Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea*: Heroes Grade Level*:Second Lesson Overview/Summary*: Students will create a comic book cover drawing of their hero and use multimedia art to Class Periods Required: complete the work. Students will discuss the qualities of a hero and differentiate between a real-life hero and a fictional (please circle) hero. Students will also write about their real life hero and have the option to recreate their art work if they choose to make their hero a nonfictional person instead of a fictional hero (ex: from SuperMan to a family member, fire fighter, 1 2 3 policeman, etc.). Key Concepts (3-4): Essential Questions (3-4)*: -Understand the meaning of a real life hero compared to a fictional hero. -What does being a hero mean to you? -Describe who their hero is and why they chose them as such. -Who is your hero and why? -Discuss the qualities of a hero and what challenges a certain hero may face. -What are the qualities of a hero? -Who are some everyday heroes that you can think of? Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): Students will be able to discuss what being a hero means to them and understand the difference between a fictional hero and a nonfictional hero. Students will illustrate their chosen hero and be able to write about how they created the art (what materials and methods they used to create it), who the art work is about, and why they chose this person to be their hero. Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Identify & define common vocabulary that connect the art form with the -CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they other identified content areas: introduce a topic, use facts and definitions to develop points, and provide a -Multimedia: the combined use of different media (art techniques) concluding statement or section. -Fictional: an imaginary thing or event, fake -NCSS Standard III, People, Places, & Environments: -Nonfictional: a factual thing, something that is real Social studies programs should include experiences that provide for the study of people, places, and environments -STRAND III Artistic Perceptions (AP): Explain different responses you have to different artworks VA 3 Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific): 1. Visual Art (Inspiration Artist: Miriam Schapiro) 1. Teacher discusses the big idea; heroes and introduces artist Miriam 2. Literacy Schapiro, her works, and how she is an inspiration and in many eyes, a hero 3. Social Studies 2. Teacher introduces art materials and discusses the proper way of using the materials 3. Anticipatory set (students create their comic book cover) 4. After completion of the art, teacher then discusses with the class what their definition of a hero is 5. Students write down the qualities they believe someone has to have to be

Art Integration Lesson Plan Template 2 considered a hero 6. After discussion of what qualities a hero has, teacher then proposes the question: who is your hero in real life; who are some other heroes in real life 7. Students then discuss real life heroes and are encouraged to change their original drawings from fictional heroes to nonfictional heroes 8. After completion of new piece of art students will be given a prompt to write about who their nonfictional hero is, why they chose this person, and what qualities the chosen person has that make them their hero (closure) Closure (Reflecting Anticipatory Set): Students will be encouraged to write about why they chose their hero and what qualities that person has that makes them so heroic; what challenges have they faced to become a hero.

Anticipatory Set (Gaining Attention)*: Students will create, using multimedia art, an imitation comic book cover that depicts their hero; can be either fiction or non-fiction in first attempt.

Formative Assessment strategy: The drawings, which will be at least two, shall be the students formative assessment along with periodic class discussions regarding heroes.

Summative Assessment strategy*: The closure, which is having the students write about how and why they chose their hero, will be their summative assessment; the teacher can grade their writing, reference their art work, and conclude how much information was taken from the lesson.

What student prior knowledge will this lesson require/draw upon? Students will delve deep into their prior knowledge of all the multimedia art methods they have learned so far to create an imitation comic book cover. They will also recall their writing skills they have acquired through time to complete the writing assignment. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will be engaged in a variety of ways; through the art making process, during class discussion about what a hero means to them, and also through the development of their writing piece that they complete in the end. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will help students realize what it really means to be a hero. Heroes are not just some action figure or someone on T.V. Heroes are all around us; in our everyday lives. Students will be able to think critically about what really matters in life. The students should be taught something that is not only required, but also important. How will you engage students in routinely reflecting on their learning? The teacher will continuously be walking around the room, asking questions and encouraging different artistic methods to be used by the students. This will in turn help the students to think of different ways they might create their piece. How will you adapt the various aspects of the lesson to differently-abled students?

Art Integration Lesson Plan Template 3 -Exceptional students: These students will be encouraged to create more elaborate pieces of art work and use more descriptive language within their writing pieces. -ELL Students: The teacher will break down the lesson into smaller chunks and have words translated that are more difficult into their native language which will help them to gradually transition into the English language. -Students with mild disabilities: The teacher will assist with questions, partner these students up with other students who understand the material, or break down the lesson in chunks that way the student is not overwhelmed with the whole assignment at once and can focus on a bit at a time but still get the assignment done on time. What opportunities/activities will students be given to revise and improve their understandings and their work? Students will constantly be given the opportunity to add/change their art work. They will also be able to revise and edit their writing piece through the writing process. What opportunities/activities will you provide for students to share their learning in this lesson? After completing their artwork, the students will be given the chance to either take home their art work or hang it up within the school or classroom. As for their writing piece, they will be peer editing and encouraged to assist a partner with their writing process as they have their piece peer edited as well. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.) : Multimedia Art supplies (colors, glues, decorations, etc.) Writing supplies (multiple sheets of paper per student) The inspiring works of Miriam Schapiro

* Include this information during the 5-minute class Popplet 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