Maya’s Popping Words

Maya's Popping Words

MAYA'S POPPING WORDS

Learning Description

Using Maya Angelou’s poem, “I Love the Look of Words,” students will create gestural and full-body enactments of the poem and explore new and high-powered words.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can think about words metaphorically and identify new and unfamiliar words.

Essential Questions

  • How and why do we expand our vocabulary with new words?

Georgia Standards

Curriculum Standards

Grade 4:

ELAGSE4RL4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Grade 5:

ELAGSE5RL4 Determine the meaning of words and phrases as they are used ina text, including figurative language such as metaphors and similes.

Arts Standards

Grade 4:

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

Grade 5:

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 4:

ELA.4.AOR.8.1 Determine an author’s use of words and phrases in grade-level literary, informational, and multimedia texts: a. distinguish between literal and nonliteral meanings of words and phrases (e.g., take steps); b. explain the meaning of commonly occurring similes, metaphors, and idioms.

Grade 5:

ELA.5.AOR.8.1 Determine an author’s use of figurative and technical language in literary, informational, and multimedia texts: a. recognize and explain the meaning of figurative language, including similes and metaphors, in context.

Arts Standards

Anchor Standard 3:  I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

Metaphor - An implied comparison of unlike objects.

Simile - A comparison of unlike objects that uses ‘like’ or ‘as.’

Literal - Having a meaning that is exactly what the word or words say; the original meaning.

Figurative - Having a meaning that is not exactly what the word or words say, but that applies their original meaning in a different way.

Poem - A piece of writing in which the words are chosen for their beauty and sound and are carefully arranged, often in short lines that rhyme.

Arts Vocabulary

Voice - An actor’s tool, which we shape and change to portray the way a character speaks or sounds.

Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves.

Gesture - A specific physical movement, especially of the hands or arms, intended to convey meaning.

Act - To pretend to be or do something imaginary; bringing an idea or character to life.

Facial Expressions - Conveying thoughts and feelings through the face and eyes.

 

Materials

 

Instructional Design

Opening/Activating Strategy

Warm Up
Have students stand up and alternate between intervals of random sound and movement and intervals of stillness and silence:  5, 10, 15, 20 seconds (i.e., 5 seconds of random sound and movement, then 5 seconds of absolute stillness and silence, etc.).  Have students sit down to reflect on the feelings evoked by each.  “How does it feel to speak and move?  How does it feel to be silent for an extended period?  When in your life do you have to maintain silence?  Why?”  (Reflection can be with a partner, in a small group, or in the full group.)

 

Work Session

Connect the stillness and silence of the Warm-Up to the story of Maya Angelou, told selectively from information gleaned from the Poetry Foundation page (according to teacher comfort).  Suggested script:

“Maya Angelou was a famous poet.  She was an African-American woman born in 1928 in St. Louis, Missouri.  She would grow up to become the Poet Laureate, or the official poet, of the United States, and to earn many awards and honors.  She is also the first African-American woman to be pictured on a quarter.  But when she was 8 years old she stopped talking.  She had been mistreated by someone in her family, and she spoke up.  But she felt that speaking up had caused more trouble, including violence, and so she stopped speaking.  She remained mute for five years.  During that time, she read a lot, and developed a passion for reading and a love of words.  Many people tried to get her to speak, but none were successful until a teacher named Mrs. Flowers, when Maya was 12 ½, convinced her of the importance of the spoken word, and Maya began to speak again.  Maya Angelou died in 2014 at the age of 86.”

(Note:  Teacher should become familiar with the story of Angelou’s childhood.  There are some details that are not appropriate for sharing in the classroom; teacher should be prepared to answer any questions that may arise.)

  • Introduce, or review, the difference between literal and figurative language, and the definitions of metaphor and simile.
  • Introduce the poem, “I Love the Look of Words,” by Maya Angelou.  Read it at least twice:  teacher reads it through once, then the class reads it through all together.
  • Discuss the dominant metaphor in the poem.  What two unlike things is Angelou comparing to each other?  How does this metaphor convey her feelings about her subject?  How do you respond to this metaphor?  What other similes and metaphors are found in the poem?  
  • First enactment:  Enact the poem with gestures.  
    • Drama instruction:  Define and discuss gestures as physical movements used to convey meaning.  
  • Define and discuss facial expression as the way we convey thoughts and feelings with our faces.  
  • Define and discuss enactment as the process of bringing something to life through acting.
  • First model with the opening three lines, using gesture and facial expression to represent the “popcorn,” “popping from the floor,” the “hot black skillet,” and “into my mouth.”  Then brainstorm gestures, facial expressions, and actions for the remainder of the poem.  Have students stand and enact the gestures as the teacher does a full reading of the poem.
  • Second enactment: Enact the poem with full body movement.  
    • Brainstorm ways to use the body to become both the leaping popcorn and the leaping words.  
    • Explore with the students ways to express phrases like “sliding into my brain,” “the words stay stuck,” “the weight of ideas,” and “the tracks of new thinking.”  
    • Have students stand and enact the full-body interpretation of the poem as the teacher does a full reading.
  • Third enactment: Enact the poem with “popping words.”  
    • Brainstorm new and interesting words with the students:  these can be vocabulary words, words they have encountered through their own reading, interests or conversations, or unfamiliar words they have heard that they are curious about.  
  • Final read-through:  Either the teacher reads, or the teacher assigns groups to read sections.  As the poem is being read, those not reading become words popping up randomly (e.g., “Armistice!”  “Melancholy!”  “Obtuse!” “Thermodynamic!” etc.), leaping up and speaking the words with energy and clarity.  

Drama instruction:  thinking about Angelou’s love of words, have students explore speaking their words with different feelings, altered voices, dialects, pitches, varying volume and pace, etc.

  • Reflect on the different processes.  “How did we bring the poem to life?  Which actions – gestures, facial expressions, full-body movements, popping words - did you feel best represented Maya Angelou’s purpose in writing the poem? How do you relate to this poem now?”
  • Distribute the Popcorn Box template.  Have students cut out the pieces and build the popcorn box.  Have students use dictionaries or other reference materials (in hand or online) to find interesting, unfamiliar words – words that were not used in the enactment - to write on the popcorn pieces; then have them crumble the pieces and put them in the popcorn box.  Use the boxes in pairs, small groups, or full class to explore new words.

 

Closing Reflection

Ask students, “How did we use our voices and bodies to bring the poem to life?”  “How did we creatively interpret the similes and metaphors in the poem?”  “How did we convey the theme of the poem?”  “How do you think Maya Angelou might have felt observing our lesson today?”

 

Assessments

Formative

  • Note students’ responses in discussion of silence and movement.
  • Note students’ understanding of metaphors and similes through their citing of examples from the poem.
  • Observe students’ use of body, voice, and facial expression in the enacted readings of the poem.

 

Summative

Assessment instrument – questionnaire:

Questions

  1. What is a metaphor?
  2. What is a simile?
  3. What is the central metaphor of “I Love the Look of Words”?
  4. Describe one way in which you enacted a phrase or section of the poem.
  5. List three of the words you wrote on your popcorn.
  6. Tell one interesting fact you learned about Maya Angelou.

 

Answers

  1. An implied comparison of two unlike objects.
  2. A comparison of unlike objects using ‘like’ or ‘as’.
  3. Words = popcorn
  4. Possibly, “I used my hands to be the popping popcorn,” “I leapt in the air and shouted new words,” “I chomped with my teeth,” “I pretended to smell the butter on my fingers,” “I ran like I was on a track of new thinking,” etc.
  5. (student choice)
  6. Possibly:  She was the chief poet of the U.S., she stopped speaking as a child, a teacher got her to speak again, she won many awards, her picture is on a quarter, etc.

 

Differentiation

Acceleration

  • Assign groups to independently develop gestural or full-body enactments of sections of the poem, to present to the class.
  • Instruct students to follow up with a writing exercise, creating a short piece that includes all of the new words they wrote on their pieces of popcorn.  Have them read their written pieces with expression.

Remediation

  • Plan out the gestural and full-body enactments ahead of time, to be less dependent on brainstorming and student input.
  • Do leaping and popping more simply, in a seated position, or with a specific gesture of the arms alone, rather than with full body.
  • Brainstorm as a class a list of unfamiliar, interesting words, and write them on a board, for the students to use in the third enactment of popping words.

Additional Resources

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Barry Stewart Mann

Revised and copyright: February 2023 @ ArtsNOW

Mobiles & Story Elements

Mobiles & Story Elements

MOBILES AND STORY ELEMENTS

Learning Description

In this lesson, students will create a mobile sculpture inspired by the artist, Alexander Calder, to show the elements of a story.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTSE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a mobile sculpture inspired by the artist, Alexander Calder, that illustrates the elements of a story.

Essential Questions

  • How can I demonstrate my understanding of the elements of a story through a mobile sculpture?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2RL5 Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

Grade 3:

ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RL7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 2:

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA2.CR.2 Create works of art based on selected themes. 

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA2.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 3:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes. 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.I.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations. 

2.RL.MC.6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. 

2.C.MC.1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. 

2.C.MC.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. 

2.W.RC.6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

Grade 3:

3.I.1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry. 

3.RL.MC.1 Use text evidence to: a. describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot; and  b. explain the influence of cultural and historical context on characters, setting, and plot development.

3.C.MC.1.1 Explore and create meaning through conversation and interaction with peers and adults. 

3.C.MC.1.2 Participate in discussions; ask questions to acquire information concerning a topic, text, or issue.

3.W.RC.6.1 Write routinely and persevere in writing tasks

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Character - A person, figure, or animal depicted in literature.

Setting - When and where a story takes place.

Plot - The main events of the story.

Summary - A brief description of a passage that captures the main idea.

Main idea - The central idea or theme of a story.

Detail - Information from the passage that supports the main idea.

Arts Vocabulary

Shape - One of the seven elements of art; a two-dimensional object that can be geometric, organic, or free-form.

Form - One of the seven elements of art; a three-dimensional object that can be geometric, organic, or free-form.

Sculpture - An art form that shows the element of form.

Mobile - A hanging sculpture that has moving parts.

 

Materials

  • Paper plates
  • Markers/colored pencils
  • Plain white paper
  • Yarn/string
  • Paper clips
  • Scissors

 

Instructional Design

Opening/Activating Strategy

  • Show the students Alexander Calder’s sculpture, Mariposa (Butterfly), on a screen. Do not show them the title of the artwork. Have students go through the See, Think, Wonder strategy to engage with the image.
  • Tell students that the name of the sculpture is Mariposa (Butterfly). Ask students if they can see the butterfly in the sculpture.

 

Work Session

  • Explain to the students that this sculpture shows the following elements of art: shape, line, and form. Explain that sculpture is three-dimensional art. The pieces of the sculpture are made up of free-form shapes and lines. Show students the different types of shapes in art: organic, free-form, and geometric.
  • Tell students that you are going to read them a story. Students should listen for details that tell about the character(s) and setting of the story. As you read, students should raise their hands whenever they hear a detail about the character(s) or setting. Pause as you read to allow students to share their details. Create a list of details on the board. 
  • At the end of the story, ask students to summarize the story. Students should identify the beginning, middle, and end of the story. 
  • Explain to students that they are going to create a sculpture like the one they looked at at the beginning of class, Mariposa, by Alexander Calder. 
  • Students should draw the setting of the story on their paper plate. 
  • Then, demonstrate to students how to draw a spiral on their paper plate, starting at the middle and spiraling outward. Students will then cut along the spiral.
  • Next, students will draw images/symbols on plain white paper to represent the character(s) and the beginning, middle, and end of the story. Students should cut these out.
  • Students will tie yarn or string to the spiral that they cut out of the paper plate and attach the symbols for the beginning, middle, and end of the story to the yarn or string. Students should place the symbols in sequential order. On the back of the symbols, students should summarize the beginning, middle, and end of the story. 
  • Students will attach a paper clip to the center of the spiral to hang the sculpture.

Closing Reflection

  • In small groups, have students compare and contrast their artwork to the illustrations in the book. What are the similarities and differences between the way the illustrator communicated meaning and the way students communicated meaning? 
  • Students should conclude by writing an artist statement that says what they are most proud of in their artwork, their names as artists, and what symbols they chose to show in their artwork.

 

Assessments

Formative

  • See, Think, Wonder strategy analyzing Calder’s, Mariposa (Butterfly) - students should be able to use visual evidence to support reasoning
  • Students’ identification of the character(s)
  • Students’ identification of the setting
  • Students’ identification of the beginning, middle, and end of the story

 

Summative

  • Students’ mobiles that show the character(s), setting, and beginning, middle, and end of the story
  • Students’ summaries of the beginning, middle, and end of the story

 

Differentiation

Acceleration: Have students retell the story to each other using their mobiles as a visual aid. Students should then compare and contrast their use of symbols to communicate meaning.

Remediation: Have students work in groups. Each member is assigned one part of the story to illustrate for their group’s mobile–beginning, middle, or end. Students will combine their work to create one piece of art. Students will work together to retell the story using their mobile.

Additional Resources

Mobiles and Story Elements

Types of Shapes

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Katy Betts

Revised and copyright: September 2023 @ ArtsNOW

Communicating Through Self Portraits

Communicating through Self-Portraits

COMMUNICATING THROUGH SELF PORTRAITS

Learning Description

In this lesson, students will use symbolism and imagery to create a self portrait. Students will support their work by writing about their art.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can communicate meaning about myself using symbols and imagery.
  • I can create a self-portrait using accurate proportions.

Essential Questions

  • How can I communicate meaning about myself using symbols and imagery?
  • How can I use proportions to create a self-portrait?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

ELAGSE2RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

ELAGSE2W3 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.

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

ELAGSE2SL6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Grade 3:

ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

ELAGSE3RI7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 2:

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA2.CR.2 Create works of art based on selected themes. 

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA2.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 3:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes. 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.I.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations. 

2.I.2.1 Engage in daily exploration to formulate questions from texts and personal experiences; generate possible explanations and consider alternatives. 

2.RI.5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.   2.RI.5.2 Make predictions before and during reading; confirm or modify thinking.

2.RI.6.1 Retell the central idea and key details from multi-paragraph texts; summarize the text by stating the topic of each paragraph heard, read, or viewed. 

2.W.3.2 Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing.

Arts Standards

Grade 1:

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Main idea - The central message of a text.

Supporting details - Information in a text that supports the main idea.

Personal narrative - Writing that expresses real or imagined personal experiences.

Arts Vocabulary

Self-portrait - A visual representation of oneself.

Proportions - How one thing relates to another in terms of size.

Symbols - An image that communicates meaning.

Background/negative space - The area around the subject of an artwork.

 

Materials

  • Pencils
  • Crayons/colored pencils/markers
  • White paper

 

Instructional Design

Opening/Activating Strategy

  • Show students the image, Self Portrait with Monkeys, by Frida Kahlo, without the artist’s name or name of the artwork visible. Lead students through the See, Think, Wonder strategy. Students should collaborate in small groups and share their responses.
  • Show students the title of the artwork, artist’s name, and year it was made. Explain that Frida Kahlo often included symbols and imagery that represented important things to her in her artwork, such as her pet monkeys and her Mexican heritage. 
  • Ask students what a symbol is. Provide examples such as a heart, and explain that symbols are images that communicate meaning.

 

Work Session

  • Explain that Frida Kahlo is a very famous artist who had polio as a child and was later in an accident that limited the activities that she could do. She had to use her imagination and what she knew about the world around her to create her artwork. 
  • Read the book, Frida’s Animalitos, to students (read aloud version). 
  • Ask students to identify the main idea or theme of the text and the supporting details (answers might include that circumstances in life don’t have to determine what we choose to do or citing that Frida continued to paint despite her illness and accident).
  • Explain to students that they will be creating a self portrait that includes symbols and imagery that represents important things about themselves. 
  • Show students the proportions of the face. Have students use this as a guide to draw their own faces on plane white paper. Have students add color and details to their self-portraits.
  • Next, go back to Self Portrait with Monkeys by Frida Kahlo. Remind students that Frida Kahlo included symbols and imagery that were important to her in her artwork like her pet monkeys. Ask students to brainstorm 3-4 things that they would like to include in the negative space/background of their artwork. Have a few students share their ideas with the class.
  • Students will then use symbols and imagery to represent things in the area around their portrait (background/negative space).
  • Students will write a response to the following prompt in complete sentences when they complete their self-portrait: What does your self portrait communicate about you? Student responses should include a topic sentence and supporting details that state the symbols they chose and why they chose them.

 

Closing Reflection

Have students get in groups of 3-4. Students should take turns showing their self-portraits and explaining the imagery that they used and why they chose it.

 

Assessments

Formative

  • Class discussion around Frida Kahlo’s self portrait and symbolism to check for understanding
  • Class discussion around the main idea in the book, Frida Kahlo’s Animalitos.

 

Summative

  • Self portrait
  • Written response

 

Differentiation

Acceleration

  • Ask students to write a personal narrative (one paragraph in length) about one of the symbols that they included. 
  • Have students trade self-portraits and write an interpretation of their partner’s self-portrait based on the symbols that their partner included.

Remediation

  • Allow students to provide an oral explanation of the symbols that they chose and why they chose them rather than writing them down. 
  • Reduce the number of symbols that students should include in their self portrait to two.

Additional Resources

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Katy Betts

Revised and copyright: September 2023 @ ArtsNOW

Rhyming Animals

RHYMING ANIMALS

RHYMING ANIMALS

Learning Description

Students will learn about rhyming families by creating “cut-outs” of animals inspired by the artist, Henri Matisse, combined with a rhyming word.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create rhymes using Matisse-inspired cut-outs.

Essential Questions

  • How can I create a rhyme using Matisse-inspired cut-outs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

ELAGSEKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Grade1:  

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Arts Standards

Kindergarten & Grade 1:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK&1.CR.2 Create works of art based on selected themes.

VAK&1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK&1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

VAK&1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.I.1.1 Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.

K.RL.2.1 Recognize and produce rhyming words

K.C.MC.1.1 Explore and create meaning through play, conversation, drama, and storytelling.

K.C.MC.3.2 Use appropriate props, images, or illustrations to support verbal communication.

Grade 1:  

1.I.1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

1.RL.9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. 

1.C.MC.1.1 Explore and create meaning through conversation, drama, questioning, and story-telling. 

1.C.MC.3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Rhyme – Words that have the same middle sound.

Arts Vocabulary

Geometric shape – One of the seven elements of art; a two-dimensional object such as a square, triangle, or circle.

Cut-outs/collage - An image created using a combination of pieces of paper or images.

 

Materials

  • Construction paper
  • Glue sticks
  • A variety of geometric shapes such as circles, squares, rectangles, and triangles

 

Instructional Design

Opening/Activating Strategy

  • Show students an image of Henri Matisse’s, The Horse, the Rider, and the Clown. Ask students to find things that they recognize in this image (colors, shapes, etc.).
  • Tell students that they will be learning about how the artist, Henri Matisse, created this artwork using paper and scissors.
  • Explain to students that there are different kinds of shapes in art:  geometric, organic, and free-form. Show students the different types of shapes.
  • Ask students to practice creating geometric shapes using their hands or arms.
  • Ask students to identify the types of shapes in Matisse’s, The Horse, the Rider, and the Clown.

 

Work Session

  • Explain that the artist, Henri Matisse, created images by cutting out pieces of paper and putting them together to make images. 
  • Show students several examples of Matisse’s cut-outs.
  • Show students Matisse’s, The Snail, as an example. Ask students if they can see the snail in the image.
  • Tell students that they will be creating cut-outs like Matisse that combine an animal with a rhyming word.
  • Go over a family of words that rhyme with an animal such as a cat, dog, frog, etc.
  • Show students how to use geometric shapes to create an animal. 
  • Ask students to combine the animal with a word that it rhymes with to create a cut-out like Matisse.

Closing Reflection

  • Ask students to write the two words that they showed in their artwork (i.e. cat and hat) in a complete sentence with correct grammar, such as “The cat wears a hat.” 
  • Students will conduct a gallery walk to see each other’s artwork and see the different words that their animal rhymes with.

 

Assessments

Formative

  • Student discussion of rhyming families
  • Student identification of a word that rhymes with the given animal

 

Summative

  • Student “cut-outs” of animal and word that it rhymes with - student artwork should demonstrate that students understand that some words have the same median sounds.

 

Differentiation

Acceleration: Students should come up with their own animal and a word that it rhymes with instead of the provided animal and words that it rhymes with to create their artwork.

Remediation: Provide students with the animal and the word that it rhymes with; after students have created this artwork, ask them to identify another word that rhymes with the animal and the word it rhymes with. Ask students to add this word to their artwork.

 ADDITIONAL RESOURCES

Rhyming Animals presentation 

Types of Shapes handout

Optional supporting text: Henri’s Scissors by Jeanette Winter

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed by:  Katy Betts

 Revised and copyright:  September 2023 @ ArtsNOW

Acting Out the Adverb, But What About the Adjective? 2

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

ACTING OUT ADVERBS . . . BUT WHAT ABOUT ADJECTIVES?

Learning Description

In this lesson, students will compare and contrast adjectives and adverbs. We will explore how acting out an adverb is easier than an adjective. While we can reach for the adjective, they are often difficult to physically demonstrate. As a trick for identifying the difference, we teach students to try to imagine acting them out.

 

Learning Targets

GRADE BAND: 2
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can differentiate between adjectives and adverbs by trying to act them out.

Essential Questions

  • How can the arts help to clarify language arts concepts?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use adjectives and adverbs and choose between them depending on what is to be modified.

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2WL.4:

Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. 

     4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

Adjective - A word that modifies a noun.  Adjectives often describe color, shape, size, smell, feel, emotion, or other intrinsic or temporary quality.

Adverb - A word that modifies a verb, an adjective, or another adverb. Adverbs often tell when, where, why, or under what conditions something happens or happened.

Arts Vocabulary

Pantomime - pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words

 

Materials

Possibly, a whiteboard for brainstorming ideas

 

Instructional Design

Opening/Activating Strategy

  • Explain that students will be acting out different things in today’s lesson.  Remind them that when acting things out, it is important to stay safe.  Have students each make a ‘space ball’ around themselves. Model and have students follow blowing up a bubble to become the space ball.  Spread it out to the sides, to the front and back, and up above.  Remind them to be careful – not to break or burst the space ball.  Explain that this is the student’s acting space, and that they must not crash their bubbles into one another. They have to keep safe in order to participate.
  • Give students a series of prompts alternating between nouns modified by adjectives and verbs modified by adverbs, such as:
    • become a tall pine tree
    • act out running fast
    • be a cold ice cream cone
    • toss a ball in the air wildly
    • be an interesting book
    • play an instrument gracefully
    • be a lonely dog
    • eat ice cream joyfully
    • be a dirty baseball
    • sway gently in the wind
    • be a loud tuba
    • read a book excitedly

Ask students to recall which prompts were easier to do and which were more challenging.  If necessary, review the list.  Ask them to explain what made the actions easier or harder to do.  Elicit, and/or guide them to the notion that words that told how to do something might have made it easier to act out the idea.

 

Work Session

  • Define or review adjectives and adverbs.  Review the list of prompts to identify adjectives and adverbs.  Use them as examples to reinforce the definitions of adjectives and adverbs.
  • Define or review pantomime – pretending to hold, touch or use something you are not really holding, touching or using; in the theatrical tradition, acting without words.
  • Lead students in simple pantomime activities, such as eating an apple or swinging a baseball bat.  Model for them and instruct them in using careful precise movements, slightly exaggerated, and including their faces and eye focus.
  • Then adapt those activities by adding adjectives and adverbs.  E.g., eat a red (soft, sour) apple and swing a wooden (long, heavy) baseball bat, and then eat an apple quickly (furiously, disgustedly) and swing a baseball bat powerfully (awkwardly, carelessly).  Reflect on the ease or difficulty of showing the adjectives and the adverbs.  Ask: why is it easier to act out actions that involve adverbs?  (Because adverbs often tell us how to do things, while adjectives often only tell us what a thing is like.)  Remind students that this reflects the difference between nouns and verbs – nouns are things, but verbs often imply action, and by definition action is easier to act out.
  • Have students pair up.  Have pairs decide on an action that can be pantomimed, involving an object of some sort.  (They can choose actions involving food, sports, school, music, art, the outdoors, chores, etc.).  Have them develop a pantomime for their activity.  Remind them that pantomime should involve precise and detailed movements, be slightly exaggerated, and engage the face and eyes as well as the body.
  • Have each pair show another pair what they developed.
  • Have them next add adjectives.  Remind them that adjectives modify nouns – describing the person, place or thing they are enacting.  If appropriate, brainstorm categories of adjectives (size, shape, color, taste, etc.) or even specific adjectives (gigantic, slow, loud, pink, striped, round, etc.).
  • Have them rework their pantomimes trying to reflect the added adjective.
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Have them next add adverbs.  Remind them that adverbs modify verbs, adjectives, and other adverbs.  Instruct them to use an adverb to modify the verb of their pantomime – describing the way the action is to be enacted.  Remind them that adverbs usually (but not always) end in ‘-ly.’  If appropriate, brainstorm categories of adverbs (speed, emotion, effort, etc.) or even specific adverbs (sadly, rapidly, angrily, recklessly, carefully, grumpily, etc.)
  • Have each pair show another pair what their pantomime looks like, and discuss the changes they made.
  • Possibly, have pairs volunteer to share their pantomimes with the class.

    Extension:  Have students fold a piece of paper in half, and on one side draw a picture of their phrase with an adjective, and on the other a picture of their pantomime phrase with an adverb.  Reflect on how, when drawing, the adjective is likelier easier to convey than the adverb.

    Classroom Tip:  This lesson will have to be carefully delivered so as not to further confuse students. Using adjectives and adverbs can help us to better act out a phrase.  But adverbs, because they focus on the action word. are easier to act out than the adjectives.  Therefore, ‘actability’ might be one test we use to determine if a word is an adjective or an adverb.

    Closing Reflection

    Ask students to restate the definitions of adjectives and adverbs.

    Ask students which were easier to act out – adjectives or adverbs – and why.

    Ask students to reflect on how they used their bodies (hands, arms, legs, full bodies, faces, eyes) through pantomime to act out their chosen phrases.

     

    Assessments

    Formative

    • Students should be able to correctly differentiate between adjectives and adverbs.
    • Students should be able to correctly provide examples of adjectives and adverbs.
    • Students should participate in the pantomime exercise while maintaining control of their bodies and personal space.

     

    Summative

    Assign various addition problems to the students at the level reflected in the lesson, and gauge their ability to visualize and complete the problems.

     

    DIFFERENTIATION

    Acceleration:

    • Have pairs develop pantomimes of several adjectives and several adverbs
    • Ask students to describe which types of adjectives and adverbs are easier or harder to convey through pantomime (e.g., color and texture might be hard; speed and emotion might be easy).

    Remediation: 

    • Model several sequences together
    • Do more brainstorming and record the brainstormed ideas on the whiteboard
    • Rather than having students work in pairs, take student ideas but have the class develop the pantomimes all together

     ADDITIONAL RESOURCES

    Hairy, Scary, Ordinary:  What is an Adjective?, by Brian P. Cleary

    Quirky, Jerky, Extra Perky:  More About Adjectives, by Brian P. Cleary

    Many Luscious Lollipops, A Book About Adjectives, by Ruth Heller

    If You Were an Adjective, by Michael Dahl

    Dearly, Nearly, Insincerely: What Is an Adverb?, by Brian P. Cleary

    Lazily, Crazily, Just a Bit Nasally:  A Book About Adverbs, by Brian P. Cleary

    Up, Up and Away:  A Book About Adverbs, by Ruth Heller

    Suddenly Alligator:  An Adverbial Tale, by Rick Walton

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Mary Gagliardi and updated by Barry Stewart Mann

    Revised and copyright:  August 2022 @ ArtsNOW