Art Lesson Plan

Laura Petree
Grade: 3rd
Objective: Using the text Imagine a Place by Sarah L. Thompson, illustrations
by Rob Gonsalves, students will explore how writers use descriptive language
to create a scene and how an illustrator interprets those words to create an
image. The students will create their own piece of artwork using a common
stanza from the text and then compare and contrast each artists
interpretation of the words. Students will meet the literacy goals of:
Good writers use descriptive language.
Good readers create pictures in their mind as they read.
Literacy Standards:
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting)
VA:Cr1.1.3a
Elaborate on an imaginative idea
VA:Pr5.1.3a

Identify exhibit space and prepare works of art including artists statements,
for presentation.
VA:Cn11.1.3a
Recognize that responses to art change depending on knowledge of the time
and place in which it was made.
Overview:
This is an integrated literacy and art lesson to take place over a threeday period during literacy and writers workshop. Day 1 will introduce
students to the topic beginning with a reading of the story and brainstorming
how to respond to the text. Day 2 the students will be creating their pieces in
response to the text during writers workshop. Day 3 students will do a
gallery walk of the pieces comparing and contrasting the student and
illustrators artwork.
Materials:
Imagine a Place by Sarah L. Thompson
Smartboard/projector
Exemplar
Day 1
1. Introduce the topic by reading the book Imagine a Place. Read
the first four pages of the text. After reading the first few pages revisit
this art with the students using the smartboard to project the images
(Slides 1-4). Discuss with students the interpretation of the illustration
of the text.

a. How did the artist use the author's words to create

the image?
i.

What do you see that makes you say

that?
b. Is the language literal or nonliteral?
i.

In what ways does the image portray

the nonliteral language?

2. Read the next page of text without showing the students the
image that accompanies it in the book. Brainstorm with the students
how they would portray this as an image (Slide 5).
a. Show the students exemplar explaining how I used
the text to guide my art making (Slide 6).
i.

Make connections between students

suggestions and the exemplar.

ii.

Show the students the illustrators image

comparing and contrasting between the two images (Slides

6 & 7).
3. Introduce to students how they will be creating their own images
based on one of four remaining lines of text.
a. Give students time to brainstorm, choose which
verse to use.
i.

If students feel ready to begin they may

begin creating their piece during writers workshop.

Day 2
1. Writers workshop will be dedicated to students creating their
images and artists statements.
a. Students will have freedom of materials (markers,
crayons, paints, pastels, etc.) with which to create or finish
creating their piece.
b. Each of the four verses will be displayed on the
smartboard for the students to refer to. Students may need to
revisit the images from the previous day (Students will not be
able to peak in the book).
c. After finishing their piece students will create an
artist's statement about their piece.
i.

Artist's statement should include:

1. A brief description of

materials used and how

2. Which lines from the text the
student choose to use and why
3. 3 or more connections
between the text used and the piece created by the
student.
Day 3

1. Students will display their artwork and complete a gallery walk

using sticky notes to write any noticings and wonderings to one
another about each piece.
a. How the artwork will be displayed will be decided on
by the students (negotiating whether the art will be grouped
based on what verse was chosen, etc.)
2. Students will then share out any noticings and wonderings about
their art that they would like to address.
a. Students will compare and contrasts their
interpretations of the text.
b. Display the illustrations from the book on the
smartboard and allow students to make any noticings and
observations.
Prior Knowledge and Experience:
Students will have background knowledge of literal
and nonliteral language.
Students have previous experiences writing artists
statements.
The class have done gallery walks in the past and are
familiar with the format and the types of wonderings and
noticings to make on one another's artwork and providing
positive feedback.
Indicators of Success:

1. Students will be able to create a piece of artwork using the text

as inspiration.
2. Students will be able to explain the connections between their
artwork and the text.