Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Grade Level*: 1st grade

Class Periods Required:
(please circle)

Lesson Title & Big Idea*: Relationships: How Families are Unique and Similar
Lesson Overview/Summary*:
In this lesson, we will discuss the importance of the many different types of families. We will begin
by reading a book about different families, and talk about how all families have special qualities
that make them special. We will talk about the many different types of families. Some could
include a mom and a dad, living with grandparents and other family members, two moms or two
dads, and some stepparents too. On the first day we will read and discuss the different types of
families, and write about a time we shared with our family to create personal narratives. On the
second day we will do an art activity about the uniqueness of our own families. We will then have
a VTS discussion about each persons drawings the next day, concluding our study of families and
what makes ours special. Some activities may have to extend to the next day, but each child will
be complete with the activity by the third day with enough time to have a meaningful VTS
discussion.
Key Concepts (3-4): What you want the students to know.*
1. Visual Art
Students will learn about how artists choose to depict
different types of families
Students will learn how to use different mediums to
create a blended piece of art
2. Literacy
Students will discuss the work of Carmen Lomas Garza
Students will learn about personal narratives and write
about times when their whole family was together.
3. Social Studies
Students will learn that all families are different and
special.
Students will learn what makes us the same is that all
families are there for us to help us learn, grow, and feel
loved.

Essential Questions

(3-4)*:

1. What types of things do you and your families do

together?
2. What makes your family special?
3. How are families both different and the same?

Art Integration Lesson Plan Template

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..
Discuss the elements of Garzas work
Be able to explain the importance of and goals Garza wanted us to learn from her artwork
Portray the uniqueness of their own families through drawing and painting.
2. Literacy: The students will be able to..
Write and discuss about the dynamics of their own families and how their families are special in their journals to create
a personal narrative.
3. Social Studies
The students will be able to understand how families are unique, or special
Understand that even though families are different, they are also the same because they are people who make us feel
loved and protectus.
National Core Visual Arts Standards (3-4) http://tinyurl.com/hndaaa8
1. Visual Art:
VA.Cr2.1.1: Explore uses of materials and tools to create
works of art or design
VA.Re7.1.1: Select and describe works of art that
illustrate daily life experiences of ones self and others.
2. Literacy:
Writing 2: Compose well-developed writing texts for
audience and purpose.
Grade 1: C: Write fiction or non-fiction narratives and
poems that:
a. Narrate a story or experience
3. Social Studies:
4. Individual Development and Identity

Identify & define common vocabulary that connect the art

form with the other identified content areas:

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Carmen Lomas Garza)
Painting: Garzas work

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

Day 1:
1. Students will come to the carpet and sit in their
designated spots. The teacher will then sit in the reading

Watercolor: type of painting used to create a lighter look, is

made by mixing water with paint
Sketch: to draw
Personal Narrative: Non-fiction stories that we write that are
about our personal lives
Unique: special

Art Integration Lesson Plan Template

Observe and investigate artists work
2. Literacy
Personal Narratives: brainstorming and writing about
own family experiences and what makes their family
unique.
Creating a piece of work that lets our audience
understand what we are talking about
3. Social Studies
Identity: Families are the people in our lives that love us
and take care of us. Who we are is shaped by our family
Every family is made up of different people, and that is
what makes us unique, or special, and different.
Families are the same because they are made up of
people who love and protect us

chair and introduce the book, All Families are Special by

Norma Simon.
2. The teacher will introduce the book by explaining that we
are going to talk about Families and what makes families
special. The teacher will explain that every family is different
and has unique qualities that make them special. The teacher
will then read the book.
3. After the book is read, the teacher will ask for students to
raise their hands and state any questions, noticings, or
connections they made while reading. When students are
talking, the teacher will go back to the book to reference
which page the student is talking about so all students can
see what is being talked about. The teacher will then allow
time for students to turn and talk to a partner about their
own families and what makes them special. The teacher will
then call on two or three pairings to share with the whole
class.
4. Next, the teacher will open the file on the Smart board that
has Carmen Lomas Garzas artwork, Tamalada (1988),
displayed large enough for all students to see. The teacher
will ask the students to look at the picture and think about
what it is going on in the picture.
5. In an oral VTS discussion led by the teacher, students will
share out loud what they believe the artwork is about.
Possible response questions could be: Why did the artist
choose to draw this? What is the artist trying to show us?
What does this remind you of?
6. As students share thoughts, ideas, and questions, the
teacher will be sure to reiterate what the students are saying,
to make sure he or she understands. This will show the
students the teacher is interested in what they are saying,
and the comments they are bringing to the table are valued.
7. After VTS, the teacher will introduce the artist, Carmen

Art Integration Lesson Plan Template

Lomas Garza, and show more of her artwork on the Smart

board already created in the same file as above. The teacher
will explain that this artist likes to draw and paint about
different types of families, most of them in Mexico. The
teacher will ask the students to notice any similarities
between the families on the board and their own families.
The students will then share, if any.
8. The teacher will then say that all of our families are special
because they are made up of different types of people that
love us. While our families are all different and special, our
families are also the same because they are made up of
people who love us and take care of us.
9. The teacher will then introduce the writing activity, which
is writing personal narratives.
10. Personal narratives are real, true stories that we tell, or
write, to let other people know more about us. The teacher
will explain that we are going to spend some time writing in
our journals a personal narrative about our families. We are
going to write about what our families like to do together.
11. At the end of the lesson, the teacher will ask two or three
students to come share about their personal narratives.
12. If students did not finish their narratives, the teacher will
explain that they will have time at the end of the day during
choice time or in the morning during word work to complete
their writing.
Day 2:
1. Today, the teacher will ask the students to come to the
carpet with their personal narratives on their laps. The
teacher will draw upon students prior knowledge by
showing the PowerPoint of Garzas work, showing the
artwork to the students again.
2. The teacher will then explain that today we are going to

Art Integration Lesson Plan Template

3.
4.

5.

6.
7.

8.

be like Garza and create a piece of artwork of our own

families.
The teacher will introduce his or her own family artwork,
which would be done prior to the lesson.
The teacher will explain what the students will do: the
students will draw with pencil first a sketch of their
families at a time where they were all together, or simply
a portrait of the family all together with pencil. Then, on a
piece of white construction paper the students will draw
with crayon their sketch, making sure to press down a
little harder than normal so that the lines look dark. Next,
the teacher will explain that the students are going to use
water color to paint over their drawings, and that the
water color will not mess up their crayon drawings. The
crayons resist the watercolor from coming through so
watercolor simply goes over the crayon drawing.
The teacher will dismiss students by row to grab the
materials needed (already placed out before lesson) and
head back to their seats.
When students are finished, they will hang their artwork
on the drying rack located in the back of the room.
At the last five minutes, the teacher will explain that they
are going to get a chance to learn more about the
different types of families and what makes them special
and unique tomorrow.
If students do not finish the teacher will explain their will
be time at the end of the day to work on this as well as
during morning work time tomorrow.

Day 3:
1. The teacher will ask the students to come to the carpet in
their designated spots. The teacher will have taped the
students work on the wall near the Smart board for all
students to see. If a student just recently finished and it is not

Art Integration Lesson Plan Template

dry, the teacher will place it on the ledge under the wall so
that it is still seen.
2. Next, the teacher will ask the students to look at all of the
artwork and to think about each painting. The teacher will
ask students to share any thoughts, comments, connections
or questions they have about the artwork. Teacher will remind
students that we are respectful when talking about artwork.
3. When doing VTS, the teacher will again be sure to respond
to students statements by restating what they say, asking
questions about why they think this, or why the artist chose
to include this, and what it makes them think of, for example.
4. When VTS is complete, the teacher will ask a few students
to share what they learned about families the past few days,
and what makes them special, and what makes them the
same.
5. The teacher will then send children back by row, to their
desks. The teacher will ask the students to write in their
journals what they learned about different families and what
makes families unique, or special.

Anticipatory Set (Gaining Attention)*:

The opening activity will be the reading and discussion of the
book, All Families are Special by Norma Simon. Students will
have time to share connections, questions, and comments
about their own families as they turn and talk to a partner.
Then, the teacher will ask two or three students to share out
loud what they talked about with their partners.

Closure (Reflecting Anticipatory Set):

The closing activity will be when the students are gathered
on the carpet after the VTS of the students artwork. The
teacher will ask the students to share something they learned
about families and what makes families different and also
similar. The teacher will then ask the students to write in their
journals about what makes families unique or special and
what makes them similar.

Formative Assessment strategy:

Formative assessment will be ongoing, and take place

Summative Assessment strategy*:

The summative assessment strategy will be the journal logs

Art Integration Lesson Plan Template

throughout each lesson. The teacher will be looking for any
misconceptions students may have of different family
dynamics, as well as listening during share time and individual
discussions during the lessons.

of the students at the end of the unit. The teacher will have
prompted the students at the end of Day 3, asking them to
go back to their desks to write in their journals about what
makes families unique and what makes them similar. This will
help me assess the students understanding at the end of the
three days to see students learning and/or misconceptions, if
any.

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

All students will have prior knowledge of families. Students will be able to think of a time when their families were all together,
whether it be at dinner, before bed time, holidays, church, etc.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in imagining, exploring and/or experimenting in this lesson in several different ways. I will engage them
by reading a book to engage their thinking of families. They will explore the different pieces of artwork by Garza, which will be
entertaining to talk about another artists work using the smart board with the bright, lively colors.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows for students to solve their problems in divergent ways, as the art activity is very open ended and allows the
students to solve the problems or activity, with a wide range of options. The students are able to depict their families in any
way they choose, using interesting modes of art.
How will you engage students in routinely reflecting on their learning?
I will engage students in routinely reflecting on their learning, by offering many chances to talk to each other and to me about
their work, both writing and art. Each activity provides opportunities for discussions before and after, so I can help students
reflect on their learning with open discussions.
How will you adapt the various aspects of the lesson to differently-abeled students?
To accommodate for varying levels of ability, I will adapt the lessons to include different modes of expression. For example, if a
student is not yet able to write at the first grade level in his or her journal, I will allow them to tell me orally what their learned
from this unit. Also, I would allow the students to draw instead of write their personal narrative, and work with these students
to help understand the message they are trying to convey.

Art Integration Lesson Plan Template

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be given opportunities to revise and improve their work during reading/writing time. In this time they are given
chance to work on writing from their folder or journals, and ask questions. This would be a great chance for me to see their
progress and understanding as well. Students will have chances to improve their work at this time as well as revise it, so that I
am able to see each childs learning throughout the three days.
What opportunities/activities will you provide for students to share their learning in this lesson?
There are many opportunities and activities for students to share their learning in these lessons. There are chances before,
during and after lessons in which a student has the chance to share with their partner or whole class what their thoughts are
regarding families as well as the artwork.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Simon, N. (2003). All Families are Special. Albert Whitman & Company.
Book used for Read aloud on Day 1, and for reference throughout the lessons.

Carmen Lomas Garza. Retrieved December 2, 2016 from http://carmenlomasgarza.com/artwork/paintings/

All artwork by Carmen Lomas Garza
National Curriculum Standards for Social Studies Ten Themes of Social Studies. Retrieved December 1, 2016, from
http://www.socialstudies.org/standards/strands
Social Studies standards/thematic strands
K-5 ELA Missouri Learning Standards: Grade-Level Expectations. Retrieved December 1, 2016 from
https://dese.mo.gov/sites/default/files/curr-mls-standards-ela-k-5-sboe-2016.pdf
First grade Literacy Standards
National Core Arts Standards. Retrieved December 1, 2016 from http://tinyurl.com/hndaaa8
Visual Art Standards

Art Integration Lesson Plan Template

* 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