Art Integration Lesson Plan Template

Art Integration Lesson Plan

Shannon ONeill
LTC 4240: Art for Children

Lesson Title & Big Idea*: State of Mind

Lesson Overview/Summary*: This lesson

will integrate visual art, literacy, and social studies for the students. To begin,
students will be given a basic geography lesson of the United States. They will study maps and learn how to conduct their own
research using credible sources. Next, students will independently brainstorm what qualities make up their identity. For example:
where they come from, their heritage, interests, culture, etc Students will then be asked to each pick a state in the United States
that they have some sort of connection to (could be because they have family there, want to travel there, or are familiar with the
area). Students will then research 3-4 facts about the state they have chosen. For the art project, students will design and draw a
representation of themselves (how they see themselves and how they identify) and then will create a speech bubble in the shape of
the state that they have chosen. In the speech bubble (state), the students will write and draw the facts they have researched. To
conclude this lesson, students will be asked to write a short reflection on what they have learned.

Key Concepts: What you want the students to know.*

1. Visual Art:
Students will learn how to represent personal meaning
through their artwork
Students will learn how to create a realistic self-image
Students will learn the physical shapes of the states
2. Literacy:
Students will read, discuss, and reflect on the
importance of identity
Students will learn how to write thoughtful reflections
Students will learn and practice making connections
from literature to their own lives
3. Social Studies:
Students will become experts on their selected state
Students will learn how to conduct their own research

Essential Questions

Grade Level*: 3rd

Class Periods Required:
2

(3-4)*:

What characteristics shape your identity?

How can being from different parts of the United States
impact who you are?
Can the way that states are represented through certain
art/images impact peoples perceptions and bias about that
place?

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 use colored pencils to create a realistic self-image

Art Integration Lesson Plan Template

Students will be able to create meaningful and educational art
2. Literacy:
The students will be able to describe their artwork and state representation through a short reflection
Students will be able to create connections between their selected state and their identity
3. Social Studies:
Students will be able to share at least 3 facts that they have learned about their state
Students will be able to conduct their own research
National Core Visual Arts Standards http://tinyurl.com/hndaaa8
1. Visual Art:
Select,analyzeandinterpretartisticworkforpresentation
Synthesizeandrelateknowledgeandpersonalexperiencestomakeart
2. Literacy:
W.3.1- Write an opinion piece on topics or texts,
supporting a point of view with reasons
W.3.7- Conduct short research projects that build
knowledge about a topic
3. Social Studies
3-5.B.a- Understanding the concept of location
3-5.E.b- Knowledge of major elements of geographical
study and analysis (such as location, place, movement
and regions) and their relationship to changes in society
and the environment

Identify & define common vocabulary that connect the art

form with the other identified content areas:

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Ann Mclvor)
Drawing: how to artistically convey your identity and
simultaneously represent your research through art
2. Literacy
Read Writing a State Report by Patty Carratello
Written reflection: writing a short entry describing what

Lesson Activities & Procedure(s):

1. Day 1
Introduce the lesson by having the students discuss
with their peers where they are from
Guide the conversation by encouraging them to think
critically about how the place they have grown up in
has had an impact on their life

Geography: the study of the physical features of the earth and its
atmosphere, and of human activity as it affects and is affected by
these, including the distribution of populations and resources, land
use, and industries
State: a nation or territory considered as an organized political
community under one government
Self-portrait: a portrait of an artist produced or created by that artist.
Identity: the distinguishing characteristics or personalities of an
individual

Art Integration Lesson Plan Template

they have learned and gained
3. Social Studies
Students will learn about a state in the U.S. and learn
different aspects about it that impact its image to the
people

Following this class discussion, provide each student

with a blank map of the United States
Have each student try to label at least 5 states on the
map (this will not be graded)
Follow this up by seeing how many people successfully
labeled the state in which they are from. Ask questions
such as: how did you know this was the right one to
label? Have you ever used a map of the U.S. before?
Read Writing a State Report by Patty Carratello
2. Day 2
Begin by reviewing what was done on Day 1
Instruct students to pick a state to become experts
on
Their selected state should be chosen based off of
some sort of interest or connection they have to that
state
Students will be given 15 minutes of computer time to
find 3-4 facts about their selected state (ex: capital,
population, state flower, state bird, etc)
Students should be writing their findings down in their
notebooks to refer to later
Class will now come together for a discussion on
identity
Students will brainstorm what characteristics they
believe construct their identity
Students should keep track of what they come up with
Show students what self-portraits look like through
examples fro artist Ann Mclvor
Introduce the studio assignment
Students will draw a representation of how they see
themselves. So they will be drawing themselves. They
will then provide a speech bubble in the shape of their
selected state. In the speech bubble they will

Art Integration Lesson Plan Template

Anticipatory Set (Gaining Attention)*:

Students will engage in a Visual Thinking Strategy (VTS). The
teacher will provide two different images of the same place.
For example, an image of rural Missouri and an image of urban
Missouri. Have the class compare and contrast the two
images. Ask them what stereotypes and assumptions they are
making based off of the image. Ask them what they see when
the two images are separate, and when they are side by side.
Can just one image provide the whole picture?
Formative Assessment strategy:
Teacher will formally assess students knowledge of the U.S. by
having the students label their selected state on a provided
map. He/She will also make sure the student can address at
least 3 facts about their state. Teacher can also assess their
brainstorming skills through the VTS activity.

share/write their facts that they have learned about

their chosen state. This assignment can be done using
markers or colored pencils.
To conclude this lesson, bring the class together for a
discussion. Ask what have they learned? What
connections have they created? Do they see the world
any differently now?
To finish, have each student write a journal entry
where they will reflect on what they have learned.
Ideas they can write about: How can location impact
our identity? What have I learned about my
classmates? What is something new I have learned
about my state?
Closure (Reflecting Anticipatory Set):
Students will participate in a gallery walk where they will be
given the opportunity to examine all of their classmates art
from this lesson. Students can share and explain their art to
clarify any confusion and inform their peers on the research
they have found on their state.

Summative Assessment strategy*:

The summative assessment for this lesson will be the teacher
evaluating the students final written reflections. In these
reflections, the teacher will be looking to make sure that the
students are addressing what they have learned. Their
reflections should consist of what identity means to them.
And it should address the power that the places we come
from contribute monumental impact to who we are. Students
will be given a checklist to make sure that their reflections hit
these points.

Art Integration Lesson Plan Template

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

Students will need to have a basic understanding of the location of the United States. Students will also need to be familiar
with maps. Lastly, they will need to know how to effectively conduct their own research in an efficient manner.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in using their imaginations in this lesson, by encouraging them to think critically through thoughtful
classroom discussion. The class will have conversations that will push them to think on a deeper level. They will also be given
the opportunity to explore information about a state of their own choosing.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows for students to represent their identities and research in any way seen fit. Loose guidelines gives them the
opportunity to be unique yet still on task. No two students will create the same image.
How will you engage students in routinely reflecting on their learning?
Students will be engaged in routinely reflecting on their learning through class discussions and their final journal entry.
Through VTS and class conversations, students will be able to pull on what they have learned and make thoughtful
contributions to the class.
How will you adapt the various aspects of the lesson to differently-abeled students?
For students who may speak a different language, I can provide translators and pocket dictionaries. For students who may
struggle with the writing portion, I will be available to provide assistance and give one-on-one support. I can also provide
them with an outline that clarifies and simplifies what I am looking for.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Before submitting their final reflections, students will be given the opportunity to trade their work with a classmate and have it
peer edited. They will then be given a period of time to make the proper revisions.
What opportunities/activities will you provide for students to share their learning in this lesson?
The students are given many opportunities to share their learning throughout this lesson. Students can share what they have
learned through the many class discussions where they are encouraged to share their findings. Students will also be able to
share their learning during the gallery walk. They will share their art with the class and teach their peers about what they have
learned about their state.

Art Integration Lesson Plan Template

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
1. Writing a State Report by Patty Carratello: this book is used on Day 1 of the lesson as a tool to aid students in their
thinking. This book describes what to look for when researching a state in a fun and elementary level.
2. http://www.portraitart.ca/people/ : This website provides examples of portraits created by the artist Ann Mclvor
3. https://www.superteacherworksheets.com/maps/usa-blank_WMWTD.pdf?up=1466611200 : this website provides blank
U.S. map templates

References
STATE HEADS. (n.d.). Retrieved December 05, 2016, from http://www.kinderart.com/across/stateheads.shtml