Art Lesson Plan

Art Integration Lesson Plan Template 1
Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Lesson Title: My Very Own Story
Big Idea: Stories
Lesson Overview/Summary*:
For this lesson I will be teaching the students about Native Americans and how they use stories to share how they live
and where they originated. After the lesson on Native Americans I will instruct the students to write their own story
about where they come from, along with creating a story quilt that represents what they wrote about.
Key Concepts (3-4): What you want the students to know.*

1. Visual Art:
I want the students to know about the artist Faith Ringgold and how
she uses art to tell a story.
Each piece of art tells a different story and the students can use their
own stories to make art.
2. Literacy:
I want the students to know how to use correct grammar and
punctuation throughout their story.
I want the students to know how to use similes and metaphors in
their writing.
I want them to know how to transition their story.
I want them to know that they can write their own stories in their
own unique way.
3. Social Studies:
I want the students to know how and why Native Americans used
stories.
I also want them to know about one story told by Native Americans.
Grade Level*: 5th grade

Class Periods Required:
(please circle)
1
Essential Questions (3-4)*:

1. How do people create different stories with their art?
2. Why is it helpful to hear stories from different cultures?
3. Why are stories connected to the Native American culture?
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 represent their own story in a story quilt through the use of oil pastels, crayons, and watercolor.
2. Literacy: The students will be able to write a two-paragraph story about themselves with correct grammar, punctuation, and transitions.
3. Social Studies: The students will be able to explain why Native Americans used stories and will be able to comprehend and explain a Native American story
they learned about.
Grade Level Expectations (GLEs)
Identify & define common vocabulary that connect the art form with the
other identified content areas:
1. Native American: a member of any of the first groups of people
1. Visual Art: Strand I, Product/Performance: Apply layers of watercolor paint
living in North America or South America
from lightest to darkest colors
2. Story: an account of past events in someone's life or in the evolution
of something
2. Literacy: Determine the meaning of words and phrases as they are used in a
3. Origin: the point or place where something begins, arises, or is
text, including figurative language such as metaphors and similes.
derived.
4.
Culture: the arts and other manifestations of human intellectual
3. Social Studies: Summarize the viability and diversity of Native American
achievement regarded collectively.
cultures before Europeans came
(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Faith Ringgold): Creating their own story quilt
that represents the story they write about
2. Literacy: Writing their own creation story
3. Social Studies: History of Native American stories
Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. With the students at their desks I will begin the lesson by explaining
the background of Native American storytelling.
2. I will ask the students to come sit at the carpet. When they are all
seated at the carpet I will read them the story The Cooking Spirit
that is told by Native American Rosella Goodwill Archdale.
3. We will have a student led discussion about the content in the story.
Topics: where she got her name, where her family came from
(mothers and fathers people), etc.
4. The class will continue to discuss the traditions told by the
storyteller.
Topics: the traditional meal being made, how she prepares for it,
values and customs discussed, etc.
5. After the history discussion I will switch the conversation to why
Native Americans use stories. (How storytelling is their way of
passing traditions and how stories make it easier for people to learn)
6. We will discuss how the students can use their own stories to relay
information.
7. I will then send the students back to their desks to write their own
story about their life (where they come from, traditions in their
families, etc.)
Homework: Make sure their story is finished with correct

grammar, punctuation, and transitions.
Day 2
1. At he beginning of class I will read the students the story I wrote
about my origin and traditions.
2. I will pair the students up to read their story to a partner.
3. After the students read their story to a partner I will instruct
everyone to sit at the carpet.
4. I will have a picture of Faith Ringgolds Flag Story Quilt on the
screen. I will introduce this artist and the name of the piece and do a
VTS on the picture.
5. We will have a student led discussion on how her art tells a unique
story- like how Native American stories tell a unique story.
6. I will then explain to the class that they will be creating their own
story quilt that represents the creation story they wrote the
previous day.
7. I will have a table set up in the back of the room that has: blank
pieces of white paper, strips of colored paper, crayons, watercolor,
oil pastels, watercolor paintbrushes, and small cups of water. I will
explain to the students that watercolor is used to create a softer
look and it is different than paint.
8. I will demonstrate how using watercolor over crayons creates a cool
picture.
9. I will explain that they can use the colored strips to make a border
on their white paper.
10. I will then tell the students to go back to their desks. I will tell 5
students to get their art materials from the back table at a time until
each student has what they need.
11. The rest of the class will be used for the students to finish their story
quilt.
12. As the students work I will walk around and ask about their stories
and artwork, as well as offer any assistance.
13. I will give the students a 7-minute warning before they need to start
cleaning up their materials.
14. Once clean up time begins the students will have about 10 minutes
to clean everything up.

Homework: Finish up story quilt if needed
Day 3
1. This day will just be used to share the stories/story quilts that the
students made.
2. The class will be split into groups of 5 and each student will share
their piece with their group.
3. Students can ask their classmates questions about their stories and
story quilts.
Anticipatory Set (Gaining Attention)*:

1. Visual Arts: VTS of Faith Ringgold, story quilts
2. Literacy: Show the students a Native American creation story and get
them excited to write their own
3. Social Studies: Student led discussion about a Native American story
and why Native Americans use stories
Closure (Reflecting Anticipatory Set):

Have students share their creation story and explain the art work that
represents that story
Formative Assessment strategy:

1. Visual Arts: Is a story being represented in the picture?
2. Literacy: Does the story contain unique information?
3. Social Studies: How can you use a story like the Native Americans did?
Summative Assessment strategy*:

1. Visual Arts: Students artwork represents their creation story
2. Literacy: Students will have a creation story that is at least 2
paragraphs long that uses correct grammar, punctuation,
transitions, similes and metaphors.
3. Social Studies: Students can comprehend and explain a Native
American story and explain why Native American storytelling is
important.
What student prior knowledge will this lesson require/draw upon?

1. The students will have done VTS on pictures in class before.
2. The students will have knowledge on correct grammar, different types of punctuation, how to transition between sentences and between
paragraphs, and how to use similes and metaphors effectively.
3. Students will have had a lesson on different Native American traditions.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Doing VTS allows students to imagine the meaning of the artwork while exploring art.
2. Students are encouraged to explore their own traditions and origins.
3. Students are able to experiment with different art materials and how they can create cool pictures.
How will this lesson allow for/encourage students to solve problems in divergent ways?
1. Each task that the students are given allows them the opportunity to be individualistic. They can use their own interpretations on how to write their story
and how they want to portray that story in a story quilt. Their stories are unique to themselves so they can represent this lesson in a way that they like best.
How will you engage students in routinely reflecting on their learning?
Each day of this lesson the students will be referring back to the Native American story and the VTS picture Flag Story Quilt in order to create their own
story and their own story quilt.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. All the paper will be pre cut and the crayons and oil pastels will be in boxes so each student has their own.
2. I will have extra tables in case a student needs more room to work.
3. Each student can portray their story and story quilt in a way that is best for them, so each student will be able to find a way that works.
What opportunities/activities will students be given to revise and improve their understandings and their work?
1. Students are given time to take their story and story quilt home to improve their work.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. During the discussion about the Native American story students can share their interpretation on the story.
2. During the VTS students have the opportunity to share their thoughts on what the artwork means.
3. At the end of the lesson each student will share their story and story quilt to some of their classmates.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. http://www.faithringgold.com/ringgold/d37.htm
2. http://www.pbs.org/circleofstories/storytellers/rosella_archdale.html
* Include this information during the Popplet 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

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Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

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

Grade Level*: 5th grade

Essential Questions (3-4)*:

Art Integration Lesson Plan Template 2

Grade Level Expectations (GLEs)

Content Areas Integrated*:

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

Art Integration Lesson Plan Template 3

Homework: Make sure their story is finished with correct

Art Integration Lesson Plan Template 4

Anticipatory Set (Gaining Attention)*:

Closure (Reflecting Anticipatory Set):

Formative Assessment strategy:

Summative Assessment strategy*:

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

Art Integration Lesson Plan Template 5

* Include this information during the Popplet presentation.

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