Art Integration Unit Plan Template 1

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Getting to know ourselves and each other/Self-identity and Classroom Community Unit Overview/Summary: My class will spend at least a week focusing on identifying our similarities and differences and getting to know each other. Students will discuss their characteristics, likes, dislikes, and the things that make them unique. We will discuss how we are similar and different and what we believe makes us special in order to build a sense of community and acceptance within our classroom. Key Concepts We each have differences that make us special. We have similarities with others that make us alike in some ways. I can be friends with someone who seems very different from myself. I can learn a lot more from talking to someone and asking him or her questions than I can from just looking at him or her. Essential Questions Can the children identify their likes, dislikes, and other aspects of their identities? Can the children recognize similarities amongst themselves? Do the children identify differences amongst themselves and communicate to learn about one another? Do I introduce and facilitate the concepts of acceptance and community in my classroom? Grade Level: First grade Class Periods Required: At least 3 class periods during Social Studies 12:50-1:50

Unit Objectives: Students will list at least three things they like and two things they dislike using words and pictures. Students will select two things they like and create a collage to depict these things. Students will discuss characteristics about themselves and their lives. Students compare characteristics and interests that they have with those of their classmates and teacher. Grade Level Expectations (GLEs) Core Academic Standards (Common Core State Standards) English Language Arts Writing 2. D. Grade 1. Compose text using words that are related to the topic, and, with assistance, some words that are specific and accurate. Listening and Speaking 1. A. Listen for information, for simple directions to follow 2. A. Speak clearly when sharing ideas and asking questions in small CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Art Integration Unit Plan Template 2 or large groups Social Studies Relationships of individuals and groups to institutions and traditions 6. A. Explain how people have common physical, social, and emotional needs. Visual Arts Strand I: Product/Performance 3. C. Grade 1. Create original artwork that communicates ideas about the following themes: People, animals, and things. Content Areas Integrated: 1. Visual Art 2. Social Studies/Social Skills 3. Literacy

CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Students will use words such as like, dislike, similar, different, and unique to describe themselves and their classmates. They will show things that represent themselves through paper mini-collages. They will draw and write things that represent their classmates through their own chosen media (markers, pencils, oil pastels, crayons, watercolor paints). Like: Objects/experiences that we enjoy. Dislike: Objects/experiences that we do not enjoy. Similar: When we like or dislike things that are the same, or close to the same, as someone else. Different: When we have likes or dislike things that are not the same as each other. Unique: Things about us that make us special. They are usually the same things that make us different from others. Brief Lesson Descriptions 1. I will ask the students to write about things they like after discussing examples. Students will choose their two favorite things and create a Henri Matisse mini paper collage representing each. Children will share with a partner, and then the class if they wish. 2. I will read the book Were Different, Were the Same by Bobbi Kates. Children will write down something special about them after a discussion in which I offer examples. We will play a similarities and differences game in which students share their special thing by

Lesson Titles in Sequence/Order 1. Two Favorite Things

2. Me too, me too! Nope, not me!

Art Integration Unit Plan Template 3 displaying their writing on the ELMO projector and reading what they wrote to the class, and other students in the class can say, Me too, me too! or Nope, not Me! 3. Students will draw two friends from the class using a medium of their choice. Students will write those friends names and combine writing and drawing to identify one thing they learned about those classmates, or one thing they could enjoy doing with that classmate. If students cannot think of things they have learned, they will be encouraged to talk to their classmates to refresh their memories, and then share their pieces with their classmates or the entire class.

3. Draw 2 friends, what did you learn?

What student prior knowledge will this unit require/draw upon? Students will each have an idea of things they like and dislike. Students will have a thorough knowledge of themselves and their own lives. They will have knowledge of how to talk to others and how to listen for important information. Students will know what it means for things to be different or similar. Students will have some knowledge of how to write and this unit will be a way to assess their writing skills and strategies they use for spelling and brainstorming. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Through each activity, I will encourage students to explore their own likes, dislikes, and cultures in order to share them with others. Students will also explore their classmates likes and dislikes as well. Students will imagine what they could enjoy doing with that classmate. Students will imagine as they are brainstorming their ideas in each activity. Students will explore and experiment with different media when they are drawing their classmates, when they create their collages, and when they are combining writing and drawing to convey the messages of the things they like and the things their classmates like. How will this unit permit/encourage students to solve problems in divergent ways? This unit will encourage students to solve problems when creating works of visual art. They will be trying to represent things that mean a lot to them or their friends. If they come across any unexpected challenges, they will be encouraged to use mistakes as opportunities. Students will be challenged to try to write all of the words about the things the like, the things that make them special, or the things that they could do with their classmates. If they run into any problems with spelling these words, they will be encouraged to use different strategies for spelling, or to draw to represent their ideas. If children cannot remember what they had in common with their classmates, they will be encouraged to solve that problem by communicating with those classmates. How will you engage students in routinely reflecting on their learning/learning processes? I will engage students by asking them reflection questions throughout each activity. I will ask them to recall the things they have learned about their classmates in the Draw Two Friends, What did You Learn? activity. They will reflect upon the things they have learned about their classmates and they will

Art Integration Unit Plan Template 4 connect those things to themselves. Throughout each activity the students will be reflecting upon their own lives and synthesizing the things that are important to them. As students play the, Me too, me too! Nope, not me! game, they will be reflecting upon the things they have in common or different from the other students in the class. How will this unit engage students in assessing their own work and the work of peers? Students will be assessing their choices of the things they like as they choose what to include in their collages. They will be assessing their collages as they present them to their partners or the rest of the class. They will be explaining why they included each part of their collages, and this will help them to assess their own work and the meaning of each collage. Students will assess the work of their peers as their peers display the special things they wrote about themselves on the ELMO projector. Students will assess the differences and similarities among themselves through these activities. Students will assess what they learned about each of their classmates when they brainstorm the activities they could do with them. Students will also be assessing their writing abilities as they decide whether they can write words or if they need to draw pictures to convey their messages. What opportunities/activities will students be given to revise and improve their understandings and their work? Students will make a list of the things they like in the first activity. When they decide which two things to include in their mini paper collages, they are revising that list to only include their favorite things. If they encounter any problems while creating those collages, they are encouraged to use those opportunities to improve their collages creatively. As I read Were Different, Were the Same, children will be revising and improving their understandings of the things that make them similar and different to others. They will be encouraged to discuss what they learn from the book with their classmates and me. As we play the Me too, me too! Nope, not me! game, students are revising and clarifying their ideas of each classmate as they learn things about them that they may have in common or different. As students write about their classmates, they will think about what they know about each classmate. If they are unsure of what to include in their assignments, they can revise and improve their knowledge about their classmates by talking to them or looking at their classmates collages or sentences they wrote about what makes them special. As students create the art of their classmates faces, they will revise how much they know about their classmates appearances by looking at their peers to be sure that their drawings match what their peers faces look like. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will share the collages of their two favorite things with a partner. If they wish, they can then share with the rest of the class. While I read the book Were Different, Were the Same, students will be encouraged to share their understandings from the book and discuss what they learn or do not understand from the book. As the students play Me too, me too! Nope, not me! they will be sharing their sentences about what makes them special on the ELMO projector with the rest of the class. Each student will have an opportunity to share what makes him or her special, and all other students will be able to share whether they are similar to or different from that student by saying Me too, me too! or Nope, not me! In our final activity, students will have the opportunity to share what they learned about their classmates in relation to themselves. They will document that learning by drawing their classmates faces, and writing about something they could do with that classmate. They can then share that work with just those classmates, or with the entire class. How will you adapt the various aspects of this lesson to differently-abled students? For each activity we do, I will provide support for the students by discussing ideas with the class and writing lists of the ideas we generate on the board. Students will be free to use the ideas we came up with as a class, or to come up with their own ideas. Because students are interpreting their own collages and writings, differently-abled students can write or draw in ways that they can understand. Students can choose to share with just one partner or with the

Art Integration Unit Plan Template 5 entire class, so students who are too shy can elect not to share with the entire class. Students who are considered gifted or require enrichment can try to write every word instead of choosing to draw those words they dont know.

References Common Core State Standards Initiative (2012). English language arts standards. Kates, B. J. (1992). Were different, were the same. Random House. Missouri Department of Elementary and Secondary Education (2004). Social studies grade level expectations. Missouri Department of Elementary and Secondary Education (2007). Visual art grade level expectations. Missouri Department of Elementary and Secondary Educaton (2008). Communication arts grade level expectations. 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