story. Grade Level: 3rd Class Periods Required: (please circle) 1 2 3

Key Concepts (3-4): Essential Questions (3-4): Students will discuss and identify that traits and qualities of a hero. Who are the heroes that we look up to? Students will compare the superheroes that we see in the media to the Who are the heroes that we forget about? heroes that are often overlooked in our everyday lives. What are the qualities that make up a hero? Students will study and create a comic book. Students will use themes identified and discussed in the lesson and incorporate them into the Everyday Hero comic book. Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): Students will analyze and summarize the qualities and traits that our society identifies with heroes (superheroes.) Students will then generate new ideas about who can be defined as a hero. Students will create a comic book and incorporate and everyday hero. Students will identify the traits that make our heroes and everyday heroes the same. Students will summarize their findings and analysis in a short story.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) 1. Visual Art FA1 A. Figure: Create an original art-work of a figure in an action pose FA1 C. Create an original artwork that communicates ideas about the following themes: Community Group identity (e.g., family, classroom, groups, scouts, sports teams) 2. Literacy CA 4, 2.1 Compose text using words that are related to the topic, and some

Identify & define common vocabulary that connect the art form with the other identified content areas: Hero: a person who is admired for great or brave acts or fine qualities; a person who is greatly admired

Art Integration Lesson Plan Template 2 words that are specific and accurate CA 5 1.5, 1.7, 2.7 Identify intended messages conveyed through oral and visual media 3. Social Studies SS6 F. Effects of actions, cultural, traditions and institutions SS6 M. Major social institutions Content Areas Integrated: 1. Visual Art (Inspiration Artist: Roy Lichtenstein) 2. Literacy 3. Social Studies

Lesson Activities & Procedure(s) (please be very specific): Day One: 1. Make a list of all the characteristics that the students made about the superheroes. 2. Have students Think, Pair, Share about other people that may fit some of these characteristics. People other than superheroes. People in their everyday lives. 3. After sharing a brainstorming ideas of people that fit this criteria make a list on the board of all the newly discovered heroes 4. Discuss what the qualities are that these heroes and our superheroes have in common. What makes them similar? What makes them different? Are the people in our everyday lives any less of a hero than the superheroes that we idolize on TV? 5. Watch the first part of the Everyday Heroes nickelodeon clip. http://www.nick.com/videos/playlist/play/nick-news-139-full-episode.html 6. Inform the students that you are going to begin a studio and that they are going to create their very own comic books. 7. Introduce our master artist, Roy Lichtenstein. Share background information on Roy. Where he came from, education, works, etc. 8. Explain that we are using Roy as our master artist because he uses comic books themes throughout his artwork. Roys work also shows very normal daily things happening (like a conversation on a phone.) 9. Tell the students that for the studio they are going to try and make their very own comic strips. Students are going to pick a hero from their everyday lives (mom, dad, grandparents, a friend, babysitter, etc.) Students then are going to make their comic books about this person. Students can make the person into a superhero (doing everyday things) or choose to keep the person just as they are. Students also are to include the words discussed earlier in the lesson into the comic book. These should relate to the person that they are talking about. The words can be used in Flash words, action

Art Integration Lesson Plan Template 3 bubble/zap words, or in the story line of the comic. 10. Call the students up to show them what they are going to do for the studio. Have your work in progress piece there. Show them the everyday person that you picked. Tell them about the qualities of this person that made you choose them and some of the scenes that you are going to depict in your comic for these reasons. 11. Explain that comic book pictures are often created by two people the Penciller and the Inker. Today the students are going to be pencillers. For the first day of this lesson have the students focus on getting the lines of their comic book drawn. They will only use pencils and erasers today. Show the different ways that the students can incorporate the words that they choose for their hero. Show the pencillers how they can include action bubbles, action words, and text boxes for the 12. Have all the students return to their seats. 13. Call two students up to help distribute the paper (pre-cut) Each student should get three sheets (one cover and two inside pages.) 14. Have students begin on their comic books until the end of class. 15. Have one student from each table gather the comics in one pile and return them to you. Put them away until the next school day. Day Two: 1. Have all the supplies ready at each table before class. Tell the students that they cannot touch the supplies until the demonstration is over and they have their comic books in front of them, ready to work. 2. Review the list of characteristics that the students made of heroes the day before. Pick out a few traits and discuss them individually. What do they mean? What are some actions people can do that exemplify these traits? Who are some people that you know that have these characteristics? 3. Call the students up to view what they are going to be doing during studio that day. Explain that the students can finish being Pencillers today. Once they have finished with this stage of their comics, they are going to become Inkers. The inkers fill in the color within the lines that are drawn. Students can use colored pencils, markers, and water colors. Do a short demonstration of how each should be used and treated. 4. Have the students return to their seats. 5. Return the comic books to each student. 6. Allow students the rest of the class to work. Go around and check on

Art Integration Lesson Plan Template 4 progress. Talk to students about their work. Why did they choose to do certain aspects? Etc. 7. When there are 10 min left in class call for cleanup. The students should clean all paint brushes in the sink and throw away all trash. All the supplies should be put back in the tub exactly the way they got them and according to the picture on the outside. If comic books need to draw put them in safe place to dry. Collect all the others. Day Three: 1. Tell the students that they have now been pencillers and inkers in the comic book making process. Now they are going to be the authors of the story. Have students identify the traits that make the everyday heroes that they chose. Students will summarize their findings and analysis in a short story. 2. Students will share their comic books at the end of class.

Anticipatory Set (Gaining Attention): Put up the comic book covers of Wonder Woman, Superman, and Batman. Have the students talk about and discuss everything that they know and feel about these heroes. Characteristics, qualities, attitudes, etc. Have them think about what makes these comic book characters heroes. What defines them as a hero?

Closure (Reflecting Anticipatory Set): Have students share their comic books with the class. Have them talk about the person that they chose to illustrate and why that person is a hero to them!

Formative Assessment strategy: Summative Assessment strategy: Discussions during classes. While first talking about superheroes and then Discussion of individual comic books and story line/characteristics that the about everyday heroes. student wrote about.

What student prior knowledge will this lesson require/draw upon? What superheroes are like, characteristics, traits, ideals, etc. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will be encouraged to think individually and as a group what defines a hero and what being a hero means to them. Also, students will have the artistic freedom to make their comic book about whatever story they please. They can think about their everyday hero in terms of an actual superhero or as themselves.

Art Integration Lesson Plan Template 5 How will this lesson allow for/encourage students to solve problems in divergent ways? Students will all have different opinions and thoughts on what makes a hero. This lesson will allow them to see the viewpoints of others and think about the problem posed in different ways. How will you engage students in routinely reflecting on their learning? After the class discussion of heroes students will begin their comic books. Making a comic book of a hero will allow the students to explore the idea of a hero even further and in a specific way. Students will be able to think deeper about the definition of a hero to them. Also, the teacher should prompt the students while discussing their work why they made certain decisions with their work. How will you adapt the various aspects of the lesson to differently-abled students? These students will be included in the conversation about heroes in the beginning of the lesson. A list will be provided to the student of the characteristics/traits discussed. The teacher and students can decide together who the student would like to make a comic book about, or who their hero is. Students who are differently-abled will have the option of just working on a comic cover, or making less pages. What opportunities/activities will students be given to revise and improve their understandings and their work? Group discussion will allow for students to discuss and think about what defines a hero to them. Students will have time during the comic book making process to think deeper about heroes and revise what they want to do to their work. What opportunities/activities will you provide for students to share their learning in this lesson? Students will be asked and encouraged to share their comic books once completed and also share about their everyday hero and why they are a hero to them. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): DC (Adventure) Comic Books & Illustrators:

Batman Issue No. 1 created and illustrated by: Bob Kane and Jerry Robinson

Art Integration Lesson Plan Template 6

Superman Issue No. 1 created and illustrated by: Jerry Siegel and Joe Shuster

Wonder Woman Issue No. 1 illustrated by: Harry G. Peter Master Artist: Roy Lichtenstein

OhhhAlright, 1964

Art Integration Lesson Plan Template 7

In the Car, 1964

Whaam, 1963 Example of Action Bubbles/Words

Nickelodeon: Everyday Heroes http://www.nick.com/videos/playlist/play/nick-news-139-full-episode.html