Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Celebration-The Moon Festival in China
Lesson Overview/Summary*:
Through readings, class discussion and creation, students will have the knowledge of what celebration is like in
China through Literacy, Visual Art, and Social Studies.

Grade Level*: 3
Class Periods Required:
(please circle)
1

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

Essential Questions (3-4)*:
1. Visual Art:
1. How do people live differently in China?
2. What kinds of things do Chinese people value?
Illustrations paint a picture of what a market in China would
3. How does the artist portray celebration?
look like.
4. How does China celebrate based on pictures and stories we
Artists use colors for effect.
have read?
What do different cultures look like in pictures?
2. Literacy:
Books tell stories of how people live in China.
The author uses everyday people to show what their world is like
and how and what they celebrate
3. Social Studies:
Where China is on the map.
How the people of China live their daily lives (what they eat,
how they dress, where they live, what they do for fun, etc.)
How do the Chinese People celebrate their harvest?
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/newteacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to know the Chinese culture by analyzing art and will be able to create their own Chinese Lantern based
on what makes them individuals.
2. Literacy: The students will be able to write about why they decorated their Lantern the why they did.
3. Social Studies: The students will be able to identify China on a map and know what the average day is like for a Chinese person.
Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

Identify & define common vocabulary that connect the art form with
the other identified content areas:

Art Integration Lesson Plan Template

1. Visual Art:
Strand I: Manipulate paper to create forms (in-the-round)
Strand III: Compare different responses students may have to
the same artwork.
Strand V: Identify works of art from: Asia
2. Literacy:
CCSS.ELA-LITERACY.RL.2.2: Recount stories, including
fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.W.2.8: Recall information from
experiences or gather information from provided sources to
answer a question.
3. Social Studies:
Locate a place by pointing it out on a map and by describing its
relative location (description of a location by explaining where
the place is in relation to one or more other places).
Describe human characteristics of a place, (such as population
composition, architecture, kinds of economic and recreational
activities, transportation and communication networks, etc.)

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Krista Townsend)
2. Literacy
3. Social Studies

Not Applicable

Lesson Activities & Procedure(s) (please be very specific):

Day One:
1. Ask students to join you on the carpet. Have a picture of Krista
Townsends Chinatown up on the smart board. Introduce the picture
by giving the students the name of the artist and the title of the piece of
work. Then do VTS on the picture.
2. Have students stay on the carpet and tell them that we will be
reading a story about a little boy going to the market to gather supplies
for an upcoming party in China.
3. Pull down map and show students where China is on the map. Read
Lin Yis Lantern.
4. After finishing the book have a discussion with students about the
life of Chinese people.
Some questions you could start with:

Art Integration Lesson Plan Template

What did you notice about what was at the market?

How do the people dress?
What was food at the Chinese market that might be at our
markets here in America?
What is the moral of this story?
What is different/same about the Chinese culture from
American culture? Thanksgiving?
What is different about Lin than them?
5. Start to discuss the Moon Festival and what the lantern has to do
with it.
The Moon Festival celebrates family and friends, giving
thanks, and praying which you can see all of that in the market.
The Lanterns light up the sky during the celebrations and
represent these things
The lantern also signifies the wishes children make.
6. We will create a Venn Diagram to compare the Chinese Moon
Festival and Thanksgiving.
7. After a nice discussion about the Chinese culture tell the students
that they are going to be making a special kind of lantern.
The lantern represents the Moon Festival, what represents
Thanksgiving in America
8. Explain to the students that they will be making a lantern that will
represent the wishes you have. Students will draw their wish on the
lantern. Suggest to try and tie it back to family, friends, and giving
thanks.
9. Give instructions on how to create a lantern (directions in back of
book).
10. Ask the students if they have any questions.
11. Send the students back to their desk to work. (Give them about 20
minutes).
(If not complete they can finish up for homework.)
Day Two:
12. During writing students will write in their WNB write about their
wish. Students can create a story around their wish or they can explain
why they chose the wish they did, or both.

Art Integration Lesson Plan Template

13. Bring student back to the carpet with their lanterns and WNBs.
Students will share their individual lanterns and discuss why they put
what they did on their lanterns.
14. Allow students to ask questions about each others work and
writing.
15. Hang the students lanterns up from the ceiling.
Anticipatory Set (Gaining Attention)*:
1. Visual Arts: VTS of Krista Townsend, Chinatown
2. Literacy: Read Lin Yis Lantern
3. Social Studies: Student lead discussion about Chinese culture.
What is different about Chinas way of living than ours here in
America?

Closure (Reflecting Anticipatory Set):

The students get to share their lanterns and their writing about what
makes them individuals.

Formative Assessment strategy:

1. Visual Arts: Is the students wish on the lantern?
2. Literacy: Is the students wish in their writing? Did they chose a
wish that they can write enough about
3. Social Studies: Can the students point to China on the Map? Can the
students compare and contrast the different things about China and
America? How does the students lantern and wish relate to what they
are thankful/ hopeful for?

Summative Assessment strategy*:

1. Visual Arts: Did the student follow the directions on how to make a
proper lantern? Does the artwork show his/her wish?
2. Literacy: Students will have a short story/explanation for what their
wish is and why it is important to them.
3. Social Studies: Students wishes are chosen by themselves and what
they think should be celebrated and what makes them special.

What student prior knowledge will this lesson require/draw upon?

1. The student will already understand American Culture.
2. The students will already know why we celebrate Thanksgiving.
3. Students will know how to create a Venn Diagram.
4. Students will have some experience with creating 3-D paperwork.
5. Students will have done VTS with other pictures and know how it works.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
1. By doing VTS this allows students to imagine what is going on the painting while exploring art.
2. Students are encouraged to explore their own lives and develop their own wishes to put on their lanterns that will become a part of a story.
3. Students will be experimenting with the many ways to decorate a lantern and what colors go best with other colors. Also, students will be
using their WNB which students should already know is a place for experimenting with their writing.

Art Integration Lesson Plan Template

How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson allows for divergent thinking because I give the students the opportunity express what think is important in the Chinese culture and
how the celebrate holidays. Since the focus is on celebration and how different cultures around the world value and celebrate different and/or the
same things based on their everyday lives students will have different interpretations of what they think is important some people which we have
a class discussion about as we go.
How will you engage students in routinely reflecting on their learning?
Through the two days I will continue to refer back to the story and what the Chinese celebrations look like as a reminder the lanterns are to be
representing celebration and the wishes they have much like the one in China.
How will you adapt the various aspects of the lesson to differently-abeled students?
1. Most of this lesson is class discussion and student driven so there are many ways students can approach the many tasks
2. If a child is not as experienced with scissors I will have a few lanterns pre-cut and ready to put together.
3. I will have the construction paper and crayons set at the tables so the students does not have to move to get materials
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be able to finish/revise and improve the lanterns at home before the share it with the class.
What opportunities/activities will you provide for students to share their learning in this lesson?
1. VTS at the beginning of the lesson students share what they notice and why
2. We have a lengthy class discussion about Chinese culture and celebrations which students are encouraged to share what they know about these
things to help teach the class
3. At the end of the lesson students share their lanterns with their wishes along with the story/reasoning behind it with the class.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Guterbock, R., & Miller, A. (2013, January 1). Contemplating Relevance at the McGuffey. Retrieved November 17, 2014, from
http://cvilleartblog.com/tag/krista-townsend/ (VTS picture)
Williams, B., & Lacombe, B. (2009). Lin Yi's lantern: A Moon Festival tale. Cambridge, MA: Barefoot Books.

Art Integration Lesson Plan Template

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