Art

Integration Lesson Plan 1

Art Integration Lesson Plan

LTC 4240: Art for Children
Maria Schneider
Title: Meet My Family Big Ideas: Family Dynamics and Embracing Differences
Lesson Overview/Summary*: The students will be discussing the differences between their families. We will be looking
at three different pictures and I will be facilitating a discussion about what the students notice in the pictures. I will be
reading a book about the differences between families and then the students will be creating art work to represent their
families using different materials found around the classroom.
Key Concepts (3-4): What you want the students to know.*
1. Visual Art: Students will know that images can represent concrete topics.
Students will know that images can have different meanings. Students will
know that they can use different materials to problem solve and create
representations. Students will know how to create representations of their
families by using different materials that go beyond just drawing.
2. Literacy: Students will know that literacy can be used to represent our
differences. Students will know that literacy can be used to teach concrete
topics.
3. Social Studies: Students will know that we all have differences that make us
unique. Students will know how to appropriately hold conversations and make
observations about others artwork. Students will know how we can understand
and embrace differences in our families.

Grade Level*: Second Grade

Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

What is the importance of understanding and embracing our
differences?
How can we embrace our differences within our classroom?
How do the materials being used help you represent your family?
What is being told when viewing your peers representation?

Lesson Objectives: What you want the students to do. *

1. Visual Art: The students will be able to use images to make observations and connections. The students will be able to make meaning of images by
discussing their own thoughts and ideas as a class. The students will represent their family using different art materials provided. The students will discuss their
artwork with their peers.
2. Literacy: The students will be able to make connections between the text and their personal lives. The students will find the authors main point of a text and
support their ideas with information from the text. The students will tell a story or real life experience through their artwork.
3. Social Studies: The students will be able to notice the differences between their families in comparison to their peers. The students will embrace and accept
the differences between their families and their peers families. The students will be able to appropriately respond to the differences they notice between the
VTS pictures and their peers artwork.
Grade Level Expectations (GLEs
Identify & define common vocabulary that connect the art form with the
1. Visual Art:
other identified content areas:
Strand III: Artistic Perceptions
o 1. Investigate the nature of art and discuss responses to
Family Dynamics: A unit made up of people and individuals
artworks.
Embrace: Accept or support

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A. Aesthetics
Explain different responses you have to
different artworks.
Strand V: Historical and Cultural Contexts
o 1. Compare and contrast artworks from different historical
time periods and/or cultures.
B. Characteristics of artworks
Compare and contrast two artworks on:
subject matter, media, use of line, shape,
color, and texture, or theme/purpose.
2. Literacy:
Reading: Develop and apply skills to the reading process.
o C. Making Connections
B. Text to world (text ideas regarding their
experiences in the world).
Reading: Develop and apply skills and strategies to comprehend,
analyze, and evaluate nonfiction
o C. Text Structures
D. Identify the authors purpose.
Speaking: Speak effectively in collaborative discussions
o A. Collaborative Discussions
A. Taking turns in discussion with a shoulder partner,
according to classroom expectations
3. Social Studies:
SE 2: Interacting with others in ways that respect individual and group
differences
o B. Respect of Self and Others
Identify similarities and differences among families
and their traditions
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Marisol Escobar. The artist of one of the VTS
images I will use) I will be using three images that represent different families
for a VTS activity. The students also will be creating and discussing their own
representations of their family.
2. Literacy: I will be integrating literacy to this art lesson plan by reading the
book, The Family Book by Todd Parr.

Differences: When something is not that same

Similarities: When something is common or the same

These terms will be supported and taught through art during my lesson. The
students will be representing their family dynamics by creating art. We will
use VTS and these are pieces to talk about our similarities and differences.
Lastly, we will use the artwork as a way to talk about how we can embrace
our differences and truly be accepting of the differences or similarities that
we have within the classroom.

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

Day 1: On the first of day of my lesson, I will be doing a VTS activity with
my students. The students will be asked to sit on the carpet where each
student can see the smartboard. VTS is something that I plan to use often in
my classroom, so my students would already know the rules behind how
VTS works. However, I will still start this VTS activity by reminding the

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3. Social Studies: The big ideas relate directly to social studies, because the
students will be looking at their own family dynamics. This will show them
where they come from and they also will be looking at where their peers come
from. The students will be understanding and embracing their differences.

students to share appropriate information and observations. I will also remind

the students to be respectful of their peers thoughts and ideas in regards to
the images. I will show three images of different families (attached to the end
of this lesson). I wanted to use three images, because I want to support the
big idea of my lesson which mentions the idea of embracing the differences
in families. I will allow time for the students to respond to each image and
share their thoughts while responding appropriately using the VTS
guidelines. I will spend around five minutes per image, unless the students
want to share for longer than five minutes. It is important to me to allow each
student time to deeply discuss each image and compare the images to each
other. Once we finish VTS, I will do a brain break with my students. For
example, we may do a GoNoodle where the students will dance or move to a
video. After the brain break concludes, I will refocus the students by asking
them to sit on the rug again. I will read, The Family Book by Todd Parr to the
class. Throughout the book, I will ask the students to turn and talk to their
peers about how they are relating or not relating to the different pages of the
book.
Day Two: I will ask the students to remind me of the concepts we learned the
day before by asking, Who would like to share something we learned
yesterday from our images and the book? We will take a few minutes to
discuss the concepts we learned about on the previous day. Next, I will
introduce the art activity. I will have the different art materials laying on a
table in the center of the room. I will tell the students that they will be
representing their family using the different materials. I will take the time to
tell the students about each material that I have provided them with. They
will be free to create their representations in a way that makes sense to them.
I will not be providing an example, because I truly want the students to make
this project their own without feeling as though they need to have the
outcome of the project look a certain way. This big idea of this project is to
embrace our differences, which goes along with the family dynamics and also
the representations. During the creation process, I will walk around the room
to check in on the students. I want the students to be talking to their peers
about their project, because I believe there is power in discussion. I will
encourage the students to just play with the material before actually creating
anything if they would like to. I will support the students who may need help
by asking questions or making statements that would guide their creative
thought process. For example, I might say, I wonder how you might get that

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material to stay on Or I see that you are using _____ (a specific material).
That is great problem solving!
Day Three: The students will have time to finish up their representations. As
they finish, I will ask them to put their representations on the table in the
center of the room. Once all of the students are finished, we will have a
discussion about the pieces. I will be facilitating the discussion. First, I will
start it by saying, What do you notice about the art work on the table? The
students will be reminded that they do not need to raise their hand to have
this discussion, but they will need to be respectful of their comments and use
appropriate social skills to hold a conversation. I will make sure that each
child will have the opportunity to explain their piece if they would like to
after we share our noticings.

Anticipatory Set (Gaining Attention)*:

To gain the students attention to my lesson I will start off by telling a
story about my own family. I will make sure to include each member
of my family to allow the students to get an idea of the family
dynamics in my personal family. This will allow the students to have
their attention focused on families. However, I also will use
appropriate story telling skills that will grab the students attention.

Materials to make the representations:

Students will have their choice of the following (Depends on what you have
in your classroom)
Toilet paper rolls
Colored pom poms
Popsicle sticks
Q-tips/cotton balls
Newspaper
Pipe cleaners
Yarn
Wire
Colored construction paper
Markers
Scissors
Closure (Reflecting Anticipatory Set):
After the final facilitation comes to an end, I will focus on the
importance of noticing and understanding our differences. I will ask
the students, Why is it important to talk about our differences? and
How will we embrace our differences within the classroom? We
will have already noticed the differences in our representations, so
we will know that we have differences to embrace. I want this
process to be collaborative, because I feel as it might be easy to
notice the differences, but I want my students to truly think about
how we can use those differences in a positive way.

Art Integration Lesson Plan 5

Formative Assessment strategy:
My formative assessment will be used throughout the entire lesson. I
will notice how the students respond to my comments and questions. I
also will notice what students are responding when I facilitate
discussions with the whole class. I will be taking notes on what the
students say during the discussion. I also will take notes when they
respond to my questions or comments. Lastly, I will be taking kidwatching notes. This is where I will observe and record the strategies
the students use to create their art work. Some of the
questions/comments I will say throughout the lesson are listed below:

Summative Assessment strategy*:

A summative assessment that I will use for this lesson will be their
final project. I will look at how each child was able to represent their
family and represent the differences. The students will also be
sharing their work with the whole class during our final class
facilitation. I will pay attention to how the students explain their
artwork and how it relates to the differences in their family. Lastly, it
is important for me to notice how well the students are when
understanding the differences or similarities between their families
and their peers.

What similarities or differences do you notice about your own family

and the families in the pictures/books?
What similarities/differences do you notice about your representation
and your peers representation?
Close your eyes and imagine your own family. What do you see?
Share with a partner.
What materials did you use to create your representation and why?
What was challenging for you while creating your piece? What was
easy? Why?

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

The students will have prior knowledge of their own family dynamics. Each child will come from different backgrounds that they will relate to and
have knowledge on. Since my lesson will be multiple days, the students also will be able to pull from information they gained from the other aspects of
this lesson. For example, the students will already be able to use the information gained from the VTS activity and the book to notice the differences in
their own family before creating the actual art piece.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
During the art aspect of my lesson (the second day), the students will be given different material to create their representation of their family with. This
will allow the students to experiment with and explore different materials to create their final piece. I also will have aspects of my read aloud where the
students will turn and talk to their peers about their own family. They will be asked to close their eyes and imagine their own family throughout the
reading, which will help support their planning.
How will this lesson allow for/encourage students to solve problems in divergent ways?
I plan on not allowing the students to use glue for this assignment. There will be materials that could lead them to needing glue, but I will have other

Art Integration Lesson Plan 6

materials they can use to hold their items together. This will allow them to experiment with using different materials while also making them problem
solve to get their final product to be as they planned it to be. If I notice a child is struggling without glue, I will ask them, I wonder what we can do to
get that to stay together. This will show the child that I am there to support them and could lead them to further exploration.
How will you engage students in routinely reflecting on their learning?
The students will be routinely reflecting on their learning through peer interaction and guided questions or comments. Throughout my entire lesson, the
students will be talking to their peers about their families and their creation process. I also will be asking questions to further the students
understanding of the concept. For example, while a student is creating their art piece, I may say, I see that you used toilet paper rolls. Tell me about
your piece and how you used the toilet paper rolls. This will allow them to reflect on the process of creating the art work, while also reflecting on why
they used certain materials to represent their family.
How will you adapt the various aspects of the lesson to differently-abeled students?
I believe that allowing choice already supports students who are differently-abled. The many different options of materials will allow the students to
create in a way that makes sense to them. Depending on the abilities in my class, I may need to modify the time given for completing the artwork,
supply different materials, or adapt the read aloud to best support their needs. These changes could go for students who are both above or below gradelevel.
What opportunities/activities will students be given to revise and improve their understandings and their work?
We will be starting the art activity on the second day of the lesson. As I mentioned earlier, the students will be constantly reflecting on their own work
through discussion and questions. This will support their thought process while creating, because they will have to explain their piece which will allow
them to make improvements that may arise through discussions. The students will get a third day to finish or improve their work if needed before we
present them to the whole class.
What opportunities/activities will you provide for students to share their learning in this lesson?
The students are also sharing their learning during your VTS and read aloud because you are asking questions that gives them an opportunity to
respond if you want to include that. On the third day of this activity, the students will be placing their artwork on a table. This table will be in the center
of the room where all students have the ability to view the art pieces. We will be making observations about the work that the class has mad. This will
involve a precorrect where I remind students that we will have an appropriate discussion by being respectful when making comments. We will allow
enough time to discuss all of the pieces and allow students to share information about their pieces if they would like to. I understand that some of these
pieces might be personal, so it is important to me to respect students if they do not want to share about their piece with the whole class.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
The Family Book by Todd Parr
See below for the rest (on reference page)

* Include this information during your final presentation.

Art Integration Lesson Plan 7

VTS Images

Figure 1 (Above Left)

Figure 2 (Above Right)

(Figure 3 Left)

Art Integration Lesson Plan 8

References
Figure 1. Migrants by Dorothea Lange (1936). Retrieved from http://historyinphotos.blogspot.com/2012/09/dorothea-lange-migrants.html
Figure 2. Tamalada by Carmen Lomas Garza (1988). Retrieved from http://carmenlomasgarza.com/artwork/paintings/
Figure 3. The Family by Marisol Escobar (1962). Retrieved from https://www.moma.org/collection/works/81180?locale=en
Parr, Todd. (2010). The family book. Little Brown Books for Young Readers, New York City: NY.
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

Art Integration Lesson Plan 9

Art Integrated Lesson Plan Rubric/Scoring Guide
LTC 4240: Art for Children
Name ____________________________________________________ Date________________ Section & Block _____________

Presentation Criteria

__/20

Exemplary
(20 pts)

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

Big Idea Criteria

__/25

Exemplary

Satisfactory

(25 pts)

(20 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

Integration Criteria

Exemplary
(25 pts)

- Preliminary lesson plan thinking & organization are represented visually & clearly using technology.
- All slides contain concise text &/or questions to further explicate relationships & connectedness between disciplines.
- Visually attractive. Includes artist exemplar and teacher example of product
- Preliminary lesson plan thinking & organization are represented visually & relatively clearly using technology.
- Most slides represent integrated content areas and show clear relationships.
- Most slides contain text &/or questions to further demonstrate relationships & connectedness.
- Preliminary lesson plan thinking & organization are evidenced, though less successfully, using Popplet technology.
-Slides representing integrated content areas are inconsistently make connections to disciplines.
- Text &/or questions contained in slides are difficult to understand; relationships are not entirely clear.
- Absent of all visuals
- Preliminary lesson plan thinking & organization is not evidenced due to incomplete
- If present, slides representing integrated content areas are neither color-coded nor linked coherently.
- If present, slides lack text & questions, which makes them difficult to interpret.
- no evidence of thoughtfulness or organization.

- Big Idea is clearly stated, developmentally appropriate, & highly relevant for the intended grade-level students.
- Big Idea addresses a timeless, cross-cultural, cross-disciplinary, life-centered issue with layers of meaning potential.
- Key concepts & essential questions are well-chosen, well-sequenced & scaffold understanding of the Big Idea.
- Big Idea offers differentiation potential & invites independent inquiry/continued, self-motivated learning.
- Big Idea is clearly stated; somewhat appropriate & relevant for the intended grade-level students.
- Big Idea addresses a timeless, cross-cultural, cross-disciplinary, life-centered issue with limited meaning potential.
- Key concepts & essential questions are appropriate and are somewhat supportive of the Big Idea.
- Big Idea offers some differentiation potential, some independent inquiry &/or some self-motivated learning.
- Big Idea is somewhat vague; may not be fully appropriate or relevant for the intended grade-level students.
- Big Idea is of limited scope in terms of time, culture, &/or discipline. Meaning potential is limited.
- Key concepts & essential questions are related to the Big Idea but do not flow smoothly from it.
- Big Idea offers some differentiation potential, some independent inquiry &/or some self-motivated learning.
- Big Idea is incoherent or not stated; appropriateness & relevance for intended grade-level students is not evident.
- Big Idea, if stated, is restricted in terms of time, culture, &/or discipline. Meaning potential is singular.
- Key concepts & essential questions, if stated, do not adequately support or flow from the Big Idea.
- Big Idea, it stated, does not offer differentiation potential or encourage independent, self-motivated inquiry.

- Interdisciplinary connections clearly established, well-developed, & fully integrated.

- Integrated content areas demonstrate equal importance; none is predominant or more important than others.

Art Integration Lesson Plan 10

__/20

Satisfactory
(20pts)

Rudimentary
(12 pts)

Undeveloped
(0-5 pts)

Basic Elements

__/20

Exemplary

Satisfactory

(20 pts)

(15 pts)

Rudimentary

Undeveloped
(0-5 pts)

Student Engagement

__/40

Exemplary

(10 pts)

(40 pts)

- Each interdisciplinary connection flows naturally/organically from others; all are mutually supportive/make sense.
- Interdisciplinary connections contribute to/expand student understanding of the Big Idea; suggest future inquiry
- Interdisciplinary connections are evident; most of the featured content areas are satisfactorily integrated.
- Most integrated content areas are relatively equal in importance, although ________ seems to dominate.
- Most interdisciplinary connections flow naturally/organically from others although ________seems less natural.
- Interdisciplinary connections contribute to student understanding of the Big Idea.
- Interdisciplinary connections were attempted although a parallel instructional model has resulted.
- Parallel content areas included remain distinct & hierarchical; one or more content areas dominate.
- Most parallel content areas are related, but one or more seem somewhat contrived or forced.
- Parallel content areas vaguely support the Big Idea; students may be left to connect them on their own.
- Interdisciplinary connections were not attempted.
- Content areas are disjointed & only vaguely connect.
- Content areas represented do not make sense as presented.
- Content areas do not support or contribute to student understanding of the Big Idea.



-Lesson Overview clearly & concisely summarizes the importance of the Art Integration Lesson.
-Lesson Objectives are clearly & concisely stated & support understanding of the Big Idea.
-Lesson GLEs & CCS Standards soundly connect lesson learning to state mandated expectations & standards.
-Vocabulary shared by the integrated content areas are clearly designated & concisely defined.
-Lesson Overview summarizes the importance of the Art Integration Lesson.
-Lesson Objectives generally support understanding of the Big Idea.
-Lesson GLEs & CCS Standards address state mandated expectations & standards.
-Vocabulary shared by the integrated content areas are satisfactorily identified & defined.
-Lesson Overview summarizes the importance of the Art Integration Lesson.
-Lesson Objectives generally support understanding of the Big Idea.
-Lesson GLEs & CCS Standards address state mandated expectations & standards.
-Vocabulary shared by the integrated content areas are satisfactorily identified & defined.
-Lesson Overview, if completed, does not address the importance of the Art Integration Lesson.
-Lesson Objectives, if present, do not clearly support the Big idea.
-Lesson GLEs & CCS Standards, if present, are not clearly related to lesson learning.
- Vocabulary, if present, are not satisfactorily identified or defined.



-Key Concepts & Essential Questions powerfully & sequentially scaffold student understanding of lesson & Big Idea.
-Lesson objectives successfully & simultaneously address Key Concepts, Essential Questions, GLEs, & CCS Standards.
-Lesson Activities & Procedures are thorough, sequential, and support scaffolding.
-Lesson demonstrates variety & innovation; considers interests, needs, & abilities of all.

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Satisfactory
(33 pts)

Rudimentary
(20 pts)

Undeveloped
(0-5 pts)

Reflective Questions

Exemplary
(20 pts)

__/20

Satisfactory
(15 pts)

Rudimentary
(10 pts)

Undeveloped
(0-5 pts)

-Lesson encourages student responsibility & active participation in the learning direction & design.
-Lesson offers frequent opportunities for students to self-assess, peer-assess, & share products of their learning.
-Key Concepts & Essential Questions satisfactorily support lesson and connect to the Big Idea.
-Lesson objectives reflect most of the Key Concepts, Essential Questions, GLEs, & CCS Standards.
-Lesson Activities & Procedures are somewhat thorough, sequential, and support scaffolding.
-Lesson somewhat consider the interests, needs, & abilities of most students.
-Lesson encourages student responsibility somewhat; offers students limited participation in learning direction/design.
-Lesson offers limited student opportunities to assess & share products of their learning.
-Key Concepts & Essential Questions vaguely support lesson & vaguely connect to the Big Idea.
-Lesson objectives reflect a few of the Key Concepts, Essential Questions, GLEs, & CCS Standards.
-Lesson Activities & Procedures are somewhat sequential and support scaffolding.
-Lesson does not appear to consider interests, needs, & abilities of students.
-Lesson encourages student responsibility somewhat; offers students limited participation in learning direction/design.
-Lesson offers very limited student opportunities to assess & share products of their learning.
-Key Concepts & Essential Questions, if present, do not connect clearly to the Big Idea.
-Lesson objectives, if present, do not clearly connect to Key Concepts, Essential Questions, GLEs, &/or CCS Standards.
-Lesson Activities & Procedures are outlined.
-Lesson lacks apparent concern for student interests, needs & abilities.
-Lesson does not encourage student responsibility or invite participation in the learning direction or design.
-Lesson offers very limited, if any, student opportunities to assess & share products of their learning.

-Reflective responses impressively demonstrate the students ability to consider/ plan for the multiple aspects of teaching.
-Reflective responses demonstrate thorough understanding of children as learners.
-Reflective questions evidence a high degree of pedagogical knowledge, creativity, & insight.
-Reflective responses evidence some ability to consider/ plan for the multiple aspects of teaching.
-Reflective responses demonstrate some consideration of children as learners.
-Reflective questions evidence a degree of pedagogical knowledge, creativity, & insight.
-Reflective responses evidence minimal ability to consider/ plan for the multiple aspects of teaching.
-Reflective responses demonstrate minimal consideration of children as learners.
-Reflective questions evidence a limited pedagogical knowledge, creativity, & insight.
-Reflective responses, if completed, do not evidence ability to consider/ plan for the multiple aspects of teaching.
-Reflective response, if completed, do not appear to consider children as learners.
-Reflective questions, if completed, do not evidence pedagogical knowledge, creativity, or insight.

Total Points _____/150
Comments: