Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Let Your Dreams Lift You UP! Dreams
Lesson Overview/Summary*: Students will learn about dreams and goals through a

discussion, read aloud, and movie clip. Students will discover what goals and dreams
they want to peruse in life by creating a unique sky of their dreams and a 3D hot air
balloon made of written dreams with a unique object relating back to their dream to
represent the basket. The students will learn about Norman Rockwell and his artistic
work that represents dreams. Students will learn the crayon resist technique and apply it
to their art piece.

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

1. Visual Art:
Students will be able to understand what crayon
resist is and the purpose of using it.
Students will be able to recognize who Norman
Rockwell is and the importance of his artwork.
2. Literacy:
Students will be able to understand how to
connect a read aloud to a movie from
comprehending the main ideas of both.
Students will be able to pick out description
details from both the read aloud and the movie
3. Writing:
Students will be able to understand what detailed
writing is
Students will be able to brainstorm their dream of
the future and use descriptive writing to put it on
paper

Grade Level*: 3rd grade

Class Periods Required:
(please circle)
1 2 3

Essential Questions (3-4)*:

1. What are dreams?
2. What do you dream to be when you are older?
3. What is crayon resist?
4. Who is Norman Rockwell?
5. What is an adjective?

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. *

Art Integration Lesson Plan Template

1. Visual Art: The students will be able to . . .

Understand the use of crayon resist and use it on their art piece.
Students will be able to explain why Norman Rockwells work relates to the concept of dreams
2. Literacy: The students will be able to . . .
Students will be able to listen to a story and reflect why it relates to the topic of dreams
Students will be able to pick out the adjectives from the story
3. Writing: The students will be able to
Students will be able to write adjectives
Students will be able to write adjectives to describe their dreams they have
Grade Level Expectations (GLEs)

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

1. Visual Art: VA: Cr2.1.3a

Create personally satisfying artwork using a variety of
artistic processes and materials.
2. Literacy: SL.3.2
Determine the main ideas and supporting details of a
text read aloud or information presented in diverse
media and formats, including visually, quantitatively,
and orally.
3. Writing: W.3.3
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: (Norman Rockwell)
Painting: Norman Rockwells work showing dreams
people have in painting
2. Literacy:
Inspired book author: Eva Bernatova
Adjectives: showing words that describe the story
in detail
Relating story to topic: Story is relatable to
dreams in life

Identify & define common vocabulary that connect the art

form with the other identified content areas:
Crayon Resist- art technique that uses crayons first
and then watercolor painted on top. The crayon shows
through the paint and creates a cool affect.
Adjectives- a word that describes a noun
Reflection- thinking critically about information

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

Day 1:
1. During writing time students will gather around the carpet
to begin a read aloud. The teacher will begin to ask
questions to promote thought on the lesson topic before
starting the read aloud. Questions could be; what are
dreams? What do you dream to be when you are older?
2. After students answer questions the teacher will begin to
start the read aloud. The read aloud book is called The
Wonder Shoes written by, Eva Bernatova. The book

Art Integration Lesson Plan Template

3. Writing:
Descriptive writing: Use of adjectives to explain a
writing piece in more detail.

summary is about a girl who dreamed of becoming a dancer.

Through the book she finds her dream.
3. After the read aloud the teacher will ask the students
questions like; How did this story relate to the topic of
dreams? What were the main characters dreams? How did
the author talk about the main characters dream? The
students will then have a group discussion with the teacher.
4. The teacher will then discuss how description plays an
important role in writing. She will give examples of
description from the read aloud onto the smart board and
explain the adjectives are words that describe nouns.
5. The teacher will then ask the students if they have heard
of the movie up. She will then explain how she is going to
play a clip from the movie and tell the kids to see if they can
point out dreams the characters have and description that
they see. https://www.youtube.com/watch?v=VR8hlvLghrs
6. After the teacher plays the scene the students will discuss
what they think the dreams and descriptions were that they
saw. After they discuss they teacher will play the scene
https://www.youtube.com/watch?v=n20J3WnsYLA and ask
students if they thought the character was doing.
7. The teacher will next show a power point about the artist
Norman Rockwell and share his artwork relating it to the
American dream and how it will relate to the students
wanting to find their dreams.
8. The teacher will then go on to explain that for their writing
activity over the next couple of days will be to create a hot
air balloon that represents their dream for the future. She
will hold an example of her own. She will explain, I always
wanted to be a teacher when I grew up, so I drew my basket
as an apple to represent teaching, now if any of you have the
dream of being a teacher please do a different basket object.
The object can be anything! I drew my sky background with

Art Integration Lesson Plan Template

numbers, pencils, rulers, science tools, etc. Then she will

explain about the balloon part. She will say, Your balloon
can be any shape or size. Before you will jot down
descriptions of the dream you have for the future.
9. Next you will pick at least 5 of the ideas you jotted down.
We will be using these strips for your hot air balloon dream
project.
Day 2:
10. The teacher will begin our writing lesson recapping on
what we learned about dreams and descriptions the day
before. The teacher will then have the students sit at the
carpet and prepare to show them how to paint the strips of
paper for the hot air balloon.
11. Explain to students that we will be using watercolor and
that they can use any colors they like. The teacher will begin
to show an example of how to use the watercolor paint.
12. Next the students will grab a piece of white paper and
watercolor paintbrush and paint set and start to paint their
cut out strip background.
13. After all the students have finished painting their
background the students will put their painted backgrounds
up to dry and sit back at the carpet with the teacher.
14. The teacher will then begin to ask the students if they
know what crayons resist is. She will give time for the
students to answer and then go on to explain the procedure
by showing an example of crayon resist.
15. Next the teacher will explain to the students that they
will be using crayon resist for their sky background. They will
draw objects that describe their dream for the future. After
they draw the objects with crayons they will paint a
background sky (which can be any color, does not have to
blue like a normal sky) with watercolor. The teacher will also
explain to leave a place in the middle for the shape of the

Art Integration Lesson Plan Template

balloon and basket.

16. The students will grab a new piece of paper and crayons
to draw their objects and begin to draw their sky. The
teacher will explain, you can draw designs with crayons as
well, make it your own unique piece!
17. After the students finish drawing their objects they will
draw the shape they want their balloon to be in the middle of
the paper.
18. Next the teacher will lie out construction paper and
explain to the students that their baskets will be an object
that relates to their dream and will be cut out of construction
paper.
19. The students will then cut out their object from the
construction paper.
Day 3:
20. The Teacher will have students start the writing lesson by
grabbing their first piece of paper that was painted with
watercolor.
21. The teacher will next pass out thin sharpie markers to
the students. She will explain that they will be writing up to
at least five of their descriptions of their dreams on the
paper.
22. After the students do this they will then cut each dream
description into strips.
23. Students will next grab their second painting piece with
the objects in the sky. They will glue each end of the strips to
their balloon drawn shap3, making the strips pop out to be
3D.
24. After the students finish gluing the strips they will glue
their construction paper basket to paper, drawing the strings
to the balloon with crayon.
25. Students will write a reflection on what their future dream
is and relate it to their art piece they made showing

Art Integration Lesson Plan Template

Anticipatory Set (Gaining Attention)*: Starting with a read

aloud and asking questions to grab the students attention
such as; what are dreams? What dreams do you have for the
future? Who was used watercolor before?

Formative Assessment strategy:

The formative assessment will be throughout the lesson
through discussion participation, and their prior knowledge
with adjectives during the discussion. The teacher will be able
to assess the students ability of understand art concepts
through their process of the art piece.

description and detail and present their art piece and dream
reflection to the class.
Day 4:
26. Students will sit down at the carpet and watch the movie
Up as a fun way to end the lesson.
Closure (Reflecting Anticipatory Set): Students will share their
art piece and dream for the future with the rest of the class.
The students will read the reflection on their art piece reading
the adjectives they used to describe their art piece.

Summative Assessment strategy*:

The summative assessment will be the reflection that the
students write about their art piece. Students should explain
what adjectives they used to describe their dreams. Students
should be able to explain what objects they chose to describe
their dream and why. Students should be able to relate their
art piece to Norman Rockwells artwork. There will be a rubric
for the students to follow to write the reflection. Students will
also be assessed when they present their reflection and their
art piece.

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

Students will need to be aware of how to use crayons and watercolor paint.
Students will need to comprehend reading material and relate to lesson.
Students will need to be able understand how to write phrases about a certain topic.
Students will need to be able to analyze and reflect on art.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will need to imagine what they dream to be when they grow up by examples of a read aloud, dissucsuion, teacher

Art Integration Lesson Plan Template

example, and movie clip. Students will explore their dream by writing about it through adjectives. Students will experiment
through art by crayon resist, and 3D design.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be aware of how to describe their thoughts in detail and express their dreams and thoughts in creative ways.
Students will be aware of future dreams and how the dreams affect their lives.
How will you engage students in routinely reflecting on their learning?
Students reflecting on their art piece make them understand what they want to do when they are older. They will understand
how they will reach their goals from their descriptions and objects used in the art piece. They will understand that some day if
they work hard they can reach their dreams reflecting back to the read aloud and movie scene.
How will you adapt the various aspects of the lesson to differently-abeled students?
Students will have the opportunity of examples to help them through out the lesson such as the teachers example, images of
each step set up on the smart board, and definitions of the vocabulary words. Students will be placed with students that are
able to help one another with work. For example a higher level-learning student may place a new ELL student so the student
can help the ELL student if they are confused. The teacher will walk around to help and scaffold the students when needed.
What opportunities/activities will students be given to revise and improve their understandings and their work?
When students are writing their thoughts and ideas for they will eventually pick at least five phrases that they want to use for
their art piece. They will be able to revise or improve their ideas before they pick which phrases they want to use. Students
will understand which ones they use from practice of using detail when jotting down ideas.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students at the end of the lesson will present their reflection and art piece with the class.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Bernatova, E. (1990). The Wonder Shoes. Union Square West, New York: Farrarr Straus Giroux.
(2010, September 1) UP! Carl & Ellie. YouTube. Podcast retrieved from https://www.youtube.com/watch?v=VR8hlvLghrs
(2015, December 22). Disney pixars UP (flying house scene) HD. YouTube. Podcast retrieved from
https://www.youtube.com/watch?v=n20J3WnsYLA
(2016) Norman Rockwell: A Brief Biography. Norman Rockwell Museum. Retrieved from http://www.nrm.org/about/about2/about-norman-rockwell/
Rivera, J. (Producer), & Docter, P. (Director). (2009). Up [Motion Picture]. United States: Walt Disney Studios Motion Pictures.

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

Art Integration Lesson Plan Template