Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Heroes Among Us Grade Level*: 3rd
Lesson Overview/Summary*:
Students will explore the various heroes in their community and how these everyday heroes are good citizens. They
will explore how they can be a hero in there own community, too.


Class Periods Required:
(please circle)

1 2 3
Key Concepts (3-4): What you want the students to know.*
1. Visual Art: The students will know how to draw a figure in action.
2. Literacy: The students will know how to write a narrative with a beginning,
middle, and end.
3. Social Studies: The students will know the importance of being a good
citizen in their community.

Essential Questions (3-4)*:
How do comics portray heroes?
What are the responsibilities of a citizen?
How can each student be a hero in their community?


Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will create a comic-like piece of art depicting an everyday hero caught in the act of heroism.
2. Literacy: The students will be able to write a narrative explaining a day in the life of their depicted everyday hero.
3. Social Studies: The students will be able to explain what citizenship is to them and describe what a good citizen does through their narrative.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art: Figure: Create an original artwork of a figure in an action pose
2. Literacy: Write narratives to develop real or imagined experiences using
effective technique, descriptive details, and clear event sequences (CCSS
W.3.3)
3. Social Studies: Discuss and apply responsibilities of citizens including
respect for the rights of others and treating others fairly (justice) (SS1 4.2)

Identify & define common vocabulary that connect the art form with the
other identified content areas:
Citizenship: A resident of a city or town, especially one entitled to vote and
enjoy other privileges there; a member of a community
Hero: a person who is admired or idealized for courage, outstanding
achievements, or noble qualities


Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Jack Kirby)
2. Literacy
3. Social Studies

Lesson Activities & Procedure(s) (please be very specific):
1. Anticipatory Set
2. Ask students to think/pair/share, What makes these people heroes?
3. Ask students to think/pair/share if there are ways that everyday people
can be heroes (do they have to have superpowers?)
4. Students will brainstorm a list of ways that they can be heroes on the
smartboard/whiteboard/chalkboard. Each pair will add at least one idea to
Art Integration Lesson Plan Template 2

the list.
5. Ask students to think about what this it is called when they are being a
hero in their community. (Hopefully, they will come to the conclusion that
they are being good citizens. However, the instructor might have to help
bridge this gap.) Students will then discuss what the word citizen means.
6. Read the childrens book Being a Good Citizen: A Book about Citizenship
by Mary Small aloud to the class.
7. Students will then add to their list of ways they can be heroes based on
ideas from the book.
8. Introduce the project using a Powerpoint that includes various pictures
by Jack Kirby, the creator of many superheroes including Captain America.
Point out that many of the characters are in action and that the colors are
generally bright and exciting.
9. Explain to the students that they will be creating their own superheroes.
However, these superheroes will be good citizen heroes, or heroes in ways
that the students could be/are heroes, too. The students will be expected to
create a visual art piece using watercolor pencils and sharpies that depict
their hero. They will then create a narrative about the hero with a clear
beginning, middle, and end that shows the hero in action.
10. Then, the students will be shown an exemplar of Mr. Recycle. They will
also be given an example of a quick narrative that fits with Mr. Recycle.
11. Students may take a moment to brainstorm with a partner.
12. Have the students return to their table groups. Ask the groups to send a
person from each group to get a bucket of colored pencils for their table
from the instructor.
13. Once every table group has their colored pencils, call the tables over one
at a time to pick out construction paper and any other supplies they think
they will need (scissors, glue, add-ons, etc.) The supplies will be set out on
the counter and will be easily accessible to each student. The students will
be free to get supplies as needed throughout their worktime after all of the
groups have gotten their initial supplies.
14. Students will have some time to work on their artwork the first day.
Day Two:
15. Begin by reviewing expectations of art piece and narrative. Address any
issues or questions that arose the first day.
16. Students will have free time to continue work on art piece and short
Art Integration Lesson Plan Template 3

narrative. Anything not done by the end of the day will be sent home for
homework. Students will be able to check out supplies as needed.
Day Three:
17. Students will bring in their finished art piece and narrative.
18. Take pictures of each finished piece and narrative to create an online
book on the website blurb.com that parents can view from home.
19. Bind the finished work into a classroom book that will be shared during
read aloud and then placed in the classroom library.
Anticipatory Set (Gaining Attention)*:
Play Name that SuperheroHave the students gather around. Show a
picture of a well-known superhero (Superman, Captain America, Spiderman,
etc.)
Closure (Reflecting Anticipatory Set):
Read the finished work aloud during read aloud time and then place the
book in the classroom library.


Formative Assessment strategy:
Walk throughout the classroom as students are working. Meet with each
student and have them talk through what they are working on. Give
suggestions if they need them and address any questions they may have.

Summative Assessment strategy*:
Each student will produce a comic-like depiction of a hero as well as a
narrative of a day in the life of their hero. (These will then be bound into a
classroom book).

What student prior knowledge will this lesson require/draw upon?
Students will need to have a general idea of what a hero is as well as some ways to contribute to the community.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
The students will explore what they know about superheroes and then expand upon this idea through a story and discussion with classmates.

How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be able to come up with their own superhero. They are not limited to the ideas in the book. They are encouraged to be as creative as they
want.

How will you engage students in routinely reflecting on their learning?
Students will reflect on their learning through sharing aloud during discussions and then reading their stories during read-aloud.

How will you adapt the various aspects of the lesson to differently-abeled students?
Students can work on a computer if that is better suited to their abilities. They can create a digital picture and type their narrative if needed.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will revise and improve their understandings through class discussions. Through pair discussions and whole class sharing, the misconceptions can be
Art Integration Lesson Plan Template 4

addressed.


What opportunities/activities will you provide for students to share their learning in this lesson?
Students will share their learning through the final read-aloud, the online book, and the classroom book.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

Small, M. (2006). Being a good citizen: A book about citizenship. Minneapolis, MN: Picture Window Books.

www.Blurb.com


* Include this information during the Popplet presentation.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf