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: My Neighbor’s Dog is Purple

Targeted Grade Level: 1st
Teacher Name: Madelyn Johnston
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the curriculum?
The value of imagination is something that can be applied across the
The Value of Imagination curriculum as being able to think of something new and/or offer different
perspectives is respected in all content areas.
2. Key Concepts: Why is it important for students to know these concepts?
It is important for students to know what imagination is because it can help
1. Imagination is the ability to come up with mental images them focus on how they are imaginative and what that looks like for them.
of something that is not real or to come up with new and The concept of envisioning possibilities is important as it prepares them to
creative ideas. think creatively or from a different perspective. Finally, understanding that
visual artists envision possibilities to create their artworks connects the idea
2. Imagination helps us envision possibilities. that imagination is valuable.
3. Envisioning possibilities inspires visual artists and their
artworks.
3. Objectives: How do the objectives fully support learning across the curriculum and
how do they connect to the students’ lives?
1. Students will form pictures in their head while listening Being able to visualize a story, object, person, problem, etc. is a skill that can
to a poem and draw those images on paper. be utilized across the curriculum. Similarly, students can utilize the skill of
2. Students will recognize rhyme and pattern in a poem. recognizing patterns across content areas and in everyday life. Finally,
knowing how to count and make tallies are a necessary skill in being able to
3. Students will be able to collect data from the poem in the keep track of your thinking and collecting information.
form of tallies.
4. Essential Questions: How are these questions meaningful to the student?
These questions are meaningful to the student because it provides a reason
1. Why is imagination important? for why we are doing the lesson that we are. Answering questions that apply
2. When might imagining possibilities help us at school? to their own lives, specifically addressed in the second question, makes them
3. Which artists and artworks were inspired by the more connected to the content and to the lesson. It is also meaningful to have
an understanding of why the big idea is what is and how it connects to visual
possibilities their envisioned? artists.
5. Standards: How the standards across the curriculum support each other and the
learning taking place
National Core Arts Standards:
1.VA:Cr1.1 (generate ideas) The visual arts standards support the understanding of the literacy standards,
2.VA:Cr3.1 (refining) and the literacy standards deepen the understanding of the math standards.
Students use visual arts to demonstrate their knowledge of sensory words.
English Language Arts: Students then use rhyme as a vehicle for counting strategies and tally practice.
1. 1.R.2.A.c (sensory details)
2. 1.R.2.B.a (rhymes)
Other Content Area
1. 1.NS.A.1 (counting)
2. 1. DS.A.2 (tallies)
6. Teaching Resources: Rationale for each and HOW they work together
Art: The creation of the accordion book, drawing, and refining of the purple dog
Accordion Instructions – “How to Make and Accordion enhances the comprehension of sensory details in the text. Counting the
Book” https://www.readbrightly.com/diy-accordion- rhymes in the poem by using tallies enhances understanding of number
awareness/data as well as rhyme.
book/

English Language Arts:

Poem – My Neighbor’s Dog is Purple by Jack Prelutsky
(Scholastic PDF)
https://www.scholastic.com/content/dam/teachers/blogs
/sharon-taylor/migrated-
files/my_neighbors_dog_is_purple.pdf

Other Content Area:

Why Tally Marks are Important – “What are Tally Marks?”
https://www.youtube.com/watch?
 v=R6m8OQAQzPk&t=99s
7. Lesson Plan sequence
1. Introduce the activity by informing students we will be
reading a poem called My Neighbor’s Dog is Purple by Jack
Prelutsky.
2. Explain to students that before we read the poem, they
will begin this project by first crafting an accordion book.
Show them a completed zine and demonstrate how to
make a successful one (do this by explaining how to cover
the cardboard, fold the paper, etc.).
3. Instruct students to get the materials they need, which
will be placed in different areas of the room to avoid
traffic-jams. They will need 2 pieces of pre-cut cardboard, a
piece of construction paper (their choice of color), and a
long strip of pre-cut white paper.
4. Once students have their materials, remind them of the
process once again before instructing them to begin. Walk
around the room, being available to any student that is
confused and/or needs help.
5. When the books are put together, re-introduce the poem
they will be listening to. Ask them what they think the
story will be about or if they’ve ever seen a purple dog to
get them engaged.
6. Describe what a stanza is. Let them know that they will
be drawing what they hear in each stanza as the poem is
read aloud. Mention that there are four stanzas which is
why there are 4 sections in their book.
7. Remind them that this is a time to use their imagination
as they listen for key words in the story. Instruct them to
listen carefully and not to move onto the next section until
instructed.
8. Begin reading the poem, stopping after each stanza so
students have time to draw.
Share rationale for choices in each step.
1. Students need to know that instruction is beginning and what the content of
the activity surrounds.
2. Students need to be made familiar with what they will be creating by seeing
an example of a finished product. The finished product along with a mini
demonstration will help them be successful in creating their own.
3. Students need to have the correct materials to begin the project and it is
more efficient to space them out.
4. Reminding students one more time of the steps needed to create a
successful project can help get them started. Being available for help/extra
instruction makes students more likely to approach you and be successful.
5. Students want to be engaged in the story and feel a connection to it to
actively participate.
6. Reviewing vocabulary will make following instruction easier.
7. Directions need to be given so students know what they are supposed to be
doing and have a connection to the big idea.
8. Students need time to perform the task.
9. An added aspect of comparing by sharing with peers. Asking questions
about the decisions made by students is a way to formatively assess their
comprehension of the poem as well as understanding of sensory words.
10. It is important to review vocabulary pertinent to the task at hand.
Students need to be familiar with a rhyme to complete the next activity.
11. Counting and tallying is a way to demonstrate number strategies as well
as collecting data.
12. Asking students why they chose the words they did and how they knew to
choose them is a way to formatively assess rhyme.
13. Leaving decorating the cover till the end allows for planned activities to be
finished without running out of time. Students can finish the cover of the zine
on their own time if there is no time left.
 9. When the poem is finished, have students share their
drawings with their table/a partner. Ask them to notice
what is the same and what is different in their drawings.
Walk around to each table/partner pair during this time to
ask about drawings and why they made the decisions they
did.
10. While handing out copies of the poem to each student,
inform, or review, that sometimes a poem rhyme.
11. Working with a partner, have students circle rhyming
words in the poem. Then, instruct them to count and tally
the number of rhyming words that they see. Describe or
review how to tally.
12. Walk around once again, this time asking partner pairs
how they chose the words to tally and why.
13. When finished, students may decorate the cover of
their book.
8. Differentiation/Accommodations/Modifications Share rationale for each
Since this activity relies so much on being able to hear and listen to
Modification: If there is a student who is deaf or hard of instruction, I thought about the effects that would have on a student who is
hearing, I would alter what he is expected to do by hard of hearing. I want the general instruction to be for the students to listen
arranging for him to sit at my desk and see the words that I to what I am saying and pick out sensory details as I am saying them. If there
is not a sign language interpreter, the next best thing I could do would be to
am reading on my computer. He would only see one stanza provide the student with a seat at my desk doing essentially the same thing,
at a time just as the students are hearing me read one just with the words of the poem in front of him.
stanza at a time.
9. Assessment Strategies (Formative & Summative): Share rationale for formative and summative assessment
Formatively assessing is gaging where students are at with their
Formative: During student group work understanding of the activity and how that relates to their understanding of
Summative: In a formal written/prepared test the content. This informal assessment can be used to inform further
instruction.
Summative assessment takes place through a prepared/formal test and is
typical to assess student comprehension. It is less to inform further
instruction and more to observe what level student understanding is at.
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.
I created an accordion journal that depicted each image I imagined from the
poem given the sensory details. I would not show a finished version to
 students. Instead, I would just present a blank accordion journal so they can
listen to the poem without any spoilers or ideas. Then, I completed the part of
the activity where we look at rhyming words and create tally marks.
The significance of the accordion journal is to get students involved with the
process and more connected to the activity. Completing the activity on a book
they made themselves is a lot more personal than completing it on a
worksheet.
Students will need to understand how to fold paper and the concept of staying
inside lines formed by folds instead of printed or drawn marks. They will also
need to have some form of reading comprehension to follow the details of the
poem. Lastly, they will need to understand sensory words and stanzas, which
we will review.

11. Materials/Tools/Art supplies needed: Prior knowledge students will need to effectively use materials
Students will most likely have prior use of these materials/tools. The
Copy of My Neighbor’s Dog is Purple by Jack Prelutsky properties of cardboard might be confusing, so we will talk about how it is
White cardstock sturdy but also malleable if pressed upon too hard.
Scissors
Glue
2 pieces of cardboard (pre-cut) for each student
Construction paper
Crayons
Pencils
Copy of My Neighbor’s Dog is Purple by Jack Prelutsky for
each student

References:
Howard, T. (2015). Visualization Strategy - My Neighbor's Dog is Purple. Teachers Pay Teachers. Retrieved December 1, 2021, from
https://www.teacherspayteachers.com/Product/Visualization-Strategy-My-Neighbors-Dog-is-Purple-1776634.