Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Final Art-Integrated Lesson Plan you will write for this course.
● In the left column, you will describe the lesson criteria for each aspect of the lesson.
● In the right column, you will provide the rationale for each of the choices you are making. The rationale should be:
o supported by AFC class readings & video resources
o supported by content from your other education courses.
Sharing your rationale is important as it asks you to think about why you are doing what you are doing.
Providing a rationale is also an important aspect of the performance assessment you will complete while student
teaching, so think of this assignment as a warm up!

Lesson Title: Important Figures

Targeted Grade Level: 5th Grade
Teacher(s) Name(s): Kelli Cornelius & Andrea Callison
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the curriculum?
Picturing significant individuals This fits across the curriculum because across the
curriculum it asks students to describe and or identify
contributions that historically significant individuals have
made. Picturing encompasses the students imagining how
these individuals have helped the community or the world
and how impactful their changes have been. When
students are picturing individuals they are also coming up
with an image in their own head of what they want these
figures to look like and represent on their collage. The
collages that they are making in class are supposed to be
about a significant individual that they believe has
contributed something to society. Thus as they are
creating their collage they have to come up with
something that they believe that their figure has helped
with in society and how they are going to show that in a
collage format. In this lesson they are also tasked to

2. Enduring Understandings:
1. Significant Individuals are people who impact their
communities and the world in different ways.
2. Significant individuals include historical figures who
lived in the U.S. between 1800 & 2000.
3. Historical figures are often represented in different art
forms.
format their images in a way that is true to a collage
format where they have different images that cover most
of the white on their poster paper. This means they should
have enough images that they are accurately showing
what they know about their individual and what they have
learned about their individual as well.
How do the Enduring Understandings relate to the Big Idea and how are
they important to the lesson & to the student?
The enduring understanding relates to the big idea as they
are goals that we want students to be able to achieve as
they learn about picturing significant individuals. We want
students to first understand and research how different
significant individuals have impacted the world and the
way that the world works and has been influenced. Within
this understanding we also want students to be able to
understand that this also includes historical individuals
who were alive at that time. We then also want to point
out that these historical figures are often “pictured” in
different ways with many different art forms.
Enduring understandings are important to students
because as Maria Fusaro mentions in her 2008 research
article What is Teaching for Understanding? “Over time,
the performances of understanding in a given topic
become more and more complex” (para. 9). The Enduring
Understandings get progressively harder to complete as
the lesson goes on. The first two understandings are all
about the different significant individuals in the world and
the impacts that these have on our world and our lives
today. The last Understanding involves the students
actually making their own art (collage) and trying to see
how that art form helps represent an individual.

3. Essential Questions: How are these questions essential to the lesson & meaningful to the
student?
1. Who are ‘significant individuals’ in our school or
community and what makes them significant?”
2. What historical figures have been significant in your
lifetime?
3. What historical figures have you seen represented
in different art forms?
The first question invites students to look at the school
and think of any individual who might be significant to
them. This could be the principal, counselor, assistant
principal, etc. They are asked to also look at their
community and think of someone who they think is
important to them or the people around them.
The second question asks them to think about historical
figures. Either those that they know about or those that
they have heard of who have influenced them and what
they do. It asks them to think about what they are able to
do now that might have been influenced by someone in
history.
The third question asks them to think back if they have
been to a museum, seen a statue, or have seen a painting
of a historical figure. This is asking students more about
how they have seen figures represented in art and who
they have been made for. For example, in the White House
there are multiple pictures of different presidents. There
are also many different exhibits in the Chicago History
Museum that are all about the different presidents and
their lives.
In an article published by Edutopia in the very first
paragraph one of the myths says “Personalizing learning
means that the curriculum must be interest based”. Not all
instruction needs to be based around the interests of the
students. However, it should be based on what will help
the students learn in the future. Whatever they are
learning now could help them understand something that
they might encounter as they go through school.
Personalization is not something that all students need
either. However, it can help students achieve a lot more
when there are questions that are personal to them and
that help them understand why it is important for them to

4. Objectives: (“Students will” statements)
1. Students will recognize that significant individuals are
people who have impacted the world in different ways.
2. Students will be able to recognize important historical
individuals who lived between the 1800s and 2000s.
3. Students will be able to use a collage to show the
importance of certain figures.
4. Students will be able to make a collage in 3 days that will
inform others about their significant individual and
explicitly place pictures, news articles, magazine articles,
stock photos, etc in a way that is informative and pleasing
to look at.
5. Standards:
National Core Arts Standards:
VA:Pr6.1.5- Cite evidence about how an exhibition in a
museum or other venue presents ideas and provides
information about a specific concept or topic.
English Language Arts Standard(s):
5.R.1.C.b- Compare, contrast, and analyze relevant
remember the important stuff.
Why are these objectives important?
How do the objectives support learning across the curriculum?
How do they connect to the students’ lives?
These objectives are important because they involve
recognizing significant individuals who are also
historically significant. The first two are connected
because they involve having students look at significant
individuals and researching their endeavors. As they are
researching about certain individuals they are also looking
for historical and community based information on what
they are known for.
2 and 3 are connected to each other because they are
trying to find significant individuals in history to make
their collage over. Thus they need to have relevant
information over their individual to even make their
collage. Which means that as they are recognizing and
finding important facts related to their individual they are
actively making their collage almost in their heads without
even placing down their facts yet.
The last two are related to each other because they
involve having the students make a collage that shows
both what they have learned and what they know. They
are also using these collages to then also inform others
about their significant individual who they chose.
How do the standards support each other and the learning taking place?
Each of the standards support each other most in their
research faze when they are looking for facts about their
significant individual. The Art standard supports the
English language art standards because they use their
evidence that they gather to (5.R.C.b) to compare contrast
and look at relative connections between what they read
and how those events shaped the world we see today. It
also supports the other standard (5.SL.1.A) because as
 connections between: text to world (text ideas regarding
experiences in the world by demonstrating an awareness
that literature reflects a cultural and historical time frame) directions and what the teacher is saying to them. They
5. SL. 1.A- Develop and apply effective listening skills and
strategies in formal and informal settings.
5. W. 3.A- Apply research process.
Social Studies Area:
5.H.C.3.a- Identify and describe the contributions of
historically significant individuals to the United States from This all has to do with the standard that we chose for our
c. 1800 – 2000.
6. Teaching Resources:
(Include everything required to teach the lesson except art
making materials which will appear in Section 11 below.
Teaching resources include art images, books, videos, slide
shows, manipulatives, special equipment, etc.)
Art:
they are learning about what they are going to be doing
for the day they should be actively listening to the
should be listening to the directions that the teacher is
explaining to them. The last standard (5.W.3.A) is more
about how they are writing their facts. They each need to
be writing their facts and where they got said facts so that
they can cross reference later. They also need to know
how to research so that they do not miss any valuable
information about the individual that they chose for this
project.
main topic which is social studies. This lesson is about a
significant individual that the students choose who lived
between the years/ time period of 1800s-2000s. The
students then from here have to use their collage to
describe and identify the contributions of this individual
through the art of collage.
Briefly explain why each teaching resource is
necessary and how they work together to support
student learning.
Collage Examples: These will help students understand
what we are talking about when we mention a collage.
They are based on a person that these artists chose and
focus on many different aspects about the person they
chose. The one with president Kennedy seems to have
something to do with the people or with their patriotism.
These collages will help students understand what ecstasy
it is that we are looking for when we say collage.
The Who Was series has a lot of facts about different
people who lived during different times. This would allow
students if they did not know any surface facts about a
person would allow the student to read and maybe find
 facts they did not know about. It could also help students
see if they are interested in that person or if they would
like to choose someone else.
The birthplaces and timelines of the presidents are
important because a student needs to see if they were
born in the correct time period. If they were not then
unfortunately they are not allowed to use that president
and need to choose a new one. This could also be a fact
that students use in their collage showing when the
president served and where they were born.

● Sir Eduardo Paolozzi.

Meet the People (1948)
● Robert Rauschenberg Retroactive II 1964, Museum of
Contemporary Art (Chicago)

English Language Arts:

Who Was series:
Social Studies Area:
- Map to show where all the different historical
figures were (Geography)
- Timeline of historical figures (presidents).

-
 https://www.pinterest.com/pin/
212513676137529546/

7. Lesson Plan Sequence Provide rationale for choices at each step and for each day.
(This will be lengthy! Please divide the sequence by day if Day 1: For the first day I will address the topic to the
necessary - i.e. Day 1, Day 2, etc.) students and why learning about historical figures in the
Day 1 19th century is important. I will ask students in a whole
1. T: Good morning class today we are going to start group if any of them know any figures from that time and
on our lesson unit on historical figures. We are see where the students are with history at that time
going to focus on figures from 1800-2000. academically. I will have students use their iPads to look
2. T: Does anyone know a historical figure that lived up an important figure from 1800-2000. I am having them
during that time? (students raise hands) use their iPads because I want them to be able to see any
3. T: Yes, Thomas Edison was born during the 19th easy list of different figures and be able to find one they
century. Thomas Edison became one of the most like best. This will help them be able to get as much
acclaimed inventors in American history. information and find different images that they will soon
4. T: Each one of you will use your iPad’s and come up print out.
with one figure you want to do research on. No one Day 2: For the second day I will have each student come
can have the same figure, so try to be unique. Once with me and talk to me about the figure they chose and I
you have your figure come to me, so I can approve will make sure the figure they chose is one that has
it. enough information about them and is in that time period.
5. T: Please write down any facts that you find to be I will show students my teacher example of what their
useful in your social studies notebook. collages will look like. I want them to be able to see what
6. T: (spend Social Studies doing research) the end product will look like. They can ask questions
during this time. I will show a YouTube video so the
Day 2 students will see more examples of collages and why they
1. T: Yesterday you looked up some historical figures can be helpful for learning. I will explain to the students
and did some research about them and the lives that that they can shape their images and place them however
they had. they need to for this project. I want them to understand
2. T: You each should have a figure chosen and that they are being creative and making this art piece
approved with me. If not please come up and we can unique and interesting. I will tell the students not to glue
go over the ones that others have done so you can their paper yet because they might change their mind on
pick one. the placements or want to change pictures. I want them to
3. T: Now that you have some facts I would like you to just cut and place images on the paper to try different
 try and find some photos that you like that either
are of your historical figure or are about some part
of your historical figures life.
a. This means if your figure was a part of a war
you try to find a picture of them in a war
uniform or something that represents that
specific war.
4. T: (Take some time to allow the students to look up
some photos and print them out).
5. T: Now that everyone has some photos ready. Today
we are going to be reviewing colleges and what they
are.
6. T: Here is an example of my collages that I made
over Abraham Lincoln and George Washington.
positions for the pictures and see what they think looks
the best.
Day 3: For day three I will have students pick their
favorite images and start gluing. Once they are done gluing
I will have the students do a gallery walk of all the collages
made. I will have them take notes on the different collages
because I want them to retain the information on multiple
different figures. Having them write their facts down will
be another assessment strategy. I will have students
discuss with their table partners the different facts they
learned from the gallery walk. The students will have
different answers than their peers and will be able to
discuss these interesting facts with each other. The
students being able to discuss different figures and take
notes will help them do well on the post quiz. I will have
the students write down different figures and a fact they
remember to see the information they obtained from this
unit.
7. T: We are going to watch a short 45 second video
about collages and you are expected to be silent
during this as we do not want to have to play the
video again because you were talking with friends. .
a. https://www.youtube.com/watch?
v=ppBdIj2pEUc
8. T: Now that we have gone over what a collage is I
also wanted to say this: You can shape your pictures
to be whatever you want them to be. However, this
does not mean that they need to be perpendicular
or the right side up. If you have a picture that you
feel would look better in a certain direction then do
not hesitate to put the picture in that direction.
9. T: As a reminder, today we are NOT gluing. We ARE
cutting and placing the pictures on the paper to see
what configurations we like the best.
 10. T: Please take a picture of your top 3 favorite
configurations and tomorrow we will start the
gluing process.
11. T: Now, come up and get a piece of poster board and
start configuring. Keep in mind that I am going to be
walking around to help friends when and if needed.
12. T: Go ahead and start placing your pictures on your
poster board and please take one picture on your
Ipad for your top 3 favorite configurations.
a. Teacher should be walking around asking
questions like: Why did you place this here?
What is the significance of putting that
picture there? Do you need help?
13. T: Now that you have taken your photos please put
your printed photos and place them in the gallon
bag in front of you and please write your name!!
Day Three
1. T: I hope that everyone is ready to start gluing!!
Today we are going to look at our top three
configurations for our collages and then pick the
one we like the best.
2. T: After you pick the one you like the best please
pull it up on your Ipad.
a. Wait for students to find their configuration
on their Ipad.
3. T: Is everyone ready? Please raise your hand if you
need more time to decide on which one you are
going to choose.
4. T: Now that everyone has chosen which one they
are going to work on please start gluing. Raise your
hand if you need any help at all.
a. Give students 20-25 minutes to glue and get
their photos pasted onto their paper.
 5. T: Now that everyone has glued I want you to place
your posters on your desk and we are going to get
started with a gallery walk here in a little bit.
6. T: Please get out a piece of paper and a pencil!! You
are going to be writing one thing or one fact that
you learned about from each of the different
galleries you look at. (this is an assessment
strategy)
a. (This should 10-15 minutes at most)
7. T: Please make sure that you are only writing ONE
as there are many of you and many different figures
on the posters.
8. T: Now that the gallery walk has been completed
please take a seat at your desk. We are going to
discuss with our table partners ONE of the
interesting facts that we learned today.
a. (It takes about 5 minutes for students to do
this).
9. T: Everyone did such a great job today!! Let's make
sure to keep these here while they dry and we will
check on them tomorrow so you all can take them
home. Now we are going to write down the different
figures we learned about and a fact we remember
from the gallery walk. (this is a summative
assessment)
8. Differentiation/Accommodations/Modifications Provide a rationale for each – Differentiation,
Differentiation: Students can either watch the video by Accommodations, Modifications.
themselves or watch the video about Canva and take notes Differentiation: These differentiations would help
Differentiation: Having students make a collage about an students who need more visual learning or who need time
important person in their life who was born in the 1900s- by themselves to look closer at something. Or whose
2000s. Can be someone in their family, their favorite sports attention span might not be at an appropriate level yet. If
player, etc. the student has a hard time focusing, each of these would
Accommodation: If the students are not done with their help that student. Mr Ferlazzo mentions how he had a
 collage yet they will be given more time to complete it.
Even if only one student needs more time there will be
extra given.
Accommodation: Printed versions of the instructions will
be provided to students who may need the printed
instructions. Key words will be bolded as well as important
concepts.
Modification: Instead of doing a collage the student writes
a paper about the important person they choose.
Modification: Students would talk about different subjects
other than what is being discussed in class. Instead of
talking about important figures talk about important
historical events.
9. Assessment Strategies
(Be sure to indicate when each will occur in the lesson.)
● Formative Assessments- Pre-quiz happens on the
first day. Questions about the person they chose and
the reason behind their image placement (2nd day
as students are cutting out their images).
● Summative Assessment- The post-quiz asking
students what they learned about.
student that was having trouble writing an argumentative
essay about the worst natural disaster he noticed a
student struggling. He then switched the task up for that
student to be what football player he thought was the best.
(Education Week, 2018).
Accommodations: These accommodations are for two
different student types that need accommodations. The
one at the end could be for Multi Language learner
students or students who might need an enlarged font or
enlarged words. The first accommodation is more for
students whose dexterity or motor skills (fine or gross).
There is a lot of cutting, gluing and looking up on an Ipad
that goes on. Thus, students who might have trouble with
those skills might need these Accommodations (Regional
Assessment and Resource Center, 2018).
Modifications:These modifications would help a student
succeed who might have a mental disability. Sometimes
students who have mental disabilities can have trouble
understanding certain topics or doing things that they
might have no experience with. That is when we need to
modify instruction for students and make it so that these
students are still doing something and being a part of the
classroom (Morin, 2023).
Provide rationale for each formative and summative assessment.
I will complete many different assessment strategies
during this unit. Once I introduce the concept of important
historical figures I will have the students do a pre quiz and
see if they can list any historical figures during the 19th
century. This will not count as a grade for the students,
just to know where they are with knowing important
figures during that time frame. Once I teach my lesson I
 will have the students pick a figure to make their collages
over. I will have them write down facts they find online
about their figure and add that to their collages. As
students get their images printed and are cutting I will go
around the room and ask each student what figure they
chose and why. I will also casually ask students random
things about their figures to see if they can understand
and comprehend information about this topic. This will be
used as a diagnostic assessment to see what the students
know. At the end, when the colleges are complete I will
ask the students in a circle what their favorite fact was
about their figure. This can raise a discussion and the
students can compare and contrast their figures. I will
take notes of their discussions and ask more questions.
The gallery walk will get students to look around at other
collages. I will have them take notes of their favorite
images and write down what they had learned about that
figure from looking at the art portrait. At the very end of
the unit I will asses a summative assessment by handing
the students the post quiz which is just like the pre quiz
and see what kind of information the students have
learned over the historical images I will compare this to
the benchmark and see what the students have learned
and what we still need to go over.

10 Teacher Exemplar: Rationale should discuss the significance of the art form & project for
student learning/understanding of the Big Idea, Enduring
Understandings, and Learning Standards. This should include cross-
curricular learning students should engage in during creation of their
own similar art product.
I came up with this activity on my own. However, an
example of this activity would be Micheal Alberts lesson
from the website Kinderart called Cerealism. This would
involve students using cereal boxes, cutting them up and

Collages done by the teacher that were used with poster
board, glue, and online images.
The purpose is to represent and picture significant
individuals that are from the 1800s-2000s through collage.
11. Materials/Tools/Art Supplies Needed
● Poster Board
● Glue
● Scissors
● Images (Students will print these off)
● Plastic Bag
● Markers (To write their names)
then putting the pieces on cardboard paper (Alberts,
2018).
The significance of this artform is that it is important and
is good for students to use in order to achieve and
understand the big idea, EUs and learning standards. The
big idea for this lesson is picturing significant individuals
which students do as they are finding images to put on
their collages and when they make their collages as well.
The collages are all about students picking a significant
individual and making a collage about them. This includes
historical figures who were also a part of that time period
and made a big impact on the community. Students should
also understand from doing this that the people who they
choose have made a big impact on them and the world.
Significant figures are also often represented in different
works of art that include sculpture, paintings, collages, etc.
Students are getting to make their own collage/art form
by choosing someone significant to them to make their
collage about.
Prior knowledge & skills students will need to
effectively use all materials.
● Poster Board-> Students will need to understand
what it is and what it is used for. They also need to
understand that we are going to be using the rough
side, NOT the shiny side.
● Glue-> Prior knowledge of the different ways that
they can glue down images. They should also
understand the differences between a glue stick
and liquid glue. Which one do they want to use and
which one works better? They are 5th graders so
they should know not to eat it.
● Scissors-> Use an out thumb and forefinger in the
 holes on the handle. They should understand we
are cutting the images, not the paper or each
other's hair. As they are 5th graders though I would
imagine that they will not do this.
● Images-> Understand how to use technology and
how to print. They should also know where the
printer is in the school and should ask for
permission to go and get their images. They should
also understand that as this is a school project to
keep these images appropriate to what we are
working on.
● Plastic Bag-> Students should have prior
knowledge or experience with these because of
their lunch. If they have lunch items in a baggie
they should know how to open and close the bag.
● Markers-> Students should already have
experience with these at home and in art class.
They would have used these to draw or to write
something down on paper. We are using these to
write on the plastic bags though so they might need
a little bit of help with that.
12. References:
(Sources of information; cited using APA formatting style.)
Education Week. (2018, September 11th). Differentiating Instruction: It’s Not as Hard as You Think. [Video]. Youtube.
https://www.youtube.com/watch?v=h7-D3gi2lL8%20
Regional Assessment and Resource Center. (2018, March 6th). Understanding Accommodations. [Video]. Youtube.
https://www.youtube.com/watch?v=rIraO7BL7UI
Morin, A. (2023). Common accommodations and modifications in school. Understood.
https://www.understood.org/articles/common-classroom-accommodations-and-modifications
Slater-Mulder, A. (2023). Cerealism (cereal box challenge) with Micheal Albert. KinderART. https://kinderart.com/art-
lessons/sculpture/cerealism/
Fusaro, M. (May 29th, 2008). What is teaching for understanding. Harvard Graduate School for Education.
https://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding
France, P. E. (June 1st, 2021). 3 Dimensions of personalized learning. Edutopia.
https://www.edutopia.org/article/3-dimensions-personalized-learning