Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: Native American Storytelling- Traditions
Grade Level: 4th
Class Periods Required: 5
Lesson Overview/ Summary:
Students will learn about Native American storytelling, make their own
storytelling doll out of clay, and write and share their own stories.
Key Concepts:
Visual Art: Art captures tradition and story.
Literacy: Stories are shared verbally, through writing, and through art.
Social Studies: Tradition is a belief or custom shared by a group of
people and is passed from
generation to generation.
Essential Questions:
1. What is tradition?
2. How are stories shared and passed from generation to generation?
Lesson Objectives/ Goals:
Visual Art: Students will make a storyteller doll out of clay and be evaluated
on included detail.
Literacy: Students will write their own story to share with the class, with 80%
accuracy on all criteria.
Social Studies: Students will demonstrate their knowledge of Native
American storytelling and tradition.
Grade Level Expectations:
Visual Art
Anchor Standard 1: Generate and conceptualize artistic ideas and
work:
VA: Cr 1.1.4a Brainstorm multiple approaches to a creative art or
design problem.
VA: Cr 1.2.4a Collaboratively set goals and create artwork that is
meaningful and has purpose to the makers.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA: Cr 2.1.4a Explore and invent art-making techniques and
approaches.
Anchor Standard 7: Perceive and analyze artistic work

VA: Re 7.2.4a Analyze components in visual imagery that convey

messages.
Anchor Standard 10: Synthesize and relate knowledge and personal
experiences to make art.
VA: Cn 10.1.4a Create works of art that reflect community cultural
traditions.
http://nationalartsstandards.org/sites/default/files/Visual%20Arts%20at
%20a%20Glance%20- %20new%20copyright%20info.pdf
Literacy
Writing Standards
-Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences.
a. Orient the reader by establishing a situationand introducing a
narrator and/or characters; organize an event sequence that
unfolds naturally.
b. Use dialogue and description to develop experiences and
events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events
precisely.
e. Provide a conclusion that follows from the narrated
experiences or events.
-Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
-With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language
standards 13 up to and including grade 4 on page 29.)
-Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use relative pronouns (who, whose, whom, which, that) and
relative adverbs (where, when, why).
b. Form and use the progressive (e.g., I was walking; I am
walking; I will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can, may, must) to convey various
conditions.

d. Order adjectives within sentences according to conventional

patterns (e.g., a small red bag rather than a red small bag).
e. Form and use prepositional phrases.
f. Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
g. Correctly use frequently confused words (e.g., to, too, two;
there, their).
-Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and
quotations from a text.
c. Use a comma before a coordinating conjunction in a
compound sentence.
d. Spell grade-appropriate words correctly, consulting references
as needed.
-Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English
(e.g., presenting ideas) and situations where informal discourse
is appropriate (e.g., small-group discussion).
https://dese.mo.gov/sites/default/files/CCSSI_ELA%20Standards.pdf
Social Studies
Summarize the events in westward expansion, including peoples
motivation, their hardships, and Missouri as a jumping-off point to the
West
Evaluate the impact of westward expansion on the Native American in
Missouri
Identify and create artifacts (building structures and materials, works
of art representative of cultures, fossils, pottery, tools, clothing,
musical instruments)
https://dese.mo.gov/sites/default/files/gle-social-studies.pdf
Instructional Strategies

The teacher will draw on student prior knowledge by holding a storyteller doll
and asking them what they think it is.
Students will share their ideas for their own stories in pairs and then with the
class.
A graphic organizer will be provided for the students to outline their ideas
before they begin writing their stories. The teacher will then approve the
outline.
The SCAN strategy will be used to revise the story.
Students will share their stories with their peers.
Content Areas Integrated
1. Visual Art: Inspiration Artist- The Pueblo people
2. Literacy
3. Social Studies
Lesson Structure & Procedures
1. The teacher will hold a storyteller doll and ask students what they
think it is. After the children have answered, the teacher will then
tell them that it is a storyteller doll. They will then explain about
Native Americans and Native American storytelling. Children would
gather around the storyteller to learn and pass along the story that
they heard.
2. The teacher will then read a story relating to Native Americans. See
the resource section for story options. The teacher should point out
the meaning of certain words and phrases. The teacher should also
pause at certain points of the story to let the students make
predictions.
3. Ask students to think of a story that they would like to share. The
story should be about something they experienced, such as a
vacation or family gathering. Have them first discuss their ideas in
pairs, then with the whole class.
4. Introduce the students to the Pueblo Indian tribe. The Pueblo Indians
from the southwest were skilled at sculpting small figures out of
clay. They combined their traditions of storytelling and sculpting to
make the dolls.
5. Tell students that they will be making their own storyteller doll out
of clay. Point out that the mouth of the doll should be open as if it
were telling a story. Explain rules of using clay and other supplies.
Tell students that they are also going to write a story to share with
the class. The story should be about something they experienced,

such as a vacation or family gathering. The project will take 5 class

periods.
6. Have students make their doll first. The teacher should monitor
students as they work. This should be one class period, and part of
another if needed. While the students are working, the teacher
should ask students about ways stories are shared and traditions
are passed from generation to generation. The teacher should also
ask the students what they know about storyteller dolls.
7. After making their doll, the students should start writing their story.
The students should make an outline for their story before writing it
using the attached graphic organizer. Writing the outline should be
one class period. The teacher will approve the outline.
8. Students should write the first draft of their story, revise their story
using the SCAN strategy (does it make Sense, is it Connected to the
main idea, can you Add more, Note errors), and give it to the
teacher for approval. They will make the changes and have the
teacher approve it. They will then keep their final copy to share with
the class.
9. In another class period, students will share their stories with the
class. Each student will have their dolls as they listen to their peers
stories.
Opening
The teacher will hold a storyteller doll and ask students what they think it is.
After the children have answered, the teacher will then tell them that it is a
storyteller doll. They will then explain about Native Americans and Native
American storytelling. Children would gather around the storyteller to learn
and pass along the story that they heard.
Closure
Students will share their stories with the class. Each student will have their
dolls as they listen to their peers stories.
Formative Assessment
The teacher will ask students to make predictions during the story.
The teacher will be checking students progress on their story that they write
by checking their outline, first draft, and revisions.
While the students work ,the teacher can ask them about ways stories are
shared as well as how traditions are passed from generation to generation.
The teacher can ensure that each student understand what a storyteller doll
is and what it represents.

Summative Assessment
Making the doll and writing the story will both be assessments. Students will
also share their stories with the class. See the attached rubrics for criteria for
making the storyteller doll and writing the essay.
What student prior knowledge will this lesson require/ draw upon?
Students should have some knowledge on Native Americans and westward
expansion.
Students should have some knowledge on storytelling. They can think about
how stories were shared to them.
Students should have some knowledge on tradition. They can think about
their own family traditions.
Technology
GeneralA computer, laptop, or iPad for students to research the Pueblo people if
desired.
AssistiveTranslating software for ELL students.
Dyna Vox for students who have speech and language impairments (allows
students to speak electronically).
Visually enhancing device for students with visual impairments.
A computer with word processing software so students who have writing
difficulties can use it as needed.
How will this lesson allow for/ encourage students to solve problems
in divergent ways?
There are multiple designs for the storyteller doll.
Each student will have multiple events in their lives to choose from to write
about.
How will you engage students in routinely reflecting on their
learning?
While they are working on the project, they can be thinking about how
stories are shared. They will be able to keep their storyteller dolls which will
remind them of the lesson and activities.
Differentiated/ Accomodations/ Modifications/ Increase in Rigor
The graphic organizer serves as an aid for writing.
The teacher is closely monitoring student progress throughout the project.
Assistive technology is provided.
The teacher can work with students to make sure they are staying on task
they can give students shorter deadlines to meet if needed.
The teacher can extend the deadline accordingly to students who need more
time.

The teacher can modify the required length of the story for students who
have learning disabilities accordingly.
Advanced students can exceed the requirements by going beyond the
required length of the story; they can include more than 5 events and be
awarded extra points.
Lesson Resources/ References
Suggested stories to read:
Mama Do You Love Me? Barbara M. Joosse
Grandmothers Dreamcatcher Becky R. McCain
Malians Song Marge Bruchac
Night of the Full Moon Gloria Whelan
Original lesson plan:
http://artsedge.kennedy-center.org/educators/lessons/grade-34/Listening_Doll
SCAN strategy and more essay writing strategies:
Mason, Linda, Karen Harris, and Steve Graham. "Self- Regulated Strategy
Development for Students With Writing Development." Theory Into
Practice 50.1 (2011): 20-27. Web. 26 Sept. 2015.
<http://www.tandfonline.com/doi/pdf/10.1080/00405841.2011.534922
#.VgcyhstVhBc>.
Assistive Technology:
Garrick Duhaney, L., & Duhaney, D. (2000). Assistive Technology: Meeting
the Needs of Learners With Disabilities. International Journal of
Instructional Media, 27(4). Retrieved October 6, 2015, from EBSCOhost.