Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Telling Stories Through Totem Poles
Lesson Overview/Summary*: Students will begin this lesson by being shown a PowerPoint presentation
introducing totem poles. This will explain what they are, their importance, how Pacific North West Native Americans
created them, and how they were meant to be a way to pass down stories. The PowerPoint will also include common
animals found on totems and the associated characteristics to each animal. Then students will be asked to think of an
animal they think best represents them based on these traits. Students will do a short journal writing explaining the
animal they have chosen to represent themselves and why/how by telling a story. They must reflect back to reasons
why they resemble this animals qualities. Students will then begin to work on their sketches in pencil. On day two of
the lesson, students will be drawing and painting their animal drawings. Once dry, each students totem drawing will be
bent back to make the cylindrical shape of a totem and stacked on top of each other forming the totem pole.

Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Design a totem pole animal
2. Literacy: Students can describe themselves through a
different perspective
3. Social Studies: Stories can be expressed and passed down
over time through unique symbols rather than words. (*Key
Points in Social Studies Lesson include learning the history of
totem poles from the Native Americans and the deeper
meaning of stories behind them.)

Essential Questions

Grade Level*: 4
Class Periods Required:
(please circle)
1

(1-2)*:

How can other cultures inspire my artwork?

How can I tell a story through the artwork of other cultures?
What does a totem pole represent?

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 plan and design a part of the totem pole that represents themselves.
2. Literacy: The students will be able to write how personal qualities can be compared to symbolic animals in Native American
culture.
3. Social Studies: The students will be able to recognize and explain the pride and honor of a totem pole.
Grade Level Expectations (GLEs)

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

1. Visual Art: Standard 10: Gr 4. VA Cn 10. 1 4a Create works

of art that reflect cultural traditions.
2. Literacy: GLE SE 2A: Demonstrate respect for others
personal opinions and ideas GLE SE 2B: Recognize and respect

Instructional Strategies (Teachers approach to helping students

achieve learning)
Students will be working independently on this studio, as it is more
of a personal reflection. The teacher will provide background
information on totem poles and animals and their respective
qualities, but will be more of an observer after explaining the studio

Art Integration Lesson Plan Template

diverse groups within community
3. Social Studies: Standard 8: Gr. 4. VA:Re 8. 1. 4a Interpret
art by referring to contextual information and analyzing
relevant subject matter, characteristics of form, and use of
media.

directions.

Content Areas Integrated*:

1. Visual Art (Inspiration Artist/ Group: Pacific North West
Native Americans)
2. Literacy
3. Social Studies

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. The lesson will be opened with a PowerPoint presentation

about totem poles. It will explain what a totem pole is, the
meaning of totem poles, where they originated and by whom,
and what typically goes on a totem pole. This is a brief for
informative slideshow of information.
2. Students will then be shown photos of common animals
and symbols seen on totem poles with their respective
meanings. They will be shown a list of these common animals
and the character traits to describe the animal itself.
3. Students will return to their seats, think independently
about traits and characteristics about themselves that they
believe they possess and jot down a list. After brainstorming,
students will refer back to the list of common totem pole
animals and pick an animal based on their personal qualities
and the animals qualities that would best represent them.
4. After selecting an animal, students will continue to work
independently by completing a journal writing. The journal
writing instructions will be to explain the animal they have
chosen and why. Students will include that animals traits as
well as their own and tell a story or example of how they
exemplify these specific traits in their own lives.
5. On day two of the studio, students will be creating their
totem piece. They will be drawing out the animal that

Art Integration Lesson Plan Template

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

Teachers can begin by asking students if they are familiar with
totem poles to get a gage of any background knowledge.
Then, a PowerPoint presentation will be shown to students
explaining the history and meaning of totem poles, as well as
what symbols typically get carved on totem poles. Show
students different examples of totem poles with the different
animals.

represents them. They will first do this in pencil then will later
on add color. The teacher will provide a square sheet of 8x8
white thick drawing paper. Students will begin by drawing an
outline of their animal. The examples of some totem animal
pieces should be pulled up on the smart board or projector
for students to use as a reference.
6. Once students have finished their drawing in pencil, they
will show it to the teacher to assure it is an appropriate
representation. They will then get the okay to outline the
pencil marks and begin painting. Students will be provided
with colored paint and sharpie markers.
7. Once students are finished, let painting pieces dry. Once
dry, students and/or the teacher will begin to form the totem
pole. Each painting will be bent back and held together with a
piece of thick paper glued to both bent back ends to form a
half circle. Each students animal painting will then be
stacked on top of one another on a wall to form multiple
totem poles.
8. Have students take a gallery walk examining each of the
pieces on the totem pole. Discuss common themes they
noticed in each piece, as well as making the connection of
why totem poles are symbolic to Native Americans. End the
lesson with this discussion and allow students to tell you their
insights from this project, what they liked, disliked, learned,
etc.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

Art Integration Lesson Plan Template

Formative Assessment strategy: (how will you assess while the
learning is happening?)

Students will first be doing their journal writing to confirm they

understand the qualities of the symbolic animal they feel they
represent. Students will also be turning in their animal drawing
sketch to assure they are on the right path.

Summative Assessment strategy*:

I will assess the students final totem pole drawing of their
selected animal as well as their understanding of the
character traits this animal has by reading and assessing
their final journal writing.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
Students will need to have an understanding that other cultures have unique traditions unlike our own. Students will also need
to know about animals in order to draw a headshot of them. If students have knowledge about totem poles that would be
beneficial to them, but not necessary.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
A PowerPoint presentation including pictures used to introduce the lesson and show students what they will be creating.
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 because no two students will have the same symbolism
and meaning behind their creation. Each student will be selecting their animal based on their personal qualities. No two stories
will be the same, as each student will have their own story explaining themselves. If there are similarities, students need to
think deeper.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will do a lot of personal thinking, especially as they work to discover what traits stand out about themselves that are
also qualities of animals provided. They will be writing about this, having the opportunity to share their thoughts, stories,
experiences, and ideas about themselves. Students will also reflect on their own thinking from the presentation as they work
on their animal sketches.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

-If there is a student who struggles with English, the teacher can work to explain the project idea one on one. The student will
do their best on the journal writing but can work together with the teacher based on level of writing (ELL students).
-The lesson is to learn about totem poles within Native American history, so I will be sure to create a respectful learning
environment in the case there is a Native American student in the class.
-If a student finishes early, I will challenge them to explain more in their journal writing to fully explain their story about why

Art Integration Lesson Plan Template

they have those specific qualities they believe they have. I can also challenge students to detail their painting if it is not done
to full potential.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
This lesson is similar to an art project my younger sister did in grade school. I also found example photos throuugh Pinterest of
stacking each students totem piece on top of each other (http://hative.com/cool-totem-pole-craft-projects-for-kids/).
* 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