Art Integration Lesson Plan 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea*: Around the World Culture Grade Level*: 5 Lesson Overview/Summary*: Class Periods Required: The students will be able to pick three places around the world that they would love to visit, they then must research (please circle) things about that culture and look up pictures of what that place looks like. I will have them keep track of their notes and any questions they may have regarding that place. Then the students will write a letter to a school from that place in 1 2 3 hopes that we can begin creating pen pals with other people across the world. (I will have to get in contact first to see if its alright and will have to send some sort of translator copy with the students original letter.) Then the students will create a piece of art that looks like the scenery from somewhere in that place that they would like to visit and they will glue a picture of themselves on it. Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*: 1. Visual Art: I want the student to know how to accurately create a piece of 1. Visual Art: Can the students create a piece of artwork that would art that would reflect the place they are studying (If they wanted to visit represent the region they are trying to depict accurately? Did it London, I would not want to see the Eiffel Tower in the background, etc.) I include specific elements that are unique to that particular region? want the students to know enough about the place to be able to include 2. Literacy: Can the students correctly set up the format of a letter and things in their pictures that would be specific to that particular region. carry out a letter so that it is specific to the place it is being sent? 2. Literacy: I want the students to know how to correctly format a letter and Can they do so without many grammatical or spelling errors? include the beginning, middle, and end. The students will need to know how 3. Social Studies: Can the students understand the basic geography of to do research on a place in order to gather enough information to write their the region they are studying? Can they tell specific things like letters. climate or land type about that region? Can they locate it on a map? 3. Social Studies: I want the students to know the basic geography of the place that they are writing to and drawing about. I want them to be able to locate it on a map and tell me basic things about what is in that area (ex. Mountains, desert, highly populated, etc.) 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 create a piece of artwork that accurately shows a specific setting of a region somewhere in the world. 2. Literacy: The students will be able to correctly format a letter and have content that pertains to the place they are sending it to with few grammatical or spelling errors. 3. Social Studies: The students will be able to accurately locate their chosen region on a map and tell 2+ facts that are unique to that region/culture. Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) 1. Visual Art: Landscape: Create an original outdoor scene to show the illusion of space. (VA 1) Identify & define common vocabulary that connect the art form with the other identified content areas: 1. Place

Art Integration Lesson Plan 2 2. Literacy: Apply information in text features, graphics, such as maps, diagrams, charts and index, to clarify and connect concepts to the main ideas. 3. Social Studies: Use geographic research sources to acquire information and answer questions. Content Areas Integrated*: 1. Visual Art: Inspiration Artist: Winslow Homer 2. Literacy: Letters From Around the World book set 3. Social Studies: Google Maps 2. Culture 3. Setting 4. Location 5. Surroundings Lesson Activities & Procedure(s) (please be very specific): 1. To begin I will stand in front of the class and think, without shouting out, about all the places they would like to visit around the world, or locally. 2. After the students have had some time to think to themselves, I will ask them to share with their table groups the places that they thought up. 3. Once every student has had an opportunity to share I will have them all begin shouting out the places they came up with and I will be at the white board writing them all down as I hear them. 4. Once we have a big enough list I will tell the students to stop shouting out and write down three of the places that look the most interesting to them, or the three most places they would like to visit on their own sheet of paper. 5. I will give the students time to make these decisions and then I will introduce the project. 6. The students are to research all three of the places, not very in depth, just to get an idea of the place and culture. 7. We will use a class set of computers or tablets and the students can look up pictures of the places they chose. 8. Once they have done this for a while, I will ask them to pick their favorite, or the one they are most interested in and begin doing in-depth research on it. The students will find out the climate of the place, where it is in the world, what the people are like, what the surroundings are like, etc. 9. After the students have a firm grasp for what that region is like I will then tell the students that they will be creating a piece of artwork that reflects that place. They can model it off of a picture theyve seen or what they imagine it is like upon studying the climate and setting of the place. I will tell them that they can either draw their picture, using colored pencils, markers, or crayons OR they can paint with watercolors. 10. I will then allow time for the students to work on their art or continue studying if they feel they did not get enough time. While the students are working I will call them out individually and take a picture of them in front of the smart board. 11. I will print out the pictures and remove the white space surrounding

Art Integration Lesson Plan 3 them so that it is just a cutout of the student. 12. I will hand out the pictures back to the students and tell them that they have to include it somewhere in their artwork as if they were actually there. 13. Again, I will allow time for independent work. 14. The next day, after their artwork has dried, I will read aloud from the book, Letters From Around the World. I will take votes on which Country they want me to read the letters from. After we have read two or three sections, I will tell the students that they will get the opportunity to write to a school from the region that they chose. 15. I will go over with the students the basic formatting for a letter and ideas for what to include in their own if they are stuck. 16. I will allow the students time to work, while walking around and helping/encouraging the students. 17. Once they have finished writing the letters, I will pull them aside individually (they will all probably finish at different times, so I will do this immediately after the student has finished) and use Google Translate to translate the students letter into the native language of the place we are sending it off to. I will print it off and attach it to the original, English copy of the students letter. 18. I will have researched where all we could send letters to and once the entire class was finished, I would send out the letters in hopes that we would get some reply. 19. While waiting for a reply, we would pull up a world map and every student would hang up their artwork on the map to the place that they sent it, and if we received any letters back we would also hang those next to the region on the map where it came from. Anticipatory Set (Gaining Attention)*: Closure (Reflecting Anticipatory Set): To gain attention I will ask the students, If you could visit anywhere, where To close, I will read over the students letters, look at their artwork and talk would you go? I would keep a running list on the white board as the students to them about their understanding of the culture/place they had been call out places they would like to visit. I would then read them one of the studying. I will see if they are knowledgeable about the place they chose. letters from one of the Letters From Around the World set. We will continue to read from the Letters Around the World book and hopefully create life-long pen pals for the students. Formative Assessment strategy: Summative Assessment strategy*: Formative assessment will be me walking around and checking on the My summative assessment would be to read the students letter and see if it students throughout the process. I will take note of whos artwork reflects was specific to their chosen region, check their artwork and see if it their chosen culture, who can locate their region on a map, and who pertained to their region, and see if they could locate it on a map or tell me

Art Integration Lesson Plan 4 formatted their letters correctly. I will step in and help any of the students some things about it. that seem to be struggling. What student prior knowledge will this lesson require/draw upon? Prior knowledge the students will use is their research skills, letter formatting, and drawing scenery. How will you engage students in imagining, exploring, and/or experimenting in this lesson? I will engage students in imagining because I am asking them to place themselves somewhere across the globe, they will have to imagine the setting and place themselves there, literally. The students will explore by researching several places before choosing a final one that they want to draw about and write a letter to. Students will also experiment through this lesson because they can have several drafts on the letter and artwork, we will only send it out when they are happy with it, so they can experiment with different ideas. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will encourage students to solve problems in divergent ways because they are stepping outside of themselves and their cultures, they are taking on the identity of someone far away and they will hopefully be in contact with them as well. This will encourage their sense of global citizenship and raise awareness for what is happening in the world around them. How will you engage students in routinely reflecting on their learning? I will engage students on routinely reflecting on their learning by allowing them to do multiple drafts. They will research multiple places before choosing their favorite, they will be able to draw/make several pieces of artwork before selecting the one they want to be posted, and they can write multiple drafts of their letter before sending it. I can also help with their reflecting because I will be walking around asking questions the whole time the students are working. How will you adapt the various aspects of the lesson to differently-abeled students? This lesson is easily adaptable because the higher students can do as much research as possible on their chosen place and use complex art skills to make their artwork and write a longer letter, the lower students can do minimal research (with teacher help if need be), use simple art techniques to complete their artwork, and write shorter, less in-depth letters. What opportunities/activities will students be given to revise and improve their understandings and their work? The students will have several opportunities to revise both their artwork and their letters during their work times, or I can send materials home with them and they can continue the project at home if they so desire. What opportunities/activities will you provide for students to share their learning in this lesson? The students will be working independently for most of the lesson but they are sitting in groups and I will allow them to talk quietly the whole time, so their peers can provide feedback and encouragement to one another. The students will also be hanging up their artwork and possible letters at the end of the lesson in front of the entire class and they can each present a little bit about what they learned when they go up to hang their pictures on the map. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): See below.

* Include this information during the Popplet presentation. References

Art Integration Lesson Plan 5 Amazon Search: Letters around the world series: http://www.amazon.co.uk/s/ref=nb_sb_noss_1/275-2799050-8559215?url=search-alias%3Dstripbooks&fieldkeywords=letters%20from%20around%20the%20world&sprefix=letters+from+arou%2Cstripbooks&rh=i%3Astripbooks%2Ck%3Aletters%20from%2 0around%20the%20world 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