Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Math ComicsStory

Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
In this lesson students create their factor multiplication word problem and present it in the form
of a comic strip, including story development, creative representation and accurate problem
solving skills.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Representing scenes to add detail and visual
support to the story
2. Literacy: Story development and proper word problem
phrasing
3. Math: Multiplication factors and visual ways to represent
number grouping

Grade Level: Fourth

Class Periods Required:
(please circle)
1

Essential Questions (1-2)*:

How can you develop a story problem that can be
represented in visual way, while using the multiplication
factors?

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: The students will be able to accurately represent their story problem and math problem clearly using their own
creative genius.
2. Literacy: The students will be able to develop a story with important information that is pertinent to the problem and
develops into a question to solve.
3. Math: The students will be able to create, and solve a multiplication factor word problem with accuracy and multiple means
of representation.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

1. Visual Art (May use NAEA National standards): Create an example of graphic art (e.g., poster, illustration, advertisement,
greeting card) (Dese).
2. Literacy: Produce clear and coherent writing in which the
development and organization are appropriate to task,

Instructional Strategies (Teachers approach to helping students

achieve learning)
Have students choose ahead of time which
multiplication factor they want to work with
Give them creative freedom on their drawings and
stories
Show many examples from past students to give them

Art Integration Lesson Plan Template

purpose, and audience (Dese).
3. Math: Gain familiarity with factors and multiples (Dese).

Content Areas Integrated*:

1. Visual Art
2. Literacy
3. Mathematics

ideas to get started

Challenge them to use numbers that they are
uncomfortable working with

Lesson Structure & Procedure(s) Sequence of events of the lesson

elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion,please be
very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):

1. Start by asking the students if they have ever seen, read

or heard of a comic strip beforehave them give examples
and share, so that the students who read a lot of comic books
can get excited and feel knowledgeable about the topic.
2. Get them excited and tell them that we are going to be
making our own comic strips using their previously learned
multiplication facts
3. Show them examples on the smart board of my work, and
past students work.
4. Go over key points of story problems elements
5. Show a list of 25 or so factors, all at different levels, and
have them choose which one they feel most confident in
creating a story problem for
6. Call up students one by one to hand out their rough draft
paper and make sure they are making smart math choices
this is when I would give my ELL and students with special
needs, appropriate multiplication factors that they will be
successful doing
7. Once they get their rough draft explain that they will have
needed to get it checked with me before moving on the their
final draft what they will color
8. During the independent work, I will pull my ELL students
and my students with special needs so we can work on their
comic strip together

Art Integration Lesson Plan Template

Opening (Gaining Attention, what will you show, or demonstrate)*:

In the beginning of the lesson I will ask the students if they
know what a comic book looks like, and ask them some of
their favorite ones that they have read. Once they are
interested, I will get them excited by telling them that we are
going to make out own comics. I will then bring up examples
on the Smart Board, or pass them around if I do not have
access to a Smart Board. This will get them kids excited about
creating a comic strip, based off of comics that they already
know and love.
Formative Assessment strategy: (how will you assess while the
learning is happening?)

I will have them do a rough draft copy so I can make sure that
they understand the basics of the assignment and their math
solution is correct. They will have to show this to me and get
approval before they work on the final copy.

9. Give the students 5-7 minutes at the end of the class time
for them to share their comics amongst their tables
10. At the end of the math period I will let them know that
they can finish their work the following day if it is not
completed
11. Once they are all completed, I will display all of their work
on the walls of my classroom so that they know I am proud of
their work
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

I will have the students share their comic at their table, or

with their shoulder buddy. This will give them a chance to
share what they drew and wrote, but save time during class.
At the end of the lesson I will put all of the comics on display
in the classroom so that the students and parents know that I
am proud of the classs work and that they are all artists,
mathematicians and writers.

Summative Assessment strategy*:

I will grade the comic for correct Math strategies, and effort
put into the project.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
The students will need to have an idea of how story problems are written, either from previous experience writing them, or
working on them. They will also need to have an idea of what a comic looks like so they can try to replicate the visual structure
of one. They will also need to have worked with multiplication factor before so they have an idea of how to solve them and
what the numbers represent.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
I will use the smart board to show student several example of previous students work, or ones that I have made to give them

Art Integration Lesson Plan Template

an idea of how to get started.

How will this lesson allow for/encourage students to solve problems in divergent ways?
I think that the great part about this lesson is that the students get to be creative in many different ways. First, they get to
think of their own story problem, which gives them free reign to write about anything and everything that they want to.
Secondly, it gives them a chance to be an artist in a medium (comic strip) that is not as commonly taught in schools. The
students finally get to be the creator of their own math problems and create any story that they want to. I think that this
lesson will reflect a lot of different student interests and creativity.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
At the beginning of the lesson I am having the students choose which multiplication factor they think they would be successful
at working with. This gives them the opportunity to reflect where they are as a mathematician learning factors, and whether
they need a challenge or more practice with the simpler numbers. After the project, the student will reflect with their table
about which factor they were working with and what story problem they came up with. By the end of the project hopefully they
students will feel more comfortable with numbers that they may not have been comfortable working with before, or they know
which factor set they will need more practice on.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

For more advanced students, assign them harder multiplication factors to work with
For less advanced students, assign them multiplication factors that will help them feel successful, or addition and
subtraction
For ELL learners, allow them to write their story problem out in their own language
If my ELL student is still learning basic math skills, I will have him/her work on their math games or assignments that the
ELL teacher has given me
For my students who need extra support, I will have then work with me during the independent work time

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

* Include this information during the Padlet/prezi/ppt presentation.

References

Art Integration Lesson Plan Template

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