Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Greek mythology

Lesson Overview/Summary*: This lesson will integrate art as well as Language arts/reading. The teacher
will read a book about the different Greek Gods portrayed in Greek Mythology. The book is titled D'Aulaires'
Book of Greek Myths and it includes all well know gods and goddesses of ancient Greece. The teacher will
read the book to the student and then hold a discussion about what Greek mythology is and how it affects
our world today (i.e. movies and books). Once this has been completed the teacher will have the students
chose one God or Goddess to look more into. The student will do research about that specific God and then
create an art piece. The art piece will be a shoebox that includes their God or Goddess as well as a scene
that identifies them and includes their characteristics.

Grade Level*: 3
Class Periods Required:
(please circle)
1

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

Essential Questions (3-4)*:
1. Visual Art:
How can a story create an image in our head that relates it to
a visual representation?
Students will learn how to create a scene
How can we take details and put them into a scene?
2. Literacy:
How can we interpret a story to determine characters
Students will learn how to interpret a text
personalities?
Students will learn how to use information from a
story to create a visual image
Student will read and reflect upon the Greek
Mythology book
Students will research more about a specific
character
3. Social Studies
Students will read and reflect upon the Greek
Mythology book
Students will research more about a specific
character
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 student will put their own thoughts and ideas into the art piece
Student will use different materials to put together their art piece
2. Literacy:
Student will read a story and be able to break it down and analyze a specific character
Students will be able to use the story to determine important facts about the character
3. Social Studies:
Students will be able to identify the differences in the Greek culture
Students will learn how these stories are important to the Greek Culture

Grade Level Expectations (GLEs)

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

1. Visual Art:
The students will be able to elaborate visual
information by adding details in an artwork to
enhance emerging meaning
Create landforms of a place that is meaningful to
them create a scene from that place
2. Literacy:
The students will be able to identify and explain
how and where different cultures record and
illustrate stories and history of life through art
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and
myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of events.
CCSS.ELA-LITERACY.RL.3.7

Identify & define common vocabulary that connect the art

form with the other identified content areas:
Greek Mythology: the body of myths and teachings that
belong to the ancient Greeks, concerning their gods and
heroes, the nature of the world, and the origins and
significance of their own cult and ritual practices. It was a
part of the religion in ancient Greece.
Greek God/Goddess: twelve gods and goddesses ruled the
universe from atop Greece's Mount Olympus. These
Olympians had come to power after their leader, Zeus leader
of the Titans. All the Olympians are related to one another.

Art Integration Lesson Plan Template

Explain how specific aspects of a text's

illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize
aspects of a character or setting).
3. Social Studies
3-6.C
Knowledge of relationships of the individual and
groups to institutions and cultural tradition

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Sara Richard
She has a painting of the Goddess Athena and
shows all the elements that represent her
Look at what elements the students can use
based off her painting
2. Literacy
We will read D'Aulaires' Book of Greek Myths to learn

about the different Gods and Goddess

Students will research more about a specific God or
Goddess

3. Social Studies
Students will look at the Greek culture in the form of
these stories

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

Day 1
1.This will be the second part of a literacy lesson about
different types of cultures and their forms of story telling, the
first being folktales
2. We will begin with classroom discussion about Greek
mythology and if any students have heard that term before
3. Once this conversation has concluded with the students
the teacher will write the definition of Greek Mythology on
the Smart Board so the students can reference it
4. The teacher will then begin to read D'Aulaires' Book of Greek
Myths to the class, but before the teacher begins he/she will tell the
students to think of a character they really like as we read the story.

5. Once the teacher has concluded reading the story the

teacher will ask the students to reflect upon the characters
and will create a list on the board
6. Once they have gathered a list the students will go back to
their desk and get on their iPads
7.Using their iPads they will select a specific Greek God or
Goddess to do more research about them
8.They students will be told to make a list of important facts
and features about their selected god or goddess
9.At this point this will conclude the first day of the lesson but

Art Integration Lesson Plan Template

Anticipatory Set (Gaining Attention)*:

The opening activity involves the students being asked what
they know about Greek Mythology to get them thinking and
interested and also reading a book together.
Formative Assessment strategy:
This will occur while the students are working on their
shoeboxes. The teacher will walk around and observe what

the students will be told to bring in a shoe box for tomorrows

portion of the lesson
Day 2
10. The teacher will begin by doing a recap of what Greek
Mythology is
11. Then the teacher will pull up the painting of Athena by
Sara Richard and conduct a VTS with the students
12.The teacher should be sure to talk about how Athena is
seen with different images that represent war which is
important because she if the Goddess of war
13. The teacher will then explain the 2nd part of the lesson
which includes the art element
14. The teacher will explain to the students that they will be
creating a scene/landscape including their chosen God or
Goddess and be sure to incorporate the specific elements
that make them unique, just like in the painting
15. The students will have the rest of the class period to
complete their shoebox displays.
Day 3
16. By the 3rd day of the lesson the students should have
completed their shoe boxes
17. The teacher will do a final recap and ask the students
why it was important to learn about Greek mythology
18. The final aspect of the lesson will be a walk around so all
the students can see everyones shoe box.
Closure (Reflecting Anticipatory Set):
The students will get to do a walk through and see
everyones different shoeboxes.

Summative Assessment strategy*:

Students will create a write up about Greek mythology and
what they think makes Greek Mythology different than other

Art Integration Lesson Plan Template

they are doing and ask them what is going in their shoe box
that relates to the research they did

genres and also include their God or Goddess and write about
them.

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

The student will ask them if they have any knowledge about Greek Mythology in the beginning. Also the student will use their
knowledge about reading information, processing it and then translating it.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will explore the painting through the VTS, and use their iPads to explore more about a specific God or Goddess.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will have little limitations with what they can do for their shoebox but they may run into problems when trying to
learn more about their God or Goddess so they will need to work through that.
How will you engage students in routinely reflecting on their learning?
By asking them questions throughout the lesson.
How will you adapt the various aspects of the lesson to differently-abeled students?
The teacher will always be available for students struggling, but if a student needs more hands on help, they will be able to
work with a partner whom the teacher assigns.
What opportunities/activities will students be given to revise and improve their understandings and their work?
There is no aspect of this project that will have the student revise their work, but they can gain more understanding of their
work during the walk through and final discussion
What opportunities/activities will you provide for students to share their learning in this lesson?
During the final walk through students will be able to talk about what they did and also the final write up will let them share
their learning.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Sara Richards painting of Athena

Art Integration Lesson Plan Template

http://sararichard.deviantart.com/art/Athena-204113783
D'Aulaires' Book of Greek Myths

http://www.goodreads.com/book/show/79626.D_Aulaires_Book_of_Greek_Myths

* 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