Lesson Plan: Integrated Art And Reading Subjects

Lesson Planintegrated Subject Art Subject Area: Reading Grade 1st S

LESSON PLAN Integrated Subject: Art SubJect Area: Reading Grade: 1st Specific Topic: Comprehension Scenario: This lesson plan is designed for a small group of 4 students with disabilities. Since the students are in first grade, they are all diagnosed as developmentally delayed. However, one is visually impaired (has partial sight), another shows signs of ASD and has difficulty with comprehension, and 2 have ADHD with difficulty focusing and in organizational skills. Goal: The students will demonstrate comprehension of a story by identifying the different story elements. Objectives: • The students will be able to retell a story including characters, setting, problem, and solution with 70% accuracy. • Given a first-grade level fictional story, the students will be able to answer questions on the sequence of events with 70% accuracy. Standards: • LAFS.1.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. • LAFS.1.RL.1.1 Ask and answer questions about key details in a text. FEAP: • 1.a.1: a - Aligns instruction with state-adopted standards at the appropriate level of rigor. ESOL: • Domain2, Standard 1: Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs' acquisition of English in order to learn to read, write, and communicate orally in English. Materials: • Whiteboard • Markers • The Little Yellow Chicken book • Story elements dice • Sequence of events graphic organizer Accommodations: • Written and verbal examples provided. • Real-world connections. • Manipulatives to help retell the story. • Peer learning activities. • Opportunity to draw instead of write sequence of events. • Opportunities to verbally show comprehension instead of written. • Use of graphic organizers. • Use of movement in the classroom. Set: The teacher will ask the students what they would do if they were planning a party and one of their friends wanted to help. The teacher will tell the students that they spent days working on the party, decorating, and making the cake all by themselves. But then when it came time for the party, their friends all wanted a piece of cake that no one helped to make. The teacher will allow all the students to share their opinions. Body (Procedures): • Modeled Instruction: Demonstrate: The teacher will write on the board "Setting, events, characters, problem, solution, and message." She will explain that every story has all these elements. The teacher will then go through each one and explain what they are (Setting is where the story takes place, events are what happens in the story, characters are who is in the story, the problem and how they solve it, and the message is what they learned from the story). The teacher will give real-world examples of each. Their current setting is the classroom, the characters are the students and teacher, the events include teaching the lesson and completing activities, and the message would include whatever they learned from the lesson. She will explain that today, they will be reading a story and identifying these elements in the story. • Shared Instruction: The teacher will read the Little Yellow Chicken to the students. She will stop at certain places to ask questions (on the title page "Who is the author? Illustrator?" On page 9, "Why do you think his friends didn't want to help the chicken?" On page 12, "What do you think the chicken is going to do?"). At the end of the story, the students will have an opportunity to discuss it by sharing what their favorite part was and why. • Guided Practice / Collaborative Learning: The teacher will explain that they will be doing an activity with story elements dice. There are 2 dice, each with different story elements. One die has characters, setting, problem, solution, events, message. The second die has who, what, when, where, why, and how. The students will be placed in groups of 2. Each student will get 3 opportunities to throw the dice, but they may work together to come up with an answer. The students can move around the class to throw the dice. • Independent Practice / Independent Learning: The students will each receive a sequence of events graphic organizer with sections for the beginning, middle, and end of the story (e.g., The little yellow chicken is planning a party and no friends help. Then the friends want to be invited. The chicken asks his grandmother for help. Finally, the chicken decides to let them in). The organizer has space for a drawing of the sequence of events. Closure: The teacher will ask students what they would do in the place of the little yellow chicken—whether they would allow their friends to go to the party and why. Formative Assessment: After reading the story, students will retell the sequence of events including characters, setting, problem, solution, and key events with 70% accuracy.

Paper For Above instruction

The purpose of this lesson plan is to foster comprehension skills among first-grade students with disabilities through an engaging and supportive approach integrating art and reading. Recognizing the diverse needs of students—including visual impairments, autism spectrum disorder, ADHD, and other health impairments—this lesson employs differentiated strategies to maximize understanding and involvement. The core objective is to enable students to identify and retell key story elements: characters, setting, problem, solution, and sequence of events, which are fundamental skills in developing reading comprehension.

The instructional framework begins with clear, explicit modeling, where the teacher introduces the essential components of a story and provides real-life examples aligned with students' experiences. This foundational step helps demystify abstract concepts, particularly for students with comprehension difficulties or special needs. By writing on the board "Setting, events, characters, problem, solution, message," the teacher emphasizes the universal structure of stories. Explaining each element with relatable examples—such as classroom activities—bridges the gap between literary concepts and students’ everyday lives. This initial modeling ensures students understand what to look for during the reading activity.

The shared reading approach employs the book "The Little Yellow Chicken," with strategic pauses that prompt discussion and critical thinking. Asking questions like "Who is the author? Illustrator?" and interpretive prompts such as "Why do you think his friends didn't want to help?" engages students actively, encouraging engagement and comprehension. This interactive method is especially beneficial for students with ASD or attention difficulties, as it fosters oral language development and focused listening skills. It also provides opportunities for students to express their opinions, thus building confidence and participation.

The guided practice involves collaborative learning through the use of story elements dice—a manipulatable tool that prompts students to think interactively about story components. In small groups, students throw the dice and collaborate to generate answers, reinforcing their understanding through kinesthetic and social engagement. This activity caters to various learning preferences, particularly for students with attention or organizational challenges, by providing a fun, hands-on experience that consolidates their grasp of story structure.

Independent practice consolidates understanding by having each student complete a graphic organizer depicting the story’s sequence of events. This task encourages critical thinking, sequencing skills, and artistic expression through drawing. It also offers an alternative means of demonstrating comprehension for students who might struggle with writing, especially those with visual impairments or motor difficulties. The graphical element solidifies their understanding of the story flow and key elements, while also reinforcing vocabulary and narrative structure.

The closing discussion encourages students to reflect on their personal responses to the story, fostering social-emotional growth, empathy, and moral reasoning. Asking whether they would act like the little yellow chicken and explaining why helps students connect story lessons to their own experiences, enhancing engagement and comprehension.

Assessment is ongoing and formative, focusing on students’ ability to accurately retell the story including key elements with a target accuracy of 70%. This approach allows the teacher to monitor progress, adjust instruction, and reinforce learning as needed.

Incorporating accommodations such as verbal and written examples, manipulatives, peer activities, drawing options, and movement aligns the lesson with the diverse needs of students with disabilities. These strategies ensure accessibility, participation, and a positive learning environment, helping all students achieve meaningful literacy development while cultivating their love for stories and storytelling.

References

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