Art Integration Lesson Plan Template 1

Elizabeth Jackson
Art Integration Lesson Plan Template
LTC 4240: Art for Children

Lesson Title & Big Idea*: POWER (dynamics during the American Revolution) Grade Level*: 5
Lesson Overview/Summary*: Students will explore power dynamics between various groups of people during Class Periods Required:
the American Revolution. Students will create an image to explore one of these power dynamics and write (please circle)
an accompanying poem.
3

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:
1. Visual Art: Integrating words and images into a cohesive piece.
2. Literacy: Analyze poetic components to write about power How do we know who has power?
3. Social Studies: Explore traditional narratives surrounding the What is power?
American Revolution as well as narratives of people we don't normally What does it mean to have power?
hear. Can people both have and not have power?

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 be able to integrate images and words together into a cohesive piece
2. Literacy: The students will be able to write a poem about people's experiences during the American Revolution
3. Social Studies: The students will be able to analyze sources for missing narratives and analyze the different power dynamics present
during the American Revolution.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/ Identify & define common vocabulary that connect the art form
curriculum/GLE/) with the other identified content areas:
1. Visual Art: VA.CR.1.5 Combine ideas to generate an innovative idea
for art-making
2. Literacy: W.5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details,
and clear event sequences
3. Social Studies: 5-3a.D Missouri, United States and World History
D. Perspectives on the American Revolution. Explain the
American Revolution, including the perspectives of patriots and
loyalists and the factors that explain why the American colonists were
successful.
 Art Integration Lesson Plan Template 2
Elizabeth Jackson
Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: Kenneth Goldsmith) Day 1: Background knowledge on the American Revolution
1. Have students get out their text books and turn to the section on the American
-Visual Poetry combining the American Revolution and the big Revolution. Students will read the chapter together in small groups.
idea of POWER 2. After the students read the chapter, bring the discussion back whole class and
2. Literacy talk about whose stories are represented and whose are not. (Try to get students to
-Visual Poetry talk about the roles of women, children, indigenous peoples, and people of color).
3. Social Studies 3. Bring in the aspect of power into the discussion. During the American
Revolution, what groups held power? What groups were marginalized and what
-Exploration of the American Revolution and the power groups may have had secret powers? How did power dynamics impact the
dynamics of different groups revolution and the war?
4. Create an anchor chart with student ideas about power dynamics and the roles
of different peoples during the American Revolution.
5. Divide the class into groups and assign each group a chapter from the book
Everybody's Revolution. The chapter will dictate the topic of each group's visual
poem.
Day 2: What is visual poetry?
6. With students on the carpet, introduce the artist Kenneth Goldsmith on the
smart board. Lead students in a discussion about how he designs the poems to look
visually add to the message of the words. The images and the words work together
to convey meaning to the reader.
7. Give students a few minutes with a partner to brainstorm some ways they could
represent what they learned yesterday about power and groups of people during
the American Revolution with a visual poem. What kinds of images come to mind?
8. Have students share their ideas aloud with the class and talk about why they
would be good choices.
9. Read some visual poems out loud with the class so that they can get a feel for
the structure of them.
10. Send students back to their tables to begin a rough draft of their own visual
poem about what they learned from their group's chapter of Everybody's
Revolution.
Day 3: Finializing the visual poetry and sharing with the class
11. Students will have time today to finish their poems. They should be on nice
paper and should incorporate colors and images in the backgrounds.
12. After finishing their poems, students will each present to the class. Each group
will go up at a time and present together the key information from their chapter.
Following the presentation, each student will share their individual poem with the
class.
13. Display the poems in the classroom or in the hallway after the presentations.
Allow the students to perform a gallery walk to get a closer look at their
classmates' work.
 Art Integration Lesson Plan Template 3
Elizabeth Jackson
Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set):

To get the attention of the students, the teacher will, while the The closing activity for this lesson unit is the gallery walk during
students are gathered on the carpet, ask students for background which students can closely view all of the visual poems. They can
knowledge of what they know about the American Revolution. also learn about what was in the previous chapters of the book as
well.

Formative Assessment strategy: Summative Assessment strategy*:

Student input during discussions and participation during research
and partner share time will indicate student comprehension or lack
there of. Additionally, the teacher will walk around and monitor
student activity during the more independent work times and will be
available to address questions and misconceptions that may arise.
The final presentation will serve as the summative assessment of
this unit. Students will be scored together with their group based
on the overview of the chapter and points mentioned, but
individually based on their visual poetry. Poems will be graded on
relevancy to the topic.

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

If students have prior knowledge about the American Revolution, they can use it to help them think critically about power dynamics and
about marginalized groups. They can think about what they already know and see if it only shows one side of the story.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?

I will engage students by changing up the groups in which they work (pairs, small groups, and individual work all occur during this lesson)
and by allowing them to conduct their own research and challenge existing ideas. They will also get to think about power and how it
effects people.
How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson encourages students to solve problems in divergent ways because they have to think about American history in a different way
from how they may have thought about it in the past. They are challenging what they know and what is in the textbook. They are learning
that the textbooks may not be the highest authority on a subject as well.
How will you engage students in routinely reflecting on their learning?

Students will be able to routinely reflect on their learning by discussing ideas with their classmates. This is a collaborative lesson in which
sharing ideas is encouraged. Students may have to debate on certain points, which will increase everyone's learning.
 Art Integration Lesson Plan Template 4
Elizabeth Jackson
How will you adapt the various aspects of the lesson to differently-abeled students?

This lesson can be adapted for differently-abled students because students with physical impediments that make writing difficult may be
able o create their poems on the computer. Additionally, the books may be made available on audio so that students with vision
impairments will be able to experience them as well.
What opportunities/activities will students be given to revise and improve their understandings and their work?

The students create a rough draft of their poems on day 2 and they revise and perfect them on day 3. Students are given time to get input
from the teacher and to change their ideas before the final presentations.
What opportunities/activities will you provide for students to share their learning in this lesson?

As mentioned before, this is a collaborative lesson. Students will constantly be sharing resources and discussing ideas with one another.
Additionally, the final presentation will allow students to share their learning both on an individual front and as a member of a group.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

Everybody's Revolution: A New Look at the People Who Won America's Freedom By: Thomas Fleming

* Include this information during your final 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