Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Figurative Animals and Language, similarities and differences
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Students will research and read about an animal of their choice. Then after gathering information,
they well

Grade Level*: 2nd

Class Periods Required:
(please circle)
3

Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: be open to creating a visual piece of two things
not typically seen together in order to draw a comparison
2. Literacy: learn about figurative language and compose a
simile
3. Science: read and analyze informational texts to gather
information for research

Essential Questions (1-2)*:

1. What makes two things similar?
2. How can we compare two different things?

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 combine two unrelated things that share a similarity into one picture or creative
piece.
2. Literacy: The students will be able to recognize different forms of figurative language and create similes or metaphors.
3. Science: The students will be able to read informational texts and do research about a certain animal to gather information.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

1. Visual Art (May use NAEA National standards): VA:Cr1.1.2a Brainstorm collaboratively multiple approaches to an art or
design problem.
2. Literacy: Missouri Standard RI.2.7. -Explain how specific
images contribute to and clarify a text
3. Science: Standard 2-3.1.B- Characteristics and interactions

Instructional Strategies (Teachers approach to helping students

achieve learning)
Class discussions
Group work
Independent reading
Independent writing
Writing conferences with teacher
Visual diagrams
Graphic organizers
Peer revision groups

Art Integration Lesson Plan Template

of living organisms
1. There is a fundamental unity underlying the diversity
of all living organisms
B. Organisms progress through life cycles unique to
different types of organisms
a. Identify and sequence life cycles of animals
b. Record observations on the life cycle of different
animals
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Wegner)
2. Literacy
3. Science

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. Introduce nonfiction and informational texts to the class

2. Have students discuss with groups they are sitting by to
talk about what they have learned and seen in the books
3. Let the students pick an animal they are interested in
learning more about
4. Introduce figurative language and give the class examples
of different types. Let the class come share examples based
on what they have learned with the class
5. Focus on similes and how to compare two different things
that are usually not related
6.Have the students come up with writings about the animals
they have worked on and learned about
7. Let peer writing groups revise each others comparison
sentences in order to complete them for a book page
8. Students will then illustrate the comparisons they had
made with their animals and something else
9. They can do this on technology, on a poster, painting, or
any other form of media. Many students are going to be
creative and talented at different ways of expressing their
thoughts visually so that should not be limited in this project

Art Integration Lesson Plan Template

Opening (Gaining Attention, what will you show, or demonstrate)*:

I will show different nonfiction books then show the students
the visual art part of the assignment and explain how at the
end of the lesson we will connect both of these things.

Formative Assessment strategy: (how will you assess while the

learning is happening?)

Writing conferences and classroom discussions will help me

assess the students while the learning is happening. This will
allow me to deep into the students thoughts to ensure they
truly understand the material being learned.

10. The students completed writings and pictures will be

compiled so that each student has their own page to put into
the class book
11. The pages from all the students will be bound together to
complete one book full of comparisons and pictures
12. Copies of the books will be made so that each student
has one to take home to share with their family
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

By creating a book full of pages created by each student, the

closure will be a book party to read what other students
learned and wrote in the book. This will also give students an
opportunity to look at the artwork from their classmates.

Summative Assessment strategy*:

The summative assessment will be grading the writing in the
class book. By looking at the writings from the students, I can
see that the students completed and understood the whole
assignment.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
This lesson can draw upon knowledge from the students favorite animals and facts they already know about that animal. They
can also recall if they have ever seen figurative language in any books they have read and build upon that.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Computers, laptops, or tablets can be used to lead instruction for the research part of this lesson. Assistive technology may
also have to be used for students. Accessing books online will allow the zoom feature to be used for students with a visual
disability or will allow students to listen to the book via an audio feature. By allowing students to create their art however they
want, they can chose to make their piece on the computer, on paper, or whatever they are comfortable with using.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will let students solve problems in divergent ways by encouraging them to talk to their peers and explore their
ideas. If they get stuck on something, they can brainstorm with their groups or the class. Brainstorming with others is a good

Art Integration Lesson Plan Template

way for students to figure out and talk through problems they are encountering during the lesson. There will be many
opportunities to have discussions with the groups and the class in order to talk through the project.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Figurative language will most likely be a new concept for them to be learning about so it needs to be fun and exciting so that
they dont find it too boring or confusing. This could be done by having a scavenger hunt through books to find examples of
figurative language and let them explore the types and examples of each then write it down to share with the class. Students
will also be able to share their findings on their research with their peers in the class in order to fully understand and reflect on
their learning.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

Digital textbooks that can be manipulated for visual disabilities, lower level reading books, more advanced reading books,
more practice on figurative language with students not as familiar with English language
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Wilhelm, C. Read, Think, Write: As Slippery as an Eel: An Ocean Unit Exploring Simile and Metaphor.
http://www.readwritethink.org/classroom-resources/lesson-plans/slippery-ocean-unit-exploring-832.html?tab=4#tabs
* 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