Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Adjective Monster

Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)

Grade Level*: 2nd

Class Periods Required: 3

During this lesson, students will be using visual arts, literacy arts and math to create a character
that represents a particular emotion. After reading a book at the beginning of class, students will
compose a list of adjectives. Students will choose an adjective from their list and create an
adjective monster that conveys emotions and feelings through that particular adjective.
Students are asked to use various shapes and colors to express their adjective, and by writing an
explanation that includes why they used the particular shapes and colors that they chose.
Key Concepts for each area (1-2 each): What you want the
Essential Questions (1-2)*:
students to know.*
1. How can you express an adjective through shapes and
1. Visual Art: I want the students to know how certain colors
colors?
2.
How do certain shapes and colors convey feelings and
and shapes can be associated with emotions. I want students
emotions?
to know how colors can convey feelings, and can be
3. What is an adjective?
associated with particular moods.
2. Literacy: I want the students to know what an adjective is.
When they have grasped the concept of what an adjective is
and have listed examples, I would like for students to know the
meaning of those adjectives. I would like for students to be
able to associate colors and shapes with the adjective they
have picked out.
3. Math: I want the students to know how to recognize and
name basic geometric shapes.
Lesson Objectives/Goals: (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 be able to associated colors and shapes with emotions.
2. Literacy: The students will be able to identify adjectives.
3. Math: The students will be able to recognize and name basic geometric shapes and be able to connect them to an emotion
or feeling.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

Instructional Strategies (Teachers approach to helping students

Art Integration Lesson Plan Template

1. Visual Art (May use NAEA National standards):

achieve learning)

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in
communicating ideas through artwork.
Grade 2: Identify and use geometric shapes.

The teacher prior to class will have created their own

adjective monster and narrative to share with the class. With
this, the teacher will model to the class when explaining the
lesson. The teacher will walk around during the students
work time to ensure students are staying on task and
answering any questions the students may have.

STRAND III: Artistic Perceptions (AP)

2. Analyze and evaluate using art vocabulary
Grade 2: Identify the following in artworks: Geometric
shapes, geometric forms, foreground and background, real
textures, and contrast/variety of colors
2. Literacy:
L.2.1.e
1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
e. Use adjectives and adverbs, and choose
between them depending on what is to be modified.
Rl.2.4
4. Determine the meaning of words and phrases in a
text relevant to a grade 2 topic or subject area.

Content Areas Integrated*:

1. Visual Art
2. Literacy
3. Math

Lesson Structure & Procedure(s) Sequence of events of the lesson

elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion ,please be
very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):

Art Integration Lesson Plan Template

DAY ONE
1. I will begin the lesson by reading the book, Go Away Big
Green Monster by Ed Emberley through the SmartBoard and
discuss adjectives with students. While listening to the story,
students will be writing down adjectives on a piece of paper
that they heard in the book. The teacher will explain the
lesson and show students the adjective model he or she
created prior to class.
2. Students will brainstorm a list of adjectives on a worksheet
that is provided.
3. Students will identify the names of basic geometric shapes
on a worksheet that is provided.
4. Students will choose an adjective from the list of adjectives
they created in step 2.
DAY TWO
5. Students will receive a piece of construction paper. At the
top of the paper they will write, Go Away Big _____ Monster.
6. Students will choose a shape that they use for the head of
their monster.
7. A classroom discussion will take place on how to make the
face reflect the adjective the students chose. Students need
to make sure to include shapes for eyes, eyebrows, and
mouth.
8. Students will complete the rest of their monster, choosing
colors on their adjective monster to demonstrate that
adjective.
9. The teacher will monitor students progress along the way
and provide feedback to students how they can make
features reflect their adjectives.
10. Once their monster is completed, students will write a
short narrative explaining their monster and how/why they
chose those features.

Art Integration Lesson Plan Template

Opening (Gaining Attention, what will you show, or demonstrate)*:

DAY THREE
11. Students will stand and share their adjective monster
with the class.
12. Teacher will collect each students project and grade
them based on the checklist that can be found in the
summative assessment box.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

I will begin the lesson by reading the book Go Away Big Green
Monster by Ed Emberley and discuss adjectives with the
students. I will have students raise their hand at the end of
the book to share adjectives they heard throughout the book. I
will also share with the lesson by showing the adjective
monster that I created.

Students will share at the end of the lesson their adjective

monster they created. Students will explain their process,
such as why they chose the particular colors and shapes that
they did. The teacher will collect them for grading and to
provide feedback/comments.

Formative Assessment strategy: (how will you assess while the

Summative Assessment strategy*:

learning is happening?)

The teacher will walk around while the students are creating
their monster and provide comments and feedback on their
work. The teacher will ask questions to students such as, Why
did you choose a circle for the head? or Why did you use
purple for the eyes? to ensure students know what they are
choosing and why.

The teacher will follow this checklist while grading each

students adjective monster.
1. The student chose an adjective.
2. The student created an adjective monster that
contains a head, body, and facial features using
shapes and colors.
3. The student provided a narrative describing why and
how they chose particular shapes and colors.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
Students will need to be familiar with basic shapes and colors. Students will need to know that colors convey feelings and
emotions, and how they do that. Students will need to be familiar with what adjectives do, which is describing a noun.
Students will know what a noun is prior to this lesson, so at the end of this lesson students will know what describes a noun.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
The book that is read in the beginning of the class, Go Away, Big Green Monster will be read throughout the SmartBoard at

Art Integration Lesson Plan Template

the beginning of the class. Meaning, the pages will be projected onto the screen so that students can better see the
illustrations and will be able to pick out the adjectives more effectively. On some of the pages, the teacher will ask students to
come up to the board and circle adjectives they found on that page. This will help students to practice finding adjectives but
will also give struggling students help before they begin creating their own list of adjectives.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson encourages for students to solve problems in divergent ways for many reasons. First, the students are creating a
monster of their very own. They are challenged to think of shapes and colors in different ways. They are asked to give
meaning to shapes and colors, and associated emotions and feelings with them. Students are digging deeper into the meaning
of adjectives and really breaking down the feelings and emotions that are associated with that single word. The students are
challenged to use their creativity and imagination to create their very own adjective monster.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
The students will routinely reflect on their learning by continuing to pick out adjectives in future books they read. This will give
them a chance to be able to look at the various adjectives in literature and find their meaning in the books they read in the
future. They will be able to better understand literature when they understand the emotions or feelings the author is
conveying through the adjectives he or she chooses. When adverbs are introduced in a later lesson, students will have to
differentiate between the two and be able to identify if it is an adverb or an adjective.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

For cultural and language differences, those particular students are given the option of choosing an adjective in their first
language, and finding the word in English as well. This would allow those students to be able to share with the class something
about their culture.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
https://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Adjective_Monster#Overview

Art Integration Lesson Plan Template

* Include this information during the Padlet/prezi/ppt 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