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Art Integration Lesson Plan Template

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Art Integration Lesson Plan Template
LTC 4240: Art for Children

Lesson Title & Big Idea*: Profiles of Civil War Figures
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
After having learned about Civil War basics in prior classes, students will select an important Civil
War figure to research in depth to find out what impact their figure had on the Civil War in
addition to basic information/their figure’s stance on the war. They will then create a profile to
hang up in their classroom of their Civil War figure. The top half of the profile/poster will be a
portrait of their Civil War figure (made of construction paper and markers), and the bottom half
will be an informative writing piece about their Civil War figure that is written from the viewpoint
of the Civil War figure. The students will get the information for the writing component from the
research they did. After finishing, the students will hang up their profiles and view their
classmates’ profiles in order to gain knowledge on several Civil War figures.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Students should know how to create a portrait of
their Civil War figure modeled from an image found online in
order to help students visualize the Civil War figure.

Grade Level*: 5th grade
Class Periods Required:
(please circle)
1

2

3

Essential Questions (1-2)*:
1. What role did your figure play in the Civil War (what
impact)?

2. Literacy: Students should know how to find important
information from several texts in order to create a letter that
informs students about the impact that the Civil War figure
had.
3. Social Studies: Students should know how to research
several texts in order to discover the social impact that their
Civil War figure had on the War.
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 create a portrait of their selected Civil War figure.
2. Literacy: The students will be able to collect information from multiple texts in order to gain an understanding of the impact

Art Integration Lesson Plan Template

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their Civil War figure had and be able write a text with the important information they collected from the different sources.
3. Social Studies: The students will be able to understand what impact their Civil War figure had on the Civil War and be able to
build their knowledge of several Civil War figures by viewing their peers’ Civil War figure profiles.
Grade Level Expectations (GLEs) (3-4)
Instructional Strategies (Teachers approach to helping students
(http://dese.mo.gov/divimprove/curriculum/GLE/)
achieve learning)
1.Visual Art (May use NAEA National standards):
 Teacher will give instructions with in images of the
3. Communicate ideas about subject matter and themes in
process of creating the project in order to help
artworks created for various purposes
students understand and visualize each step.
Portrait: Create a portrait from observation
 Teacher will meet with students as they research and
2. Literacy:
write their papers to make sure students are collecting
(7)Draw on information from multiple print or digital sources,
the information they need and including it in their
demonstrating the ability to locate an answer to a question
writing.
quickly or to solve a problem efficiently.
 Teacher will make powerpoint and sample project
(9) Integrate information from several texts on the same topic
available for students to reference to for extra support.
in order to write or speak about the subject knowledgeably.
3. Social Studies:
SS3 1.6
Examine cultural interactions among these groups from
colonial times to Civil War: a. Native Americans b. Immigrants
from Europe c. Africans brought to America
3a. Knowledge of continuity and change in the history of
Missouri and the United States
Identify political, economical and social causes and
consequences of the Civil War and Reconstruction
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: __Maria Forde___)
2. Literacy
3. Social Studies

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):

DAY 1:
1. Introduce activity to students with powerpoint. Provide
images of the process of making sample project to help

Art Integration Lesson Plan Template

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students understand what the activity is. (WHY: makes
directions clear to students and helps them understand their
specific task)
2. Help students choose out Civil War figures to do their
projects on. (WHY: will help make sure that not all of the
students choose the same figure and the class covers a wide
variety of Civil War figures)
3. Have students spend the rest of the day researching their
specific Civil War figure in order to find information for their
informational text for their profile. For struggling students,
provide an outline of the information they should collect.
(WHY: gives students the opportunity to evaluate several
pieces of texts and pull important information needed for
their writing pieces.) (Teacher will go around the room and
support students as needed during this time)
DAY 2:
4. Students will review the information they collected/spend a
bit of time collecting their last pieces of information. (WHY:
prepares them to be ready to write their informational pieces
on their Civil War figure)
5. Students will work independently on writing their Civil War
figure informative piece of writing. The teacher will support
students as needed during this time to make sure they are
including the information they need. (WHY: students need a
good amount of time to work independently an focus on
writing their papers, and the teacher will be available to help
them through and obstacles they face during this time)
6. The teacher will collect all of the writing pieces at the end
of day 2. (WHY: gives the teacher the opportunity to make
sure that each student has their needed information before
moving on to the portrait day)
DAY 3:
7. Students will work on creating portraits of their Civil War

Art Integration Lesson Plan Template

Opening (Gaining Attention, what will you show, or demonstrate)*:
 To gain attention from my students, I will use an
attention getting strategy (“Class class?” “yes yes”)
 I will then show the students my sample project before
giving them step by step instructions on the project.
 I will use a step by step powerpoint to show my
students how to complete the project and include
images of the process of creating my project to help
guide them.

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figure for their profiles after having their writing approved by
the teacher. (WHY: makes sure they have the information
complete before starting their portraits)
8. When students complete their portraits, they will meet
with the teacher to get the “okay” to hang up their profile
(WHY: students will get an okay from the teacher to make
sure they have completed all needed parts of the project
before hanging it up for the class)
9. When all students finish and have hung up their posters,
they will tour/view the different Civil War figure profiles
around their classroom (WHY: this gives students the
opportunity to share what they have learned and gives them
the chance to gain more knowledge on other significant Civil
War figures)
10. Students will return to their seats and the teacher will ask
if they learned something new or interesting from a peer’s
poster, the students will have the opportunity to answer by
raising their hands. They will also be asked how learning
about the figures made them understand the Civil War more.
(WHY: students will have a chance to share their learning and
to acknowledge their peers’ hard work. This will also serve as
a great closing to the project/lesson.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

Students will share what they learned by hanging their
posters around the classroom and viewing all of the different
Civil War figure profiles all around the room.
When students finishing viewing the posters, they will go
back to their seats and the teacher will ask if there was any
new, interesting information that the students learned from
any of the posters and the students will have the opportunity
to raise their hands and share what they found.

Art Integration Lesson Plan Template
Formative Assessment strategy: (how will you assess while the
learning is happening?)

The teacher will frequently check in on each student as they
work independently in order to make sure they are collecting
the information they need and are writing the needed
information.
At the end of day 2, they teacher should collect all of the
writing pieces in order to make sure they have the needed
information—if they do not, the teacher will confer with the
student on day 3 to make sure they add whatever they may be
missing.

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Summative Assessment strategy*:
The students will hang their completed Civil War figure profile
in the classroom for their classmates to view, before hanging
it up, they will have to have it approved by the teacher to
make sure they have included all necessary information and
have completed their portrait of their figure. (this will work
out well, because students will finish at all different times, so
as they finish they will meet with the teacher briefly to get
their poster approved)

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
The students will need to draw upon their prior knowledge of the Civil War and different Civil War battles in order to fully
understand what impact their Civil War figure had. (They need a background knowledge of the Civil War/events of the Civil War
in order to understand the texts they read as they research their Civil War figure in order to gain a more in depth knowledge of
that figure).
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Students will need to use technology in order to research their Civil War figures. They will spend a day working with either
laptops or iPads in order to collect information on their Civil War figure.
How will this lesson allow for/encourage students to solve problems in divergent ways?
 Students will be asked to use a select set of materials in order to create the profile
 Students must be able to find out what information is important enough to include on the profile.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
 They will have to make a profile writing piece that shows the knowledge that they collected about their Civil War figure.
 Students will share their Civil War figure profile with classmates to share their learning/findings.
 Students will have the chance to raise their hand to share how they were able to better understand the Civil War after
learning about the impact their figure had at the end of the lesson.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

Art Integration Lesson Plan Template



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Provide outline of information needed for students who need an accommodation
Give instructions 1 on 1 to students with disabilities or ELLs. (to make sure they understand their task/goals of the
lesson)
Increase rigor for students by having early finishers write their letter in cursive or have them put time into making the
writing of their Civil War figure distressed.
Increase rigor by having advanced students include additional information about their Civil War figure. (views on certain
battles, etc.)

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Standards: https://dese.mo.gov/college-career-readiness/curriculum/proposed-missouri-learning-standards-update/currentmissouri
* Include this information during the Padlet/prezi/ppt presentation.
References
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