Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: The Beauty in Everyday / Nature is all around Grade Level*: 2
Lesson Overview/Summary*: Class Periods Required:
In this lesson, students will listen to the book of All the World by Liz Scacion. After a whole- (please circle)
class discussion about the book, students will create a drawing/painting using 2 different
mediums about an object they see every day that has beauty. Students will then write a narrative 1 2 3
story about their art piece. Students will be able to share their stories and art pieces to the class.

Key Concepts: What you want the students to know.* Essential Questions)*:
1. Visual Art:
Students will recall the way nature affected Martin 1. How has the nature around you influenced you?
Johnson Heade and his artwork 2. How is nature important?
3. How can you begin to see the beauty in everyday
Students will analyze an overlooked part of nature that
nature?
is beautiful and create an expression of this object
Students will choose more than two mediums while
creating their project
2. Literacy:
Students will recall the story of All the World and
practice reflecting on read alouds
Students will connect a fictional story to their everyday
lives
3. Writing
Students will construct a narrative story about
something overlooked in nature that is beautiful
Students will describe an object and think about it in
different perspectives
Lesson Objectives: What you want the students to do. *
1. Visual Art: Students will be able to
Apply meaning when creating artwork
Construct an art piece by using multiple mediums
2. Literacy: The students will be able to
Gain understanding from a read aloud
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Apply ideas from a book to their artwork

3. Writing: The students will be able to
Write a clear, compelling narrative story
Write in the perspective of an object

Grade Level Expectations (GLEs) Identify & define common vocabulary that connect the art
(http://dese.mo.gov/divimprove/curriculum/GLE/) form with the other identified content areas:
1. Visual Art: Narrative stories: to write or tell someone,
Demonstrate skills needed to complete classroom
usually in great detail
tasks independently
Create an original artwork that communicates
ideas about nature
2. Literacy:
ReadingStandards.2.5. Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action
ReadingStandards.2.6. Acknowledge differences
in the points of view of characters
3. Writing
WritingStandards.2.3 Write narratives in which
they recount a well-elaborated event or short
sequence of events, include details to describe
actions, thoughts, and feelings, use temporal
words to signal event order and provide a sense
of closure
WritingStandards.2.8 Recall information form
experiences of gather information from provided
sources to answer a question

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: Martin Johnson Heade) Day 1: Read Aloud and Art
Art of nature: students will learn about Martin 1. Students will gather on the carpet and prepare to listen
Johnson Heade and his affinity for nature, connect to a read aloud.

to create their own artwork
2. Literacy
Fiction book: Read All the World by Liz Scacion.
Compare this book to every day life. Discuss the
theme of overlooking nature
3. Writing
Written reflection: students will write a narrative
story about their artwork. Students will create a
story about this piece of nature, discussing a
narrative and emotions.
Art Integration Lesson Plan Template 3
2. I will introduce the book All the World by Liz Scacion.
Friends, have you ever passed by something every
day and then notice that it is beautiful?
3. Have students share out stories or objects that connect
to this question.
4. Thank you class for sharing those stories with me. I
forget to see the beauty in every day nature too. There
are days I am walking and dont notice the sky or the
flowers. This is something that the book we will read,
All the World talks about. Friends, Id like you to show
me youre listening with your bodies. Can someone tell
me what I mean by this? (Have students go over
expectations of a read aloud)
5. Begin the read aloud. Make a comment when a
beautiful object is noticed by saying something like,
Even the character does not notice beautiful objects,
just like us. I wonder what other kinds of things I dont
see when Im not looking.
6. After finishing the read aloud, I will facilitate a
discussion about what happens when we notice
something beautiful. I will begin by talking about how I
may not notice the beauty in nature every day but
there is something beautiful every day.
7. Introduce Martin Johnson Heade by discussing how he
saw the beauty in nature. Friends, there are many
people who see beautiful things in nature and are
inspired by it. One of these people is Martin Johnson
Heade, a wonderful artist.
8. Show images of Martin Johnson Heades art work. Have
students discuss the beauty of nature displayed in his
work.
9. Introduce the art project the students will participate
in. Today we are going to be creating something we
see in nature everyday. Friends, I want you to think
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about something you see every day but you dont

necessarily think about the beauty in it. When we
make this art, I want you to use two different
materials.
10.Describe the model the teacher made. Describe the
reason the teacher picked the piece of nature. I made
an example to show you guys. I thought about
something I pass every day that I dont appreciate
often. I see flowers every day but I never stop to look
at their beauty. To start this project, I used felt, yarn,
and paint.
11.The supplies will be set out so that students can grab
things they will need. The students begin creating their
artwork. The teacher will walk around the room and
help students whenever they might need it.
Day 2: Artwork continued and Narratives
12.When students begin to finish, the teacher will then
give the next directions. The teacher will talk about the
narrative story the children will write. Friends, I see
that some of us are finishing up with their projects. We
have a few more things to do. When you are finished, I
want you to write a narrative story about your artwork.
With this story, I want you to write like you are the
item in nature.
13.The teacher will walk around and assess where the
students are with their stories. The teacher will answer
questions students may have about this story.

Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set):

The opening activity in the classroom is a read aloud of All the Students will be able to share their stories and artwork with
World. Students will listen to this read aloud and think about their peers. Students will be able to choose whether to take
the beauty of nature that is described in this book. This will their projects home or hang them around the classroom. If
allow students to focus on the story and the meaning prior to students choose to leave their artwork to be displayed, it can
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their artwork. be a great opportunity for parents to see what their child has
been doing. It can also serve as a reminder to look at the
beauty in every day nature.

Formative Assessment strategy: Summative Assessment strategy*:

Collect narrative stories from students and assess
their understanding. Look at their punctuation,
sentences and structure.
The teacher will look at the students artwork and
check to see if there are at least two different
materials used.
The teacher will look around while the students are
making their art to ensure they understand and are
completing their work.
The teacher will walk around the room and answer
questions when students are creating their stories.

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

Students will need to know what makes a story in order to write their own. They must understand that narrative stories involve
the writer writing in first person and using words like I, me, and my. The student will also need to schema of listening to a
read alouds. The student will need to understand how to listen to a story aloud and gain meaning from it.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will be engaged in imagining by creating a story where they are the piece of nature that is overlooked. Students will
be writing a story where they imagine a story of the object and imagine themselves as that very object.

How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be able to create their artwork using whatever medium they want. There will be a variety of materials that the
students can decide upon to create their art. They have the freedom to decide what to create and with what to create it with.
There is no correct way to complete this lesson.

How will you engage students in routinely reflecting on their learning?

Students are given the opportunity to routinely reflect on their learning when they are writing their stories. They are able to
reflect on what they created and the story behind it. Students are also able to reflect when and if they decide to share their art
and story to the class. Students can reflect on their story and display it in a way that the class can see.

How will you adapt the various aspects of the lesson to differently-abeled students?
For the first day, students with disabilities can complete this lesson in a variety of ways. If a student has a hearing impairment,
he/she/they can read the story in lieu of listening to it. Students with visual impairments are able to tangibly touch the
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different materials used for art project and can use text-to-speech software to create their story. Students with learning
disabilities will be able to use spellcheck when writing their stories. Students can also display their artwork in a variety of
ways, whether that is speaking in front of the class, making a video, or displaying it around the room.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students are able to revise and improve their narrative story prior to presenting it to the class. Students will be able to use
spellcheck and revision tools in order to ensure their story makes sense.

What opportunities/activities will you provide for students to share their learning in this lesson?
Students are given opportunities to share their learning in this lesson. First, when students are creating their artwork, they can
discuss their technique and object to students they are seated next to. Students are also able to share their story and their
artwork to the entire class if he/she/they wish to present to the class. Students are also able to display their work around the
classroom so other students, teachers, and parents are able to share in the students learning as well.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
All the World by Liz Scacion
Paints, crayons, colored pencils
Yarn
Felt
Beads
Glue
Scissors
Feathers
http://www.martin-johnson-heade.org/ Information on the artist Martin Johnson Heade

References
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https://www.google.com/search?

q=narrative+story&oq=narrative+story&aqs=chrome..69i57j0l5.5494j1j9&sourceid=chrome&ie=UTF-

8#q=narrative+story+definition Narrative stories definition.

Curriculum standards. http://www.corestandards.org/ELA-Literacy/