Professional Documents
Culture Documents
Samantha Shipley
Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea: Visualizing and Inferring through Still Images
Lesson Overview/Summary:
The purpose of this lesson is for students to be able to make inferences by making educational guesses
1
about what is taking place or happening within an image/picture. They will make these predictions based
on what they see, what they already know, or something that they have previously experienced. Students
must be able to infer and predict what is taking place within an image, in order to fully understand the
meaning or what is being portrayed by the image. This lesson should last the duration of 20 minutes.
Key Concepts
(3-4):
1. Visual Art: Everyone can view a piece of art and develop completely
different meanings.
2. Literacy: When looking at a text, we utilize our own schema to infer,
visualize and develop a meaning of what is taking place in the text.
3. Everyone has different schema that they bring into situation and no
one will have the exact same interpretation of a text, because we all
have different experiences.
Essential Questions
(3-4):
1. Visual Art: The students will be able to . . . look at an image and determine what they believe is taking place within an image.
2. Literacy: The students will be able to . . . look at an image and describe what they believe the author was trying to portray.
3. Drawings: The students will be able to draw an image based off of Chuck Close and William Wegmans work and conduct a VTS session
from their own work.
Grade Level Expectations (GLEs)
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
Schema
As students reflect on the images, they utilize their own
background knowledge to develop a many for these images.
The images themselves also have a schema of their own,
especially William Wegmans work. Students must utilize their
own knowledge to infer what the author is trying to explain
about the image. So the image itself has depth and a
background of ideas as well.
2. Literacy
3. Drawing
NA-VA.K-4.2
o Using knowledge of structures and functions.
Exit Slip What did you learn about inferring and visualizing from the
work of Chuck Close and William Wegman?
Students will first be assessed at the beginning of the lesson when the
Students will be assessed again when they complete their own drawings
and develop their own narrative about their drawings. They will also be
assessed on their ability to VTS when presenting their drawing to the
whole class. During this time, students will engage in a class discussion
where students share their own ideas for the lesson, and listen to those
of their classmates. The teacher will be observing and assessing students
during this time to ensure that students are participating and absorbing
the ideas of this lesson.
What student prior knowledge will this lesson require/draw upon?
Coming into this lesson, students should bring knowledge of prior educational, personal and physical circumstance and experiences of which they
have encountered. Students should also have participated in a book talk and practiced leading, where they learn to stop, think and infer
throughout a text. This will help them to decide when they should be making connections within the text. When looking at an image it should be
the same way. Students must stop to making connections and look for essential details to lead to the artists main idea. Students must also have
knowledge of a VTS session and how to conduct one.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Students will get to explore as they participate in the Inferring Carousel around the classroom. They will be able to imagine throughout this
process as they infer about each image. Students will also be able to imagine and experiement as they create their own images based off of Chuck
I will encourage students to solve problems in only the way they know how. I will encourage them to utilize their own ideas about topics within
an image and explain to them to rely on their own ideas and imagination when determining meaning.
How will you engage students in routinely reflecting on their learning?
Students will be able to reflect on their ideas by participating in multiple levels of this lesson. They will start by discussing their own ideas about
inferring and visualizing. Then, they will move to applying those ideas when looking at visual images. Next, their ideas will be shared again
during a whole-class discussion. Lastly, the student will be able to reflect again as they develop ideas about their peers images and the meaning
behind each image.
How will you adapt the various aspects of the lesson to differently-abeled students?
In order to meet the need of all students, I will be sure to give clear and explicit instruction prior to starting this activity. Students who may
require more time, or who may have trouble focusing in larger environments, could utilize a classroom iPad and view the images as a PowerPoint.
If they do not have the mobility to write, they can verbally inter their responses using the recording app on their iPad as well. The teacher could
then replay what the student said in order to assess their learning.
An alternative to having students walk around the room would be to put their desks together in the form of a large circle. Pass out the images one
at a time and have students continually circulate the pictures until everyone finished. Students should never have more than one picture at their
desk circle at once. Students should initially not discuss the image and first write their thoughts down on their response worksheets. After
recording their thoughts and after seeing all images, then discussion of what was inferred from each image will be prompted by the whole class.
Please note that you can conduct the lesson in the very same way, the only difference is that the students remain seated and avoid disruption
throughout the classroom.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be assessed at three different points in this lesson (please see assessment section), each time the student is provided the opportunity
Students will first be able to share their ideas on their own inferring worksheets as they observe each image displayed in the classroom. Next,
during a whole-class discussion they will be able to share their recorded ideas following the inferring carousel. Students will also be able to share
their ideas during the VTS session conducted by each student for the rest of the class to provide inferences.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Chuck Close
William Wegman
http://www.educationworld.com/standards/