Shelby Enright May 7, 2013

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea: Lets Stick Together Lesson Purpose: The purpose of this lesson is to have students think of a place that is very special to them and to create a pop up of that place that they can then create a story to go along with the pop up explaining it. Grade Level: 3rd grade Class Periods Required: 3 classes

Key Concepts (2-3): Essential Questions (2-3): Students will learn what a narrative is and how it can be used How does the story add to your pop-up? to explain a visual. What is the relationship between you and this place? Students will learn how to manipulate paper in t a 3-D visual Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Students will create a pop-up of a place they have a relationship/connection with and will create a narrative to explain the place. Students will practice using additives to create the pop-up Students will practice writing a narrative and going through the writing process Grade Level Expectations (GLEs) Art: PP1D3a PP2A3a PP3A3b PP3C3b Integrated Content Areas: 1. Visual Art 2. Literature-Writing Anticipatory Set (Gaining Attention): I will gain students attention by displaying my own pop-up at the front of the classroom and giving the overall setting that
(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Lit: W2C3a W3A3a W1A3e

Missouri Core Academic Standards (Common Core State Standards)

(3-4) (http://www.corestandards.org/)

CCSS.ELA-Literacy.W.3.3a CCSS.ELA-Literacy.W.3.3b CCSS.ELA-Literacy.W.3.1o Identify & define common vocabulary/concepts that connect visual art with the non-art content area. Narrative: A written account of connected events or stories Pop-up: Folded pictures or paper the rise to 3-D once opened Closure (Reflecting Anticipatory Set): We will reflect by having a storytelling day where all of the students will be able to read their narratives with their pop-

Enright 2 students will be able to create their own pop-up. Lesson Activities & Procedure(s): 1. Perform formative assessment 2. Have students come to front of classroom to receive a demonstration of how to create a pop-up and the different ways to do so Students will survey over the presented materials (placed at the front of the classroom) I will discuss what a narrative is and how it was used to explain my pop-up 3. Students will go back to seats and work on a sketch of what places they could use with their pop up 4. Students will come up to get materials as they finish their sketch and have myself come check it 5. Once students have finished their pop-up, they may begin their rough draft of their narrative 6. Students will swap with one other student to edit their paper 7. Students will revise paper and make adjustments for final draft 8. Once all students are finished we will share in a group circle setting with the story teller sitting in a chair in the circle Lesson adaptations for challenged learners: Challenged learners will be able to work more closely with the teacher or with a partner to assist them. Hyperactive students may be asked to write the story as they are making their popup in order to get all of details written out. ups to the class. Students will be able to discuss where they see relationships in each story. Lesson Texts & Materials: Construction paper Scissors Glue Tape Pipe Cleaners Beads Sequins

Lesson extensions/enrichments for gifted learners: Gifted learners will be asked to incorporate more materials in to their pop up. Gifted learners may be asked to write about two stories that relate to the pop-up or two pop-ups that relate to the story.

Formative Assessment strategies: Students will write a quick paragraph about what they think my pop-up means to me (what relationship I hold with this particular place). Then I will read my personal narrative about the place. Students will be able to see how a pop-up can be interpreted depending on the person.

Enright 3 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