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Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template


LTC 4240: Art for Children

Lesson Title & Big Idea*: Communication: Limits on Words Grade Level*: 3rd
Lesson Overview/Summary*: Class Periods Required:
The students are creating posters about assigned books. The posters should reflect events that (please circle)
happen in the book or the main idea and demonstrate their understanding of the book material.
Then, students can only use six words total to describe the book as well, either as a caption 3
included with the poster or written directly on the poster itself. The students are tasked with
thinking of creative ways to tell the viewer what their poster is about using only six words. This
can be challenging for some students because they are still learning the vocabulary necessary to
convey their thinking. This means the students will have to think about the best way to
communicate to the viewer what their poster tells them about their book.

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:
1. Visual Art: Students should know that they can
communicate meaning about events through art. How can children communicate with a word count limitation?
2. Literacy: Students should know that they can communicate How will children illustrate their understanding of their
assigned book?
about books using visual representations of their choosing.
3. Literacy 2: Students should know that they can
communicate about a topic with constraints or limited word
count.

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 communicate either the main idea or key events that take place in a book by
creating a poster by the end of the lesson.
2. Literacy: The students will be able to visually represent the main idea or events that take place in book by creating a poster
by the end of the lesson.
3. Literacy (2): Students will be able to effectively communicate about a book with specific constraints/limited word count.

Grade Level Expectations (GLEs) (3-4) 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: VA.CR.3.3 Elaborate visual information by adding
details in artwork to enhance emerging meaning.
Art Integration Lesson Plan Template 2

2. Literacy: RF.3.2 Read, Infer, Analyze, and draw conclusions 1. Communication


to: paraphrase the big idea/themes and supporting details of 2. Constraint
texts 3. Point of View
3. Literacy: RTS.3.CC.3: Read, Infer, and draw conclusions to:
use information gained from illustrations and words to
demonstrate understanding of the text.

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art Inspiration Artist: Norman Rockwell 1. Students will gather on the carpet.
2. Literacy- Childrens reading books 2. I will start communicating with them using 6 words or less.
3. Literacy: Creating posters with limited word count Today, we are learning about communication For example,
that sentence only uses 6 words.
3. Then, I will challenge the students to think of sentences
using only 6 words. I want them to think about situations
where people communicate with limitations on the amount of
words they can use. I also want to have the students look
around the room at the different posters on the walls. I will
highlight that some of the posters have more words than
others and more space taken by illustrations than words. I
want to use these as examples to show that people
communicate ideas through the use of images and few
words.
4. After the discussion with the students, I will introduce the
class to what they will be creating. After reading an excerpt
from a Magic Treehouse book, I will show the class my
example of the poster. I will have the class count with me
when I read the six words that I chose to write which are
Jack and Annie travel through time. This captures one of
the main ideas that happens throughout most of Mary Pope
Osborns books, which is the main characters, Jack and Annie,
traveling through time to different parts of history including
the explosion of Vesuvius at Pompeii and exploring with
dinosaurs in a different book.
Art Integration Lesson Plan Template 3

5. The students will pass out/gather the materials they need


to create the posters.
6. Before the students start to create their posters, they will
also be provided with notebook paper to draft their ideas.
7. Students will create their posters. They will have 1.5 class
periods for this, starting immediately after carpet instruction
and one full class period to draw and write.
8. Students will hang their posters around the room and then
take part in a gallery walk of the different posters.
9. Students will come back to the carpet and then we will
discuss the differences between the posters and the way the
six words affect how the viewer sees the poster. Would the
meaning be different if there were no words at all?
Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set):
To get the class started, I would want to model to them by only The closure will be a student gallery walk of all of the posters
communicating using six words. I want to allow time for the created by the class and the students will be able to vote on
class to either laugh or just think about what I am trying to do. the posters with different categories. They will have time to
If no one in the class catches on to what I am trying to see all of each others posters and how their peers chose to
accomplish, I will tell them that I am only communicating using communicate about their books.
six words. Then, we will transition to modeling about the
posters, then letting the students start working on their Then, the students will gather at the carpet again and we will
posters. They would have already read the books they are discuss what they saw that was different and unique with all
making their posters about. the posters and why everyone chose to do something
different.
Formative Assessment strategy: Summative Assessment strategy*:
The students will be assessed on their finished product: The students will be assessed by one another as they have a
complete/incomplete. Complete means they have 6 words and gallery walk, the students all post their posters around the
a visual representation of their book in some way. room and each fills out a rubric, as well as vote on the
Incomplete: Not having 6 words and no poster made or posters in different categories. These categories includes:
incomplete poster. creative story, creative poster, funniest story, funniest poster,
and other categories that the class can vote on. This way,
multiple students can receive recognition for their work from
their peers and not feel bad about their ability to create art.
Art Integration Lesson Plan Template 4

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


The prior knowledge that students should draw upon is their previous experiences with posters. I have posters around the
room that students can see. This way, students will know that posters can or cannot have a lot of words and focusses mainly
on the image. The students will also have the knowledge from the book they have read in order to make this poster. This
poster is about books the students are reading. All or most of the students should have different reading books, so all should
have different ideas about what their posters should look like.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in exploring by giving them constraints on the amount of words they are allowed to use. With this
limitation, the students might have to try multiple combinations of words in order to get the correct number of words and
communicate their thoughts about their book to their satisfaction. They also might have multiple images they want to draw on
their poster from different parts of their books, so they have the opportunity to choose multiple scenes from their books or just
focus on one scene or the main idea.

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows for students to solve problems in divergent ways by letting them choose the direction they want to take for
their posters completely. They have the ability to create almost infinite combinations of six words to describe their poster and
have total control of the way they want to represent their reading books. They can use different tools to create their posters
and can sketch multiple ideas before they start their final product.

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


I will engage students in routinely reflecting on their learning by having them thinking about the best way to communicate
their book to their classmates and anyone else who sees their posters. With this in mind, students will be thinking about the
most efficient way to inform people about their books.

How will you adapt the various aspects of the lesson to differently-abeled students?
I plan on adapting this lesson to suit differently-abled students by either letting them digitally create their poster, still having
to use six words but they can type those words and use images from their technology device such as an iPad or tablet. For the
students that do not have the vocabulary to communicate by just using six words, I would still have them draw/create their
poster about their book, but they can record what they want to say using a technological device like an iPad or tablet and play
that for the students viewing their poster.
Art Integration Lesson Plan Template 5

What opportunities/activities will students be given to revise and improve their understandings and their work?
The opportunities students have to revise and improve their understandings and their work would be using rough drafts to
sketch their ideas for their posters and also try different combinations of six words to best communicate about their books. I
think the students should try at least three different combinations of six words before they decide on what they will use for
their poster.

What opportunities/activities will you provide for students to share their learning in this lesson?
The opportunities I provide for students to share their learning in this lesson is the gallery walk where students can view
everyones completed projects. This way, every student in the class can see each others work and have the opportunity to
ask questions and learn about their peers books and thoughts.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Various authors for the childrens posters.

* 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

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