Art Integration Lesson Plan: Jess Faron 1

Art Integration Lesson Plan

LTC 4240: Art for Children

*Lesson Title: Utilizing Technology to Bring Poems to Life & Big Idea: Change
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
In this lesson, students will incorporate their prior knowledge of Earths seasons in writing a poem
that tells a story about a season. Students will then turn their poem into a digital form through
the use of Animoto. Students will share their published poem with the class.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Technology can be used to enhance writing. The
use of images, sounds, motion, and text helps the reader
engage in the writing.
2. Literacy: The correct form and structure of a Limerick poem
consists of an AABBA rhyme scheme. Creating figurative
language and applying personification gives voice to a piece of
writing.
3. Science: As Earths seasons transition, changes in weather,
environment, and peoples actions occur.

Grade Level*: 3
Class Periods Required:
(please circle)
1

Essential Questions (1-2)*:

1) There are four seasons; think of one season and
consider: If you were a season, what changes would
you feel and express? (What month is it? What is the
weather like? What do the trees, grass, and plants look
like? What are people doing?)
2) How can you write a whole story in just five lines?
(limerick poem)
3) How does converting poetry into a digital form add to
the story the poem tells?

Lesson Objectives/Goals: (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: By the end of this lesson, students will be able to convert their poem into a digital form presentation. The
students will know how to navigate Animoto; they will be able to choose a theme, add pictures, insert text, and publish the
project.
2. Visual Art: By the end of this lesson, students will differentiate between qualities of an orally read poem and a published
poem.
2. Literacy: By the end of this lesson, the students will have written a Limerick poem that correctly follows the AABBA
structure. The poem will be told in the perspective of the season, making the season a personified character.
3. Science: By the end of this lesson, students will demonstrate their knowledge of at least one of the four seasons by creating
a poems story based off of the current time of year, weather patterns, and peoples activities for the chosen season.
Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

Instructional Strategies (Teachers approach to helping students

achieve learning)

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1. Visual Art (May use NAEA National standards): (MA:Re7.1.4)
a) Identify, describe, and explain how messages are created by
components in media artworks b) identify, describe, and
explain how various forms, methods, and styles in media
artworks manage audience experience
2. Literacy: (CA 4, 2.1) Compose text using words that are
related to the topic, and some words that are specific and
accurate

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Smartboard presentation
Class Discussion
Think-Pair-Share
Independent work- brainstorming
Graphic Organizer
Construct a class brainstorm list
Model examples
Student presentations

(CA 3, 1.5, 1.6) Follow a writing process to: 1) Independently

use a simple pre- writing strategy 2) Generate a draft 3)
Reread and revise work for audience and purpose, ideas and
content, organization and sentence structure, and word choice
(refer to W2A, W2B, W2C, W2D) 4) Edit for conventions 5)
share writing
3. Science: Kindergarten- A) Describe how the seasons affect
the behavior of plants and animals. B) Describe how the
seasons affect the everyday life of humans (e.g., clothing,
activities) First- Compare weather data observed at different
times throughout the year. Observe and describe the
characteristics of the four seasons as they cycle through the
year.
Lesson Structure & Procedure(s):
1. (The class has previously been introduced to poetry. They have spent time reading different poems, discussing poets, and
comparing poems. The students are ready to begin writing poetry.) Day one of the lesson begins with the teacher displaying a
Limerick poem on the SmartBoard. The students will read the poem to themselves first and then the teacher will read the
poem aloud (1 or 2 times). In a class discussion, students will analyze the poems rhyme scheme and structure and decide
what the format of the poem is.
2. The teacher will display another limerick poem on the board and as a class, they will decide on the poems rhyme scheme
and structure again. (Another example of a limerick poem to show that the format of this poem does not change)
3. The teacher will have a handout (A) for each student that outlines the definition of a limerick poem and the correct structure

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to follow when writing one. (This is a reference for students to use when writing a poem.)
4. This teacher introduces to the students that they will each be writing a limerick poem that tells a story about one of the
four seasons as told in the perspective of that season. (This allows children to experience how change feels). To help the
students brainstorm ideas, the teacher will spark prior knowledge. Each student will get a handout (B) with four boxes, each
labeled with a season. They will take notes on each seasons weather, events, and activities. The students will first work by
themselves on the handout. Then they will think, pair, share with a partner. Next, the teacher will bring the class back together
to have students share their ideas for each subject to fill out the handout on the board. This is a brainstorming activity to help
students with their writing.
5. Students will select one season to tell a story about in a limerick poem form.
6. Students will work on their poem for the remainder of the class period.
7. At the beginning of Day 2, the teacher will take a few minutes to introduce the concept of publishing writing for an
audience. Talk about why poets publish their work. Ask what are the varieties of ways to publish writings.
8. Introduce Animoto to the students. The teacher will demonstrate on the Smartboard how to properly navigate the website
and show the students an example of the poem converted into a digital form.
8. After showing the class a teachers example, the teacher will ask students to consider how the digital form added to the
story? (How did pictures, text, and movement affect your reading of the poem?)
9. Students will then work on converting their final poem piece to Animoto. (Computer lab time may need to be scheduled or
the teacher may need to sign up for use of laptops) (Students will need to research pictures to add to their project.
10. Students will complete their Animoto project, save it, and submit it to the teacher (in which form the teacher finds most
accessible)
11. Day 3 is a sharing day! The class gets to be entertained while watching everyones Animoto poem projects. Have students
read their poem orally and then present the Animoto published poem. This allows students to feel and see the difference
between an oral poem and a published poem.
12. At the end of the watch party, the teacher will ask questions to re-iterate how images, texts, and motion adds to a story.
Opening)*:
Day 1) Present two examples of limerick poems on the
Smartboard to the class. Together, the class will read the
poems and listen to the poems be read. They will decide on
the rhyme scheme of the poem.
Day 2) The teacher will ask the class why poets publish their
work and what are the variety of ways that writings can be
published.

Closure:
On the third day (presentation day), students will all have the
opportunity to read aloud their poem and display their
Animoto published poem to the class. At the end of
presentations, the teacher will lead a short discussion to reiterate how images, texts, and motion adds to a story. The
entire lesson will end with the students answering a few short
questions on the limerick poem style and how publishing a

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written work adds to the writing.
Content Areas Integrated*:
1. Visual Art (Animoto)
2. Literacy (Limerick poem)
3. Science (Four seasons)
Formative Assessment strategy: (how will you assess while the
learning is happening?)

The teacher will read each students limerick poem and help
the student edit the poem before the student can begin
publishing the poem on Animoto

Summative Assessment strategy*:

Students will complete a quiz at the end of the lesson to test
their knowledge of the limerick poem and the benefits of
publishing writing (using Animoto)

What student prior knowledge will this lesson require/draw upon?

Students will draw on what they have previously learned in Science about the four seasons. This lesson will require students to
use what they have learned about rhyming words. Students will also need to apply what they have previously learned about
poems, and rhyme schemes, to learning and formatting a limerick poem.
Technology
The teacher will greatly utilize the Smartboard when opening up the lesson and presenting examples of limerick poems and a
published Animoto poem. Students will use laptops (desktops in the computer lab) to publish their poems on Animoto. The
class will use the Smartboard when students present each of their poems to the class.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will incorporate multiple skills they have previously learned while working with new material and instructions they are
just now learning. Students will have the opportunity to personally select what season they want to write about. They will have
multiple means of brainstorming ideas because the will think independently, think with a partner, and think as a class.
Students will have the opportunity to be very creative when publishing their poem on Animoto. As they will be shown how to
navigate the website, students can make their own decisions when it comes to designing the work. Students can bounce ideas
off of their peers and also ask the teacher or their neighbor for help when they need help on the website.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will apply what they have learned about limerick poems to actually writing their own limerick poem. Students will get
feedback from the teacher on their poem, which will help the student gauge, their understanding of the limerick style and
rhyming words. Students will reflect on their learning of the four seasons by applying the information they learned to their

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writing. The summative quiz at the end of the lesson will require students to reflect on multiple concepts they learned
throughout the lesson.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

The lesson can be expanded over a longer period of time to give students more time to work on their poem and on the
computer. Students can present their poem to just the teacher independently if a in-class presentation is not appropriate.
Students who speak and write in a different language can write their poem in their native language and use a translator to
translate it into English for their Animoto. Another option is to have the students present their entire poem in their native
language and the teacher can read a translation of the poem. A handout (that outlines the limerick format/ can be fill in the
blank style) can be designed to serve as a guide for students when writing their limerick poem. The poems presentation
involves an oral and visual aspect; only one form can be presented due to a childs disability. A possibility is to just add
pictures or just add sound to the published work.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
https://animoto.com/dashboard
http://www.kidzone.ws/poetry/limerick.htm
http://www.dltk-holidays.com/dad/songs/daddylimerick.htm
http://k-3teacherresources.com/resource/songs-poems-nursery-rhymes/hickory-dickory-dock-nursery-rhyme/
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
http://www.dltk-holidays.com/dad/songs/daddylimerick.htm
http://k-3teacherresources.com/resource/songs-poems-nursery-rhymes/hickory-dickory-dock-nursery-rhyme/

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Poems to share with students: