Arts-Integrated Lesson plan template (EDN 414)

Vital Information
Author/Teacher Rebekah Heiner
(your name)

Grade Level 1st Grade

Date and Time Tentative: Tuesday, April 16, 2019 beginning around 9AM
(date and time you will be Lasting 45 Minutes
teaching)

Subjects Mathematics
(include a subject and at Visual Art
least one or more arts Literature
subjects)
Social Studies
Concept Geometric visual art
(The key idea in your lesson.
For example: symmetry,
metaphor…etc. This is not a
summary of your lesson, but
the main concepts. )
Standards 1.V.1.4: Understand characteristics of the Elements of Art, including lines,
(include BOTH standards shapes, colors, textures, form, and space.
from the subject and the arts
area)
NC.1.G.1 Distinguish between defining and non-defining attributes and
create shapes with defining attributes by:
• Building and drawing triangles, rectangles, squares, trapezoids, hexagons,
circles.

NC.1.G.2 Create composite shapes by:

• Making a two-dimensional composite shape using rectangles, squares,
trapezoids, triangles, and half-circles naming the components of the new
shape.

1.C.1.2 Use literature to help people understand diverse cultures.

Objectives Students will be able to use the shapes found in a tangram to create visual
(Objectives should include images of art based on the literary concepts found in Grandfather Tang’s
both subject and the arts area Story.
objectives. You may
combine them into one
sentence. Starts with
“Students will be able to…”)
Assessment Teacher observation of students’ ability to create composite shapes with
(How you assess students to reference to only an outline.
know if they’ve learned the
objectives of this lesson.)

Prerequisite Students must understand the names and attributes of the 2-dimensional
Knowledge shapes found in a tangram.
(What do students need to
know before this lesson?)
Academic Language Vertices, Shapes, Parallelogram, Triangle, Square, Sides, Size, Color
(What are the specific
academic languages and
terms in this lesson? For
example, negative space.)
Materials  Grandfather Tang’s Story by Ann Tompert
(What you will need for this  Copies of Grandfather Tang’s Animal Tangram Packet & Answer
lesson. Including books, Key
videos, art materials and
resources.)  Tangram shapes (1 full tangram set for each of the 19 students)
 Tangram Outline Sheet (1 for each of the 19 students)
(https://etc.usf.edu/clipart/74400/74405/74405_tangram_w.tif)

Lesson Plan
Introduction/Hook /Before
(How you will motivate students’ interests?
Review what their have learned to help them recall
knowledge needed for this lesson. Using
picture/video/books usually would motivate
students. This part should not to too long.)
Instruction & Guided
Practice/During
(This is the main part of your lesson. You should
demonstrate for and guide students to practice the
concepts you want to teach. Describe what
students will be doing and the questions you might
be asking.)
Closure/Summary/Evaluation/After Students will return to their desks and can choose from one
(Conclude your lesson. This can be students
perform or present their work to show their
understanding. Summarize the main concepts of
the lesson.)
Differentiation & Accommodation
(Describe how you will differentiate the lesson for Encourage discussion and students to rely on each other for
students with special needs and different learners. help while building their tangram characters. Students who
What will you do if some students finish early?)
Put shapes of tangram on the board and have class
discussion on attributes and non-attributes of each shape.
At their desks, give each student a tangram set and give
them time to explore. Have them put the seven pieces
together in a perfect square and then allow them to play
with the pieces to develop their own shapes and images.
(10 minutes)
At the reading rug, explain to students a brief history of
tangram art based on Chinese history. Ask students to
identify where China is on a globe. Explain the story of
origin (an old man was traveling to see the king, carrying a
beautiful, heavy mirror, but just before he arrived, it
shattered…one he went to show the king, they were
amazed that it had broken perfectly into several shapes that
could be used to create other images). Read Grandfather
Tang’s Story to the class. Stop to observe and discuss each
tangram found throughout the story. Ask students to
identify each image and take note of the shapes used to
create it. (20 minutes)
or more of 9 images to create using their tangrams based
on the characters in the book. After students have been
given sufficient time to build their tangram characters,
provide the answer keys on the board and have the students
compare their images to the ones on the board. Use
magnetic tangram letters to have a volunteer build each
image for the class. (15 minutes)
Allow students the option to work with a partner.
finish early can choose another tangram character to build.