Megan

Branstetter 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Geometric Shapes in Math & Art - Stories
Grade Level*: 2
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Class Periods Required: (Please circle)
Students will learn about geometric shapes in math and then use their knowledge of geometric and non-

geometric shapes to make an art piece after studying the artwork of Henri Matisse.
1 2 3

Key Concepts for each area (1-2 each): What you want the students to know.*
Essential Questions (1-2)*:
1. Visual Art: Students will learn how to use geometric shapes to create their own cut out

paper collage.
What are geometric shapes and non-geometric shapes?
2. Literacy: Students will write a passage on the relationship of the shapes and the story
How did Henri Matisse use shapes in his artwork?
they have created within their artwork.

3. Math: Students will learn the names of geometric shapes and when they are used in
math.
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 assemble a piece of artwork that incorporates both geometric and natural shapes.
2. Literacy: The students will be able to write a mini-book that includes a story explaining their use of geometric and non-geometric shapes.
3. Math: The students will be able to identify geometric shapes and their names and recognize natural shapes.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Instructional Strategies (Teachers approach to helping students achieve learning)
1. Visual Art (May use NAEA National standards):
Teacher will not only state what students are to do, but also give them
examples and various resources that allow them to better understand.
Strand II VA 2.1 Identify and use geometric shapes & forms:
Teacher will foster creativity and imagination as students create their
sphere, cube, cylinder, and cone.
artwork and mini-books.
Strand III VA 3.1 Explain different responses you have to different
Class reading of a book including shapes
artworks.
Whole class discussion of geometric shapes
Strand III VA 3.2 Identify the following in artworks: geometric
shapes.
Compare and Contrasting of artwork
2. Literacy:
Note taking on geometric shapes & artists
W.2.7 Writing: Research to Build and Present Knowledge
Individual work time on artwork & mini-book
-Participate in shared research and writing projects
Sharing of artwork & mini-book
SL.2.1 Speaking & Listening: Comprehension and Collaboration
-Participate in collaboration conversations with diverse partners
with peers in small or larger groups
L.2.1 Language: Conventions of Standard English
-Demonstrate command of the conventions of standard English

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grammar and usage when writing or speaking
3. Math:
2.G.A.1 Geometry: Reason with shapes and their attributes
-Recognize and draw shapes having specified attributes, such as a
given number of angles or a given number of equal faces

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Henri Matisse)
2. Literacy
3. Math: Geometry

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):

1. Before the lesson Students will complete a worksheet over 3D shapes.

The teacher will go over each of the shapes and students will have the
opportunity to tell of other shapes they see everyday.
2. Day 1 To engage students and open the activity, the teacher will begin
by reading a book called Captain Invincible and the Space Shapes by Stuart
Murphy. The book is about a boy and his dog that travels into space and
their knowledge of 3D shapes helps them to tackle each danger.
3. Day 1 cont. Teacher will ask students what shapes are, where they see
them, examples of shapes that are used every day. Ask if they see more than
one shape at a time intermixed to foreshadow to day 2 of learning about
Henri Matisses artwork.
4. Day 1 cont. The book will spark a conversation on shapes and to better
understand each students knowledge and to make learning about shapes
more interesting. Since the book is illustrated with pictures that use
geometric and non-geometric shapes, this will be used as an example for
their artwork and mini-books to come.
5. Day 1 cont. Lastly, the teacher will ask students to think of a memory of
an adventure or vacation they went on that they would like to write and
create a piece of art about. They will create a concept map about that
memory or event to gather their thoughts and ideas on what they will
construct and then write about.
6. Day 2 Pictures of Henri Matisses artwork will be displayed on the
Smartboard to open up math time. Students will be asked of what shapes
they see, are they geometric or 3D looking or do they look different.
7. Day 2 cont. Students will be shown various pieces of artwork that are
either geometric or non-geometric. As the pieces of art are shown on the
Smartboard students will determine which piece is which.

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8. Day 2 cont. Teacher will have some shapes pre-cut and a piece of art
already made to give students a visual of what they will be doing. Teacher
will walk through how to make a geometric or non-geometric piece of art by
demonstrating to the class how the piece was made. The example will be
left for students to pass around and view more closely.
9. Day 2 cont. Students will begin to cut out shapes and pasting those
shapes to their paper make their piece of art. They will be asked to cut
different shapes that remind them of their memory they are creating. They
will be encouraged to move the pieces around, rotate, and experiment with
layering them.
10. Day 3 The teacher will have various art pieces by Matisse displayed,
while students continue to work and finish their pieces of art.
11. Day 3 cont. Students will begin writing their mini-books over their
artwork. They will include a story about their piece of art and conclude with
where their inspiration came from.
12. Follow up The teacher will continue to talk about geometric shapes in
math. They will also be asked what artists who demonstrated one or both of
these types of shapes. Students will get to share their mini-books and
artwork with the class and display it where they see fit. Students will also
complete a final quiz on shapes to show what they had learned about them
throughout the lesson.


Opening (Gaining Attention, what will you show, or demonstrate)*:
Closure (Reflecting Anticipatory Set, how will student share what they learned):
To gain attention I will begin by reading the book Captain Invincible and the
The teacher will engage students in a full class discussion on what they know
Space Shapes by Stuart Murphy. This is a fun book about a boy and his dog as about geometric and non-geometric shapes, also asking who was an artist
they travel in space, encountering danger, but luckily their knowledge of
who demonstrated one or both of these. Students will get to share their
shapes helps them. This will spark a conversation about shapes and why its
mini-books and artwork with the class. Students will be asked how they
beneficial to know them because we use and see them everyday.
want to display their artwork. Matisse hung his on walls to change the

environment, is that something they want to do in the hall? The mini-book
and artwork will be displayed where the students find fit so they can display
their knowledge of geometric shapes. Other students and teachers will be
invited to the display to explore their work. Student artists will be able to
describe their process and choice of shapes to convey their theme.

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Formative Assessment strategy: (how will you assess while the learning is happening?)
Summative Assessment strategy*:
As students are working on their art pieces, the teacher will come around and The mini-books written by each student about their art piece will be a
ask the students what shapes they are using and see if they are able to
summative assessment, for the students will be able to show their full
identify them. Students will conduct a concept map to represent their
understanding of Matisses use of shapes and how they incorporated those
understanding including their theme and the shapes they will be using. The
aspects into their pieces and what it means to them. The students will also
teacher will be able to know if they are understanding the shapes, and if not
have a quiz after the entire lesson over shapes to assess their knowledge of
the teacher can make sure to reiterate the names of the shapes and everyday geometric shapes, so the teacher can evaluate the effectiveness and if they
objects that are that shape. The teacher will also be able to assess whether
need to continue to incorporate aspects of shapes into other lessons.
students understand the artwork portion by watching as students compose

their art piece. Each day every student will complete an exit slip telling in a

sentence or two what they learned.

What student prior knowledge will this lesson require/draw upon? (What do they need to already know?)
Students will use prior knowledge of shapes that they see in their everyday lives. Students will also use what they know about their past experiences and
memories which they are making their artwork and writing based on. Students will use what they know about writing and writing personal stories using
details.

Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Smart Board or computer will be used to display images and pieces of artwork by Matisse to the entire class. Students will each have a clicker registered with
the board, so as each work is displayed students can vote if they think the artwork is geometric or non-geometric. Allow students to take photos of their art
pieces and post them on to the class website where they each get to show off their work to people outside their classroom. Students who need assistive
technology will be allowed to use Ipads to look up the shapes and have the artwork available for them to look at during the entire class. Students who use
assistive technology will also be allowed to display their work on an Ipad if completing the artwork on an Ipad is more beneficial for them.

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to use all types of geometric and non-geometric shapes to formulate their own piece of artwork. Students will be shown
various pieces of artwork done by Henri Matisse to inspire them to be creative and encourage them to make their artwork anyway they want with any type of
shapes. Students will be allowed to use any type of shape; they are just required to use at least one geometric shape (but it can be any geometric shape) in
their piece. Students have the freedom to design their piece on any memory or activity they desire in which they will also be able to create their mini-book
about it in any way they want to.

How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
The artwork created by the students will be displayed somewhere within the school, so they will be reminded of the activity they did. The teacher will
incorporate shapes into other activities at some point in the semester and ask students when they have ever used shapes. They will then be able to reflect on
the time they learned about geometric shapes and used them for a project. They will be able to recall the shape names and be able to use that knowledge for
other tasks and at other times.

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Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Ipad use for students who need assistive technology so they can touch the screen and manipulate the pictures. Students who have a hard time with the
vocabulary will be given explanations for each of the geometric shapes so they can better understand. Students who struggle with the full class discussion will
be given one-on-one instruction and time with the teacher. For students who need an alternate way to do their mini-books, they will be allowed to use a
word processor for written work or a communication device if needed. To increase in rigor, students can make multiple pieces of artwork to illustrate their
entire mini-book. Students may also create various pieces of artwork and complete mini-books for each if they would rather do that. Students who need
extra work may help their peers in completing their assignments and if they need any assistance. Students who are done early, have them self-asses and
determine if they completed their projects fully and determine what they know and what they still want to know.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Pinterest teaching shapes/3D shapes -
https://www.pinterest.com/search/pins/?q=teaching%20geometric%20shapes&rs=typed&term_meta%5B%5D=teaching%7Ctyped&term_meta%5B%5D=ge
ometric%7Ctyped&term_meta%5B%5D=shapes%7Ctyped
3D Shapes worksheet - https://www.teacherspayteachers.com/Product/3-D-Shapes-facts-worksheet-218567
3D Shapes poster/ideas - http://kindercraze.com/2012/05/solid-figures-manipulatives-worksheets/
Lesson plan idea - http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/elements-of-art/shape.html
Henri Matisse Powerpoint Weebly site

* 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