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Art Integration Lesson Plan 1

Art Integration Lesson Plan Template


LTC 4240: Art for Children
Lesson Title*: My Heritage Project
Big Idea*: Culture

Grade Level*: 4

Lesson Overview/Summary*:

Class Periods Required:


(please circle)

Day 1: Read The Roots of My Family Tree aloud to the students to introduce the topic of heritage. Then,
have a discussion about the book and ask students questions to check for understanding of the topic. Also,
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ask the students if any of them are familiar with their own countries of heritage. Assign an interview for
homework, where students ask two adults in their family where their ancestors originated from and what
tradition from that country their family has continued to practice throughout the years (see attached My
Heritage Interview sheet). It would be best to begin this lesson on a Friday, so that students have sufficient
time to complete their interview homework over the weekend.
Day 2: To refresh the classs memory about the heritage lesson, read The Roots of My Family Tree aloud
again. This time, ask if any more students are able to connect to the short story after conducting their
family interviews. Then, explain that the next steps in the lesson will include a writing component, where
students elaborate on their interview findings, and an art component where the students will fill a
silhouette of their own heads with their personal heritage information. The students will each receive a My
Heritage information sheet that will help them to organize their interview responses into constructive
answers about their own heritage (see attached My Heritage sheet). This sentence sheet will help scaffold
the students sentence structure. While the students are filling out their My Heritage information sheets, I
will call them over individually to trace their silhouettes on the piece of paper that they will use in the art
portion of this lesson.
Day 3: Students will finish their My Heritage writing if they did not complete it during Day 2. Then, students
will begin the art component of their lesson on the previously traced heads. Students should fill their
silhouette with the names of their ancestors countries and pictures, colors, or other symbols that are
related to the countries. If necessary, students may use iPads to research further information on their
countries, and include this information in their art. After each student completes their My Heritage project,
the art and information sheets will be displayed around the room for a gallery walk.

Art Integration Lesson Plan 2


Key Concepts for each area: What you want the students to know.*

Essential Questions (1-2)*:

1. Visual Art:
a) How to create a visual representation of their identity that
conveys meaning.

What is your family heritage?

How is your heritage different from that of your classmates?

2. Literacy:
a) How to gain understanding from the written message in a book.
a) How to paraphrase responses during an interview.
b) How to structure interview responses into well written
sentences.
3. Social Studies:
a) How to investigate their own identity through culture and
ancestry.
b) How to learn about the heritage of others, and how to respect
cultures different than their own.
Lesson Objectives/Goals: What you want the students to do. *
1. Social Studies: Students will be able to investigate their unique cultural background through interviews and online research.
2. Literacy:
a) Students will be able to understand the concept of heritage after reading the short story, The Roots of My Family Tree.
b) Students will be able to paraphrase interview responses into simple but meaningful sentences.
3. Visual Art: Students will be able to create a meaningful visual representation of their heritage.

Art Integration Lesson Plan 3


Grade Level Expectations (GLEs)

Instructional Strategies

1. Visual Art (NAEA National standards)


a) Collaboratively set goals and create artwork that is meaningful
and has purpose to the makers.
b) Analyze components in visual imagery that convey messages.
c) Create works of art that reflect community cultural
traditions.
2. Literacy
a) Identify the personal characteristics that contribute to the
school community.
b) Apply time-management and organizational techniques
necessary for assignments and/or task completion.
c) Refine and apply strategies emphasizing individual
responsibility for educational tasks and skills.
4. Social Studies
a) Recognize and respect diverse groups within the school and
community.
b) Demonstrate respect for others personal opinions and ideas.
c) Demonstrate personal and ethical skills needed to work with
diverse groups of people.

I will use varying instructional strategies during my lesson to benefit


all types of learners in my classroom. Visual learners will benefit
from the enlarged E-Book shown on the smart board screen during
read-aloud, and from the gallery walk at the end of the lesson.
Auditory learners will learn best from listening to The Roots of My
Family Tree being read aloud to them, and from listening to their
interviewees responses. Written learners will benefit the most from
writing their interview responses on the guided sentence sheet, and
from reading their classmates projects during the gallery walk.
Finally, kinesthetic students will learn best from the movement and
manipulation of materials during the art portion of this lesson and
from physically walking around the room during the gallery walk.

Art Integration Lesson Plan 4


Content Areas Integrated*:

Lesson Structure & Procedure(s):

1. Visual Art: Inspiration Artist: S. John Ross - The Silhouette Man


a) Students will put a unique spin on S. John Rosss traditional
silhouettes.
b) Various colors, shapes, and lines will be combined to create
these pieces of art.

1.Opening: Read The Roots of My Family Tree aloud in class, on the smart board, to engage
the students and introduce the concept of heritage. Conduct a discussion about heritage
following the read-aloud to check for and deepen the students understanding.

2. Literacy: Reading - listening comprehension, Writing - Interview


Questions and Interpretation
a) Students will listen to The Roots of My Family Tree read aloud
twice in class, and gain an understanding of the meaning of
heritage.
b) Students will practice their writing while conducting an
interview with two of their family members.
c) Students will interpret their interviewee's responses, and
transform them into structured sentences about their culture.
3. Social Studies: Culture - understanding, accepting, and embracing
differences in heritage and family origins
a) Students will learn about their own familys heritage.
b) Students will learn about the heritage of their classmates.
c) Through this lesson, students will gain a basic understanding of
several cultures different from their own.

2.Procedure #1:Writing
a)Explain that the students will be completing their own My Heritage project,
consisting of an interview, written reflection, and artistic heritage representation.
b)Hand out two My Heritage Interview sheets to each student and assign the
interview for homework.
c)Reread The Roots of My Family Tree to refresh students memory about heritage
over the weekend. Ask if any students are able to better connect to the main
character in the book now that they have conducted their interview. This will help
them to create more meaningful written and artistic responses.
d)Review the next step in the project: Each student will transfer their paraphrased
interview responses onto the My Heritage information sheet.
e)Hand out the My Heritage sheets and allow students to begin structuring their
interview responses.
3.Guided Practice: Monitor students while they are completing the My Heritage information
sheets. While the sheets are there to scaffold their sentence structure, students still may
have questions about spelling or other grammatical concepts.
4.Procedure #2:Art
a)As students are completing their writing assignment, I will call each student over
individually to a designated area to trace their silhouette.
b)Once students have completed the writing component of this lesson, they will
begin the art project. I will explain to student that they will use the information
about their countries to complete their My Heritage silhouette. This information
can include words, symbols, and colors representative of their country.
c)If necessary, students may use the iPads to research more facts, symbols, etc.
about their country.
5.Guided Practice: Allow students to work on their art independently and at their own pace,
but be available for assistance or questions regarding the project. Walk around the classroom
periodically to check the students progress and feelings about the art project.
6.Conclusion: Post the completed projects (writing and artwork) around the room, and allot
time for a gallery walk. The students will be able to ask questions about each-others My
Heritage projects, connect to their classmates backgrounds, and learn about other cultures.

Art Integration Lesson Plan 5


Opening (Gaining Attention, what will you show, or demonstrate)*:

Closure (Reflecting Anticipatory Set, how will student share what they learned):

I will inspire wonder in my students by reading the book, The Roots of


My Family Tree. Reading this short story and conducting a class
discussion about heritage will help my students to become interested
in the lesson.

Students artwork and reflective writing will posted around the


room for a gallery walk. This way, they are able to both share their
work and view others projects at the same time. This will also be
an opportunity for students to learn about other cultures and reflect
on how their classmates heritage is similar or different from their
own.

Formative Assessment strategy:

Summative Assessment strategy*:

I will conduct a discussion as a formative assessment after reading


the book for the first time. This will help me to evaluate how the
class as a whole is feeling about the subject of heritage. I will also
walk around during the guided practice time to ask students
questions about their interviews and their informational sentences. In
my opinion, asking questions is very helpful in finding out where
students stand in regards to a lesson.

I will assess the students learning by checking the written


assignments for accuracy in spelling and grammar. Their responses
on the My Heritage sentence sheet will also be assessed based on
the students accuracy in sentence structure. The art will not be
graded or assessed based on each students artistic ability, but
rather on the meaning portrayed in the piece.

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


Prior to this lesson, students will need to understand that people in our city, state, and country have come from all different areas of the
world. If students believe that all families who live in North America began here, they will have a difficult time grasping the concept of
heritage. However, by fourth grade, the concept should have already been established that people originate from different countries and
have created the melting pot of many cultures that is seen in the U.S. today.
Technology:
iPads will be given to the students if they would like to further their research on one of their heritage countries. The book, The Roots of My
Family Tree is available as an E-Book, so I will during the read aloud, I will put the story on the smart board so that students can follow
along with the non-traditional format. A copy of the book will also placed on each iPad, so students can look back at the story any time they
would like. My hope is that by integrating technology in the to this lesson, that students will be more engaged throughout the entirety of
the lesson.

Art Integration Lesson Plan 6


How will this lesson allow for/encourage students to solve problems in divergent ways?
During this lesson, students will be encouraged to create a My Heritage silhouette unique to them. They will have to diverge from their
regular curriculum inside-the-box thinking. No two silhouettes will look the same, so students will truly need to create their own, personal
work.
How will you engage students in routinely reflecting on their learning?
After both reading sessions of the book, I will conduct a class discussion with the students about heritage of themselves and others. Then,
after the interview, students will be responsible for transferring their interviewees responses to the information sheet, and then rephrasing
the original interview answers. The art component of this lesson causes students to reflect on their own heritage while creating their
silhouette. Lastly, students will reflect on the cultural backgrounds of their classmates during the gallery walk.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, I will be flexible with each of the assignments in this lesson. If students have difficulty focusing for
long periods of time, I will allow them to conduct only one interview instead of two. Students who have learning disabilities related to
literacy, I will grade their written assessments based off of growth instead of accuracy. Students with visual impairments will benefit from
the E-Book being shown on the large smart board screen or the close-up iPad screen.
To increase the rigor for students who need to extend their thinking, I will allow them to conduct more iPad based research than the rest of
the class. They will be asked to incorporate more of this information into their silhouette.

Art Integration Lesson Plan 7


Lesson Resources/References:
The Roots of My Family Tree
Author and Illustrator: Nikki Alling
My Heritage Silhouette Examples
Retrieved from www.pinterest.com
NAEA National Standards:
Retrieved from http://artforchildrenfs15mu.weebly.com/lesson-plan.html
DESE Grade Level Expectations (GLE):
Retrieved from http://dese.mo.gov/college-career-readiness/school-counseling/curriculum/school-counseling-grade-level-expectations
* Include this information during the Padlet/prezi/ppt 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

My Heritage Interview
Interviewer (student): ______________________________
Interviewee (family member): _____________________________
How this person is related to you: __________________________

What countries are this persons ancestors from?


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What traditions from these countries does your family still celebrate today?
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My Heritage
My family is from _____________________________________________________________
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One tradition from____________________ is ______________________________________


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One tradition from____________________ is ______________________________________


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One tradition from____________________ is ______________________________________


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