Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: Spring is Here: Seasons Grade Level: 3
Lesson Overview/Summary:
This lesson will involve reading the book Spring is Here by Mary Packard. Then as a class, we will discuss
the differences we saw in the book about spring to what winter looks like. The seasonal changes will be
listed on a class chart that I will be guiding a discussion through. After we have discussed the differences, I
will ask students to pick their favorite season out of Spring or Winter and write a poem that identifies
their favorite activity/activities to do in that season. They will also create a collage displaying pictures,
text or objects that remind them of this season or activity.
Class Periods Required:

1 2 3
Key Concepts: What you want the students to know.
1. Visual Art: The students should know about Jesse Treeces pieces
of art and how she came up with her ideas for her collages; what can
go in to a collage.
2. Literacy: The students should know about the content that goes
into a poem.
3. Science: The students should know the factors that play into
Winter and Spring
Essential Questions:
Art: How will you showcase your creativity of the season through
your art collage?
Literacy: What content makes up a poem? What types of poems
are there?
Science: What are differences between Winter and Spring? Any
similarities?
Lesson Objectives: What you want the students to do.
1. Visual Art: The students will be able to create a collage with pictures, text and other objects to display their favorite Season.
2. Literacy: The students will be able to engage to demonstrate their knowledge about a season through a Poem.
3. Science: The students will be able to engage in discussion about the concept of Winter and Spring and their differences.
Grade Level Expectations (GLEs)
1. Visual Art: Demonstrate an additive process (e.g., string,
card board, glue, found objects)
2. Visual Art: Create original artwork that communicates ideas
about the following themes: Outdoors (e.g., seasons, nature)
3. Literacy: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the
basis for the answers.
4. Literacy: Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences
Identify & define common vocabulary that connect the art
form with the other identified content areas:
Winter: the coldest season of the year, in the northern hemisphere
from December to February and in the southern hemisphere from
June to August
Spring: the season after winter and before summer, in which
vegetation begins to appear, in the northern hemisphere from
March to May and in the southern hemisphere from September to
November
Jesse Treece: is a collage artist living in Seattle, Wa
whose work screams of the simple, yet ever complex,
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5. Science: Use quantitative and qualitative data as support for
reasonable explanations



interpretations of both the mundane and whimsical
facets of life
Collage: a piece of art made by sticking various different materials
such as photographs and pieces of paper or fabric onto a backing
Poetry: literary work in which special intensity is given to the
expression of feelings and ideas by the use of distinctive style and
rhythm; poems collectively or as a genre of literature.
Rhyme: correspondence of sound between words or the endings
of words, especially when these are used at the ends of lines of
poetry
Season: each of the four divisions of the year (spring, summer,
autumn, and winter) marked by particular weather patterns and
daylight hours, resulting from the earth's changing position with
regard to the sun
Snow: atmospheric water vapor frozen into ice crystals and falling
in light white flakes or lying on the ground as a white layer
Rain: moisture condensed from the atmosphere that falls visibly in
separate drops
Content Areas Integrated:
1. Visual Art (Inspiration Artist: Jesse Treece)
2. Literacy
3. Science

Lesson Activities & Procedure: DAY 1
1. (Following anticipatory set) Call students to the carpet.
2. Students will be introduced to the book Spring Is Here by
Mary Packard. I will inform the students to pay special
attention to what they see and hear in the story.
3. Before beginning, I would bring out a big piece of chart
paper and divide it into 2 sections. One section labeled
Spring and the other labeled winter.
4. I would read the book to the students and have them
describe the changes that occur in winter to spring.
Compare how the trees and other landscape areas change
from the two seasons what type of activities the girl and her
family participated in with both seasons. What kind of
clothing did the girl wear in both seasons? Temperature
and weather conditions between both seasons. And other
observations and prior knowledge the students have of
Art Integration Lesson Plan Template 3

winter and spring can be mentioned as well.
5. These observations and noticings will be placed on the
chart in the correct sections.
6. Once the chart is filled, review both sections and have the
students notice any similarities or differences.
7. Then hand the students their own pieces of paper to
brainstorm their ideas and activities they do in the winter
and spring.
8. Then I would proceed to show the class one of my collages I
made for spring, why I chose the texts/pictures/materials
in my collage to depict why I enjoy spring more than
summer. I would ask them to point out their favorite parts
of my collage, and why all the pieces relate to spring.
9. I would then share my poem I wrote about spring to the
class. I would ask questions such as, what did I talk about in
my poem? How did I describe the season?
10. Then the students would be informed that they are going to
make their own collage based off of Jesse Treeces work
(prior knowledge: already learned about Jesse in art class
and made their own collages). The collage needs to be
about either spring or winter and include
pictures/texts/color/materials of their choice to show why
they love this season and any favorite activities they enjoy.
11. The students will also create a poem to go along with their
collage. The poem can be structured any way such as a
Haiku, Alphabetic Sequence, Diamante and so on.
12. Homework: go home and collect objects/pictures for their
collage and bring back to class.
DAY 2: work day
13. The students will begin their collages in class.
14. If they do not finish them in time, they will need to finish
them at home.
15. Students will begin writing their poem during writing time.
16. They will need to include details, colors, describe activities
Art Integration Lesson Plan Template 4

or what they see during this season; animals, temperature
and so on.
DAY 3: sharing day
17. The students will share their finished collages and poetry
with the class.
18. I will assess the students during their sharing time.
Anticipatory Set (Gaining Attention):
I would begin class today by having the children play a quick
game of Pictionary/charades.
I would ask for 2 volunteers to come out into the hall.
I would tell one student that they are going to either act out
or draw on the board what Winter looks like, and the other
student gets to do the same with Spring. They will not be
allowed to use their voice.
I would go back into class and tell them that Student A will
act out/draw one of the things we will be talking about in
class today. I will be directing the class by picking on
students who are quiet and paying attention to guess. This
would then repeat with Student B who acts out/draws the
other season.
This anticipatory set allows for the class to be actively
engaged in a little game by learning differences between
winter and spring before jumping into a lesson.
Closure (Reflecting Anticipatory Set):
Once I have had all students share, I would have them hang up
their collages around the room and do a picture walks. That way
everyone can get a second look at some pieces they did not see
very well.
Once the picture walk is over, I will have them go back to their
seats and fill out a sheet (pre-made) with the questions of :
What was your favorite part of the book Spring Is Here?
Why did you choose winter or spring?
Tell me about your creative process for your collage.
Did you notice anyone with a similar poem style that you
used?



Formative Assessment strategy:
The exit slip I would hand to the students which was part of
the closure set.
The exit slip would allow me to assess their learning through
out this 3-day lesson.
I am looking for the similarities and differences they found
out with spring and summer.
Why did they choose their season?
Tell me about their creative process for their collage.
Did they notice similar poems to their own?
Summative Assessment strategy:
The summative assessment I will use for this lesson plan
will be their written poems they create for their favorite
activity during their favorite season. I will be able to assess
their literacy development and science by their facts they
used in their poem.
Another summative assessment I will ask my students to do
is sharing their poem to the class and showing their
artwork if they would like. This could be an optional
assessment. It is a good way to build community and
confidence in the classroom.
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What student prior knowledge will this lesson require/draw upon?
This lesson will require the students to have experience both seasons of spring and winter. I would hope that the students have
participated in at least one activity in both of these seasons. Other prior knowledge they will need is to remember what they learned in
art class about Jesse Treece. They will need to remember how she thought about her collages and her ideas. The students will also need to
have practiced writing in the form of a poem, and what poetry entails.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will be engaged in imagining by picturing themselves in their collage for their inspiration.
Students will be engaged in exploring by figuring out which poem style they want to use for their writing piece.
Students will be engaged in experimenting by comparing and contrasting spring and winter.

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 it allows for a lot of creativity. The lesson allows students to
decide how to incorporate art and poetry into one season. They may run into problems such as not knowing what season they like better;
how to depict their season into art or poetry; what are the similarities and differences between spring and winter?

How will you engage students in routinely reflecting on their learning?
I will engage students in routinely reflecting on their learning by having them share their work with the class. That way they get to be
confident in their work and reflect upon it when sharing. They can tell the class why they chose the season, what are the aspects in their
art and poem, and why they chose to write or create those aspects.

How will you adapt the various aspects of the lesson to differently-abled students?
For students that need a challenge, I could have them create two collages or two poems (their choice) one for spring and one for winter.
They could also do independent reading about a book on winter. For students who need adaptations to make the lesson less challenging, I
would allow them to work with a partner so they can bounce ideas off of each other for their collage and poem. I would let the students
create one collage/poem for the pair so that they can work on the project together.

What opportunities/activities will students be given to revise and improve their understandings and their work?
I would love to do a similar activity to this lesson about spring and fall or fall and summer to show how all the seasons are different but
also have similarities. This way the students can focus on that one season they already know about, and learn more to improve their
knowledge and if they want to revise their poem into a different structure or add lines.

What opportunities/activities will you provide for students to share their learning in this lesson?
As said earlier, I would have the troubled students work in pairs so they can bounce their learning ideas off of one another. At the end of
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day 3, the students would present their work to the class and we would do a picture walk to share the art. I love the thought of building
community in a classroom, so presenting and sharing would be a big part of my classroom.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
http://www.scholastic.com/teachers/lesson-plan/spring-here-lesson-plan
http://www.anothermag.com/current/view/3318/Top_10_Collage_Artists_Hannah_H%C3%B6ch_to_Man_Ray
http://collageartbyjesse.weebly.com/work.html