Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Animals, Animals- Identity
Lesson Overview/Summary*: Students will listen to the teacher read the book Animals, Animals by Eric Carle. They will
each pick an animal and research various aspects of its identity; where it lives, what type of consumer it is, what it looks
like, how it reproduces, any specialized structures or senses it has, and how it interacts with other animals. They will then
compile their information into a book about the animal, complete with section headings and relevant information. Lastly,
the class will revisit the book Animals, Animals and focus on the illustrations. They will discuss the purpose of putting
illustrations in books, Eric Carles identity as an illustrator, and how he creates his pictures. The students will then use his
techniques to create a collage of the animal they chose to write about in their books. These collages will serve as
posters/illustrations that accompany each students book. Students will take turns sharing their book and Eric Carle style
collage with their teacher and their peers.

Key Concepts (3-4): What you want the students to know.*

.
Visual Art
1. Illustrations visually express the identity of texts
2. An illustrators identity is defined by the traits that are present in his work
3. Eric Carles illustrations are characterized by painted and non-painted
pieces of tissue paper layered on top of one another in a collage
Literacy (Writing)
1. Through research of informative texts, identity traits and defining
characteristics of a particular topic are learned
2. Through writing informative texts, identity traits and defining
characteristics of a particular topic are expressed to others
3. An informative text follows a specific format
introduce the topic
Sections with headings/titles and relevant information
Conclude thoughts
Science
. 1. An animal has many unique traits that collectively form its identity.
2. Identity traits of animals include: How it interacts with others, what it

Grade Level*: 4
Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

1. How is identity determined and expressed?
2. How are illustrations and identity related to one another?
3. How do informative texts convey ideas about identity?
4. What is an identity trait and what are some examples?

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consumes, predator/prey, specialized structures and senses
Lesson Objectives: (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 create an Eric Carle style animal collage by using knowledge of his identity as an illustrator to apply the technique
layering colored tissue paper on top of one another to create a collage.
2. Literacy (Writing): The students will be able to create an informative text about an animals identity by compiling research into a book that introduces the
topic, includes sections of information with headings and relevant information, and concludes thoughts.
3. Science: The students will be able to explain the various traits that form an animals identity by completing research on, writing an informational text
about, and creating an Eric Carle inspired collage for an animal of their choice.
Grade Level Expectations (GLEs)

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

Visual Art
2. Strand 1, 2, A, 4: Build or layer materials to create a relief
3. Strand 1, 3, B, 4: Create an example of graphic art (poster/illustration)
5. Strand 2, 1, B, 4: Identify and use organic (free-form) shapes
Literacy (Writing)
1.CCSSI.ELA.WRITING.TTP.2.4: Write informative/explanatory texts to
examine a topic and convey ideas and information clearly
a) Introduce a topic clearly and group related information in
paragraphs and sections; include formatting, illustrations, and
multimedia when useful to aiding comprehension
b) Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic
e) Provide a concluding statement or section related to the
information or explanation presented
2. CCSSI.ELA.WRITING. PDW.4. 4: Produce clear and coherent writing in which
the development and organization are appropriate to task, purpose, and
audience
3. CCSSI.ELA.WRITING.PDW.7.4: Conduct short research projects that build
knowledge through investigation of different aspects of a topic
4.CCSSI.ELA.WRITING.PDW.8.4: Recall relevant information from experiences
or gather relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources
Science

Identify & define common vocabulary that connect the art form with the
other identified content areas:
Identity- The condition of being oneself or itself, and not another
Illustration- Drawing, pictures, or other artwork intended for explanation,
elucidation, or adornment
Illustrator- An artist who makes illustrations
Collage-A technique of composing a work of art by pasting on a single
surface various materials not normally associated with one another, as
newspaper clippings, parts of photographs, theater tickets, ad fragments of
an envelope
Trait- A distinguishing characteristic or quality
Research- An inquiry into a subject in order to discover or revise facts,
theories, applications
Consumer- An organism that feeds on plants (herbivore), animals
(carnivore), or both (omnivore)
Reproduction- Natural process among organisms by which new individuals
are generated and the species perpetuated
Specialized Structures- Antennae, body covering, teeth, beaks, whiskers,
appendages
Interact- To act one upon another
Heading-A title or caption of a page, chapter, etc.
Technique- Manner and ability with which an artist, writer, dancer, athlete,
or the like employs the skills of a particular art or field endeavor
Visual- perceptible by the sense of sight
Informative Text- Knowledge about a particular topic is received
Informative Writing- Knowledge about a particular topic is communicated

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1. Strand 4, 1, A, 4a: Identify the ways a specific organism may interact with
other organisms or with the environment
2. Strand 4, 2, A, 4b: Differentiate between the types of consumers
3. Strand 4, 2, A, 4c: Categorize organisms as predator or prey in a given
ecosystem
4. Strand 4, 3, C, 4c: Identify specialized structures and senses and describe
how they help animals survive in their environment

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Eric Carle)
2. Literacy
3. Science

Characteristic- A distinguishing feature or quality

Unique- Having no like or equal
Collective- Characteristics of an individual taken together
Predator- An organism that exists by preying on others
Prey- An animal hunted or seized for food
Layer- To create thickness by spreading a material over a surface, then
spreading more of the first material on top of that and continuing the
pattern
Tissue paper- A thin, almost transparent paper
Poster- A large display intended to be seen, usually in a public place
Lesson Activities & Procedure(s) (please be very specific):
Day 1:
1. The teacher will invite students to sit in their carpet spots on the floor,
ready to listen.
2. The teacher will read the book Animals, Animals by Eric Carle to the class
(If the teacher does not want to spend too much class time reading the
entire book to students, she can shorten the book for students by reading
select sections)
3. When finished reading the book aloud, the teacher will ask students to
help her generate a very large list of animals that she will write on the smart
board. She will then explain to the children that they will be participating in
their own research project, where they get to choose one of the animals
from the class list, find information about that animal on the computer at
school, and then use that information to create an informative book.
4. The teacher will turn to the page in Animals, Animals with the picture of
the cow on it and ask students to raise their hands and answer this question:
What makes a cow a cow? As she calls on them and they give her answers,
she will write down notes of what they have to say on the smart board.
4. Once students have come up with all the information they can possibly
think of, the teacher will pose a new question to them: What is an identity?
She will call on students to answer the question.
5. Once as many students as the teacher wants have answered the new
question, she will show them how the traits they came up with that make a
cow a cow are part of the cows identity, and that most of the traits listed
can be turned into a broad category, like food, appearance, or babies.

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6. She will model, using the information about cows on the smart board,
how to take information and organize related items into categories, and also
how the category names can be turned into the names of the
headings/chapters in the book.
7. The teacher will then let students pick the animal they want to research,
but no more than two students can do the same topic.
8. The teacher will take students down to the computer lab to start
gathering information about their animals identity on the computer.
Day 2:
1. The teacher will take students down to the computer lab another time to
work on researching their animals identity and take notes.
2. After about 45 minutes to an hour of good research time, the teacher will
lead students back to the regular classroom, where they will begin putting
their books together.
3. The books will be written on lined paper that the teacher provides, and
they will include chapter names/headings that tell exactly what information
will go into that section.
4. The teacher will write on the board the three essential parts to an
informative text; a brief overview, sections with information, and a
conclusion. She will also walk around the room while students work in order
to answer questions and see the progress that each one of them is making.
5. After about an hour or so of writing, the teacher will ask students to put
their work in their writing folders, make sure they have their notes and
book, and that those folders make it to a safe place, their desks or their
backpacks.
Day 3:
1. The teacher will invite students to sit in their carpet spots on the floor
again, ready to learn and discuss.
2. The teacher will get the book Animals, Animals by Eric Carle back out for
students, flip to the picture of the fish, or any other animal, and then ask
students the following question: What purpose do illustrations serve in a
story? The teacher will call on several students to give their response and
take notes on their ideas.
3. Once students have answered the question posed, the teacher will tell

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them that illustrations are visual representations of a texts identity, which
helps us understand what we are reading better.
4. The teacher will then show students a Youtube video entitled Eric Carle
on the Illustration of the Brown Bear Series, which discusses how he uses a
unique technique to create his illustrations where he cuts out and layers
painted tissue paper to create his images.
5. After students watch the short video, the teacher will explain to the class
that he uses the layered tissue technique to create all of the pictures in his
various books, and she will pose the following question to them: What
makes Eric Carle illustrations Eric Carle illustrations?
6. Once she has called on a number of students and they have answered the
question at hand, the teacher will revisit the idea of identity with them,
being sure to emphasize that the traits they came up with for what makes
Eric Carle illustrations Eric Carle illustrations are traits that make up Eric
Carles identity as an illustrator, and sets his work apart from others so it is
easily recognizable as his own.
7. The teacher will then go on to tell students that they will be making their
own Eric Carle style picture posters/illustrations of the animals they wrote
about in their books, that these pictures will be a visual representation of
the identity of their animal, and that their book and poster/illustration will
be shared with the class at the very end of the lesson.
8. The teacher will carefully instruct students to go back to their seats, and
sit quietly while they wait for directions.
9. The teacher will pass out two white, 12x18 papers to each student in the
class. She will then prompt students to sketch a large and simple picture of
their animal in the middle of one of the pieces of paper.
10. Once students are done drawing their animal, the teacher will tell them
to cut it out. This cut-out will serve as a template for the students to use.
11. The teacher will then demonstrate how to take the cut-out animal and
trace its outline onto the other white sheet of paper, in the middle. She will
prompt the students to do the same with their animals.
12. Students will put their names on the back of them animal template and
animal drawn on white paper and give them to the teacher. The teacher will
store the two pieces together in a safe place in the classroom.
Day 4:

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1. The teacher will have painted and non-painted tissue paper of various
colors and shades separated and laying on the carpet when students come
in. They will be asked to immediately go sit at their table seats, not to touch
anything, and to wait for instructions. Each will have a cup with a mixture of
equal parts glue and water sitting in the middle of it, and enough small paint
brushes for every person at the table.
2. The teacher will pass out each students template and paper with traced
animal on it. She will demonstrate how to and then prompt the children to
cut up their animal templates into small pieces, but not too small.
3. The teacher will have students come to the carpet, one table at a time,
and pick the colored tissue paper out that they want to use.
4. Once every student has picked their tissue paper and taken it back to
their seats, the teacher will demonstrate how the students will then take
each of their template pieces, trace them onto the desired colors of tissue
paper with a pencil, cut-out the tissue paper pieces, apply a very thin
amount of glue to their animal drawing, and then collage each piece of
tissue paper onto their animal.
5. After students have had the chance to completely covering their animal
with the covered tissue paper, the teacher will clap to get their attention
and show them the very last step to creating an Eric Carle style collage,
filling in white spaces with oil pastels. She will get out the oil pastels, set
them on the carpet in the classroom, and allow students to get them as
needed.
6. Once all students are completely finished with their collage, the teacher
will call them up, one table at a time, to bring her their finished product. She
will store the collages in a safe place in the classroom so they can be used
the next day.
Day 5:
1. The teacher will have students come into class and get out their animal
books. She will then have them sit on the carpet and pass out their animal
collages inspired by Eric Carle.
2. Students will take turns sharing their collages and animal books to the
class, briefly explaining the decisions they made in their collage and books.
3. The teacher will once again pick up the animal collages when students are
done presenting, and at the end of the day, she will put all of them onto a

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bulletin board to be displayed in the classroom.
Anticipatory Set (Gaining Attention)*:

Closure (Reflecting Anticipatory Set):

Visual Arts: Look at the illustrations in the book Animals, Animals in order to
effectively discuss the purpose of illustrations and Eric Carles identity as an
illustrator.

Students will share their informative animal books and Eric Carle inspired
poster/illustration collages to the class.

Literacy (Writing): Read the book Animals, Animals to students and discuss
how to research and create informational texts about a topic and the aspects
of its identity.
Science: Read the book Animals, Animals and discuss potential identity traits
of animals to research for information writing.
Formative Assessment strategy:

Summative Assessment strategy*:

Visual Art: Through discussions of the purpose of illustrations and how Visual Art: Students use appropriate Eric Carle, tissue paper techniques to
illustrators have unique identities, students will identify the traits that define create a poster/illustration collage of an animal.
Eric Carles illustrations.
Literacy (Writing): Students will create an informative text that contains the
Literacy (Writing): Students will stay on task as they work on writing an three essential parts: introducing the topic, sections with headings/titles and
informative book about an animal.
relevant information, and concluding thoughts.
Science: Students will use their knowledge of how to conduct research to find Science: Students will include the following identity traits about the animal
out about and take notes on different aspects of an animals identity.
they choose in their informational writing: How it interacts with others,
what it consumes, predator/prey, specialized structures and senses
What student prior knowledge will this lesson require/draw upon?
1. Students will already have been exposed to informational writing with research
2. Students will already have exposure to identifying the following identity traits in an animal: How it interacts with others, what it eats, whether it is
predator or prey, and any specialized senses or structures that it might have.
3. Students will have to know what the words illustration and illustrator mean.

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How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. Students will have the freedom to draw their animal cut-out in a style they are comfortable with.
2. Students will have the freedom to research the identity traits of an animal that they want to learn about, along with the ones listed under key concepts.
3. Students will have freedom to choose the colors and values of painted and non-painted tissue paper that they want to use in order to create their Eric
Carle style poster/illustration collage.
4. Students will have the freedom to pick the animal that they want to research and create for this project from a list of animals generated by the class.
How will this lesson allow for/encourage students to solve problems in divergent ways?
In this lesson, students will be given specific guidelines to follow when completing many of the tasks, but they will have to draw on prior knowledge and
make creative decisions that they feel will be the best for the final product they create. The creative process will be different for each student, and the
teacher will have to be open to the different interpretations and creative licenses that the students choose to take. There is not one right way to complete
this project, and all students will be encouraged to add their own personal touches to their books and posters/illustrations.
How will you engage students in routinely reflecting on their learning?
Throughout the lesson, students will be reminded of the story Animals, Animals, they will participate in discussions about identity, they will be encouraged
by the teacher to consider whether or not their informational texts accurately portray the different traits that make up an animals identity, and they will also
be encouraged to reflect upon how well they are following directions and whether or not their Eric Carle inspired collages have all of the traits needed to
make them identifiable as likenesses to his work.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. For students with visual impairments or hearing impairments, the teacher can provide them with a printed copy of all of the notes that were taken on the
smart board in a large font, that way the ones that are hard of hearing can read through them and understand what is going on, while the ones that are
visually impaired will have a better chance of seeing what is written too since it is larger.
2. Students with physical impairments that hinder their ability to create art, write, or type will have the opportunity to work with a partner in order to create
an Eric Carle inspired illustration, a book about a particular animal, and do research on their animal.
3. Students with physical impairments that hinder them from moving around the classroom and between rooms will have all of the supplies they need to
complete each part of the lesson brought directly to them by the teacher or another student, and they will not be required to stand and present their work
to the class.
What opportunities/activities will students be given to revise and improve their understandings and their work?
1. Students will have the opportunity to do research and work on revising or improving their informative books at their home before they are shared with the

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class.
2. Students will have the opportunity to take their animal posters and a few pieces of tissue paper home with them to work on revising and improving their
posters before they are shared with the class.
3. If some students finish work on their posters/illustrations before others, they can pair up with one another, read each others informative books, and give
one another last-minute improvements to make.
4. While students are doing research and creating their books, the teacher will go around the room and make sure they are on the right track with their book.
She will give them any suggestions she has for improvements or revisions at this time and then give them time and space to make the changes.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. The discussion at the beginning of the lesson, where the teacher invites students to give her a list of animals, to give her traits of cows, and to tell her what
identity is will all give them an opportunity to talk and share their knowledge or thoughts.
2. While students are individually working on researching and writing their books, they will be able to quietly talk to the people next to them or the teacher
and share interesting facts they found about their animals identity.
3. The second discussion, where the teacher asks students why illustrations are used in books and about the identity traits of Eric Carles illustrations, will
allow students them to share their thoughts and any insights they might have on those two topics.
4. While students are working on creating their Eric Carle inspired pieces, they will have the opportunity to share information about their books or animals
with the people that are sitting at their table.
5. When the whole lesson is complete, and all students have finished their book and poster/illustration to accompany it, they will have the opportunity to
read their book and share their picture to the entire class, giving brief explanations for the different choices made.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
The book Animals, Animals by Eric Carle
The Youtube video Eric Carle on the Illustration of the Brown Bear Series- https://www.youtube.com/watch?v=QbCOteqvdII

* Include this information during the Popplet presentation.

References

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Cunningham, Alice. (n.d.). Animals, animals. Retrieved from http://www.kinderart.com

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

Missouri Learning Standards- dese.mo.gov

Youtube video Eric Carle on the Illustration of the Brown Bear Series- https://www.youtube.com/watch?v=QbCOteqvdII