Becca Alderson

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Imagining Favorite Characters Grade Level*: 3
Lesson Overview/Summary*: Class Periods Required:

Students will create a bookmark based on the main characters feelings from a book of their 2
choice.
Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:

1. Visual Art What is identity?

Students can use a bookmark to help portray their What are feelings?
artistic ideas How do artists learn from trial and error?
What responsibility comes with freedom to create?
Students will learn how to use a website to create a
bookmark
2. Literacy
Students can describe a character by his/her
motivations, feelings, and traits.
Students will learn how to revise and edit their work

Lesson Objectives: What you want the students to do. *

1. Visual Art: The students will use a bookmark layout to help create a cover for their character.
2. Literacy: The students will describe characters in a story (traits, motivations, feelings)

Grade Level Expectations (GLEs) (3-4) Identify & define common vocabulary that connect the art
form with the other identified content areas:
#VA:Cr2.1
#VA:Cr2.2 Identity: the fact of being who or what a person or thing is.
Literacy standard: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain Motivation: the reason or reasons one has for acting or
how their actions contribute to the sequence of events.
behaving in a particular way

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: Norman Rockwell 1. Make sure you are prepared and have the bookmark layout
 Becca Alderson

2. Literacy pulled up on the screen and have the book you are going to
read nearby. Then, gather students on the carpet. Explain to
the class that the topic for the day is to use what they have
learned about characters and that each character in a book
has their own personality, motivations, feelings, and traits.
2. Model what you expect the students to do. Read a short
picture book to the class. As you read the story, think out
loud about the motivations and feelings of the character.
Model how you would want your students to notice certain
kinds of details.
3. When you are finished reading, talk as a class about the
feelings, motivations, and events that happened in the story.
This is a great time to check for understanding. If a student
says the main character was angry, ask how they could
portray that feeling in their bookmark. Then hand out a
brainstorming graphic organizer for students to use to think
of ideas that their character might portray in the story. Talk
about ideas of things to include such as (feelings the
character felt, where the character lived, what the character
wanted to do, what was the goal of the character?).
4. After you have finished discussing items that help make a
person who they are, show the students how to navigate to
the bookmark website and model how to use some of the
items such as a text box and how to include pictures. Then,
remind students to include the title of the book and their
name so that we as a class know who made the bookmark
and what book they read.
5. When students are finished with their bookmark, they can
save it to their Google drive and continue to read their book.
Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set):

We will talk as a class about characters and why certain At the end, we will have students talk about their book as
characters are our favorite and why some characters are not. well as their character. When everyone has talked about
 Becca Alderson

The, I will show a video of Norman Rockwell to introduce an
artist that also was very famous for his magazine covers.
https://www.youtube.com/watch?v=gp9jaey_MMY
Formative Assessment strategy:
his/her character, we will print the bookmarks and hang them
up somewhere around the room or hand them out to
individuals that might be interested in reading that book.
Summative Assessment strategy*:

The formative assessment strategy I will use is having
students write out their thoughts about the story on a
brainstorming sheet. The reason for the brainstorming sheet is
to allow students to check and revise their work before they
actually put their ideas drawn on paper.
The summative assessment strategy I will use is making sure
students can comprehend what is going on in their book and
how the character is actually feeling and what his/her
motivations are in the story. If students know things such as
where the story is taking place, how a character feels, why a
character is doing what he/she is doing in the story, then
students have a strong understanding of the story.

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

This activity requires students to use comprehension from their reading to complete this task. Students must understand the
story itself before he/she can portray a character.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?

I will engage students in imagining, exploring, and experimenting in this lesson in a variety of ways. I can offer extra paper for
students to draw out their thoughts before they put their work on the final piece. This way students can make sure their work
is just right before they complete their final copy that we will hang up.
How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson plan allows for/encourages to solve problems in divergent ways because there is not just one right answer.
Students have the opportunity to choose what decide is most important to include in their bookmark.
How will you engage students in routinely reflecting on their learning?

If time permits, I will have students pair up and share what they included in their bookmark, and why. If students are able to
dig deep and explain their thoughts, that would be apart of routinely reflecting on their learning.
How will you adapt the various aspects of the lesson to differently-abled students?
 Becca Alderson

If students have difficulty with using technology, then they can create their own bookmark with construction paper with color
of their choice. If students are English learners, I would make sure they have a text they could understand or have them create
their own character for their bookmark.
What opportunities/activities will students be given to revise and improve their understandings and their work?

Before students begin to create their bookmark, students must first make sure their answers are precise on their
brainstorming worksheet. We will make sure there is time to edit and revise our brainstorming worksheet before we begin our
bookmark design.
What opportunities/activities will you provide for students to share their learning in this lesson?

At the end, after everyone has completed their book character, we will have volunteers present their character along with their
book. Not only does this show me that students can comprehend what they are reading, but it also introduces a variety of
books to other students in the classroom.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

https://www.youtube.com/watch?v=gp9jaey_MMY
https://www.canva.com/

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