Lesson Title & Big Idea: Spring is Here: Seasons Grade Level: 3 Lesson Overview/Summary: This lesson will involve reading the book Spring is Here by Mary Packard. Then as a class, we will discuss the differences we saw in the book about spring to what winter looks like. The seasonal changes will be listed on a class chart that I will be guiding a discussion through. After we have discussed the differences, I will ask students to pick their favorite season out of Spring or Winter and write a poem that identifies their favorite activity/activities to do in that season. They will also create a collage displaying pictures, text or objects that remind them of this season or activity. Class Periods Required:
1 2 3 Key Concepts: What you want the students to know. 1. Visual Art: The students should know about Jesse Treeces pieces of art and how she came up with her ideas for her collages; what can go in to a collage. 2. Literacy: The students should know about the content that goes into a poem. 3. Science: The students should know the factors that play into Winter and Spring Essential Questions: Art: How will you showcase your creativity of the season through your art collage? Literacy: What content makes up a poem? What types of poems are there? Science: What are differences between Winter and Spring? Any similarities? Lesson Objectives: What you want the students to do. 1. Visual Art: The students will be able to create a collage with pictures, text and other objects to display their favorite Season. 2. Literacy: The students will be able to engage to demonstrate their knowledge about a season through a Poem. 3. Science: The students will be able to engage in discussion about the concept of Winter and Spring and their differences. Grade Level Expectations (GLEs) 1. Visual Art: Demonstrate an additive process (e.g., string, card board, glue, found objects) 2. Visual Art: Create original artwork that communicates ideas about the following themes: Outdoors (e.g., seasons, nature) 3. Literacy: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4. Literacy: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Identify & define common vocabulary that connect the art form with the other identified content areas: Winter: the coldest season of the year, in the northern hemisphere from December to February and in the southern hemisphere from June to August Spring: the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November Jesse Treece: is a collage artist living in Seattle, Wa whose work screams of the simple, yet ever complex, Art Integration Lesson Plan Template 2
5. Science: Use quantitative and qualitative data as support for reasonable explanations
interpretations of both the mundane and whimsical facets of life Collage: a piece of art made by sticking various different materials such as photographs and pieces of paper or fabric onto a backing Poetry: literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style and rhythm; poems collectively or as a genre of literature. Rhyme: correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry Season: each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, resulting from the earth's changing position with regard to the sun Snow: atmospheric water vapor frozen into ice crystals and falling in light white flakes or lying on the ground as a white layer Rain: moisture condensed from the atmosphere that falls visibly in separate drops Content Areas Integrated: 1. Visual Art (Inspiration Artist: Jesse Treece) 2. Literacy 3. Science
Lesson Activities & Procedure: DAY 1 1. (Following anticipatory set) Call students to the carpet. 2. Students will be introduced to the book Spring Is Here by Mary Packard. I will inform the students to pay special attention to what they see and hear in the story. 3. Before beginning, I would bring out a big piece of chart paper and divide it into 2 sections. One section labeled Spring and the other labeled winter. 4. I would read the book to the students and have them describe the changes that occur in winter to spring. Compare how the trees and other landscape areas change from the two seasons what type of activities the girl and her family participated in with both seasons. What kind of clothing did the girl wear in both seasons? Temperature and weather conditions between both seasons. And other observations and prior knowledge the students have of Art Integration Lesson Plan Template 3
winter and spring can be mentioned as well. 5. These observations and noticings will be placed on the chart in the correct sections. 6. Once the chart is filled, review both sections and have the students notice any similarities or differences. 7. Then hand the students their own pieces of paper to brainstorm their ideas and activities they do in the winter and spring. 8. Then I would proceed to show the class one of my collages I made for spring, why I chose the texts/pictures/materials in my collage to depict why I enjoy spring more than summer. I would ask them to point out their favorite parts of my collage, and why all the pieces relate to spring. 9. I would then share my poem I wrote about spring to the class. I would ask questions such as, what did I talk about in my poem? How did I describe the season? 10. Then the students would be informed that they are going to make their own collage based off of Jesse Treeces work (prior knowledge: already learned about Jesse in art class and made their own collages). The collage needs to be about either spring or winter and include pictures/texts/color/materials of their choice to show why they love this season and any favorite activities they enjoy. 11. The students will also create a poem to go along with their collage. The poem can be structured any way such as a Haiku, Alphabetic Sequence, Diamante and so on. 12. Homework: go home and collect objects/pictures for their collage and bring back to class. DAY 2: work day 13. The students will begin their collages in class. 14. If they do not finish them in time, they will need to finish them at home. 15. Students will begin writing their poem during writing time. 16. They will need to include details, colors, describe activities Art Integration Lesson Plan Template 4
or what they see during this season; animals, temperature and so on. DAY 3: sharing day 17. The students will share their finished collages and poetry with the class. 18. I will assess the students during their sharing time. Anticipatory Set (Gaining Attention): I would begin class today by having the children play a quick game of Pictionary/charades. I would ask for 2 volunteers to come out into the hall. I would tell one student that they are going to either act out or draw on the board what Winter looks like, and the other student gets to do the same with Spring. They will not be allowed to use their voice. I would go back into class and tell them that Student A will act out/draw one of the things we will be talking about in class today. I will be directing the class by picking on students who are quiet and paying attention to guess. This would then repeat with Student B who acts out/draws the other season. This anticipatory set allows for the class to be actively engaged in a little game by learning differences between winter and spring before jumping into a lesson. Closure (Reflecting Anticipatory Set): Once I have had all students share, I would have them hang up their collages around the room and do a picture walks. That way everyone can get a second look at some pieces they did not see very well. Once the picture walk is over, I will have them go back to their seats and fill out a sheet (pre-made) with the questions of : What was your favorite part of the book Spring Is Here? Why did you choose winter or spring? Tell me about your creative process for your collage. Did you notice anyone with a similar poem style that you used?
Formative Assessment strategy: The exit slip I would hand to the students which was part of the closure set. The exit slip would allow me to assess their learning through out this 3-day lesson. I am looking for the similarities and differences they found out with spring and summer. Why did they choose their season? Tell me about their creative process for their collage. Did they notice similar poems to their own? Summative Assessment strategy: The summative assessment I will use for this lesson plan will be their written poems they create for their favorite activity during their favorite season. I will be able to assess their literacy development and science by their facts they used in their poem. Another summative assessment I will ask my students to do is sharing their poem to the class and showing their artwork if they would like. This could be an optional assessment. It is a good way to build community and confidence in the classroom. Art Integration Lesson Plan Template 5
What student prior knowledge will this lesson require/draw upon? This lesson will require the students to have experience both seasons of spring and winter. I would hope that the students have participated in at least one activity in both of these seasons. Other prior knowledge they will need is to remember what they learned in art class about Jesse Treece. They will need to remember how she thought about her collages and her ideas. The students will also need to have practiced writing in the form of a poem, and what poetry entails.
How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will be engaged in imagining by picturing themselves in their collage for their inspiration. Students will be engaged in exploring by figuring out which poem style they want to use for their writing piece. Students will be engaged in experimenting by comparing and contrasting spring and winter.
How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson allows for students to solve problems in divergent ways because it allows for a lot of creativity. The lesson allows students to decide how to incorporate art and poetry into one season. They may run into problems such as not knowing what season they like better; how to depict their season into art or poetry; what are the similarities and differences between spring and winter?
How will you engage students in routinely reflecting on their learning? I will engage students in routinely reflecting on their learning by having them share their work with the class. That way they get to be confident in their work and reflect upon it when sharing. They can tell the class why they chose the season, what are the aspects in their art and poem, and why they chose to write or create those aspects.
How will you adapt the various aspects of the lesson to differently-abled students? For students that need a challenge, I could have them create two collages or two poems (their choice) one for spring and one for winter. They could also do independent reading about a book on winter. For students who need adaptations to make the lesson less challenging, I would allow them to work with a partner so they can bounce ideas off of each other for their collage and poem. I would let the students create one collage/poem for the pair so that they can work on the project together.
What opportunities/activities will students be given to revise and improve their understandings and their work? I would love to do a similar activity to this lesson about spring and fall or fall and summer to show how all the seasons are different but also have similarities. This way the students can focus on that one season they already know about, and learn more to improve their knowledge and if they want to revise their poem into a different structure or add lines.
What opportunities/activities will you provide for students to share their learning in this lesson? As said earlier, I would have the troubled students work in pairs so they can bounce their learning ideas off of one another. At the end of Art Integration Lesson Plan Template 6
day 3, the students would present their work to the class and we would do a picture walk to share the art. I love the thought of building community in a classroom, so presenting and sharing would be a big part of my classroom.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): http://www.scholastic.com/teachers/lesson-plan/spring-here-lesson-plan http://www.anothermag.com/current/view/3318/Top_10_Collage_Artists_Hannah_H%C3%B6ch_to_Man_Ray http://collageartbyjesse.weebly.com/work.html