Art Integration Unit Plan Template

Allie Smith: Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) Stained Glass Stories
-What is the big idea that is being investigated in this lesson?
There are two big ideas that are being investigated in this
lesson. The two big ideas that the class will be stories and
relationships. Through the literature and pieces of artwork, we will
be talking about the big ideas. Then, we will make a personal
connection to the big idea by telling our own stories about some of
the relationships we have through making a stained glass
window.

Grade Level:
1st Grade
Class Periods Required:
5-6 Class Periods

-How will you connect the big ideas about art and artists work
with the art making part of this lesson?
There are several things that we will be doing so that we are
connecting the two big ideas of stories and relationships to art and
artists work with the art making process. We will be focusing on
how stories have been a way to communicate over time. These
stories can come in different forms whether it is a piece of
literature or a piece of artwork. We will be looking at specific
artists that focus on telling stories about different types of
relationships and looking at the artistic choices the made in their
pieces. We will also spend time looking at stain glass windows
over time.
Unit Overview/Summary:
-Why is this important to teach?
Overall, this is important idea to teach stories because it causes
them to reflect on their relationships that they have built and learn
about how powerful a story can be, which can transcend content
subjects. It will allow student to find meaning in these stories and
reflect on how that has affected them as a person.
-What do you hope to accomplish?

Materials/Equipment/Etc: MATERIALS, TEACHING

RESOURCES/REFERENCES- (Books (Teacher and Childrens),
posters, articles, websites) and PREPARATION REQUIRED- what
materials, tools, and resources do you need for this class? What do you
need to practice and prepare for this lesson? What did you learn from
creating your teaching exemplar?
Teaching/Lesson Resources:
-Smart-board
-Computer

Art Integration Unit Plan Template

With this lesson, I would really like my students to learn from the
artists above the power of a story and the relationships portrayed
in the stories. I want them to see that stories can come in a
variety of mediums, not just text. Also, I hope that my students
and I can gain insight on what each other values, which can lead
to a strong community.

-Beauty and The Beast Book by Ric Gonzalez

-Beauty and the Beast Stained Glass Image:

-Teachers Exemplar
-Mary Cassatt Artwork and Background information
http://www.marycassatt.org/
- Norman Rockwell Artwork and Background information
http://en.wikipedia.org/wiki/Norman_Rockwell
Art-Making Materials:
-Gray or White Construction Paper (Preferably 11X14)
-Glue
-Tissue Paper (Variety of Colors)
-Pencils
Exemplar Lessons:
-The teacher will need to practice and spend time making
the example so that it is a good piece for the students to
talk about.
-Warning: Creating this piece takes a little longer than
expected. The teacher should make sure that students

Art Integration Unit Plan Template

are given plenty of time to complete the project. The

students should be given plenty of reminders of the time
limits and of the expected drying time.
Key Concepts (3-4)
What will students learn and KNOW about art and art making
from this lesson?
List as facts about art and artists and works of art.
What will they learn from an art, art history, and art criticism
discussion? What will they learn from the art production part
of the lesson? What key concepts from other core subjects will
they uncover?

Essential Questions (3-4) What questions guide the investigation in this lesson?
What will students discover and investigate both about art and art making? What will
you ask that will guide the purposeful exploration of materials and ideas that will produce
meaningful content to the creative production?

-What are different ways of telling stories?

-How do artists tell a story through their work?
-What is a story that you want to share with others in our class? What does
this tell us about you as a person? (This is a great community building
question)

-Students will learn that art is a way to tell stories

by examining pieces by Norman Rockwell as well
as everyday examples that can be found in their
classroom.
-Students will learn that art is a way to express
feelings and emotions. It can give us insight
about relationships and perspectives, which can
be seen in Mary Cassatt pieces.
-Students will learn about the art process
particularly making stained glass pieces. They
will learn about the techniques and reasoning
behind some of these processes.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
-Students
-Students
-Students
-Students
-Students
-Students
-Students

will
will
will
will
will
will
will

recognize that the stories can be told in multiple mediums

identify that there are multiple forms that art can be used to create a message for viewers
analyze stories by examining different artists that told stories through their artwork
know background information on the history of stained glass windows
gain knowledge on the technique of stained glass windows
create a stained glass to tell a story about a relationship
write a story that goes with their stained glass piece.

Art Integration Unit Plan Template

Grade Level Expectations (GLEs)

(3-4)

(http://dese.mo.gov/divimprove/curriculum/GLE/)

National Core Art Standards

(http://www.nationalartsstandards.org)
-Guidance & Counseling- Grade 1: Personal &
Social Development 2.C
- Reading Standards for Literature: Grade 1.3
- Reading Standards for Literature: Grade 1.4
- Writing Standards: Grade 1.3
-Visual Arts: Anchor 1
-Visual Arts: Anchor 6

Core Academic Standards (Common Core State Standards)

(3-4)

(http://www.corestandards.org/)

- CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a

story, using key details.

- CCSS.ELA-LITERACY.RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal
to the senses.
-CCSS.ELA-LITERACY.W.1.3

Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.

Content Areas Integrated:

1. Visual Art
2. Language Arts
3.

Lesson Titles in Sequence/Order with TIME and

MATERIALS needed for each portion
Day 1: (Introduction Day)
1. The teacher will read a book.
2. The class will have a discussion about the
book.

Identify & define common vocabulary/concepts that connect the art

form with the other identified subject area(s):
-Story: an account of past events in someone's life or in the evolution of
something.
-Tone: the general character or attitude of a place, piece of writing,
situation, etc.; harmonize with (something) in terms of color.
-Characters: a person in a novel, play, or piece of artwork
Brief Lesson Descriptions (2-3 sentences each)

Day 1: (Introduction Day)

1. The teacher will read the book Beauty and the Beast. Since most
students are familiar with the students, the teacher will ask the
students to pay close attention to the details of the piece that helps

Art Integration Unit Plan Template

3. The class will talk about the images that
accompany the text.
4. The class will brainstorm different ways
they receive stories.
5. The class will look through the room and a
find a piece of literature or artwork that
tells a story.
6. The class will come together and review
what they learned. The teacher will use her
example of the stained glass piece from
Beauty and the Beast to start discussion.

2.

3.

4.

Day 2: (Artists As Story Tellers)

1. The class will review what they talked
about the previous day about different
mediums of story-telling
2. The teacher will talk about artists as storytelling.
3. The teacher will talk about the illustrator
Norman Rockwell. The class will discuss
some of his pieces.
4. The teacher will talk about the artist Mary
Cassatt. The class will also discuss some of
her pieces.
Day 3: (Stained Glass Stories Introduction)
1. The class will review what they talked
about over the past two days.
2. The teacher will introduce stained glass
windows.
3. The teacher will talk about the techniques
used in creating the pieces.
4. The students will begin working on their

5.

6.

tell the story and helps gain insight on the characters and tone of
the piece. The students will write these noticings in their writers
notebook.
After reading the book, the students will share what they observed
about the story. They will discuss with the class how these details
added to the story or helped portray the message.
The class will then do a picture walk of the book again. The teacher
will asked students how the images tell the story. If the words were
covered up (the teacher should cover it up), how would the story
come across? How do these images alone tell the story?
The students will also brainstorm different ways they receive
messages. The students suggest that stories can be told through
songs, dances, movies, videos, conversation with friends, and
pieces of artwork!
The students will then have the opportunity to look through the
room to find something that tells a story without focusing on actual
text. The students might chose a poster, illustrations in books, or
other images in the room. The student will then use their writers
notebook to write a story to accompany the piece that they found
that told a story.
To start the sharing partying, the teacher will model an example
based on The Beauty and the Beast Stained Glass Image. The
teacher will use artistic characteristics to explain what story they
got from the piece. After the teacher shares, the students will share.

Day 2: (Artists As Story Tellers)

7. The class will review what they talked about the previous day. The
teacher will ask the students to focus on the last activity where they
found a piece that told a story. The teacher will remind students
that there are multiple mediums of story-telling.
8. The teacher will remind students that one medium of story-telling is
through artwork. The students will talk about how they analyzed
images to describe a story.
9. The teacher will then introduce the illustrator Norman Rockwell. The

Art Integration Unit Plan Template

stained glass stories art piece.
Days 4-5: (Work Day)
1. Students will continue to work on their
stained glass stories art piece.
2. Once the student is finished, the teacher
will conference with the student on their
next steps
3. Students will create a writing piece to
accompany their stained glass piece.
4. Students will prepare for their presentation
the next day.
Day 6: Art Museum (Presentation Day)
1. Students will set up their stained glass
story piece for their museum.
2. The museum will open and guests will be
allowed.
3. The teacher will go around to each
students project.
4. The student will evaluate themselves and
reflect on their work.

teacher will talk about his background and his styles. The teacher
will pull out famous pieces by him (Suggestion: The Problem We All
Live With or illustrations from Huckleberry Fin). The students will
examine the images using art terminology and talk about the story
they believe is behind it.
10.The teacher will do the same with the artist Mary Cassatt. The
teacher will highlight some of her pictures for the class to discuss.
(Suggestion: A Kiss for Baby Anne or Sara Holding a Cat). During the
class discussion, the teacher will talk about how artists sometimes
create pieces about everyday stories and happenings. The teacher
will also have students to start thinking about a story that they
would like to re-create.
Day 3: (Stained Glass Stories Introduction)
1. The class will review what they talked about the previous day. The
teacher will remind students about the artists that they looked at.
The teacher will show images of the pieces that they examined
before.
2. The teacher will pull the image of the Beauty and the Beast stained
glass piece. The teacher will ask students if they have ever seen a
stained glass before. The teacher will talk about the history about
the stained glass windows and show different examples. The
students will examine it and talk about the different stories are
present in the pieces. They will talk about what they notice about
the shapes and colors used. The teacher will relate what they notice
to details in a written story so that students can make connections.
3. The teacher will talk about the techniques originally used in creating
the stained glass pieces. The class should notice how there are now
empty space in the glass (otherwise the piece will fall apart). This
should relate to how the students stories should be filled will details
so that the view can understand the full story.
4. Before the students begin on their piece, the teacher will introduce
the example of her Stained Glass Story. The teacher will give
directions on how to create their story.

Art Integration Unit Plan Template

-

The students will take a piece of gray construction paper and

sketch their story, making sure there isnt any open places.
The students will then rip up sheets of tissue paper to create
the colors in their piece.
After gluing the pieces of tissue paper, the students will use
mod podge over their paper to seal it.

Days 4-5: (Work Day)

1. Students will continue to work on their stained glass stories art
piece. The teacher should walk around to make sure there isnt
empty spaces like they discussed the previous day.
2. After the art-making component, the teacher will conference with
the student. This will be a time to look over their piece to make sure
they followed directions. Also, this is the time that the teacher will
discuss with students about creating a written label to accompany
their piece. This can be any form that the student chooses (poem,
paragraph, etc.).
3. The students will create the writing piece that will how viewers
further understand the meaning of their stained glass piece. The
student should share this will the teacher before it is finalized.
4. Students will prepare their presentation for the next day. This
includes putting any finishing touches on their pieces. For example,
the student might print out their writing piece and decorate it so
that it looks professional.
Day 6: Art Museum (Presentation Day)
1. Each student will be assigned a place in the room as their part of
the museum. They will post their Stained Glass Stories Piece and
their writing piece. This will be how you can transform your
classroom into an art museum. (During the museum, the students
should stay by their artwork so that guests may Meet the Artist)
2. Before this project begins, you should have told the families and
faculty at your school about this project and invited them to be
visitors for the opening of our classroom art museum. . This is a
great way to get your students communities involved and it helps

Art Integration Unit Plan Template

motivate students to do their very best on the project.

3. The teacher will use summative assessment as they go around the
room and look at their project, read their label, and listen to their
presentation. They should ask questions about what they learned
through this process.
4. After the presentations, the teacher will want to hear feedback from
the students. How do they think they did? What went well? If you
can add or change anything, what would it be? What did you learn
about stories through this art unit?

Art Integration Unit Plan Template

What student prior knowledge will this unit require/draw upon?

With this unit, students are expected to draw on their prior knowledge and experiences. Students are to have some knowledge
about the fairytales, in particular Beauty and Beast. (The teacher will read a book about this as a refresher for most students
and building the knowledge for others that are unfamiliar with the story.) Students will also have to draw on their prior
knowledge as the class has a discussion on different ways the students have learned about different stories. They will reflect
on the conversations theyve had, the movies theyve seen, the stories we have read in our classroom, and the pieces of
artwork that they have seen or created in the past. Also, when students are creating their stained glass story, they are asked
to reflect on their prior experiences to tell a story.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a
playful manner before they are expected to produce the final work. This section should accentuate how the PROCESS
informs the product
Throughout the unit, the students will be exploring with different mediums of story-telling. They will read books together as a
class and individually and talk about how the text creates a story in their mind. Also, they will examine the artwork in the
literature and talk about how it not only enhances the story in some books, but how it can also tell the story in others. The
students will look at various pieces of artwork from famous artists and designers. They will have all of this exposure to these
art forms before being asked to create their stained glass story.

How will this unit permit/encourage students to solve problems in divergent ways?

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Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this
lesson allows for divergent outcomes?
Since this project provides a lot of freedom to create a unique piece, the students are encouraged to think about the project in
divergent ways. Students are given lots of exposure to other artists work, but they will decide on how to use the knowledge
and techniques that they learned about to create a piece. The students are also asked to think in divergent ways as they recreate their story in multiple mediums of art. They will create their stained glass piece as well as a writing piece that will
accompany it. The writing piece can be in a genre or form of their choice, which will give them lots of freedom to think in
divergent ways.

How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also
the product? What reflective practices can you think of that will help them in transitioning from start to stop?
Throughout the unit, the students will be routinely reflecting on their learning. We, as a class, will have discussion on the
artistic choices that the artist did as well as what artistic choices they will be making as they create their stained glass story.
Example of Guided Questions:
-What story is the author/artist trying to tell?
-What about the text or images tells us this story?
-What details or characteristics does the author/artist use?
-What colors does the artist use? Why do you think they chose these colors?
-What tone does the piece portray? What makes you think this?
-What relationship exist in this piece, if anything? How do you know?
-What connections can you make from this piece of artwork to you own? Explain.
-How can use you what you learned and apply it to your stained glass story?
-How are you going to portray your story so that your classmates understand?
-How are you going to take what you created in your stained glass story and turn it in a written piece?

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How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
Throughout the unit, the students will be formatively assessed by me and themselves throughout the discussions that we have surrounding the literature and
other artists work. I will be looking to see if everyone is actively engaged in the process, if they are examining the pieces of art, and if they are providing
reasoning for their opinions and thoughts. At the end, I will be summative assessing them at our museum day. I will be looking at the piece they created, the
text that they used to accompany their piece, and their presentation of their piece. The students will also have the opportunity to reflect on their own learning at
the end of the project as well.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
Throughout the lesson, the students will be thinking of a story that they will be re-creating in an artistic way. They will have
the opportunity to revise their ideas on what story they pick to create and what details they want to incorporate as we learn
more about the artistic process and choices that artists need to make. Also, the students will have multiple class periods to
work on their stained glass stories. This will allow them to play around with the materials and revise their ideas as needed.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Presenting
the work in a meaningful way. How will this be accomplished?
After completing the stained glass stories project components, the students will turn their classroom into an art museum. They
have an assigned position in the room where they can place their stained glass piece and their writing piece. They will also
stand by their piece so that visitors (teachers, families, other students) can Meet the Artist and give their presentation of the
piece.

How will you adapt the various aspects of this lesson to differently-abled students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?

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Because of the nature of this project, there are a variety of ways that it naturally differentiates itself. For example, the
students get to choose the story that they will re-create and what that will look like. This means that students get to decide
how many/the size of details that they create within stained glass story. This allows for students who are highly talented
students to add lots of specific details to their piece. This will allow them to spend more time focusing on their story and
working on the project, instead of finishing early. If these students still finish early, I would ask them to look at their piece
again and create a different story that could describe their stained glass story piece. This will help students look from different
perspectives and think divergently.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
-Students get to make connections to their own life
-Students get to re-create their story in multiple forms
-Students will get to show off their stained glass story pieces with their families and peers at school. This should motivate them
to dig deeper and put effort into their project.

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

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