Megan Jones: Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Celebrating Citizenship; Classroom Quilt

Grade Level*: 3rd
Lesson Overview/Summary*: This lesson is going to incorporate visual art, literacy, and social
Class Periods Required:
studies. The students will be assigned to complete one square of the quilt. Students will be
(please circle)
learning about the quilting work done by Faith Ringgold. This will help them understand what our
final product will be and look like. Then, as a class, we will be talking about what it means to be a
1
2
3
citizen in the United States. From there the students will each make a square about why they
want to celebrate being a citizen (or benefits of being a citizen here in the US). This story will
describe that citizens life and why it makes them a great citizen. From here, I will have the
students write a short story about what they choose to put in their square. Once a student
finishes with their square they are to return it to the front of the classroom for it to me made into
a quilt, combining everyones squares. The final project will be hung up in the classroom for
everyone to look back on and celebrate.
Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Visual Art:
Students will learn about the elements of the quilt 1. What is citizenship?
2. What does citizenship mean to you?
(including the border, title, etc.)
3. Why does a good citizen matter?
Students will know how to incorporate different
4. How can elementary students be good citizens?
materials into a quilt.
2. Literacy:
Students will know how to write short stories
based on a picture that they have drawn.
3. Social Studies:
Students will learn about the different
responsibilities that everyone has by being a
citizen in the United States.
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 demonstrate the ability to combine different materials to make one final project.
2. Literacy:
The students will be able to recognize the elements of a story.
3. Social Studies:
The students will be able to describe the responsibilities of a citizen.

Megan Jones: Art Integration Lesson Plan Template

National Core Visual Arts Standards (3-4) http://tinyurl.com/hndaaa8

1. Visual Art:
VA:Cr2.1.3: Create personally satisfying artwork
using a variety of artistic processes and materials
2. Literacy:
ELA: Writing 1-B.3.b.: supporting the topic
sentences within each paragraph with facts and
details (from sources when appropriate).
3. Social Studies:
SS1 4.2: Discuss and apply responsibilities of
citizens including respect for the rights of others
and treating others fairly (justice)

Identify & define common vocabulary that connect the art

form with the other identified content areas:
Celebration: The student will be celebrating throughout this
entire lesson plan. The students will manly focus on
celebrating their citizenship. His or her writing will be about a
story that celebrates someones citizenship.
Unity: There will be unity within their artwork but they are
also unifying their art piece about citizenship.
Value: They will value their citizenship after this lesson. There
would also be use of value during the art process of this
lesson.

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Faith Ringgold)
Quilt Making: Students will be making one square
each of a quilt. This will be made into one whole
class quilt.
2. Literacy
Short Story: Students will get a chance to practice
their writing and also practice coming up with a
story from a picture.
3. Social Studies
Citizenship Discussion: Students will get a chance
to speak their thoughts about what they think
citizenship is and what it means to them.

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

Day1:
1. Students will be arriving to class with the citizenship photo
projected onto the SMART board. This will get them thinking
about this picture before the discussion starts.
2. We will then start the discussion once everyone has a
chance to get to his or her seats. This will be lead by the
teacher but the students will most, if not, all of the talking
about the photo until the end of the VTS.
3. Once it seems like the VTS is winding down. Announce
what this photo is about.
4. Then have a whole group discussion with the class about
citizenship. Some guiding questions would be: What rights
they believe they have as citizens? What their rights actually
are? Any questions/concerns the students may have?
5. After the discussion, the teacher will announce that the
class will be making a quilt about citizenship.
6. The teacher will show the quilts of Faith Ringgold and talk
about the different elements of her quilts and the meaning
behind them.
7. Then, the teacher will tell the students that they will be

Megan Jones: Art Integration Lesson Plan Template

each making a square for the class quilt and then we will
combine all of the squares to make one big quilt to hang in
the classroom or in the hallway.
8. The students will then go back to their desks and think of
al least five different ideas for them to do on their square.
The square will have them show why they want to celebrate
being a citizen (or benefits of being a citizen here in the US).
9. Once students have decided on an idea (of the five) they
can start making a thumbnail sketch of their square. At this
time, the teacher will also be passing out the rubric for this
project.
Day 2:
11. Once the thumbnail sketch is complete, then the students
can start working on their final square. The students will be
allowed to use pens, pencils, construction paper, markers,
watercolors, paint, magazines, and crayons. The students will
need to leave an inch for the border.
12. The students should start with the middle part of their
square and not their border because the middle has to bee
done to create their story later on. This middle should be a
representation of what their topic is for what they think about
why they want to celebrate being a citizen (or benefits of
being a citizen here in the US).
13. When they have finished the middle, they can move onto
the border. The border needs to be small pictures combined
that represent their main topic. (If time is lacking, the teacher
can just have the students do a random border that the
students get to choose. Whether it is that they just color it in
or do something else.)
Day 3:
14. This day they students will need to have their square on
their desks where they can see it. They will be using the
photo/drawing that they have made in the middle of their

Megan Jones: Art Integration Lesson Plan Template

Anticipatory Set (Gaining Attention)*:

I will do a VTS with a picture about what good citizenship looks
like and have kids see if they can point out these different
things about citizenship. This will be in whole group discussion
with the kids leading this discussion.

square to create a small story about what is going on in this

picture they have created. This short story may only be about
a paragraph long but it depends on what they student has
made and wants to say.
15. Wants all the students have gotten a chance to
completely finish, they all will get a chance to present their
square and their short story to the whole class.
(The teacher will combine all of the squares into one big quilt
and hang it in the classroom when he or she is done.)
Closure (Reflecting Anticipatory Set):
The students will share their short stories that they wrote
with the whole class. Their classmates will need to make sure
that they are paying attention because they will think if
anything in their classmates stories are what we talked about
in the VTS at the beginning of the lesson.
Summative Assessment strategy*:
The students will be assessed with a rubric for their square of
the quilt and for the story they made along with it. This rubric
will be given to the students before they begin their project
to ensure they know what the teacher is looking for when she
starts grading the projects.

Formative Assessment strategy:

During the VTS, the teacher will be able to informally assess
the students prior knowledge about citizenship and how much
they actually know. The teacher will use this information by
knowing what she needs to talk about in the following
discussion about citizenship.
The teacher can also informally assess the students while they
are writing to see how well their actually writing structure is
and make sure that their story is on track for what the teacher
is looking for.
What student prior knowledge will this lesson require/draw upon?
Students will need to know the basic parts of writing a short story. There need to be a beginning, middle, and end of the story
with events in between those parts of the story.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will be getting a chance to explore the different materials before making their final project. Students will also be
drawing thumbnail sketches before they are allowed to work on their final project. This gives the students a chance to
experiment about the project so they feel more confident about their square.

Megan Jones: Art Integration Lesson Plan Template

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to solve problems within their community after learning about what a good citizen can do
for their community. I would expect the students to be more aware of their surroundings and help solve problems about
promoting citizenship.
How will you engage students in routinely reflecting on their learning?
The students will be doing post it note feedback for the teacher to informally reflect about what is happening within the
classroom.
How will you adapt the various aspects of the lesson to differently-abeled students?
Depending on the students needs, I will adapt the lesson by allowing students to use stencils for those that cant hold a pencil
very well. I also will be providing several magazines for the students to be able to cut out images. Depending on the student,
he or she could work with a partner.
What opportunities/activities will students be given to revise and improve their understandings and their work?
If the students do not meet the needs that I was looking for, I would meet with the students one-on-one to talk about their
project and give them extra time to fix their square or add more to it. This way the classroom quilt will look completed and
that everyone feels like their square is wonderful and what they wanted to show.
What opportunities/activities will you provide for students to share their learning in this lesson?
They are sharing about their learning to the entire class when everyone has gotten a chance to finish their project. The
students projects will all be combined into ne big quilt to hang in the classroom for everyone to reflect on from time to time.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
http://rainbowswithinreach.blogspot.com/2013/03/quilts-in-classroom-geometry.html (this website shows examples of all
different types of quilts made by elementary students.)
Faith Ringgold has several different quilts and these can be used for the VTS. Here is a link to a website to learn more about
her: http://www.faithringgold.com/ringgold/default.htm
Here is the link for the VTS: http://www.claudiacaro.com/portfolio/artfulcitizenship/
* Include this information during your final presentation.

Megan Jones: Art Integration Lesson Plan Template

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