‘Art Integration Lesson Plan Template 1TC4240: Art for Children a Tesson Title &Bigidea¥: Landforms: Storytelling through Mother Earth Landform recognition ofimportance and stor-teling through an object Grade Level Tesson Overview/Summary*: (This s ike an abstract ofthe structure and procedures section) In this tesson students wil integrate visual arts literacy and social studies, Students will earn about the landscape work of Ansel Adams then will learn about the elements that make up a landscape photo, Students will then be introduced to the poetry of Robert Frost, specifically his work on nature. Students will then learn the elements of personification of a landscape features through poetry. To integrate social students, students ill learn about their local region and the landforms hat make up that region. Following this content study, students wil pick a local landform to capture in a drawing ar photo. After switching works with a peer, students wil artfully create @ poem personifying the landform pictures using facts they learned from previous social studies research on landforms. ‘lass Periods Require (please circle) 123 Key Concepts for each area (1-2 each): What you want the students to | Essential Questions (L2)% know. Visual art How do the roles and importance of landforms influence thele overall ‘+ Students will learn about the elements ofalandscape | story? photo ‘+ Students will understand the importance and goals of | What kinds of stories can be told about 2 landform or object of nature ‘Ansel Adams’ work in landscape photography based on Its role to the region or us the consumer or co-habitor? 2. literacy ‘Students wil read, reflect, and discuss the work of Robert Frost Students will learn and practice writing poetry personifying a force of nature 3. Social Studies ‘+ Students will ear about the differences of regions ‘+ Students wil study the importance of landforms specific ‘toa single regionArt Integration Lesson Plan —— News and Updates. (a... Retreved December 8, 2015, from http://mww.missourilearningstandards.com/ (Our Mission. (n.d), Retrieved December 8, 2015, from http://www.anseladams.com/ What Is Personification? (0.4), Retrieved December 8, 2015, from https://wwwyounguriters.co.uk/terms-personification‘Artintegration Lesson Plan —_ I {esson Objectives/Goals: (Excellent resource at http://www.teachervision.fen,com/eurriculum-planning/new- ‘teacher/48345,htmlPfor_printing=1&detoured=1): What you want the students to do|* ‘1. Visual Art: The students will be able to... ‘+ Discuss the elements of a landscape photo ‘+ Be able to explain the importance and goals of Ansel Adams’ work in landscape photography 2. Literacy: The students willbe able to... ‘+ Read, reflect, and discuss a poem written by Robert Frost ‘+ Review and practice writing poetry personifying a force of nature 3. Social Studies ‘+ Compare the landscape of their local region ‘+ Research the importance of landforms specific to thelr local region Grade Level Expectations (GLES) (3-4) Instructional Strategies (Teachers approach to helping students (nt {divimprove/curriculurn/G achieve learning) ‘L. Visual Art (May use WAEA National standards Teacher will need to do a fair amount of research to gain prior ‘© Strand 4: Product/Performance, 3A. Landscape: create an knowledge that leads large class discussions. These subject are in ‘original scape. VA1. FA. ‘Ansel Adams work, Robert Frosts poetry, and knowledge of regional ‘+ Strand 3: Product Performance. 3: Communicate ideas about | landforms. subject matter and themes in artworks created for various purpose. C: Create an original artwork that communicates ideas about the following themes: Missourl, Environement, Time. VA. LAL. ‘+ Strand V: Historical and Cultural Context. 1: Compare and contrast artwork from different historical time periods and/or cultures. B: Compare and contrast two artworks/artists. VA FAS, 2. Literacy: ‘+ Foundational Sil, Fluency, 4b. "Read grate-evel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings: ‘Writing, Text Type and Purpose, 1a. "introduce a topic or textArtintogfation Lesson Plan ‘ealy state an opinion, and create organizational structure in ‘which related ideas are grouped to support the writers. purpose.” ‘Writing, Research to Build and Present Knowledge, 7. “Conduct short research projects that build knowledge through investigation of different aspects of atopic.” ‘Speaking and Listening, Presentation of Knowledge and Ideas, 4, Report on a topic or text, tell story, or recount an experience nan organized manner, using appropriate facts and relevant, descriptive detallsto support main ideas or themes; speak clearly at an understandable pace.” 4. Social Studies: Reading Standards: Elements of Geographical Study and Analysis, Knowledge of ‘major elements of geographical study and analysis (uch as location, place, and regions) and their relationship to change In society and the environment, F, grade 4. “ Compare regions (explain how life ina city region is different from life ina rural region r how landscapes in mountaneous regions look different ‘rom landscapes in plains regions.” SS5 1.6 Hlements of Geographical Study and Analysts, Knowledge of major elements of geographical study and analysis (such as location, place, and reglons) and their relationship to changein society and the environment, G, grade 4, “Use geography to Interpret the past (wity rivers have played an important ro ‘human transportation) and predict future consequence (what vil ikely happen if the population ofa city increases considerably)” $55 3.8 Elements of Geographical Study and Analysis, Knowledge of major elements of geographical study and analysis (such as focation, place, and regions) and ther relationship to change in society and the environment, D, grade 4. "Describe how people are affected by, depend on, adapt to and change thelr‘environments S55 16 Content Areas integrated”: 4. Visual Art (inspiration Artist: Ansel Adams) Photography: Ansel Adams work, what elements make ‘up alandscape photo, how to choose a story to tell/show 2. titeracy Inspired Poet: Robert Frost Poetry and Personiication: a look at Robert Frosts’ work, what is personification, how to storytll about nature through poetry 3, Social Studies Landform Study: a look at diferent regions and the landforms that itis made of, special features of each landform. Lesson Structure & Procedure(s) Sequence of events ofthe lesson elements. (The before, during, and after the lesson, e.g Engagement/Opening, Procedures, Guided Practice, Conclusion _please be very specfc, walk me through step by step ofthe “What” of what is happening with «rationale as to WHY you are doing this): Day 1: 1. Students will arive to class with a photo on projection screen. Photo is Ansel Adams’, Half Dome, Merced River, Winter. With no ‘other information besides the photo on the screen, students will brainstorm what they think the photo is portraying, 2. In an oral VIS forum led bythe teacher, students wil share what | ‘they think the photo is and why. Possible probing questions can Include: why do you think thats what you say it is? Why did the artist choose to show you this? What Is his/her message/ 3. Present the name ofthe work and artist name to students 4. Teacher led presentation about the life and work of Ansel Adams. Presentation will include several places of his work and a video. 5. Students are asked to search for ther favorite Ansel Adams work (using Pad or laptop) 6. Students will be given a handout with Robert Frosts’ poem, Birches. ‘The teacher will read the poem once then a student will read the poem once, 7. Students and teacher wil discuss (in a large group): what was the ‘poem describing? What imagery did Robert Frost use in his poetry to describe how the birch bends? Have students cite specific ines from poem 8, Teacher show short presentation about the lfe and work of Robert Frost. Presentation includes short video. 8, Students practice writing poem describing something inthe room that's starts out with “When Isee". Student wil nish poem forArt ntegrtion Lesson Alen Tromework and turnin atthe star of day 2 Day2 9. Students will turn in poem from previous day. Volunteers will be able to read their poem out-ioud 10. Students wil be introduced to key terms of landform study for social studies, Teacher will present slideshow of common landforms with definition and examples. Transition: talking bout local region, what landforms do students notice in their local sorroundings? {LL Students use the class Pad or fp camera to take a photo of a Indform or object of nature. They are reminded of the elements of 2 landscape photo: to tell a story, how to use angles, framing color, and Tht. = 412. Each student will then upload the photo with a caption toa class Google Drive folder created by the teacher. 43. Each student Isto select a photo other tian their own, The student vil research the landform in the photo, The student will then \write a poem (by hand) personifying an object in the photo. Students are encouraged to do something besides “when |see” to start their poem and to include fats addressing main points in rubric 114, Once the poem has been hand written and edited by a peer, the student will type their poem below the originally uploaded photo on the drive, ‘Opening (Gaining Attention, what will you show, or demonstrate)™? | Closure (Reflecting Anticipatory Set, how will student share what they | Opening activity willbe a Visual Thinking Strategy session on an Ansel | leamed) | Adams photo, Students will be asked to participate by orally ‘Students will share their poems with peers during the editing process participation in a large group sharing. ‘towards the end of day 2. Tis is an opportunity for students to show what they have learned about landforms, poetry, and virtual art through photo storyteling Assessment strateny: (how will you assess while the learning | Summative Aasesament strategy™Art integration Lesson Plan is happening?) The summative assessment for this lesson willbe nthe form of a Formative assessment will ake place throughout the lesson In places | rubric given to both the teacher and the student. The rubric wil | lke the discussion ofthe Robert Frost poem. The teacher can see what | includes key facts and numberof key facts mentioned and to what | prior knowledge the students are engaged in regarding ther knowledge | extent. These are components that students will need to include in In poetry and a specific poet. ‘their photo upload, caption, poem, and peer critique. Research ability can be assessed when students are asked to find a| Ifthe student meets the erteria for each main point spelled out by photo. Teacher may choose to review proper research technique upon | the rubric he/she will receive credit for the individual pat. assessing the classes abilty to do so. Students will already need to have a basic understanding of poetry, Since the lesson jumps into a specific poet, basic information about what a poem is and what it might sound and look lke wil need to have been covered inthe past. If this isnot the case, an addendum can be made to | ‘What student prior knowledge wil this lesson requlre/draw upon? (what do they need to already know) | the start of the day 2 lesson to include informational sides or lectures on the basics of poetry. L “Technology Instructional and/or assistive technology Incorporated it the lesson to enhance instruction and student learning Students willbe using a technology device that allows them to take pictures. Although the iPad Is suggested, they may use flip cameras, phones, ‘cameras, and laptops to complete this part ofthe lesson. Students will need technology that allows them to online research, type a poems and ‘upload it toa shared drive to complete this lesson. This can be accomplished on a computer, laptop, oF iPad How wil this lesson allow for/encourage students to solve problems in divergent ways? ‘Students willbe given the freedoms to express thelr landform and object in their photo n ways that they choose. A ‘problem’ of choice may encourage students to theink about the message they want to portray and think creatively about different ways they can do this | How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?) The rubric not only allows summative assessment to propery take place. It also allows students to know they have learned the content, The specific main ideas that students Include in thelr poems and peer eritiques wil allow students to grasp the main ideas and see how they are including it in their everyday understanding ofa photo. Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all earners, learning differences, cultural and language diferences, etc. To help the needs of al learners, students are Invited to meet the expectations outlines by the rubric and instruction though ways that ft the way they lear. After writing the poem, students are given the cholce weather to read it our loud or turn in a hard copyArt integration lesson ian ‘Accommodations for students might Include belag able to work with a partner forthe research ofa regional landform part of the lesson. This will help students who struggle with research and need someone to help them propery research. For students with cultura or language differences they wll be given the choice to use translator applications when writing their poem and ‘when researching a landform. Having a patient peer buddy would also be beneficial. Tesson Resources/References (please be very specfic by providing links, authors, titles, etc): (nud). Retrieved December 8, 2015, from httoss ww poets.org/poetsarg/poct/robert-frost ‘+ Acollection of Robert Frosts' poetry and basic Biographical information to include In techer presentation to class, News and Updates. (n.). Retrieved December 8, 2035, from http://www.missourilearningstandards.com/ ‘+ Includes standards for art, socal studies and language arts ‘Our Mission (n.d). Retrieved December 8, 2015, from http://wuw.anseladams.com/ ‘© Acollection and online glley ofthe work of Ansel Adams. Teacher can access this site for information for presentation to lass. ‘Students ean access this site for finding a research photo, ‘What is Personification? (n.d). Retrieved December 8, 2015, from https//www. younguwrters.co.uk/terms-personification ‘© Teacher can use information and examples of personifienion for presentation Stadents who need extra help with this idea can be reffered to site for more examples. F include this information daring the Padlet/preal/ppt presentation! References Silverstein, LB. & Layne, S. (n.d). Defining arts integration. Retrieved from bttp://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining20Arts%20integration.pat (oud), Retrieved December 8, 2015, from https://aww.poets.ort/postsorg/poet/robert frost