Art Lesson Plan

Art Integration Lesson Plan Template

LTC 4240: Art for Children
By: Jessica Bangert
Lesson Title & Big Idea*: Connecting Native Americans to Me (Native Americans)
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Students will first be read aloud the book Squantos Journey by Joseph Bruchac to get an
understanding of Native Americans and how the Native Americans lives are different from their
own. We will then have a discussion about native Americans, the struggles they went through,
and what a totem pole is and how it relates to Native Americans. Students will then be able to
design their own totem poles. After students design their own totem poles, they will write a
paragraph on the meaning of their totem pole and how it relates to them.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Students will put meaning artistically onto their
totem poles through drawing.
2. Literacy: Students will be read the book Squantos Journey
and after making the totem poles, they will write about the
meaning of their native American totem pole and how it
relates to them.
3. Social Studies: Students will understand what native
Americans are and what a tribe is.
Grade Level*: 2nd Grade

Class Periods Required:
(please circle)
1
Essential Questions (1-2)*:

What is a Native American and how does their life differ from
ours?
What is a totem pole and how does it relate to Native
Americans?
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 draw different pictures that symbolize themselves of the totem pole.
2. Literacy: The students will be able to write a paragraph about the meaning of their Native American totem pole providing
examples from their totem pole and their lives.
3. Social Studies: Students will understand what Native Americans are and how their lives differ from their own. Students will
also be able to identify what a totem pole is and the meaning of a totem pole to Native American tribes.
Grade Level Expectations (GLEs)
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art: VA-Cr 1.1 4A: Brainstorm multiple approaches to

creative art or design problems.
Instructional Strategies (Teachers approach to helping students

achieve learning)
Instructional strategies that I would use in this lesson plan
2. Literacy: W. Grade 2.3 Write narratives in which they

recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of
closure.
3. Social Studies: SS7 1.4, 1.10: Identify and select artifacts
(building structures and materials, works of art representative
of cultures, fossils, pottery, tools, clothing, musical
instruments.
would be:
- I will give them the piece of the paper that is the totem
pole and demonstrate how to fold and make it into a
totem pole after they have drawn their meanings on it.
- I will provide an example of my totem pole explaining a
few of the images on my totem pole and why I put
them on there.
- I will have discussions with the entire class to see who
is having an understanding and who I need to go check
on while working on the activity.
Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Chuck Close) because they are
reflecting on their identity through art
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):
1. I will begin the lesson on the first day by reading the book
Squantos Journey by Joseph Bruchac to the entire class.
Students will sit on the carpet in the front of the room.
I am reading this book because it gives a clear examples
about Native Americans, specifically Squanto.
2. After reading the book, I will start a discussion about
Native Americans. I will ask them questions such as:
- What do you believe is a Native American?
- How do these Native Americans lives differ from your
own?
- What is a totem pole?
- Why do Native American tribes have totem poles?
- What do totem poles represent?
I am asking these questions to see if my students have an
understanding of Native Americans and totem poles. I need
to make sure they understand the meaning of totem poles
otherwise my students will not learn from the lesson the way
I am wanting them to.
Opening (Gaining Attention, what will you show, or demonstrate)*:

I will begin by reading the book Squantos Journey by Joseph
Bruchac to get my students thinking about Native Americans. I
3. On the second day of the lesson, I will have my students

start working on their personal totem poles.
4. I will pass around the totem pole I made for my students to
get an idea what to do. I will also explain what symbols are
and give examples of things that symbolize me.
This will help my student get an idea of what I am expecting
from them on their personal totem poles.
5. I will then have my students get out their markers and
pass out the pre-cut totem poles. They will be aloud to cut
and change the shape of the totem pole if they are wanting
to.
6. Students will start working on their totem poles. I will be
walking around the classroom for students that have
questions about their task.
7. On the third day of the lesson, Students will have thirty
minutes to write a paragraph about them being apart of a
Native American and what is on their totem pole. They are
writing why it symbolizes them and why it belongs on their
totem pole.
This is the assessment for the lesson and I will be able to see
If my students have an understanding of Native Americans
and the meaning behind totem poles.
8. After the students finish their writings, they will share with
the class their totem poles and the meaning behind what
they drew on the totem pole. They will do this by pairing up
and showing their classmate their totem pole and telling
them the meaning of what they drew. When the teacher rings
the bell they must find a new partner to share with.
This will benefit all the students in the class by getting to
know one another more and improves social sharing skills.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):
Students will share with the class their totem poles and the
will follow with discussion questions about Native Americans.
meaning behind what they drew on the totem pole. They will
do this by pairing up and showing their classmate their totem
pole and telling them the meaning of what they drew. When
the teacher rings the bell they must find a new partner to
share with.
Formative Assessment strategy: (how will you assess while the
Summative Assessment strategy*:

Students will write a paragraph about them being apart of a
Native American and what is on their totem pole. They are
writing why it symbolizes them and why it belongs on their
totem pole.
learning is happening?)
I will be able to assess my students understanding by the

discussion we have after reading the book. I will be able to see
which students understand what a Native American is and
what the meaning behind a totem pole is. I will also be able to
assess my students understanding while walking around and
seeing what my students are drawing on their totem pole and
making sure it is drawings of things that symbolize them.
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
They know how to use markers. They know the way they see themselves and symbols that represent them. They know how to
write a proper paragraph by using sentence structure.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
When having the discussion, I will show them pictures of Native American tribes and other totem poles that represent their
tribe.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This is a time for them to explore themselves while drawing on their personal totem pole. They get to dig deep into their
creative side by drawing what ever they believe symbolizes them.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will know they have learned something by the discussions about Native Americans and when they are reflecting on
their own totem pole and its meaning.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
Students who struggle with writing can have the teacher write for them while they tell them what they want to write. This way
they still have all of their thoughts being written down in the students own words.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Squantos Journey by Joseph Bruchac
http://www.legendsofamerica.com/na-totems.html: to provide the teacher with information on totem poles
* 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

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Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

Grade Level*: 2nd Grade

Essential Questions (1-2)*:

Lesson Objectives/Goals: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What

1. Visual Art: VA-Cr 1.1 4A: Brainstorm multiple approaches to

Instructional Strategies (Teachers approach to helping students

Art Integration Lesson Plan Template

2. Literacy: W. Grade 2.3 Write narratives in which they

Content Areas Integrated*:

Lesson Structure & Procedure(s) Sequence of events of the lesson

Art Integration Lesson Plan Template

Opening (Gaining Attention, what will you show, or demonstrate)*:

3. On the second day of the lesson, I will have my students

Art Integration Lesson Plan Template

will follow with discussion questions about Native Americans.

Formative Assessment strategy: (how will you assess while the

Summative Assessment strategy*:

I will be able to assess my students understanding by the

Art Integration Lesson Plan Template

* Include this information during the Padlet/prezi/ppt presentation.

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