Professional Instruction Project (PIP)

Explicit Integrated Lesson Plan

Name: Carlee Marx Grade Level/Content Area: 3rd Grade Estimated Time: 60 mins

*Integrated Content Area(s): Social Studies

Standard: (1-Content Core Standard and 1-Common Core Standard, Per Unit)
Strand: PRESENT
Demonstrate actions that promote civic engagement, including knowledge of our government systems, understand roles in the community, and participate in the
democratic process.

Standard

Identify and explain how and where different cultures record and illustrate stories and history of life through art.

Standard 2
Students will understand cultural factors that shape a community.

Objective 2
Explain how selected indigenous cultures of the Americas have changed over time.
Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern, Arctic, Incan, Aztec, Mayan).

*Learning Objective(s): (Each content area listed needs a learning objective)

1. Identify other cultures through art

2. Express themselves through art by creating stories like the Native American culture
Use objects to represent their feelings provoked by the differences found in cultures

Essential Questions:

How can you identify different cultures through art?

How can art help me to express myself?
What/when can art help me express myself?
Can objects help me to represent my feelings? How might these objects help me to express my feelings?
Materials:
Dream Catchers: feathers, string, beads, hole punch, paper plates, markers, colored pencils, crayons, scissors
Pictographs: Large brown paper, crayons, answer key (code)
Time Lesson Instructional Language/Teacher Differentiation Technolo Assessment Reflection
*Number Components Script/Activities Contextual gy *Documentat *How did the
of min. *Scripted step by step for each lesson Factors Integratio ion students
for each component. *Remember to add in essential *How will I n *Outcomes respond
compone questions when applicable. accommodate *How will I *Pre and Post *What do I
nt lesson/activities integrate *Formative/ need
for all learning technology Summative to change
 styles: ESL, *Rubric, *New ideas to
gifted, special Project improve this
needs, culturally *Observation section
diverse, etc. *Paper/Penci
l
Anticipatory Set: Welcome to Art class! quickly take your seats, Tell about I will play Listen to Did the
Beginning: I have a few fun activities planned for today. cultural art some student students
mins *How will I “hook” stories so Native responses. understand
the students? I will start by asking the students the students will American the questions
questions above and having a class want to share feeling being asked
discussion. their own. Give music to during the
them a few spark the discussion.
How can you identify different cultures minutes to interest of
through art? “Think Pair, the
Share” students
Allow the students to share with one curiosity
another in a “Think pair share”setting as they
before you go into a whole group discussion. enter the
classroom
5 mins Introduction: Show Video: Students who Video: Listen to Did students
Explain: can’t hear I will responses of respond to the
*What, Why, When To get you all thinking about the many have them sit students, video in the
Where different cultures that embody our earth, I’ll close to the provide an way I
*Use clear, explicit play this video. Make sure to pay attention speaker and let environment expected? Did
language because at the end we’ll talk about how the them feel the This video for a good their
video made you feel and we’ll talk about the speaker. They will be discussion. emotions
differences and things that stood out to you. will be able to used to match mine?
feel the the emphasize
I will begin by showing the students a short vibrations the focus
video clip of Native Americans and their art. through the of the
After the clip I will have the students reflect speaker as they lesson and
on how the certain way they lived, how they watch the give an
did things, and how this video made them video. overview
feel. of what
For the Autistic the
child I can offer students
Can objects help me to represent my feelings? a seat in the are going
back for them to be
How might these objects help me to express to either be on a learning.
 my feelings? bouncy ball, or
wiggle chair so
they are
moving, but not
disrupting the
other students.
I might offer
something for
them to fidget
with in their
hands to help
them focus on
the discussion.

For the child

with a visual
impairment I
might pair a
buddy next to
them to talk
about what's
happening in
the video.
describing what
they see.

ESL: Have a
copy of the
video on
another device
in their
language
5 mins Modeling: Show PowerPoint For students PowerPoin Observe How did the
Demonstrate: who have a t of students for students
(I do it. Teacher Ask some questions that further discussion vision pictures, comprehensi respond to the
models) and allow students to dive into their impairment I petroglyph on prompts of
*Examples background knowledge of Art. will make sure s, the
*Non-examples to describe pictograph differences in
“What do you notice about the patterns in what they are s, and the Native
these images?” “Is there a balance?” “What is seeing in the dreamcatc American
significant about the color/Texture in these powerpoint, hers. And culture?
pictures?” and ask some any other
essential creations
Today we are going to express ourselves as if questions so in the Art
we were Native Americans in creating two students can subject of
different pieces of Art. Amazingly enough, help each other Native
many people are still creating what we are bringing their Americans
going to create today! background
knowledge of
art to the
surface to
facilitate for
good
discussion.

For the Autistic

child I might
ask them to
start the class
discussion, or
giving them the
options to
choose to do
something first,
whether it be to
comment, or to
choose their
station.

For the child

that can’t hear I
will offer them
the questions
on a sheet of
paper so they
can follow along
in the class
discussion. I
 might even ask
this particular
student if they
want to share
any ideas to the
class.

2 mins Guided Practice: I will split the class into 2 groups. There will As the students No technology Were students
will be used
Reinforce/Reteach be two tables set up with the supplies for are going to the in the engaged for
: each station for the students to create a stations, I will instructions/d the duration
(We do it. Teacher pictograph at one table, and a dreamcatcher make sure that irections of the activity?
guides students) at another. the impaired Would having
*Practice together children will a few more
*Small group I will then explain to the students what each have a buddy stations to
*Whole group group will be doing. guiding them to control the
* the station. classroom
I will hold up an already made help?
dreamcatcher and allow students to see one For the child
up close. I will tell them the simple who can’t hear,
instructions and let them know that there I will offer
will be instructions at their station in case instructions to
they need it. them before
they get to the
I will then show them the wall, and explain stations so they
that they will be creating stories of their have an idea of
own, and then working with the class to add what they are
and create a story by adding a few symbols doing, that way
and words to the wall. they won’t get
behind or feel
left out.

20-25 Independent Group 1 will make their own pictographs For students PowerPoint Formative: Were the
will still be up
mins Practice using symbols to create a picture of their who have a giving the
For students
Scaffolding: own story visual students ideas formative engaged and
Practice: Students will also have the opportunity to impairment, I on how to assessment did they
create
(You do it. create a story with the entire class, where I can help them dreamcatcher
we will understand
Individual student will set up a “Wall” and the students will create a s and check in with what they
practice) each come up and add something of their dreamcatcher petroglyphs. each student were
*Similar to guided own to the wall, helping to create a story. as they tell us as they are supposed to
I will play soft
 practice activities what they want Native going be doing
American
*Done alone to Group 2 will use their own creativity to and how they music in the
through during this
show competency make a personal dreamcatcher just as the want it made. background. each station, activity.
Native Americans always made, and to see how
understanding the importance of the For the Autistic they are
dreamcatcher child, I will have doing
tons of crafts as
I will give each group about 20-25 min to a backup for
spend at the stations. them to add to Summative:
their creations, For
When it’s time to switch stations, we will or to even summative,
pause the music and allow students to create that will be
quickly tidy up before switching. something the final
entirely product of
different. They their dream
may want to catchers and
create more pictographs
than one, or
even something
else after they
have finished.

ESL: Have the

instructions
printed in their
language so
they can easily
read those and
create the
masterpieces
the way they
want to.
3-5 Closure: I will return to some of the essential Students would No Listen to the Write specific
mins Revisit: questions, by using them to have a closing be given the technology conversation questions on
*Learning discussion on the history that they have choice to will be s that the board for
objectives learned, and the art principles and discuss what used. students are students to
*Did students techniques they’ve developed. they created having with answer with
answer essential with a partner their peers to their partner
questions Okay students, as we wrap up today's class, or write in their gauge or in their
*Did students make you can either choose to share what you’ve journal about response to journal.
a real life learned with a partner or write in your their objectives
connection journal. If you choose to talk with a partner, experiences and and
share with each other; feelings during prompted
the two questions.
“How I expressed myself through art.” activities.

If you are choosing to write in your Journal,

answer this :

“When can art help me express myself?”

Overall Were the instructions clear and did the Were all Was Did the Did students
Reflection: students understand what they were students' technology assessments meet the
Reflect: supposed to be doing during each activity? individual used show an learning
*Were the learning learning needs appropriately accurate objective?
?
objectives met in Were the students engaged throughout the met? depiction of Were students
each content area whole lesson. student responsive to
*Did the lesson knowledge instruction?
answer essential Were the essential questions answered and learning Did students
questions throughout the lesson. Did students of the appear to be
*Did students reach understand the learning objectives. concept? engaged and
competency enjoy the
*Did I adjust lesson lesson?
to meet the need of How can I
all types of learners improve this
*How was my lesson for
timing and next time?
“withitness”
*Did I enjoy
teaching and did
students enjoy
learning