Art Integration Lesson Plan 1

Art Integration Lesson Plan

Elise Murphy
LTC 4240: Art for Children

Lesson Title & Big Idea*: How my place in the world affects my identity Grade Level*: Third
Lesson Overview/Summary*: Class Periods Required:
This lesson incorporates social studies, literacy, and visual arts together for students. Students (please circle)
will first listen to a read-aloud of the book, All the World by Liz Garton Scanlon to promote their
participation in the world and how they play a part in it. We will then have a short discussion on 1 2 3
their position and how they can be a part of multiple different communities. Students will then
create a visual representation on their different communities and draw or cut out and paste a
picture

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:
1. Visual Art:
Students will understand the concept of home 1. How do we play a part in the community?
that Do Ho Suh uses in his artwork 2. Who is considered to be a part of your community?
Students will learn how to create a circle collage 3. How do your actions affect the community?
of different sizes
Students will learn how to express personal
meaning in their artwork on the different circles
communicated
2. Literacy:
Students will understand how to add personal
meaning into their reflections
Students will be able to create complete
sentences
Student will be able to summarize a broad and
personal thought into a complete sentence
3. Social Studies:
Students will understand where their state and
country fall at on a map
Students will learn about their communities and
how they can play a part
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Students will understand that each community

plays a role with one another and affects a
greater community

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 . . .
Analyze the themes in Do Ho Suhs artwork
Construct circles into a collage
Express personal meaning within their artwork
2. Literacy: The students will be able to . . .
Add personal meaning
Create complete sentences
Summarize a thought and put it into a complete sentence
3. Social Studies:
Understand where places fall on a map
Identify what their communities are and how they can play a part
Understand the role of each community and how they affect one another

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: VA1.3: Sculpture, Ceramics, Other Media
Manipulate paper to create forms (in-the-round) Community: a group of people living in the same place
2. Literacy: W.3.1: Write opinion pieces on topics or texts,
or having a particular characteristic in common.
supporting a point of view with reasons.
3. Social Studies: SS5.1.6: Explain why people living in
different places (cities, suburbs, towns, villages) and
specializing in different ways of making a living have a need to
interact with each other.

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: Do Ho Suh): Day 1: All The World by Liz Garton Scanlon and
Circle Collage: How to create meaning within the discussion
artwork and to also be able to identify each 1. Do a read-aloud of this book and then have a class

community on its own piece of paper
2. Literacy:
Fiction book: Read All the World by Liz Garton
Scanlon. Discuss the different communities within
the book and how it affects the entire world
Writing: Students will write a brief reflection (1-2
sentences) on their place in each community
presented in their collage
3. Social Studies
Students will learn about the different
communities. They will also be able to identify
these communities geographically on a map.
Art Integration Lesson Plan 3
discussion on the main idea of this book and why it is
important to discuss
- As a class, brainstorm reasons why we are a part of
the world and how each and every one of us affects it.
Write the ideas from the book on poster line paper
2. Following this discussion introduce what a
community is and the different communities that we
are in. Model a graphic organizer on Popplet and list a few
communities that I am a part of to make sure that students
comprehend
- Have students use a graphic organizer on Popplet
with community in the middle and different bubbles
stemming off of them where they can fill out the different
communities that they are a part of.
3. Display Do Ho Suhs depiction of home and discuss if
home is a community
Day 2: Visual collage and reflection on what
community is
4. Display my example of the circle collage and show the
class each section of my community
- Read the back of each circle about what my part is in
each community and how I affect it
5. Allow students to select 5 different colors of
construction paper so that they can easily depict each
community. Advise them to write My House, My City, My
State, My Country and My Continent on the bottom of
each piece of paper
- Students will have all of their materials, including
the maps that are printed off before they begin cutting out
and drawing their pictures. Using the projector, show the
students where Missouri is on the United States map by
outlining it for the students to see, as well as the United
States on the map of the continent. Make sure to tell students

Anticipatory Set (Gaining Attention)*:
The opening activity will be a class read aloud over the
book, All the World by Liz Garton Scanlon. After the book is
read and we are beginning to discuss, students will explore
why this book is important to address without me telling them
Art Integration Lesson Plan 4
that they can do more than just outline these different
sections on the map, but can create a unique perspective or
design on them to make it personal to themselves.
- Allow students to draw their visualization of their
home and city, but have Missouri, the United States, and
North America printed off for them so that they can cut and
color appropriately
6. After students color and cut their communities,
have them write 1-2 sentences on the back of each colored
circle about how they play a role within that particular
community.
7. Have students bring up their 5 different
communities with their reflections on the back so that I can
make sure that they hit each part of what they shouldve
- IF the student looks like they have reflected well
and completed the art portion of this assignment, I will hole
punch the top of each and put a string through it to make it a
sort of necklace for them
- IF the student was missing something or their
reflection was not personal to them, then I will send them
back to their seat to reflect deeper and have them refer to
the poster paper that we came up with as a class so that they
can get better ideas for each of their communities
8. For the remaining time, once students are completely
finished, they are allowed to discuss their findings with other
students that have finished and talk about what they wrote
for their part of the community and show the pictures that
they drew to go along with each set community.
Closure (Reflecting Anticipatory Set):
Students will have a completed circle collage of their
findings and be able to discuss their personal part in each
community. Students will be able to do a sort of gallery walk
to show other students their creations due to their artwork,
 Art Integration Lesson Plan 5

why. After students discuss this, we will talk about the different as well as their personal reflection to each community that
communities that we are all a part of in the world and they will they are a part of.
be able to make a graphic organizer on this information.

Formative Assessment strategy: Summative Assessment strategy*:

On Day 1, the teacher will be able to look at the students
graphic organizer and determine if they have the right idea of
what a community is. On Day 2, teachers will be able to look
at each community and see their drawing and depiction of
each community and if it falls in the correct circle and if it is
appropriate. Teachers will also be able to look at the reflection
on each community and decide if it is personal and genuine to
each student or if it was just a sentence that needed to be
written down.
The summative assessment for this lesson will also be the
evaluation of the reflection that the students compose. The
reflection should be a completion of 1-2 sentences on why
each community is important for them to be a part of.
Students can include what the community means to them,
what their role in this community is, and how they affect this
particular community.

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

Students will have an understanding of what a city, state, country, and continent is. Students will also know what a personal
reflection requires and the difference between a factual reflection and personal reflection.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will be engaged in exploring when trying to figure out the reasoning behind the read-aloud read at the beginning of
the class. Students will then experiment when brainstorming their personal participation to each community that they are a
part of.

How will this lesson allow for/encourage students to solve problems in divergent ways?
When reflecting about their personal experiences within each community, students can reflect if their experience is affective
and allows them to depict their role and if their role is something that is meaningful and allows them to solve problems within
that community.

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

I will have students reflect their learning on Day 1 by determining what a community is and filling out a graphic organizer that
determines the different communities in their own life. On the second day, students will be able to reflect on their personal
reflection sentences that were created on the back of each piece of the collage.
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How will you adapt the various aspects of the lesson to differently-abeled students?
On Day 1, I will have this students iPad with me with the graphic organizer pulled up and ask them, What different groups are
you a part of? and if they are not comprehending then I will give them specific examples and ask if they think that they are
included in this community. On Day 2, I will have these circles already cut out as well as Missouri, United States, and North
America. I will have the different communities written on them already as well. I will then have them draw the same things as
the rest of the student and make it personal to them. When it comes to the reflection, I will personally ask them what they
think they do to help each part and if they do not know when it comes to the country, continent, etc., then I will give them
ideas and ask if they think that is their part or not. Students will not be required to write out these sentences, but rather
verbalize it to me.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will show me their completed work after they write their reflections and I will either tell them that theirs is great and
hits all of the required points, or I will send them back to their seat to reflect on their personal position. Students will be able to
look at the class examples pertaining to the book in order to get more ideas of what to include in their reflection.

What opportunities/activities will you provide for students to share their learning in this lesson?
Students will be able to discuss and have a sort of gallery walk for the remaining time in order to talk about their reflections
and share their pictures that they created for each of their communities.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
- All the World by Liz Garton Scanlon
- http://popplet.com/
- http://www.clipartkid.com/missouri-cliparts/
- http://riordan.wikia.com/wiki/United_States_of_America
- https://www.pinterest.com/pin/417286721695770209/

* Include this information during your final presentation.

References

Scanlon, E. G., & Frazee, M. (2015). All the world. New York: Little Simon.
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