Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Art-Integrated Lesson Plan you will write for this course.
 In the left column, you will thoroughly describe the lesson criteria for each aspect of the lesson.
 In the right column, you will provide the rationale for each of the choices you are making. The rationale should be:
o supported by AFC class readings
o supported by content from your other education courses.
Sharing your rationale is important as it asks you to think about why you are doing what you are doing.
Providing a rationale is also an important aspect of the performance assessment you will complete while student
teaching, so think of this assignment as a warm up!

Lesson Title: Freedom Quilt

Targeted Grade Level: 5th
Teacher(s) Name(s): Andrea Celada
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the
How people in history used various materials to portray a curriculum?
message.
The big idea connects across the curriculum by touching
Book: Sweet Clara and the Freedom Quilt on social studies standards, ElA and art standards .
2. Key Concepts: Why is it important for students to know these
1. Geography concepts?
2. Slavery It’s important for students to understand geography
3. Setting Goals because it creates an awareness of places It also allows to
understand and make sense of current and historical
events. It’s important for student to know learn about
slavery because it’s a fundamental part of the United
States history and I feel like it’s something that it shouldn’t
be ignored, or sugar coated in elementary schools. I also
think it’s very important for student to learn about goal
setting because it gives students a sense of purpose that
 can improve their confidence and build their self-esteem.
Lastly it helps them to focus and make better decision not
only academically but also outside of school.
3. Objectives: How do the objects fully support learning across the
1. Read and respond to a story about the Underground curriculum and how do they connect to the students’
Railroad lives?
2. Apply strategies to comprehend text These objectives support learning across the curriculum
3. Create a “freedom quilt” similar to the one in the story because its asking student to analyze the reading and use
comprehension tools that they have been taught to
respond to questions about the story. Finally, students are
challenged to make a freedom quilt using their
geographical knowledge and creative ability. These
objectives are relevant to the students' lives since reading
comprehension is a necessary ability that they will need
throughout their lives. Another important ability that
students will utilize outside of the classroom and that
relates to their life outside of school is geographic
knowledge.
4. Essential Questions: How are these questions meaningful to the student?
These are meaningful questions for the students because
1. What is freedom and why is it so valuable? they push them to think critically, thoughtfully, and
imaginatively. These are also relevant questions for
2.    What were the risks associated with the underground students because there isn't a single correct answer.
railroad?   Finally, these are meaningful question to students since it
requires them to apply previously taught material to
3.    Why was freedom worth the risk? construct or support responses with rationally reasoned
arguments.

5. Standards: How the standards across the curriculum support each other and the
learning taking place
National Core Arts Standards:
1. Identify, describe, and visually document places and/or
These standards from the curriculum complement one
objects of personal significance.
 2. Combine ideas to generate an innovative idea for another by all relating to the main idea and the picture
artmaking. book used in this lesson. To comprehend and analyze the
English Language Arts: material, students will first employ the abilities they
1. Develop and apply effective listening skills and strategies learned in English language arts. Then they'll study about
in formal and informal settings by: a. following agreed various geographical concepts to develop a visual artwork
upon rules for listening and fulfilling discussion rules that demonstrates their expertise by mixing fresh ideas
independently with prior information.
2. b. posing and responding to specific questions to clarify
or following up on information and making comments that
contribute to the discussion to link to the remarks of
others
Other Content Area = Social studies
1. Use visual tools to interpret, draw conclusions, make
predictions, and communicate information and ideas.
Create and present products such as maps, graphs,
timelines, charts and models, diagrams etc. to
communicate information and understanding on social
studies’ topics. Use visual tools to communicate
information and ideas

2. Use geographic sources to acquire information, answer

questions and solve problems. Construct maps for relevant
social studies topics.

6. Teaching Resources: Rationale for each and HOW they work together
Art: (Artist and thumbnail photo of examples shared)

English Language Arts:

Other Content Area:

 7. Lesson Plan sequence (This will be lengthy) Share rationale for choices in each step.
1.
2.
3.
4.
5.
6.
7.

8. Differentiation/Accommodations/Modifications Share rationale for each

9. Assessment Strategies (Formative & Summative): Share rationale for formative and summative assessment

10 Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and
prior knowledge across the curriculum students will need to understand
the lesson content.

11. Materials/Tools/Art supplies needed: Prior knowledge students will need to effectively use materials

References: (Sources of information)