Lesson Plan Template (Teacher Facilitated Arts Integration)

Students Name: Esther Yi

Date: April 18, 2016
Subject Area(s): English Language Arts & Art
Grade Level: Kindergarten
Concept/Topic: Poetry, Descriptive Language, Art
Time: N/A
Big Ideas/Key Concepts:
This lesson introduces kindergarteners to a famous artwork from the Philadelphia Art Museum and
allows them to observe the artwork, write descriptions of the artwork or how the artwork makes them
feel. Using prior knowledge, students will describe the artwork using adjectives or short phrases.
Once the students have a complete list of words, they will draw a recreation of the painting and write
a sentence describing the image using the words discussed.
What art form is making a connection?:
Students are using a painting or series of paintings in this activity to take what they visually observe
and turn their observations into descriptive words/phrases, connecting art to Language Arts.
What other area of curriculum is connected or activated by using arts integration?
Language Arts
Objectives:
Students will be able to:

Use a combination of drawings and text

Participate in whole group conversations

Describe how a painting/series of paintings make them feel and/or use descriptive adjectives
to describe the painting(s)

Share their words/phrases with their peers

Curriculum Standards:
Standard - CC.1.2.K.L Actively engage in group reading activities with purpose and
understanding.
Standard - CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose
informative/ explanatory texts.
Standard - CC.1.4.K.D Make logical connections between drawing and dictation/writing.

LEARNING PLAN:
Rationale:

Differentiation: This lesson will allow for differentiation by allowing the student to just write
the descriptive words instead of forming full sentences. The teacher will also place the image
of the painting in front of them so they have their own copy.

Materials and Technology:

Painting for observation - The Starry Night

Painting that is focused on The Young Recruits

Worksheets for students to write on (Large blank box for drawing and line for writing)

Writing and drawing utensils

Step-By-Step Procedure:
1. Launch:
1. Hook/Lead-in: Ask students to observe a piece of artwork (The Starry Night) and
think of as many descriptive words as they can, calling out whatever they think of as
a whole group. Teacher will write it on the board (Critical and Creative Thinking)
2. Activate Prior Knowledge: After showing The Young Recruits, ask the students to
observe the people in the painting. The children in the paintings are at a similar age
to the students but they are different because a number of reasons. List the
differences. (Real-World Connections)

2. Instruction:
Ten Times Two:
1. Select a work of art or specific gallery for this looking exercise.
2. Encourage your students to look closely at the work(s) of art for at least a minute.
3. Have your students list 3 words or phrases about any aspect of the image(s) or how the
image(s) make them feel.
4. Have students each share one word from their list.

5. Repeat steps 2-4 again, having students write 3 more words or phrases about any aspect of
the image(s) or how the image(s) make them feel.
Drawing:
Using the paper provided, students will try to draw a recreation of The Young Recruits using crayons
and color pencils.
Condensed Sentence Extension:
1. Starting with their list of 6 descriptive words and phrases, ask students to look at their list and
cross out 3 words, leaving the 3 they like best.
2. Next, ask students to cross out another 1 word, leaving the 2 best words on their list to
create their poem.
3. Tell students to take the 2 words and order them so that they like the way they sound (and
the story they begin to tell) as they are read one after the other.
4. Have students share their 2 words with the class and write a sentence on the line provided.
1. Modeling: I will model for the students by looking at the same piece of artwork as the
hook/lead-in and writing down 3 descriptive words/phrases that it makes me think of.
2. *Guided Practice: I will guide the students throughout the lesson, monitoring
progress and assisted when/where needed.
1. Independent Practice: Students will work independently when observing the artwork and
will also work independently when writing their descriptive words/phrases. (Deep Content
Understanding)
2. Application: Students will be able to apply the skills learned in this lesson to artwork in the
future. Students will be better able to describe a piece of artwork and/or how it makes them
feel. (Coherence and Continuity)
3. Closure: Students will present their drawing and sentence to one another. (Active
Learning)

EVIDENCE:

During the lesson, I will be using a checklist for understanding and participation.

Assessments:
What I am looking for:

Active participation through the use of a checklist

A recreation of the painting and a sentence that describes the scene

Resources:
Listed in Lesson Plan
Reflection (After the Lesson):
N/A