Art Integration Lesson Plan Template 1

Hannah

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Kassidy Hannah
Lesson Title & Big Idea: Culture
Lesson Overview/Summary:
Students will get a passport to fly to a different country. There will be three groups and each group will be going to a
different country. The first day will just be an introduction of where the three groups will be going. The second day will
involve the students working on the different parts of their assignments during the class time. On the final day, each
group will present their model homes and the general ideas they learned.

Grade Level: 5th

Class Periods Required:
(please circle)
One week

Key Concepts (3-4): What you want the students to know.

Essential Questions (3-4):
1. Visual Art:
1. How do cultures influence how we behave?
Each culture around the world lives in different types of homes.
2. What cultural aspects of our lives do you think other people would
A cultures values are often reflected in their traditions.
notice if they researched America?
2. Literacy:
3. How does culture influence groups traditions?
Our culture is different from people in other places.
Because of the dynamics of our families, our lives would be different
if we lived in different places.
3. Social Studies: Culture is a diverse thing all across the world.
The way we learn how to behave in public/in our homes is all a
reflection of our culture.
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 model home of what they think their house would look like if they lived in the country they are researching.
2. Literacy: The students will reflect on how their life would be different if their family lived in the country they are researching.
3. Social Studies: The students will be able to find the country they are studying on the map and explain some about the culture of that country.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art: Create an original building based upon elements of architectural
styles (e.g., type of roof, dome, column, arch, windows, porches, tower, stairs,
ramp)
2. Literacy: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
3. Literacy: Draw evidence from literary or informational texts to support
analysis, reflection, and research.

Identify & define common vocabulary that connect the art form with the
other identified content areas:
1. Culture
2. Architecture
3. Citation
4. Diversity
5. Ethnicity

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4. Social Studies: Use geographic research sources to acquire information and
answer questions
5. Social Studies: Identify human characteristics, such as peoples education,
language, diversity, economies, religions, settlement patterns, ethnic
background and political system

6. Politics
7. Passport

Content Areas Integrated:

1. Visual Art: Do-ho Suh
2. Literacy
3. Social Studies

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
Start social studies lesson by projecting a typical home that is from a
different country. Have the students guess what country this home
would be in.
As students guess where the home is, have them explain why they
think that? What sorts of characteristics do the homes have that point
to that culture?
Show students pictures of Do-ho Suhs creation of his home and
explain to them what he was trying to accomplish. Talk about the
importance of a home and what they think is so special about their
home.
Introduce the three countries your class will be focusing on: China,
Italy, and Mexico.
Explain to them that there are many different kinds of homes in those
places but we are focusing on the traditional styles of homes. Also
explain to them that we will also be focusing on why those homes look
like that based on culture.
Give students their passport. Explain to them that this is what they
will need to have to travel to this other place because this is what you
need to apply for in order to leave the country.
Split the students up into three groups. Explain to them that each
group will be researching one of the different countries. The students
will be working together to find the information they need to create a
model home and write a brief report about the way their lives would
be different if they lived in that country.
Have students break into groups to start working on their projects
with what time is left in class.
Day 2

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Before students get started, have a discussion as a class about what

our culture is like and how it maybe different from others. What do
students like about American culture? What do they wish was
different?
Have students get to work with their groups.
Hand our research guide worksheet. Suggest that maybe some
students work on specific areas so they can get more done and
checked off their personal list of information to find. Later they can
share out what theyve found with their group.
These sheets should be complete before anyone in the group starts
working on building their model house.
Check in with each group and make sure they are on the right track.
Have students keep personal worksheets in their desks.

Day 3
Have students get to work right away with their groups.
Check in and make sure they are working on their research guide
sheets. They will not be graded, but they will get points for
completing the entire page.
Sheets should be complete before the end of the class period.
Make sure as soon as they are done with their sheet they are
working on their model house.
If students are done with research page by the end of the day, they
need to do it for homework to insure they have enough time to
complete their model house the next day.
Day 4
Make sure all the research pages are turned in and all students are
working on their model homes.
Check with each student to make sure they are on the right track.
It is up to them how in depth to get with their model. The most
important thing is that they incorporate characteristics from the
culture they are researching in whatever part of the house they are
choosing to represent.
Have students who are not done with their model, take it home for

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homework. Their model will be turned in with their one page
reflection on how their lives would be different if they lived in that
country.
Day 5
Each group will present their country to the rest of the class.
The groups as a whole will go through the things they found that go
on their research guide sheet and then each student will present
their model home.
Part of their presentation should be identifying their country on a
map.
Be sure they talk about why they added what they did to their
home.
When they are done presenting, they need to leave their model and
reflection for grading.
Closure (Reflecting Anticipatory Set):

Anticipatory Set (Gaining Attention)

Visual Art: Start day one by having students guess, which homes are
from which counties. Organize this activity by having students use VTS Students will present their research findings and their model homes in their
groups.
strategies.
Literacy: Led a discussion where students share out things they like
about our culture and how those characteristics influence our lives.
What do they like? What do they wish was different?
Social Studies: For every guess a student shares about a home, have
them point out where that country is on the map.
Formative Assessment strategy:
Summative Assessment strategy:
Visual Art: Are the students creating a model home that reflects
Visual Art: Students model home shows at least two characteristics
aspects of the culture. When asked, can the student explain why they
reflecting the culture of the country they were researching.
are using the materials and characteristics they are?
Literacy: Students refection paper, at least a page long, will show
Literacy: Are the students working together to find accurate and
understanding of culture and expresses the differences they would
worthwhile facts and information about their country and its culture?
experience if they were born in the country the researched.
Social Studies: Can the students consistently find the country they are Social Studies: Students completed research guide worksheet with
researching on different maps and globes?
information. Students should also be able to identify their country on a
map.
What student prior knowledge will this lesson require/draw upon?
Students will already know how to look up information in books/on the computer.

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Students will already have an understanding of how Americas culture works.

Students will know how to VTS a photograph.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
VTS allows the students to immediately start imaging about how there life would be different if they lived in that house or a house like it.
Having the students to do research in groups and framing it like they are traveling with the passports, creates the idea of exploring that country.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have to adjust what their example of a home in a certain country would be combined with how their familys home is now. They have
to figure out a way to use the materials they have to create a model like this.
How will you engage students in routinely reflecting on their learning?
I will continually check in with what the students are finding and how their research is coming along. I will prod them with questions about how their
findings will be reflected in their models and their reflection paper. I will have the students share out their groups most interesting fact and
encourage other groups to find something ever better than that.
How will you adapt the various aspects of the lesson to differently-abeled students?
This lessons completion depends mostly on the group work. I would make sure to put a student in a group with another student I thought could help
them the most. I would also ask that student to maybe have only one section of the research guide to complete and contribute to the group.
I will have the students raise their hands to have me get them supplies that arent already at their desks.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Student have the last of day 3 to finish their research guide at home and the last of day 4 to complete their model at home. This gives them more
time and access to more resources if the student needs/desires it.
What opportunities/activities will you provide for students to share their learning in this lesson?
The VTS allows the students to share their guesses from the very beginning.
The students will have the chance to share interesting facts throughout the week.
All of the students will have the chance to share their model at the end of the week.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Ancient chinese homes. (n.d.). Retrieved November 19, 2014, from http://indesignartandcraft.com/2013/02/ancient-chinese-homes/
2. Italian Home Design in Style Decorations - Homesbylamey.com. (n.d.). Retrieved November 19, 2014, from http://www.homesbylamey.com/italianhome-design-style-decorations/

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3. Traps in your Mexico house. (n.d.). Retrieved November 19, 2014, from http://www.mexconnect.com/articles/3705-traps-in-your-mexico-house
4. Passport Template. (n.d.). Retrieved November 19, 2014, from http://www.education.com/worksheet/article/passport-template/
5. Azzarello, N. (2013, November 19). Do ho suh constructs a home within a home at MMCA - designboom | architecture & design magazine. Retrieved
November 29, 2014, from http://www.designboom.com/art/do-ho-suh-constructs-a-home-within-a-home-at-mmca-11-19-2013/

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