Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Personality and Individualism: Students sharing individual stories to describe the
type of people they are and their personalities. Students will incorporate story telling through a silhouette
drawing and a short story.
Lesson Overview/Summary*:

Grade Level*: 5th

Class Periods Required:
(please circle)

In this lesson I would like the students to understand the importance of personality and individualism. While
students may have similar personality traits as their friends or other people around them, their individual
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personality makes them the person that they are and reflects the person they want to become. Through this
lesson I would like students to really take the time to think of their personality and how they portray their
personality whether its through words, pictures, or drawings. On the second day, students will have their
silhouette drawn and within that drawing, they will find magazine clippings of words that capture characteristics
of their personality. Along with that, in the middle of their silhouette, I would like them to write a relatively short
story about themselves that not only tie all of the words together, but what their personality means to them and
how they see their personality influencing their goals and dreams.

Key Concepts (3-4): What you want the students to know.*

1. Visual Art:
I would like students to know how to design a visual
representation of how they see themselves as individuals and
what words or visuals refer to their personalities.
I would like students to know how to assemble a project that
will also be able to tell a story of the student.
I would like students to know how to plan to incorporate several
aspects into an art project such as writing a short story and
finding words in magazines to help show words that represent
their personalities.
2. Literacy:
I would like students to know how to assess different books and
resources around the classroom that will help them brainstorm

Essential Questions (3-4)*:

1. How does the role of personalities play a part in the type of person
a student is and how do personalities help incorporate dreams and
goals of an individual?
2. How can students tell stories about themselves through a short
narrative that emphasizes individualization and how can those stories
play a part in their personalities?
3. What are some ways that students can portray their personality
traits to their peers and others around them?
4. What are some ways you can show how values and beliefs play an
important role in ones personality?

Art Integration Lesson Plan Template

about what kind of words or phrases they would like to include

in their silhouette.
I would like students to know how to locate specific quotes and
statements in the books that will help create their short story or
their silhouette visuals.
I would like students to know how define words such as
personality and individuality through the resources they will
have throughout the classroom and from their prior knowledge.
3. Writing:
I would like students to know how to add pieces of writing such
as a short story to their art pieces to add more character and
individualism.
I would like students to know how to explain specific aspects
about themselves that play an important and critical role in their
personality.
I would like students to know how to write a short story
touching on important parts of their personalities that shows
what their personalities mean to them and how it shapes their
goals and dreams.
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 . . .
Discuss the elements of a silhouette drawing
Incorporate the artwork and goals of artist, Clay Rice, and how his artwork involves storytelling through silhouette drawings
Be able to explain what the importance of a personality is and how one can visually portray specific personality traits
2. Literacy: The students will be able to . . .
Utilize different resources such as books and poems that will help them find common themes about personalities and help them brainstorm
ideas for their short stories
Define key words such as personality and individuality that will create a solid foundation for them to begin to create a deeper meaning of
personality in which they will hopefully find through creating their artwork

Art Integration Lesson Plan Template

3.

Reflect on memories, thoughts, books, and poems that will help them create a full understanding of their personalities
Writing: The students will be able to . . .
Write a short story on what their personality means to them and how their personalities influence their goals and dreams
Connect personality traits with the how they see themselves as an individual
Review their peers artwork and see how their personalities shape them and learn more about their peers as individuals and see specific
traits that they have in common.

Grade Level Expectations (GLEs) (3-4) (http://tinyurl.com/hndaaa8)

Identify & define common vocabulary that connect the art form with
1. Visual Art:
the other identified content areas:
VA:Cr1.1.5: Combine ideas to generate an innovative idea for
art making.
VA:Cr2.2.5: Demonstrate quality craftsmanship through care
Personality: The combination of characteristics or qualities
for and use of materials, tools and equipment.
that form an individuals distinctive character.
VA:Cr2.3.5: Identify, describe, and visually document places
and/or objects of personal significance.
Individualism: The habit or principal of being independent
2. Literacy:
and self-reliant
RL.5.2: Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story or drama
Silhouette: The dark shape and outline of someone of
respond to challenges or how the speaker in a poem reflects upon
something visible against a lighter background, especially in
a topic; summarize the text.
dim light.
RL.5.4: Determine the meaning of words and phrases as they
are used in a text, including a figurative language such as
Story: A story an account of imaginary or real people and
metaphors and similes.
events told for entertainment
RI.5.9: Integrate information from several texts on the same
topic in order to write or speak about the subject
Short Story: A short story is a story with a fully developed
knowledgeably.
theme but significantly shorter and less elaborate than a novel
3. Writing (Language Arts):
W.5.2: Write information/explanatory texts to examine a topic
and convey ideas and information clearly.
W.5.3: Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear

Art Integration Lesson Plan Template

event sequences.
W.5.5: With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Clay Rice)
Silhouette Artist: an artist that combines soul and passion by
drawing silhouettes and telling stories through his drawings
Video about Clay Rice: https://www.youtube.com/watch?
v=tdUbd0QeDZA
2. Literacy
Author: John T. Trent; The Treasure Tree
Poet: Shel Silverstein; No Difference
3. Writing
Students will write a short personal story about what their
personality means to them and how their personalities play a part
in their goals and dreams they have for themselves
Students can choose to quote the book or poem if they choose to
do so or find it fitting for their short story.

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. Students will arrive to class with prior knowledge of the lesson the
week: Personality and Individualism. I will start the class by asking
students, What is a personality? and What does it mean to be an
individual? After asking these pre-lesson discussion questions, I will
have the students give me some examples of personality traits and how
they have utilized those traits in their lifetime and also how they have
shaped them as a person.
2. Once the students have a basic understanding of the importance of
personality and individualism, I will read the students excerpts from
the book, The Treasure Tree by John T. Brent. This book is about four
different animals that teach the importance of personality to one
another and how to respect and appreciate each individual for who they
are. The importance of reading this book is for students to have an
understanding of personality from a different perspective and be able
to use this as a resource throughout this unit. Next, I will read the
students the poem No Difference by Shel Silverstein. This poem
talks about how no matter the differences between individuals, we are
all the same. Just like the book, the students will be able to refer back
to this poem as a resource throughout the unit.
3. After I have read the book and poem, I will introduce the artist, Clay
Rice. Clay Rice is an artist who creates silhouettes that tell stories. Not
only is Clay Rice an artist, he is a musician and author. I will show the
students of video of Clay Rice narrating one of his stories through a

Art Integration Lesson Plan Template

series of different silhouettes.

4. After I have introduced the concept of personality and individualism
and the importance of artist, Clay Rice, I will explain to the students
how we will be integrating both of those topics. I will share with the
children that we will be drawing individual silhouettes of each student
and within those silhouettes there will be words or phrases from
magazines that portray that students personality. In the middle of the
silhouette the student will write a very short story about what their
personality means to them and how it plays a role in their goals and
dreams the students have for themselves.
5. I will end the first lesson of the day debriefing everything that we
discussed and have the students ask any questions, if they choose to do
so. I will also show the children an example of a finished art project so
they have an idea of what they will be assembling by the end of the
unit.
6. For homework I will have the students come up with eight different
personality traits and write a sentence about how that specific trait
impacts them as an individual.
Day 2:
7. Students will arrive to class with the expectation that they each have
come up with eight different personality traits for themselves and a
sentence for each one that explains how that trait has impacted them as
an individual. When the students have been seated, I will give them
each a guided worksheet that will help them plan out their short story.
8. I will be giving the students the entire class period to write their
short stories. The reason this is the first step is so students can have
their stories edited the next class period. During this class period
students will brainstorm what their personality means to them and how
their personality traits shape them as a person. Students will be able to
ask me for assistance, ideas, and brainstorming and writing strategies
as well. Once the students have finished their guided worksheet they

Art Integration Lesson Plan Template

will have them approved by me and then they will write their personal
stories in paragraph form on their iPads on Google Docs.. I will have
an example of a short story on the board so they have an idea of what
is being expected.
9. For homework, students will be expected to finish writing their short
story and come into class the next day with a finished rough draft.
Day 3:
10. Students will arrive to class with the expectation that they have
come to class with a finished rough draft of their short story finished
on their iPads located on Google Docs.
11. During this class period, I will be having very short writing
conferences with each student going over each of their short stories.
These conferences should take no longer than three minutes
considering they are in fifth grade, should have a basic understanding
of how to form a short story, and should have only a few grammatical
errors
12. While the students are waited to be called up to look over their
short personal narrative, I will have students looking through
magazines quietly at their desk cutting out 8-10 words or phrases that
remind them of their personalities or that describe their personalities. I
will be giving the student an envelope at the beginning of class so they
have a safe place to keep the magazine clippings until we construct our
silhouettes.
13. The goal of the day is to get ALL short stories proofread.
14. For homework the students will make final corrections on their
short stories.
Day 4:
15. Students will arrive to class with the expectation of having their
final corrections made on their writing pieces. They will also arrive to
class with the expectation of constructing their silhouette in class.
16. With a projector in the room and the lights off, I will call each

Art Integration Lesson Plan Template

student one by one to quickly draw the outline of their silhouette on a

white sheet of paper. Once each student has been called up, they will
cut out their silhouette and paste it on a sheet of black paper.
17. Next the students will write their finalized short stories in the
center of their silhouettes. Once they have completed that, they will
glue the words or phrases they found in magazines the previous class
period onto their silhouette. The placement of the words or phrases is
up to the student. The only thing that is required is the location of the
short story, which is in the center of the silhouette.
18. After the students are finished, they will write their names on the
back of the silhouette and place it on the drying rack.
19. If the students finish early, I would like them to write a one page
journal entry in their notebook reflecting on this unit. I will be asking
the students to write three big takeaways, what personality means to
them, what does it mean to be an individual, and how can you share
those characteristics through story telling.
20. If students do not finish their journal entry, they are expected to
finish it for homework for the next class period.
Anticipatory Set (Gaining Attention)*:

Closure (Reflecting Anticipatory Set):

Before we start the Personality and Individualism Unit, I will spend

about 25 minutes of the last class period of the previous unit getting
them prepared for the introduction of this unit. I will ask students to find
a partner in the class that they dont know too well. They will spend
about 10 minutes talking to their partner finding out information about
them. After the 10 minutes are up, we will go through each pair and they
will share with the class something interesting they found out about their
partner. This activity will give the students the foundational knowledge
of knowing that everybody is different and special in their own way and
there is certain aspects of each individual that makes them who they are:

Before we start our next unit, we will spend the first fifteen minutes of
class debriefing on what we worked on the week before. I will ask five
students to volunteer to share their silhouette creations and tell the
class their stories (if they choose to do so). Whether they choose to do
that or not, as a closing remark, I will ask each of the volunteers to
describe their personality in word and explain why they chose that
word.

Art Integration Lesson Plan Template

personality and individualism.

Formative Assessment strategy:

Summative Assessment strategy*:

The students formative assessment for this unit will be the silhouette
that they make. On the silhouette, there will be 8-10 magazine clippings
of words that represent their personality or remind them of themselves.
They will also compose a short story and place it in the center of the
silhouette. This will assess their understanding of the unit and the big
idea (personality and individualization).

The students summative assessment will be the journal entry that they
write at the end of day 4. The journal entry will consist of their three
big takeaways, what personality means to them, what it means to be an
individual, and how can you share personality traits or characteristics
through story telling. This will reflect their overall understanding of
the unit on broader terms because by writing this reflection, students
will be able to relate this unit to units in the future as well.

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

Before this unit, students need to have a basic understanding of themselves. They need an understanding that goes deeper than physical traits or
hobbies, they need to have a basic understanding of the type of person they are. Students also need to have knowledge of how to write a short
story. Lastly, students will need to have prior knowledge of how to utilize art supplies safely, efficiently, and appropriately.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in imagining by incorporating the artist, Clay Rice. Clay Rice draws very many different kids of silhouettes and uses his
imagination to tell stories through them. Although I want students to be telling a true story their short story and cutting out words that truly reflect
their writing, I will want students to use their imagination to tell a rich and engaging story. I will engage students in exploring by allowing them
to get to know their true self. Students will have an opportunity to tell the story of what their personalities mean to them and how those
personality traits play a part in the goals and dreams the students have for themselves. By exploring with themselves, students will have a chance
to fine a sense of identity through their artwork. I will engage students in experimenting by implementing a new lesson and type of artwork they
have never been exposed to before. By incorporating a lesson and type of artwork they have never seen before, students will be able to improve
their artistic knowledge.

Art Integration Lesson Plan Template

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow for/encourage students to solve problems in divergent ways because it will require students to critically think. Students will
need to reflect on influential memories within their life and make connections to show how their personalities play a huge role in who they are
today. Students will also have to realize personality traits about themselves that contribute to the person that they are as well. Both of these topics
arent something that can be thought of in five or ten minutes, it will take time, critical thinking, self reflection, curiosity, and the compassion to
tell a story.
How will you engage students in routinely reflecting on their learning?
I will engage students in routinely reflecting on their learning by setting up constant expectations for them. Each day the students will come into
class with at least one expectation before class even starts (based on homework). During class, students will be aware of their expectations and
will be expected to follow them. Students will especially be able to reflect on their learning at the end of the unit when they are writing a journal
entry on the unit as a whole. Both the expectations and the end of the unit journal entry will help students stay on top of their work and get in the
habit of routinely reflecting on their learning.
How will you adapt the various aspects of the lesson to differently-abeled students?

For an ELL student, one way we could adapt them to this project is instead of doing a silhouette and cutting out words that remind them of
their personalities, we can have them cut out pictures that describe themselves or their culture. Finding pictures will help ELL students
make connections more easily than finding words because they might not be aware of a certain word or their meaning. Along with that, a
specific word could have a different meaning in their culture, so by cutting out pictures, they will be able to develop more connections.
For a student who has a learning disability or low-literacy skills, instead of writing a short personal narrative, they can tell their personal
narrative through the creation of a comic strip. They will still be sharing just as much information as the students who are writing their
short stories, but this will give this specific student a chance to still share the same amount of information with just as much confidence
and knowledge.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be give the chance to revise and improve their understandings and their work by getting the chance to expand their short stories later

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on in the year. It was only appropriate for them to develop a short story for this unit and art activity, but students will be able to expand their
stories later on in the school year. This will improve their understanding of individualism and the meaning of telling stories through artwork and
continuing to do so through their writing. My overall goal for this unit and for lessons in the future that connect to this lesson, is to for students to
find a strong understanding of themselves; To grow confidence in the wonderful children that they are.

What opportunities/activities will you provide for students to share their learning in this lesson?
After this unit, I will be hanging up each students silhouette in the hallway under a heading that reads Today you are you, that is truer than true.
There is no one alive who is youer than you Dr. Suess. Also at the end of the school year, students will have a chance to set up their own
showcase in their classroom for their parents to come in and see all the artwork that they have created throughout the course of the school year.
During the showcase, the students will be asked to choose their favorite piece of artwork and present to families and their peers the meaning
behind the artwork that they choose to present and why they chose that piece of artwork.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Lesson Plans: Using Objectives. (n.d.). Retrieved November 29, 2016.
Rice, C. (2014). Silhouette Author and Artist: Clay Rice. Retrieved November 29, 2016.
Silverstein, Shel (1974). Where the Sidewalk Ends: No Difference. Harper Collins.
[Sun Head Projects}. (2009, March 10). The Lonely Shadow Narrated Version. [Video File]. Retrieved from
https://www.youtube.com/watch?v=tdUbd0QeDZA.
Trent, J. (1992). The Treasure Tree.
Visual Arts/Creating. (n.d.). Retrieved November 29, 2016.

Art Integration Lesson Plan Template

* 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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