Lesson Plan Template (Teacher FacilitatedArts integration)

HEADING:
Students Name: Samantha Passeri
Subject Area(s): __Language Arts, Art___
Concept/Topic: _Poetry, Art___

Date: April 25, 2016

Grade Level: __3rd Grade____
Time: ___N/A_______

DESIRED RESULTS:
Big Ideas/Key Concepts:
From observing a famous painting/exhibit (from the Philadelphia Museum of
Art), these students-from prior knowledge- will be able to use words that come to mind
when they see the painting. After this exercise they will have a complete condensed
poem. They will share out loud to the class (to break out of their comfort zone) and
explain why they chose those words. I should be able to explain to them what a
descriptive word is to further assistance and also trigger their memories.
Objectives:
The students will be able to turn their words that come to mind from their observations
into a poem without initially knowing it. From this, they will be able to understand that poems
can come in all different forms. They will also be able to share what they have to their
classmates. This lesson fits into my thematic unit plan because they work on doing an acrostic
poem; so, instead of doing an acrostic poem, they have a different kind of poem. This connection
is an integration between art and language arts because they are using an art piece to come up
with describing words and to create a poem.
Curriculum Standards:
Standard - 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate
an action or relate an experience through creation of works in the arts.
Standard - 9.2.3.K: Identify, explain and analyze traditions as they relate to works in the
arts (e.g., story telling plays, oral histories- poetry, work songs- blue grass).
Standard - CC.1.4.3.E: Choose words and phrases for effect.
Standard - CC.1.4.3.I: Support an opinion with reasons.

EVIDENCE:

During the lesson, I will be walking around seeing what the students come up with for
their phrases and words. After a few minutes go by, I will ask them what words they have
come up with and why they chose that.
I will understand if the students understand if they use descriptive, appropriate words. If
they do not use descriptive words, I will ask them why it came to their mind and proceed
with that.
If they use descriptive words or phrases, then I will know that they understand the lesson.

LEARNING PLAN:
Rationale:
Students should know descriptive words from prior knowledge or they should be able to use
colors or emotions that they do know that come to mind when they write the words down.
Differentiation:
This allows all students to simply write words that come to mind, instead of writing long
sentences in deep detail. Students can choose to either write the minimum amount of words or
write above the maximum amount of words depending on their level. Special education students
will be able to write words down that they are familiar with and if they have a tough time, they
can write the bare minimum of words.
Materials and Technology:
-Picture of painting from the Museum
-Worksheets to give out
-Pencil
-Clipboard (for students to write on)
-Example of another object as an example of describing
Step-By-Step Procedure:
1. Launch:
a. Hook/Lead-in: I will ask students to observe The Life Line and come up with at
least 10 words that they either are feeling when they see the painting or words that
immediately come to mind.
i. What colors do you see?
ii. Is it dark? It is it bright?
iii. What is going on with the weather?
iv. Do the characters look sad? Happy? Scared?
v. What important objects do you see?
b. Activate Prior Knowledge: I will ask the students if they know what
describing means and if they have ever done it before. I am also going to ask
them prior to the assignment, to raise their hands and tell me some descriptive
words about an object in my hand (could be a pen, pencil).

2. Instruction:

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A. Five Times Two and A Condensed Poem

a. Show students The Life Line for this exercise
b. Ask them to look at it for about one minute
c. Tell them to list at least 5 words or phrases about the image
i. Could be emotions, colors, etc.
d. Have the students sit in a circle around the carpet and share at least one word that
they wrote down. (this will allow other students to get some other words to write
down that they did not think of)
e. Ask students to look at the piece and list 5 more words that come to mind.
Extension- Condensed poem
f. Ask students to look at their 10 words and circle 5 of their favorite words.
g. Ask them to put their favorite words in order or in order to the way they like how
it sounds.
h. Ask students to share or go around in a circle and share their words.
B. Modelling: I will do the same procedure as my students. I will model using a
different art piece (so that they do not steal the words) for each step. However, I will
still have my version of The Life Line poem to share my poem to my class at the end.
C. Guided Practice: As the students are working out the assignment, I will be walking
around, looking over their shoulders to see if they are using descriptive words. I will
also be going around to help if they need assistance as well. If they are not
experiencing success, then I will remind them of what words they could use, or I will
explain what description words are.
3. Independent Practice: The students are required to come up with the words on their
own.
4. Application: This lesson will help students to be able to keep an open mind about art
pieces that they see in the future. This is so because they will be able to hear what others
think about a piece and see that everyone has a different interpretation to something; not
everything means the same thing to everybody.
5. Closure: Students will share their lesson in the sharing circle. At the end of the
assignment, I will explain to them what this painting is all about and what was actually
going on.

EVALUATION:

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I will ask my students to hand their poems in and check to see if they used
descriptive words. If not, then the next day I will have a lesson about descriptive
words.
I am also going to use a checklist for completion, participation around the circle,
and understanding.

Assessment-Checklist:
____Completed the poem.
____Participated in the circle by sharing their stories.
____Used descriptive words in their poems
____Show proper understanding of descriptive words.
____Good explanation of why they chose those words.
RESOURCES:

Listed above in materials

http://www.philamuseum.org/collections/permanent/102970.html

No reflection available for after this lesson plan.

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