Arts-Integrated Lesson plan template (EDN 414)
Vital Information
Author/Teacher
(your name)
Grade Level
Date and Time
(date and time you will be
teaching)
Subjects
(include a subject and at
least one or more arts
subjects)
Concept
(The key idea in your lesson.
For example: symmetry,
metaphor…etc. This is not a
summary of your lesson, but
the main concepts. )
Standards
(include BOTH standards
from the subject and the
arts area)
Objectives
(Objectives should include
both subject and the arts
area objectives. You may
combine them into one
sentence. Starts with
“Students will be able to…”)
Assessment
(How you assess students to
know if they’ve learned the
objectives of this lesson.)
Prerequisite
Knowledge
(What do students need to
know before this lesson?)
Academic Language
(What are the specific
academic languages and
terms in this lesson? For
example, negative space.)
Materials
(What you will need for this
lesson. Including books,
videos, art materials and
resources.)
Kenlee Jacobs
Third Grade
10/29/2019 9am
Language Arts
Visual Art
Drama
Character Traits
Paper Sculpture
Improvisation
RL.3.3 Describe characters in a story and explain how their actions
contribute to the sequence of events.
VA:Cr1.2.3a Apply knowledge of available resources, tools, and
technologies to investigate personal ideas through the art-making process
TH:Cr3.1.3. b. Participate and contribute to physical and vocal exploration in
an improvised or scripted drama/theatre work.
Students will be able to understand how character traits are shown through
creating their own paper sculpture 'character trait monsters' and bringing
them to life by acting out that character trait in a short scene.
Students will demonstrate their understanding of character traits through
their creation of a 'character trait monster' and their performance of that
character trait.
basic knowledge of character traits, how we express emotion through facial
expressions
character trait
controlled tear, fringe, roll, accordion, and curl folding techniques
improvisation
construction paper
markers or crayons
glue
scissors
Popsicle sticks (optional)
Lesson Plan
Introduction/Hook /Before
(How you will motivate students’ interests?
Review what their have learned to help them
recall knowledge needed for this lesson. Using
picture/video/books usually would motivate
students. This part should not to too long.)
Instruction & Guided
Practice/During
(This is the main part of your lesson. You should
demonstrate for and guide students to practice
the concepts you want to teach. Describe what
students will be doing and the questions you
might be asking.)
Closure/Summary/Evaluation/After
(Conclude your lesson. This can be students
perform or present their work to show their
understanding. Summarize the main concepts of
the lesson.)
Differentiation & Accommodation
(Describe how you will differentiate the lesson
for students with special needs and different
learners. What will you do if some students
finish early?)
As a whole group, we will discuss some popular Halloween
monsters (Frankenstein, Dracula, etc.) and some character
traits of those monsters (creepy, scary, grouchy, etc.)
I will have a brief lesson on character traits, what they are,
who they describe, and how they are shown through
actions and expressions. Students will help brainstorm a list
of 10-20 character traits on the board. From that list each
student will pick one character trait to make their monster.
We will watch a short video on how to do various paper
sculpture techniques. Students will be given supplies and
provided 15-20 minutes to complete their monster. While
students are creating, I will be circulating the room asking
questions such as: "How does your monster show that
trait?" "What paper folding technique do you plan to use
for _____ (various body parts)?" "What facial expression
goes best with your trait?" When most students are done,
and some students are still finishing up their sculptures, we
will watch a short video on improvisation and the use of
facial expressions, body language and vocal tone in drama.
After the video, student will come up to the front one by
one, and perform a short 30 second to 1 minute skit acting
out their chosen trait.
Option: make it a game and have the rest of the class guess
what trait their classmate is acting out.
Students will demonstrate their understanding of character
traits through their performance of their monster.
If students finish early I will ask them to add more details to
their monster, or help a friend with a paper folding
technique, if needed.
Students who finish early can also help by picking up paper
scraps from the floors and cleaning up materials.
Students with disabilities who may not be able to fold or
draw, can participate in the acting out of their monster
without the sculpture.
Students with disabilities who may not be able to act out
their monster can instead write, or tell a story of a time
their monster demonstrated their character trait.
Students with disabilities may be paired with a partner to
help in any specific tasks they cannot complete.
Students with Autism or other disabilities that affect the
ability to process emotion may be provided with a picture
chart of the various traits to aid their learning.