Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Final Art-Integrated Lesson Plan you will write for this course.
 In the left column, you will 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 & video resources.
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 warmup!

MLS code: 3.R.3.C.a

Standard: Read, infer, and draw conclusions to “describe relationships among events, ideas, concepts, cause and effect texts, “& characters.”
Lesson Title: Visualizing Relationships from stories in art.
Targeted Grade Level: 4th
Teacher(s) Name(s): Cindy Nguyen
Lesson Plan Rationale
1. Big Idea: Visualizing relationships How does the Big Idea connect ideas across the curriculum?
It encourages kids to bring it back to the main purpose of the project. Which is to
visualize the relationships that they see in stories. And gives them the opportunity to
visualize those relationships in an art form.
2. Enduring Understandings: How do the Enduring Understandings relate to the Big Idea and how are they
1. “A relationship is the way in which two or more events, ideas, important to the lesson & to the student?
concepts, or people are connected.”
They are important because it has the students focus on each part of the lesson. One
2. “Visualizing relationships helps readers make inferences and draw of those focal points being, focusing on the relationship’s aspect. The other focal
conclusions from written texts.” point being the visualization of those relationships. And the final focal point being,
how to portray that in an art form.
3. “Artists describe relationships visually to help viewers make
inferences and draw conclusions about subjects in their art works.”
3. Essential Questions: How are these questions essential to the lesson & meaningful to the student?
1. “What are examples of relationships between individuals in your These questions are essential and meaningful because it pushes students to think
family, school, and community?” about the relationships in their lives, and make connections to what their learning,
to their own lives.
2. “What can we infer from different kinds of relationships depicted or
 visualized in stories?”
3. “How do artists visualize relationships in different art forms?”
4. Objectives: (“Students will” statements)
1. Students will work to visualize relationships
2. Students will use art tools & different art forms to portray
relationships
3. Students will develop a “story” within their artwork
4. Students will make inferences about relationships found in stories &
art
5. Students will make connections between their life relationships to
those portrayed in stories.
5. Standards:
National Core Arts Standards:
3.R.3.C.a - Read, infer, and draw conclusions to “describe relationships
among events, ideas, concepts, cause and effect texts, “& characters.”
English Language Arts Standard(s):
1.R.3.A.c - summarizing a story’s beginning, middle, and end
determining its central message, lesson, or moral
2.R.3.A.c - describe the interaction of characters, including
relationships and how they change
6. Teaching Resources:
(Include everything required to teach the lesson except art making
materials which will appear in Section 11 below. Teaching resources
include art images, books, videos, slide shows, manipulatives, special
equipment, etc.)
I also want them to be able to analyze the different relationships that they see in
stories and build their critical thinking skills. And think about how they can
visualize what they read and write into an art form.
Why are these objectives important?
How do the objectives support learning across the curriculum?
How do they connect to the students’ lives?
 These objectives are important because it guides students into what they
need to do. For example, they need to visualize the relationships found in
stories, and think about which art tools and forms to utilize. It encourages
them to critically think about what they need to do and guides them through
that process.
 They support learning across the curriculum because there are skills they
always need to apply. Critical thinking skills, analytical skills, artistic skills,
inferencing skills, making connections, and more.
 And they connect to student lives because they are everyday skills they can
apply to their everyday lives. Additionally, they can apply these skills to
other content areas. They can infer, use art, make connections, and visualize
stories and content with all subject areas and in everyday life.
How do the standards support each other and the learning taking place?
The standards support each other because it encourages the student to think about
the other regarding the other standards. For example, the art standards have students
describe and visualize relationships, while the ELA standards have students
summarize a story or describe the interaction of characters.
They complement each other because the students must think the interactions
between characters, to describe and visualize the relationships found within the
story in an art form.
Briefly explain why each teaching resource is necessary and how they work
together to support student learning.
 The iPad is needed to help them research anything else they need to know.
For example, anything else about their book or the relationship between the
characters. And or what art forms they might want to use and concepts they
Art: could apply in their artwork.
(Thumbnail photos of all images used. Each should be captioned with  And if a student chooses to make digital art, they will need their iPad.
artwork title, artist’s name, & link.)  All others are just the art supplies that they can use to make their zine, etc.
 students can draw, use digital art, paper cutouts, diorama, or make a
 They would need a book for them to have a story to use for their artwork. A
zine.
story to refer to, and to “replicate” within their own artwork.
- iPad
- Paper (optional)
- Scissors  Read aloud book: I will set off the project by using a read aloud to provide
- Drawing supplies an example. This will be the book I use as it references a familial
relationship between a guardian and a kid.
- Drawing paper such as construction paper
- Writing utensils (optional)
- Glue or tape (optional)  VTS discussion #1 image. Art by Wang Xingwei titled watering flowers. I
think this image heavily conveys a relationship between a man and women
English Language Arts: that allows room for a lot of interpretation. Especially for young kids who
(Include reading materials, slideshows, children’s books, etc.) don’t know all the things regarding societal standards yet. So this will allow
- Their story of choice. Preferably a short children’s book. for really important conversation, and really push students to analyze the
meaning of this image.

 VTS discussion #2 image. Art by Igor Shulman titled friendship. This

conveys an image of friendship, but I only assumed sisters at first. I think
this image will also allow room for interpretation for my students where
they can make inferences on the type of friendship, maybe infer what’s
going, etc.

 VTS image #3. Art by Berthe Morisot, titled the Cradle. I chose tis
artwork because it depicts the relationship of a mother and her child.
Or potentially a nanny and a child. There is room for inferences in
this image as well. And because the expression of the adult is hard to
depict, students will be able to analyze the relationship further and
make inferences.
Read aloud book! VTS discussion #1 image
 VTS Discussion #2 image. VTS discussion #3 Image
7. Lesson Plan Sequence Provide rationale for choices at each step and for each day.
(This will be lengthy! Please divide the sequence by day if necessary -
i.e. Day 1, Day 2, etc.)

Day 1: (50m – 1h)
1. Have a discussion about art. (10m)
 Ask them about what they know about art, what they like about
art, their opinions on art, etc.
2. And then do the read aloud with them with the book “I’ll hold your
hand”. (20-30m)
 Pose before reading questions: What do you think the book
will be about and why”.
 Pose during reading questions: What is the significance of the
book, and can anyone share similar experiences they’ve had?”
What’s a symbol represented in the book?
 Pose after reading questions: What did you like about this
book, and what did you learn about relationships after this
book?”
3. Introduce the project to them (10m)
 Talk about the criteria, expectations, standards, etc.
4. VTS discussion # 1 (10m)
 Art by Wang Xingwei titled watering flowers.
5. Introduce my project to them and discuss its correlation to the book
we read yesterday (10m).
Step 1: starting the lesson off with a brief discussion about art will be a good
introduction and will help ease students into the process.
Step 2: do the read aloud as it is a requirement to the project. Because they will
pick their own book to reference their art from, doing a read aloud as an exemplar is
crucial.
Step 3: introduce the project to them, the guidelines, my expectations, etc.
Step 4: Set off the project with a VTS discussion, using an image that represents
relationship to give them experience with analyzing relationships visually.
Step 5: Show them my project and provide an exemplar. And discuss how my
project relates to the story we read yesterday,
Step 6: Give them time to brainstorm the books they want to use and art project
ideas. What book have they already read that they might want to use? What art
forms do they want to apply based on the options I gave them.
6. Give them time to reflect in their writing journal and brainstorm
ideas (10m)

------------------------------------------------------------------------------------ --------------------------------------------------------------------------------Day 2
Day 2: (1h – 1h 10m) Step 1: start with the VTS discussion which will allow them more experience with
1. Start the lesson with VTS discussion #2 (10m) analyzing relationships.
 Art by Igor Shulman titled friendship
2. Begin Work. (45m) Step 2: They can use this type to pick books if they haven’t and begin artwork.
 They will use the rest of class time to explore books and choose Using supplies and beginning their projects. This will either be digital projects and
one if they haven’t already and begin making their art project. projects that I gave them the option to do. I have supplies set up in the classroom
and I will also use this time to observe the students and have one on one meetings
 Student observation will take place here & I will also carry out
with them where I can learn more about what they’re going to do.
one on one meetings (two of my formative assessments)
 I will use this time to also assist the students who need it most. Step 3: They can use time to take a picture & submit their current artwork. So we
3. I will have them submit their current artwork or take pictures of it can use it to look back on and few the progress.
for future purposes. They will include this as a form of summative
 They will also reflect in their journal.
assessment. And then they will reflect in their journal about the
process of their work time during this time. (10m)
Step 4: I will have them do an exit ticket at the end of this work time as a form of
4. Exit ticket (5m)
formative assessment. I will use this as a way to figure out which students might
 Question #1: Define a relationship. need help during our next workday. And it will also allow me to check in with my
 Question #2: What should you look at when wanting to analyze students and learn about their project ideas.
a photo or a piece of artwork, or even text?
 Question #3: Describe & define the style of artwork you plan
on implementing.
 Question #4: Rate on a scale of 1-5 how your art process is
going? Are you enjoying it? (5) Are you overwhelmed? (3)Are
you struggling and need further support? (1)
------------------------------------------------------------------------------------ --------------------------------------------------------------------------------Day 3
Day 3: about 1h 30m Step 1: start with the VTS discussion which will allow them more experience with
1. Start with VTS discussion #3 (10m) analyzing relationships.
 Art by Berthe Morisot, titled the Cradle.
2. Final workday (50m) Step 2: Will use this time to finish their project and ask me if they need further
help. I will use this time to observe their art work and process and take notes.
 They will use this time to finish any remainder of their project.
 I will also use this time to observe them again. Step 3: I believe reflection is important and I want them to take a few minutes to
3. At the end of class, I will have everyone take some time to write a reflect on their art process, their feelings, and overall thoughts about this project,
final reflection in their writing journal, about the overall
 experience and the feelings of their project when they are done their process, their final product, and more.
(10m)
4. They work submit their artwork to me (5m) Step 4: They will submit their artwork to me. This day will hopefully be a Thursday
5. We will end this project with a small 10 question reflective quiz. or a Friday and if some students need extra time, I may allow them to finish it up
(15m) over the weekend.
 Q1: “What are examples of relationships between individuals
in your family, school, and community?” Step 5: This will be my final form of summative assessment. This will allow me to
 Q2: “What can we infer from different kinds of check for their understanding and see what they learned during this art project. It
relationships depicted or visualized in stories?” will be primarily written answer questions.
 Q3 “How do artists visualize relationships in different art  Questions 1-3 are the essential questions that I will have them answer, short
answer.
forms?”
 The rest focus on the meaning and implications of their art work as well as
 Q4: What art form did you use and why / how does it relate to
their experience during this project.
your story?
 Q5: What aspects of your art piece did you use that symbolizes
the relationship represented in your story?
 Q6: Why might it be beneficial to use art to visualize
relationships presented in life, stories, etc.?
 Q7: Make inferences or conclusions do you think viewers can
draw from your final art piece?
 Q8: Rate your experience with making this art piece on a scale
of 1-10. 10 being super positive and fun. 1 being difficult and
unenjoyable.
 Q9: What would you do differently next time?
 Q10: Did I provide you with enough support? (Yes / No)

8. Differentiation/Accommodations/Modifications (Clearly label/name
& describe a minimum of one example of each and the type of student
who might require the particular support.)
 Accommodation: allowing English language learners to use a
picture book to refer to instead. Or a children’s book with few
writings. They can visually see the relationships and make artwork
from there.
 Modification: Another one would be to allow MLLs, to use a book
Provide a rationale for each – Differentiation, Accommodations, Modifications.
 The accommodation benefits students because it takes the additional stress
away of understanding the story itself. Providing this type of
accommodations make it easier for them to understand a story, and then
they can place their focus on the art aspect of the project.
 The modification is beneficial because it allows them to do the project, the
exact same way as their peers, but allows them to do it with text that they
 in their mother tongue to reference. better understand. This again, will allow them to focus more on the artistic
o If needed, allowing certain students to draw on a smaller aspect of this project.
piece of paper, or do paper cutouts on a smaller piece of  I hope it never has to get to the differentiation, but this provides an
paper? alternative project for students who may be unwilling or incapable of
 Differentiation: If a student for some reason, is not capable or currently making the project.
really unwilling to create an art piece, they can do a verbal o For example, if a student has a broken arm.
presentation analyzing the relationships presented in their book.
9. Assessment Strategies Provide rationale for each formative and summative assessment.
(Be sure to indicate when each will occur in the lesson.)
 Formative Assessments  Formative assessments:
o Student Observation o Observing students during their art making to learn about their skills
o Written reflection and the way they think and create.
o exit tickets. o Have them reflect in their writing journal throughout the process. Talk
o One on one meetings about their challenges, and what was easy. What they would change or
o VTS discussions new ideas they have.
 Summative Assessment o Have a one or two question exit ticket at the end of the day about the
o Artwork check in submissions ELA aspect and or about an art concept they learned.
o Mini quiz at the end of the unit. o During class work time, have a one on one, and ask them about what art
form they chose to use for their project, why they chose it, and have
them explain to me how it’s done.

10 Teacher Exemplar:
(Insert photos & brief description of the exemplar here)
I made a Diorama! This Diorama was used to represent the relationship
found within the book, which is based on family relationships and the
support that family Provides.
I used watercolor paint, paper cutouts, hand draw figure, and
 Summative assessments
o Have check ins for their artwork. After the first day, they can submit
their artwork, and again the second day, etc. This will let me view the
process.
o Have a mini quiz – about 7-10 questions, at the end of the unit / lesson
that checks for their understanding of the ELA and the art concepts
presented in this lesson.
Rationale should discuss the significance of the art form & project for student
learning/understanding of the Big Idea, Enduring Understandings, and
Learning Standards. This should include cross-curricular learning students
should engage in during creation of their own similar art product.
 This art form works for this type of project because it provides students with a
good canvas to portray their relationship. Additionally, it gives students the
choice of how they want to portray their canvas. They can draw on it, paint, or
construction paper crayons to add writing and other markings. use multiple art concepts, just like me.

 This is the photo I used for inspiration:

I wanted to use paper cutouts to replicate the additional drawings in the photo. And
to reference the book title as well as the image, I wanted to include an image of
hand holding as it is a significant symbol in the book. I also wanted to add more
color to the background, and replicate a soft background, so I knew watercolor paint
would be a good way to do so.

 My art piece touches on the aforementioned big idea, enduring understanding,

and learning standards because it visualized the relationship presented in the
story in another way. And the words help visualize what people feel and think
when this type of support is provided.

 This is also a good art piece that will allow other students to make inferences
about what is going on in the art piece. Using the image and the words, they can
make inferences on what type of relationship was presented.

 Additionally, with this art piece, students can also infer what art form was used.
Students can discuss and make inferences about what art concepts they thought
the student used. This will help give them a better understanding of art concepts
and critically think about what art form is taking place.

 And it touches on the standards as the student is describing the relationship,

 mentioning its central message, the symbolism, & describe the interaction, etc.
11 Materials/Tools/Art Supplies Needed Describe prior knowledge & skills students will need to effectively use all
. (Be specific and all-inclusive.) materials.

 iPad  Reading skills to understand the book.

o Research apps  Analyzing skills to analyze the relationships of the characters.
o Apps that help them digitally create  Basic art skills such as how to properly use glue, scissors, etc.
o Translator app for MLLs  iPad and how to use its resources.
 Book of their choice  Real world knowledge / experience of what a relationship looks like.
 Writing notebook
o To reflect & brainstorm ideas
 Art supplies listed above such as:
o Glue, scissors, paper, etc.
12 References:
. (Sources of information; cited using APA formatting style.)

Morisot, B. (1872). The Cradle [Painting found in Musée d'Orsay, Paris, France]. In Google Arts & Culture. Retrieved May 3, 2023, from
https://artsandculture.google.com/asset/the-cradle/WAE_4Ek4Dn6EnA?hl=en

Rudd, Maggie C., and Elisa Chavarri. I'll Hold Your Hand. Farrar, Straus & Giroux, 2022.

Shulman, I. (2021). Friendship [Painting found in Online]. In Igor Shulman. Retrieved May 3, 2023, from
https://shulmanart.com/product/friendship

Wang, X. (2013). Watering Flowers [Painting found in UCCA Center for Contemporary art, Beijing, China]. In Google Arts & Culture.
Retrieved May 3, 2023, from https://artsandculture.google.com/asset/wang-xingwei-untitled-watering-flowers-wang-xingwei/
5QE6JyTlkd_K0g?hl=en