Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Throughout time and across cultures, people have been concerned with IDENTITY.
Lesson Title: Express Yourself
Big Idea: Identity
Grade Level: 4
th
Grade
Lesson Purpose: The purpose of this lesson is to expand students knowledge of identity and to find/express their identity
through writing and artwork, while comparing their identity to others.


Class Periods Required:
4- 5
Key Concepts (2-3):
Identity expresses who we are to others and can, therefore, be read.
Identity involves characteristics (physical, emotional, psychological) that allow us to name or
distinguish people, places, and things.
Identity can be expressed and communicated through art.

Essential Questions (2-3):
What is identity?
How is identity expressed through art and
text?
How can you, as an artist, express your
identity through art?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
- Students will enter the learning through an art experience creating their own understanding of identity through participation in VTS art discussions
about selected works of art.
- Students will start to define what their identity is through creation of a sock using different types of lines (vertical, horizontal, thick skinny, waved,
crooked)
- Students will continue to dig deeper into the topic of identity through multiple selected read alouds by referring to details and drawing inferences
form the text.
- Each student will construct a puppet of a character that they believe shares pieces of their identity
- Students will finish by writing an opinion piece on why they think this character represents parts of their identity, using supporting facts and details
about themselves and character presented through their artwork.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Visual Art:
Strand 1: Products & Performance
1. Select and apply 2-D media, techniques, and processes to communicate ideas and solve challenging
visual art problems
English Language Arts-
Writing:
Students express, develop and substantiate ideas and experiences through their own writing and
Missouri Core Academic Standards (Common Core
State Standards)
(3-4) (http://www.corestandards.org/)

Anchor Standards: Writing
Text Types and Purposes:
CCSS.ELA-LITERACY.CCRAW.1 Write arguments to
support claims in an analysis of substantive topics or
Art Integration Lesson Plan Template 2

artistic and technical presentation.
Oral Language:
Students will listen and speak to communicate ideas clearly
Reading:
Students comprehend and respond to literal, critical and evaluate ways to various texts that are read,
viewed and heard.
texts using valid reasoning and relevant and
sufficient evidence
Production and Distribution of Writing
CCSS.ELA-LITERACY.CCRAW.4 Produce clear and
coherent writing in which the development,
organization, and style are appropriate to task,
purpose, and audience.
Anchor Standards: Reading
Key Ideas and Details
CCSS.ELA-LITERACY.CCRA.R.1 Read closely to
determine what the text says explicitly and to make
logical inferences from it; cite specific textual
evidence when writing or speaking to support
conclusions drawn from the text.
Anchor Standards Speaking & Listening
Comprehension & Collaboration (VTS, book
discussions, collaborating groups)
CCSS.ELA-LITERACY.CCRA.SL.1- Prepare for and
participate effectively in a range of conversations
and collaborations with diverse partners, building on
others ideas and expressing their own clearly and
persuasively.

Integrated Content Areas:
1. Visual Art
2. English Language Arts- Writing
3. English Language Arts Reading
Identify & define common vocabulary/concepts
that connect visual art with the non-art content
area.
Identity
- the condition of being oneself or itself, and
not another
- condition or character as to who a person or
what a thing is
- the sense of self, providing sameness and
continuity in personality over time
Express
- to put (thought) into words, utter or state
- to show, manifest, or reveal
Art Integration Lesson Plan Template 3

- to set forth the opinions, feelings, etc., of
(oneself), as in speaking, writing or painting.
Definitions provided by www.dictionary.com
Anticipatory Set (Gaining Attention):
Visual Thinking Strategy - Identity #2 Hend Al Mansour


http://www.hendalmansour.com/art-work/paintings/

Students will be asked:
What is going on in this picture?
What do you see that shows this?
What more can we find?

Students will then be put in small groups and make a graffiti board of one word that they thought
described this persons identity. The group will then create questions and comments surrounding this
word and what identity is in a graffiti board style/Venn diagram.
Closure (Reflecting Anticipatory Set):
1. Teacher will read Its Okay to Be Different by
Todd Parr.
2. Students will have a final discussion of how it is
okay to be different.
3. Teacher points: Everyone has different identities
and that is what makes the world go round. Be who
you are and dont form to others because you dont
want to be different.
Lesson Activities & Procedure(s):

Day 1:
1. VTS Discussion as described above (anticipatory set) along with the graffiti board.
2. Students will then be asked to create a list of what they believe belongs within their own identity
for homework. This list should have at least 7 parts of their identity with a sentence describing why
for each.

Day 2-3 (depending on time)
1. VTS Discussion on the cover of the book A Bad Case of Stripes By David Shannon.
Lesson Texts & Materials:
Day 1
1. Hend Al Mansour- Identity #2 picture
2. Construction paper (graffiti board)

Day 2-3
1. A Bad Case of Strips by David Shannon cover
photo along with text.
2. White drawing paper
3. Markers (or preferred medium)


Art Integration Lesson Plan Template 4


http://www.google.com/imgres?imgrefurl=http%3A%2F%2Fdearfriendblog.com%2F2012%2F05%2Fa-
bad-case-of-stripes%2F&tbnid=EWWOl33-OYLajM:&docid=uwMbxm5u_l8x9M&h=629&w=514

2. Teacher will then read A Bad Case of Stripes by David Shannon to the students.
3. Students will follow up with a discussion about the identity of the girl in this picture. They will
support their answers by giving evidence through pictures from the books along with text that they
remember.
4. Students will go back to their seats and create a crazy sock. They will do this by creating different
types of lines (vertical, horizontal, thick skinny, waved, crooked) and different colors to express their
identity in the perfect sock.
http://greenbayartroom.blogspot.com/2008/09/3rd-grade-crazy-socks.html

Day 4:
1. VTS Discussion

Unnamed - The Art of Dr. Seuss (Theodore Geisel)
http://pcart.com/seuss/index.html
2. Students will create an animated character (in finger puppet form) that he/she believe share pieces
Day 4
1. Unnamed The Art of Dr. Seuss (Theodore Geisel)
photo
2. Cloud Clay in various colors

Day 5
1. Lined paper for students process piece

Closing Activity
1. Its Okay to Be Different Tom Parr (text)
Art Integration Lesson Plan Template 5

of his/her same identity.

Day 5:
1. Students will create a processes writing piece describing why they created that character. They will
support their opinion with evidence comparing their identity to that of what they think the character
has. This will be turned in for a grade.
Closing Activity (described above)

Lesson adaptations for challenged learners:

Behavior Problems Students can work individually or pair up on certain projects, when focus is
lacking.

Disabilities-
- use assistive technology in creating the writing portion of the piece
- create artwork on assistive technology

Lesson extensions/enrichments for gifted learners:

Student can create a process piece, creating a
person with the opposite identity, comparing and
contrasting them within their piece, using
supporting evidence that is clear to the reader.

Formative Assessment strategies:
VTS discussion, Graffiti boards, & list with 7 characteristics about his/her identity.
(collaborative group and individual assessment)
Summative Assessment strategy:
Process piece describing his/her finger puppet
- how the student used supporting evidence to
compare the cartoons identity to their identity

What student prior knowledge will this lesson require/draw upon?
- Students will need to draw on different parts of his/her personalities that shape them.
- Students will need to draw on his/her prior knowledge on how to create an opinion paper.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Imagining VTS discussions, imagining through text
Exploring creating graffiti boards, list of their identity, exploring different cartoons and their identities, exploring through text
Experimenting create a finger puppet, creating of the crazy sock, writing their process opinion piece

Students can imagine, explore, and experiment through discussion throughout the entire entire lesson/unit.

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson contains free reign for students to create what they feel best describes them. This gives them every option of solving different problems in
different ways.
Art Integration Lesson Plan Template 6


How will you engage students in routinely reflecting on their learning?
Students continually focus on different types of identity. They will routinely reflect during group discussions and reflection writing on why they created what
they did.

How will this lesson engage students in assessing their own work and the work of peers?
Students are reflecting on his/her identity. As a person, identity shapes you. This will make students want to represent his/her identity in the best of ways
and students can assess this by comparing their work to their personalities and seeing if the evidence matches up to their identities.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students can continually refer back to their process piece to create better evidence to support their opinion. Students will improve his/her knowledge of
identity as topics continually build on each other to create a reflective unit on the students self.

What opportunities/activities will you provide for students to share their learning in this lesson?
Students will be able to join in on any group discussion necessary. Students can share their ideas and make comparisions/contrasts and connections
throughout the VTS and read aloud opportunities.
Lesson Resources/References:
Shown Below and Throughout Lesson Plan

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
Hend Al Mansour . (n.d.). Hend Al Mansour. Retrieved May 13, 2014, from
http://www.hendalmansour.com/art-work/paintings/
WHAT'S HAPPENING IN THE ART ROOM??. (n.d.). : 3rd GRADE--Crazy Socks. Retrieved May 13, 2014, from
http://greenbayartroom.blogspot.com/2008/09/3rd-grade-crazy-socks.html
Google Images. (n.d.). Google Images. Retrieved May 13, 2014, from
Art Integration Lesson Plan Template 7

http://www.google.com/imgres?imgrefurl=http%3A%2F%2Fdearfriendblog.com%2F2012%2F05%2Fa-bad-case-of-
stripes%2F&tbnid=EWWOl33-OYLajM:&docid=uwMbxm5u_l8x9M&h=629&w
Its Okay to Be Different | |. (n.d.). Live- Learn - Love . Retrieved May 13, 2014, from
http://www.studioforchange.com/store/products/its-okay-to-be-different/
Branding Guidelines. (n.d.). Home. Retrieved May 13, 2014, from http://www.corestandards.org/about-the-
standards/branding-guidelines/
GLES . (n.d.). GLES. Retrieved May 12, 2014, from http://www.sde.ct.gov/sde/lib/sde/pdf/curriculumstandards.pdf
Mary Francos Guidelines and Directions On this Lesson Plan provided by Blackboard