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Art Integration Lesson Plan Template

LTC 4240: Art for Children



Lesson Title & Big Idea*: Heroes Grade Level*: 4
th

Lesson Overview/Summary*: The student will chose a person that is a
hero to them, and look up descriptive words about that person and
artistically incorporate those on to their piece of art. And then the
students will draw the environment that the hero is in that makes
them the students hero.



Class Periods Required:
(please circle)

1 2 3
Key Concepts (3-4): What you want the students to
know.*
1. Visual Art: I want students to be able to depict a
hero that is in their life.
2. Literacy: Students will be able to find descriptive
words that explain why that person is a hero to them.
3. Social Studies: The students will draw the
environment that their hero is in most often that
makes them a hero.

Essential Questions (3-4)*:

What artistic elements can be added to a piece
of artwork to add meaning to it?
How can words effect the meaning of an
artwork piece?
What ways can the background of an art piece
effect the feeling of the piece?

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 . . . choose or draw a picture that effectively portrays their
hero and artistically add their vocabulary words to the piece of art work.
2. Literacy: The students will be able to . . . find words that describe their hero effectively.
3. Social Studies: The students will be able to. . . portray the setting that demonstrates the heroes
citizenship.

Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art: Create an original artwork that
communicates ideas about the following themes:
family.
2. Literacy: Develop vocabulary through text, using
glossary and dictionary
3. Social Studies: Describe how people are affected
by, depend on, adapt to and change their
environments

Identify & define common vocabulary that
connect the art form with the other identified
content areas:

1. Hero
2. Characteristic traits
3. Descriptive Words
4. Visual

Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Mary Cassatt)
2. Literacy
3. Social Studies

Lesson Activities & Procedure(s) (please be
very specific):
1. The day before the studio day, ask the
students to think of a hero in their life, and
find a good picture of that person that they do
not mind painting on to bring into class
2. The following day during studio, have the
students think of words that do a good job of
explaining why that person is their hero (they
can use a dictionary if they need to)
3. Next they will glue the picture of their hero
onto a piece of construction paper
4. Around the picture they will artistically
draw, paint the dictionary words onto the
construction paper.
5. After that ask the class in what setting is
their hero in the most that makes them a hero
to them. For example at work, at home, at the
ball games they play at.
6. Once they decide they will find a picture of
that setting whether they want to draw that
place, or cut it out of a magazine to place
somewhere on their construction paper.

Anticipatory Set (Gaining Attention)*: I will gain the
attention of my students by asking them to think of a
hero in their life and why that person is a hero to
them. I know that a good majority of students love
thinking about hero in their life, so they will be
engaged with that.


Closure (Reflecting Anticipatory Set): At the
end of the lesson I will have my students write
about why they chose the specific traits to
place on their piece of art, so that I can gain
some insight on to what they were thinking.



Formative Assessment strategy: I will walk around
the class and periodically ask students why those
chose to incorporate the traits they did.


Summative Assessment strategy*: The
summative assessment will be the same as
the closure above.



What student prior knowledge will this lesson require/draw upon?
This lesson will draw upon the students prior social studies knowledge, based on them recalling what
citizenship is and what that means for a person and other people around them. The lesson will also
draw upon the students knowledge of vocabulary words and their correct usage.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will have the students engage in experimenting by being able to use whatever means of expressing
their vocabulary words. They can put those words into their art anyway they want (paint, draw, write).
How will this lesson allow for/encourage students to solve problems in divergent ways?
The students will have to try to solve different ways of expressing the setting their hero is a part of,
whether they want that picture to be the entire background of the picture, or just in the corner, and
the pros and cons of the multiple ways of that. Students will have to figure out the best possible picture
of their hero that can portray who they really are.


How will you engage students in routinely reflecting on their learning?
One way that I would accomplish this would be to schedule this studio to be in the first month of the
school year and then reflect on this project during the last month of the year and ask the students if
they would change anything, whether that would be the setting, or the vocabulary words chosen.
How will you adapt the various aspects of the lesson to differently-abeled students?
I could help out students who have low motor skills and may not be able to hold a pencil or paint brush.
And if there are students who are a little less developed educationally I could write out the definition
to commonly used words that describe people, so that they could look at this quickly and know what
the word means.
What opportunities/activities will students be given to revise and improve their understandings and
their work?
As I stated earlier in the reflecting question, students will be told that we will come back to this
towards the end of the year, so that they can revise their work if they think that they need to change
something about their hero.
What opportunities/activities will you provide for students to share their learning in this lesson?
One possible way that students will be given to share their work will be to allow students to present
their art to the class at the end of the year (after the revision studio). This will be a time where students
can tell the class what their thought processes were and why they chose this person as their hero.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
I will just need dictionaries for students to use. And then construction paper, paintbrushes, paint, and
glue.


* Include this information during the Popplet presentation.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publication
s/Defining%20Arts%20Integration.pdf