Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: We Are All Alike We Are All Different - Identity Grade Level: Kindergarten
Lesson Purpose: For students to understand that we are all unique individuals with very different qualities, but it is okay
to be different. Ultimately, its okay to be yourself!


Class Periods Required: 1-2
Key Concepts (2-3):
Art:
Art can allow for deep discussion, even with young children, that can
promote critical thinking
Allows student an opportunity to express ideas and thoughts without
speaking
Literacy:
Literature can help students make connections to important life
topics/lessons.
Analyzing and describing the ideas represented in literature helps
them to make sense of the underlying message and connect it to real
life situations.
Encourages students to listen and reflect on the underlying message
so that they may be able to communicate those important ideas.
Essential Questions (2-3):
What does it mean to be different?
What does it mean to be alike?
Why are people different?/What makes people different?
What are the benefits of looking/acting/being different than other people?
What characteristics (internal and physical) make you, you?
How do the children in these paintings seem alike? Different?
Can you think of a friend in the class that you are alike/different than?



Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
Students will be able to identify similarities and differences between themselves and peers
Students will be able to draw a self portrait to express who they are as a person
Students will be able to draw a portrait of a peer expressing unique qualities of him/her as an individual
Students will be able to explain the message of the book We Are All Alike We Are All Different



Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Art:
VA.1.3.A
Create an original picture of self or other person
VA.1.3.C
Create original artwork that communicates ideas about the theme of people (i.e. self)
Missouri Core Academic Standards (Common Core State Standards)
(3-4) (http://www.corestandards.org/)

CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key
details in a text.
Art Integration Lesson Plan Template 2

VA.2.1.E
Identify and use color
VA.3.2.A
Identify the subject of artworks
VA.6.2.A
Explain how stories can be told in pictures and/or words

Literacy:
CA.2.1.A
Develop and demonstrate, with assistance, post- reading skills after reading or read- alouds to
respond to text:
a. answer basic comprehensi on questions
b. question to clarify
c. retell
d. illustrate
e. re-enact stories

CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and
understanding.
CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and
differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Integrated Content Areas:
1. Visual Art
2. Literacy

Identify & define common vocabulary/concepts that connect visual art with
the non-art content area.
Unique
Individual
Similar
Different
Alike

Anticipatory Set (Gaining Attention):
Pictures of different artworks of children portraits will be displayed to
the students
Students will be encouraged to analyze the portraits of the children in
an effort to determine what is alike/different about each child in the
portrait
o Students will think-pair-share with peers to discuss what they
analyze

http://images.fineartamerica.com/images-medium-large/the-torn-hat-
thomas-sully.jpg
http://www.vivamexico.info/Peintures/DiegoRivera/Ignacio-Sanchez-Diego-
Rivera-01.jpg
Closure (Reflecting Anticipatory Set):
After the class read aloud, students will be partnered up to engage
in another portrait drawing. This time, the students will be expected
to draw a portrait of their partner.
Then, once the students draw a portrait of their partner, they will
compare their own self-portrait with the portrait their partner drew
of them.
o The students will then fill out a basic comparison chart of
the similarities and differences between the two drawings
o This shows whether or not the way you see yourself is the
same as the way that other people see you

Art Integration Lesson Plan Template 3




Lesson Activities & Procedure(s):
Day 1:
To begin the lesson, students will be asked to view artwork displaying
two different portraits of children
o Students will be encouraged to think-pair-share with peers to
discuss the similarities and differences between the children
displayed in the artwork
A comparison chart will be filled out as a group to not
only model how a comparison chart works for later in
the lesson, but so that students begin to grasp the
concept of alike and different
Students will then gather on the carpet for a group discussion about
what makes people different? What makes them feel similar to other
people? Do they look the same/act the same?
Students will then individually draw a self portrait using color
Once the students have completed their self portraits, they will be
displayed on the board in front of where the students gather
o A discussion will be lead to discuss the fact that none of our
Lesson Texts & Materials:
Art work of children portraits
We Are All Alike We Are All Different by the Cheltenham
Elementary School Kindergarteners
Comparison Chart
Art Integration Lesson Plan Template 4

drawings are the same, but they have similar features
The class will then engage in a read aloud of the book We Are All
Alike We Are All Different to discuss the fact that we are all similar,
but we also have many differences.
o Students will be encouraged to discover the meaning of the
text and the message it is trying to portray
o This will lead into a discussion that its okay to be different
and unique, but it is also okay to be similar to other people.
Our similarities and differences create beauty in the world.
Day 2:
On the second day, students will be partnered up to create portraits
of peers
o Each student will be expected to create a portrait of the
student he/she is partnered up with
Once the portraits are complete, students will be asked to compare
their own self portrait with the portrait his/her partner drew of them
o Each student will be given a basic comparison chart to fill out
during the time that they analyze the drawings
Students will record the similarities and differences
between the two drawings
This will show the identity of the student in his/her
own eyes compared to the identity of the student in
the eyes of peers
The complete the lesson, the class will engage in one last group
discussion on things that they noticed were similar and different in
the drawings; things they wrote on their comparison chart.
The students drawings will be displayed around the classroom. The
two drawings of one person will be displayed side by side so that the
students can see the direct similarities and differences.
o This will also allow students to see the differences and
similarities that come together to create the community of
the classroom

Lesson adaptations for challenged learners:
In the analyzing of the artwork phase, the students will be paired with
other students to guide the ideas of the challenged learners.
Lesson extensions/enrichments for gifted learners:
Gifted learners in art could be asked to create a more in depth
portrait (i.e more color, detail, neater)
Art Integration Lesson Plan Template 5

o I would partner challenged learners with higher achieving
students to act as a role model and peer teacher to the lower
achieving students.
For challenged learners that may have difficulty writing words in the
comparison chart when comparing the two portraits, they would be
encouraged to discuss in a think-pair-share effort what they are
noticing in an effort to keep frustration levels down for these
specified individuals.
o The student would still be learning through discussion, he/she
just wouldnt write down thoughts along the way
o In the comparison chart, the gifted students would be
encouraged to attempt to write in sentences rather than
just descriptive words
Students can be encouraged to look for words that add meaning to
the book when reading We Are All Alike We Are All Different
o This can promote visual literacy and actively promotes
engagement during the reading to keep student interest of
higher achieving students


Formative Assessment strategies:
I will constantly be assessing the students understanding of the topic
throughout the lesson in small group, partner, and whole group
discussions
When discussing the similarities and differences of the artwork
portraits of children, I will be able to determine the understanding of
the basics of what creates similarities and differences between people
The drawing of the self-portrait will be a major part of the formative
assessments to see whether or not students are understanding the
concept presented.
The read aloud of the book will be a part of the formative assessment,
as well, because students should be able to tell what the message of
the book is. If the students are able to explain the message of the
book, then I will know that they are prepared to move on to the
summative assessment to express the amount of knowledge that
he/she has gained.
Summative Assessment strategy:
The main summative assessment will be when the students are
expected to compare the two drawings to find similarities and
differences. The student will not be able to do so if he/she does not
have an understanding of what similarities and differences are.
This will show how much the student has learned in what it means
to be alike and what it means to be different.
o The student will be able to give examples of things they
notice in the portraits to express these similarities and
differences to write down on the comparison chart.
o This is what they will be assessed on. The ability to compare
the drawings because it will show whether or not they
understand the concepts of similarities and differences of
personal identity.

What student prior knowledge will this lesson require/draw upon?
The student must know what a self portrait is including the basic idea of how to draw one and what features to include
The students must know how to determine the message of a book
The students must be able to recall on people that they have seen that seem to be different/alike to who they are as a person

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
The students get to engage and explore in hands on portrait drawing
The students get to explore by searching for similarities and differences in between two different drawings

How will this lesson allow for/encourage students to solve problems in divergent ways?
Art Integration Lesson Plan Template 6

Students have to think critically when comparing portraits to discover similarities and differences of an image of the same person
o This allows for multiple ways in breaking down the images to analyze them.


How will you engage students in routinely reflecting on their learning?
Students engage in whole class discussions, think-pair-share discussions, and independent thinking to reflect on learning. This allows multiple means
of reflection in an effort to promote the deepest amount of learning.

How will this lesson engage students in assessing their own work and the work of peers?
Students assess his/her own work when partnered up to analyze the two portraits
o He/she must analyze the self portrait in order to compare it to the portrait drawn by the peer
o The student then analyzes the self portrait and the portrait drawn by a peer at the same time allowing for assessment of their own work and
the work of peers at the same time
Further, the student must analyze his/her own work and the work of a peer to complete the comparison chart of the portraits

What opportunities/activities will students be given to revise and improve their understandings and their work?
Along the way, discussions and partnered work allow for the students to make constant revisions of their ideas and understandings before
approaching the final assessment of the comparison chart.
o Starting with the group discussion with the creation of a comparison chart based on the artwork
o Then, the group read aloud of the book that allows students to create a literacy connection to what it means to be alike and different
o Next, the students are partnered up to think-pair-share and create portraits of that peer
o Students then speak with the peer and discuss similarities and differences between the self portrait and the portrait drawn by the peer
o The students then fill out a comparison chart based on the findings in the portraits
Revisions/constant questioning and engaging in discussion take place throughout the entirety of the lesson to make sure students
have a solid understanding of the concept being taught

What opportunities/activities will you provide for students to share their learning in this lesson?
Students share their ideas and learning by sharing the portrait they draw of a peer with that particular peer. This shows how much they have learned
and that they understand what a portrait is.
Lesson Resources/References:
Images for childrens portraits
Image of book We Are All Alike We Are All Different


References
Art Integration Lesson Plan Template 7

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