Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Culture
Grade Level*:5th
Lesson Overview/Summary*:
Class Periods Required:
Children will look at different Native American tribes (the Anasazi and the Navaho Indians) and examine how they are
(please circle)
similar and different by studying their culture and history and then compare and contrast these different groups creating
a Venn Diagram and writing a one page essay on their discoveries. Children will use their research to create a model
1 2 3
home for their assigned tribe.
Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1.Visual Art: The way each culture lives is unique to that culture.
1) How is the culture similar or different between the two tribes?
2. Literacy: Cultures differ in many ways and there are reasons for these
2) What makes each culture unique?
differences based on location, resources, religion etc.
3) Why do you think the two tribes have these similarities and differences?
3. Social Studies: Each culture has a very unique way of doing things. Each
4) What are characteristics of their homes and why?
culture is different from another.
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to use what they have learned from studying their tribes to recreate a model home out of clay and other materials.
2. Literacy: The students will be able to create a class Venn Diagram and then use that Venn Diagram to write a one page essay on the similarities and
differences of the two tribes and why they think they have those similarities and differences.
3. Social Studies: Students will research and learn about the culture and history of their assigned tribe by using the internet and reading books/ magazines
provided.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art: Identify and use implied or simulated textures
Identify and use the illusion of form: cube, sphere, cylinder, and cone.
2. Literacy: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text.
Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in
two or more texts.
Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably.

Identify & define common vocabulary that connect the art form with the
other identified content areas:
1)
2)
3)
4)

Culture
Tribe
Origin
Native Americans

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3. Social Studies: Summarize the viability and diversity of Native American
cultures before Europeans came
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Kathy Pallie)
2. Literacy
3. Social Studies

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. I will call the students to the carpet. I will introduce a lesson on Indians by
reading North American Indians by Marie Gorsline, which introduces a
dozen American Indian tribes.
2. I will then tell the students that we are going to focus on two of those
tribes, the Anasazi and the Navaho.
3. I will then break the students into small groups of 4-5 and assign the
groups a tribe (Anasazi or Navaho)
4. I will have laptops in the class and provide different books and magazines
for the students to research the cultures of their assigned tribe. They will
need to find where they lived, what they lived in, what language they spoke,
their religion, what clothing did they wear, how did they grow/prepare food,
and what was their government system.
Day 2:
1. On the board, there is a wall-sized class Venn Diagram. One side is labeled
Anasazi and the other side labeled Navaho.
2. I will call groups to come up to the board and fill out their side of the
Venn Diagram. After each side is filled out, as a class we will fill in the
middle. I will call on students to come up and put the similarities in the
middle part of the diagram.
3. We will then have a discussion on why the tribes have these similarities
and differences.
Questions to keep conversation going:
What are most of these similarities based on (religion, location
etc.?)
Do you think the location of these tribes has anything to do with
their similarities/differences?
Why do you think they have these differences?
4. I will then tell students to get out their notebooks and write an essay
comparing and contrasting the two tribes. Students should be able to draw
conclusions about why the tribes have these similarities and differences.
(For homework, students will finish what they did not finish in class on their

Art Integration Lesson Plan Template 3

essays)
Day 3:
1. Have students join on the carpet. Pull up a picture on the Smart Board of
Kathy Pallies ,Bald Cypress. I will introduce the artist and the name of the
piece. I will do a VTS on the picture.
2. I will then continue to go through Pallies gallery, showing them different
pieces of her artwork.
3. I will then have the students go sit back at their tables in their groups. On
each table, I will have materials (clay, cardboard, ceramic tools, etc.)
4. I will introduce the art lesson to the students. They will build model
homes of their tribe based on what they researched/ learned about them on
day 1 and 2. I will remind them of Pallies work and make sure they use the
details from her work in their own.
5.Students artwork will then be placed around the room from students to
walk around and see.
Closure (Reflecting Anticipatory Set):
Have students present their sides of the Venn Diagram and their model
homes to the class

Anticipatory Set (Gaining Attention)*:

Visual Art: VTS of Kathy Pallies Bald Cypress
Literacy: Read North American Indians by Marie Gorsline
Have wall sized Venn Diagram in front of the room
Social Studies: Have a discussion after reading North American Indians
Formative Assessment strategy:
Summative Assessment strategy*:
Visual Art: Is the student using knowledge from their research?
Visual Art: The students model is a good representation of something the
Literacy: Are the students filling in the Venn Diagram correctly?
tribe would actually live in based on what they learned by researching.
Social Studies: Are the students using their resources to find all the Literacy: The students will have a 1 page long essay stating the similarities
information required about their assigned tribe?
and differences of the tribe.
Social Studies: The students will be able to fill out their side of the Venn
Diagram based on what they researched.
What student prior knowledge will this lesson require/draw upon?
1) Students will be able to write a compare/contrast essay based on information on a Venn Diagram.
2) Students will know how to use laptops and books to find information.
3) Students will have done VTS on artwork the teacher has already presented to them.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1) Doing a VTS on the artwork will allow students to explore what is happening in the piece of art
2) Students are encouraged to use the Internet and books/ magazines to learn more about their assigned tribe. They will be able to explore different
cultures in a way they arent used to.

Art Integration Lesson Plan Template 4

How will this lesson allow for/encourage students to solve problems in divergent ways?
1) Each of the tasks I have planned allows the students to understand the research they find for themselves. They are allowed to do the research on their
own and decide what they feel is appropriate and interpret this information in a way they understand best. I will remain open to each students different
interpretations of the culture they are researching.
How will you engage students in routinely reflecting on their learning?
Over the course of the 3 days I will refer the students back to the book we read and also the Venn Diagram that they filled out. As they are constructing their
models I will refer back to the VTS we did as a class to remind them what to focus on.
How will you adapt the various aspects of the lesson to differently-abeled students?
1) There will be materials at each table so that students will not have to walk around and get what they need.
2) I will have paper sized personal Venn Diagrams for students to fill out so they dont feel like they have to go up in front of the class and fill it out.
What opportunities/activities will students be given to revise and improve their understandings and their work?
1) The students can take their compare/contrast essays home and revise them before they have to turn them in.
What opportunities/activities will you provide for students to share their learning in this lesson?
1) VTS allows the students to share more informally what they notice and why?
2) At the end of class students will be able to show the class their model homes and explain the reasoning behind what they created based on what
they learned from their research.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Kathy Pallie Clay Artist. (n.d.). Retrieved December 2, 2014, from http://kathypallieclayart.com/gallery/nature-sculptures
Gorsline, M., & Gorsline, D. (1977). North American Indians. New York: Random House.

* Include this information during the Popplet presentation.

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