MOSAICS AND MATH 3-5

MOSAICS AND MATH

MOSAICS AND MATH

Learning Description

In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

 

Learning Targets

GRADE BAND: 3-5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use multiplication and division to create a mosaic.

  • I can use crayon and watercolor to create a crayon watercolor resist painting.

  • I can create an array using a ruler and pencil.

  • I can determine factors of 54.

Essential Questions

  • How can you utilize multiplication and division to create a mosaic?

  • How can you use an array to determine factors of 54?

 

Georgia Standards

Curriculum Standards

Math

Grade 3: 3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. 

3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.

Grade 4

4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.

4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

 

Grade 55.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems. 

Science Grade 4:S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.a.Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.b.Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

Grade 5: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.a.Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

 

 

Arts Standards

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.

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes. 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes. 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

 

South Carolina Standards

Curriculum Standards

3rd Grade

3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. 

3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. 

3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown

 

4th Grade

4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 

4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of groups unknown).

 

 

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 5: I can interpret (read) and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

 

 

 

 

Key Vocabulary

Content Vocabulary

  • Array - A way of arranging objects or images in rows and columns
  • Multiplication - Repeated addition of numbers of the same size
  • Division - Repeated subtraction of numbers of the same size
  • Factor - A number that can be used to evenly divide into another number

Arts Vocabulary

  • 7 Elements of Art - Line, shape, form, texture, color, value, space
  • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point.
  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.
  • Space - How the Elements of Art are organized in an artwork. It is used to create the illusion of depth. Space can be two-dimensional, three-dimensional, negative and/or positive.
  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
  • Variegated watercolor wash - A watercolor wash that transitions from one color to another color
  • Crayon watercolor resist - The process of using crayon or oil pastel (oil based) to draw on a surface and then covering it with a watercolor wash.
  • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass. (Oxford Languages)
  • Composition - The way the Elements of Art are arranged in an artwork
  • Warm colors - Red, orange, yellow
  • Cool colors - Green, blue, violet
  • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
  • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue)
  • Contrast - An arrangement of opposite elements in a composition to create visual interest

 

 

Materials

    • 12x18-inch black construction paper
    • 9x6-inch white mixed-media paper
    • Crayons or oil pastels in warm and cool colors
    • Watercolor set
    • Paintbrushes
    • Water cups with water
    • Ruler
    • Pencil
    • Scissors
    • Glue sticks

     

     

    Instructional Design

    Opening/Activating Strategy

    • Show students an image of an ancient Roman mosaic on a board (Examples of ancient Roman mosaics).
    • Ask students to identify as many geometric shapes as they can in the image. 
    • Have students compare their findings with a partner. 
    • Then, ask students to take turns outlining the shapes on the board.
    • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic. 
    • Show students where the ancient Roman Empire was in relationship to where students live. 
    • Define for students what a mosaic is.
    • Briefly go over the 7 Elements of Art. Ask students to identify as many as they can in the image of the ancient Roman mosaic.

     

    Work Session

    • Explain that students will be focusing on Line, Shape, Space, and Color in their mosaic.
    • Demonstrate to students how to create a 6x9-in array using pencil and ruler. 

    Teacher tip: Have students mark their paper at each one inch interval around the entire paper. Then, have students connect the marks to create an array.

    • Ask students to use mathematical concepts that they have learned to determine how many 1-inch squares they have. 
    • Ask students to identify the area and perimeter using mathematical strategies.
    • Tell students that in the next step, they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor. 
    • Show students a color wheel. 
      • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel)
      • Tell students that they will be drawing lines and shapes over the entire surface of their paper using either warm OR cool colored crayons. 
    • Tell students that next they will be painting over the entire surface of the paper in watercolor. Show students how to create a variegated watercolor wash using the video.
      • Students should create a variegated watercolor wash in warm colors if students used cool colored crayons; students should use cool colors if they used warm colored crayons. This will create contrast. 
      • Direct students to make observations about the water cycle as they watch the water in the watercolor evaporate and the paper dry. Ask students if this is a chemical or physical change.
    • Once the watercolor wash is mostly dry, students should cut out each square and divide them into equal groups using factors of 54.
    • Explain that students are going to arrange their groups (factors of 54) in a composition on their black paper. Once they have arranged them, they will glue them down.
      • Composition is how an artist arranges the elements of art, like line, shape, and color, in their artwork.

    Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down.

     

    Closing Reflection

    • Have students explain to a partner how they grouped their pieces of the watercolor-resist into factors of 54 in their mosaic.
    • Ask students to explain how they determined the size of their groupings.
    • Ask students to identify which elements of art they used in their mosaic.

    Assessments

    Formative

    Teachers will assess understanding through the:

    • Shapes students identified in Roman mosaic
    • Students’ ability to group pieces of mosaic into factors of 54
    • Students’ color choices (checking for understanding of warm and cool colors)

     

    Summative

    CHECKLIST

    • Students will demonstrate what they learned by creating a watercolor crayon resist mosaic that utilizes contrasting warm and cool colors and demonstrates that they can arrange watercolor pieces in factors of 54 in a compositionally interesting way on their paper.

     

     

    Differentiation

     

    Acceleration: Instead of using 1x1-inch squares, have students determine other ways to divide their paper into equal sections (example).

    Remediation: 

    • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic. 
    • Students can also fold paper into equal sections instead of using a ruler to measure equal sections before cutting.
    • Provide an array for students rather than having students create their own with rulers.

     

     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:  2024 @ ArtsNOW

     
    Back to Modules

    WATER CYCLE ACTIVATION 4-5

    WATER CYCLE ACTIVATION

     

    WATER CYCLE ACTIVATION

    Learning Description

    Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can work with others to enact the parts of the water cycle.
    • I can demonstrate my understanding of water conservation methods using pantomime.

    Essential Questions

    • How can acting deepen understanding of the water cycle?
    • How can I demonstrate my understanding of water conservation practices using pantomime?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.

    1. b. Develop models to illustrate multiple pathways water may take during thewater cycle (evaporation, condensation, and precipitation)

       

       

      Arts Standards

      Grade 4

      TAES4.3: Acting by developing, communicating, and sustaining roles within a variety of situationsand environments.

       

       

       

       

      South Carolina Standards

      Curriculum Standards

      EARTH AND HUMAN ACTIVITY (ESS3)

      5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment.

       

      Arts Standards

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

       

       

      Key Vocabulary

      Content Vocabulary

        • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

         

        • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

         

        • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

         

        • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

         

        • Cycle – Something that happens over and over again in the same way
        • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

         

        • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

         

        • Groundwater – Water held underground in the soil or in pores and crevices in rock.

         

        • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
        • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

         

        • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
        • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

         

        • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

       

      Arts Vocabulary

        • Act – To pretend; to play a role

         

        • Collaboration – Working together, teamwork

         

        • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

        Tableau – A frozen picture created by actors (plural: Tableaux)

       

       

      Materials

      • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
      • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

      Index cards with the conservation methods written on them. One method for each card.

       

      Instructional Design

      Opening/Activating Strategy

      WATER CYCLE MOVEMENTS

      • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
        • Evaporation – 

      “E” – arms out like a body of water circled in front of belly (water)

      “vap” – fingers intertwined and rolling like a body of water (liquid)

      “or” – palms flat out like the sun’s rays (sun)

      “a” - fingers wiggles up in front of face (vapors) 

      “tion” – fingers wiggle up above head to disappear (gas)

      • Condensation  – 

      “Con” – wiggly fingers above head (gas)

      “den” – shiver and hands above heads shake (cold)

      “sa” – hands wave fluidly above head (water)

      “tion” – hands grasp together above head (cloud) 

      • Precipitation –

      “Pre” – arms circled above head like a cloud

      “ci” – wiggles fingers down like rain in front of face (rain)

      “pi” – hands blink open, closed like snowflakes (snow)

      “ta” – punch right fist down (sleet)

      “tion” – punch left fist down then left fist (hail) 

      • Collection – 

      “Col” – arms rounded out in front (lake)

      “lec” – hands out like waves (ocean)

      “tion” – hands moving down low (groundwater)

       

       

      Work Session

          • ACTIVATING THE WATER CYCLE
            • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
            • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
              • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
              • Remind them that there is no proper beginning or end – it’s a continuous cycle.
              • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
            • Have students wear the photo that correlates with their part of the cycle.
            • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
            • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

             

            GROUP TABLEAUX

            • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
            • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
            • Have groups show their cycles to the rest of the class.
            • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

             

            WATER CONSERVATION

            • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
            • Remind students that, “Water is one of our most important resources.”  Ask students: 
              • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
              • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
              • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
            • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
            • Introduce and discuss the following list of water conservation practices: 
            1. Avoid watering the lawn or garden between 10 am and 6 pm.
            2. Take shorter showers.
            3. Wash the car over the lawn instead of the driveway.
            4. Turn off the water when brushing teeth. 
            5. Use wastewater from cooking to water plants.
            6. Run the dishwasher and clothes washer only when full.
            7. Keep water in the refrigerator for cold water.
            8. Fix leaky faucets and hoses.
            9. Do not use the toilet as a garbage can.

            Brainstorm other ideas that the students might have.  Put those on additional cards.

             

            WATER CONSERVATION PANTOMIMES

            • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
            • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
              • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
            • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
              • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
            • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

           

           

          Closing Reflection

          • Review the words and movements for the parts of the water cycle.
          • Review the drama strategies used – Movement, Tableau, and Pantomime.
          • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
          • Ask students to discuss steps they might take in their lives to use water responsibly.

           

           

          Assessments

          Formative

          Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

             

            Summative

            • CHECKLIST: 
              • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
              • Students can work together cooperatively to create tableaux.
              • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
              • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

               

              • Have students draw a diagram of the water cycle, with each part labeled accurately.
              • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
              • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

             

            Differentiation

             

            Acceleration: 

            • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
            • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

             

            Remediation: 

            • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
            • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

             

             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 and Susie Spear Purcell

             

            Revised and copyright:  January 2024 @ ArtsNOW
            Back to Modules

            Storytelling through Mosaics 4-5

            STORYTELLING THROUGH MOSAICS

            STORYTELLING THROUGH MOSAICS

            Learning Description

            In this lesson, students will use literacy strategies to interpret works of art and to create a mosaic using watercolor that illustrates a key detail from a literary passage. Students will use their finished mosaics to create a retelling of the passage.

             

            Learning Targets

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

            Download PDF of this Lesson

            "I Can" Statements

            “I Can…”

            • I can use shape and color to create a mosaic that demonstrates a key detail of a passage.

            • I can describe the process I used to create my mosaic

            • I can draw conclusions about images and use visual evidence to support my reasoning.

            Essential Questions

            • How can I use the elements of shape and color to create a mosaic that demonstrates a key detail of a passage?

            • How can I describe the process I used to create my artwork?

            • How can I use visual evidence to explain my reasoning?

             

            Georgia Standards

            Curriculum Standards

            Grade 4:

            ELAGSE4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

             

            ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

             

            ELAGSE4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.

             

            ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

             

            ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

             

            Grade 5:

            ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

             

            ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

             

            ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

             

            ELAGSE5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

             

             

            Arts Standards

            Grade 4:

            VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

             

            VA4.CR.2 Create works of art based on selected themes. 

             

            VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

             

            VA4.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.

             

            VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

             

            VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

             

            Grade 5:

            VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

             

            VA5.CR.2 Create works of art based on selected themes. 

             

            VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

             

            VA5.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.

             

            VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

             

            VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

             

             

             

             

            South Carolina Standards

            Curriculum Standards

            Grade 4:

            4.RL.MC.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 

             

            4.RL.MC.7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. 

             

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

             

            4.C.MC.2.1 Articulate ideas, perspectives and information with details and supporting evidence in a logical sequence with a clear introduction, body, and conclusion. 

             

            4.C.MC.3.2 Create presentations using videos, photos, and other multimedia elements to support communication and clarify ideas, thoughts, and feelings. 

             

            Grade 5:

            5.RL.MC.7.1 Compare and contrast textual, dramatic, visual, or oral presentations to identify similarities and differences.  

             

            5.C.MC.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue. 

            5.C.MC.3.2 Create presentations that integrate visual displays and other multimedia to enrich the presentation. 

             

             

             

            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

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

            • Setting - When and where a story takes place.

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

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

             

            Arts Vocabulary

            • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.

            • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent.

            • Mosaic - An art form that is a picture or pattern produced by arranging small colored pieces of hard material, such as stone, tile, or glass.

            • Composition - The way the elements of art are arranged in an artwork.

            • Warm colors - Red, orange, yellow.

            • Cool colors - Green, blue, violet.

            • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue).

            • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow).

             

             

            Materials

            • 9x12-inch black construction paper
            • 9x12-inch white multi-media or watercolor paper
            • Watercolor set
            • Paintbrushes (preferably flat brush)
            • Water cups with water
            • Pencil
            • Scissors
            • Liquid glue or glue sticks

             

            Instructional Design

            Opening/Activating Strategy

            Settings

            • Show students an image of an ancient Roman mosaic.
            • Ask students to go through the “See, Think, Wonder” strategy.
            • Have students compare their findings with a partner. Have groups share their findings. 
            • Students should be able to use visual evidence to support any “think” statements.
            • Explain that mosaics are made up of tiny pieces of material to create an image or design. Mosaics use the element of art, shape.

             

            Work Session

                • Explain that students will be focusing on shape, space, and color in their mosaic. Go over the different types of shapes (organic, free-form, and geometric - see link in Resources).
                • Read a descriptive passage to students such as an excerpt from the book, Tiger, Tiger by Dee Lillegard. Ask students to close their eyes as they listen to the passage and listen for details that tell about the characters and the setting.
                • Discuss the setting and the characters after reading the passage.
                • Ask students to do a “quick draw” of one of the things that stood out to them from the passage. Students’ quick draw should demonstrate a key detail from a character or setting. 
                • Students should share their quick draw with a partner and explain why they chose that detail from the passage.
                • Explain that students will be making the tiles for their mosaic out of watercolor paper. 
                • Show students a color wheel. Discuss the different ways we can organize colors into color schemes: warm, cool, complementary, and analogous.
                • Students will paint their paper the colors that they need for their mosaic.
                • Once the watercolor wash is mostly dry, students should cut out shapes for their mosaic.
                • Students should draw their “quick draw” on their black paper and then glue their shapes down onto the black paper. Tell students that it is alright if their composition changes from their quick draw to their mosaic. This is part of the design thinking process!

                 

                 

                Closing Reflection

                • Students should respond to the following prompts in written form - How did you make your artwork (procedural writing)? What details from the text did you show and why? What are you most proud of in your artwork?
                • Students should then organize themselves in the order of the story that their mosaic shows (beginning, middle, end) to retell the story.

                 

                 

                Assessments

                Formative

                • Student discussion around ancient Roman mosaic - See, Think, Wonder strategy using visual evidence to support reasoning
                • Students’ quick draw and pair share to demonstrate whether students comprehend the text

                   

                  Summative

                  • Mosaic should demonstrate students’ understanding of text.
                  • Writing responses should demonstrate that students can explain the process that they used to create their artwork.
                  • Students should be able to arrange their mosaics in the order of story to demonstrate comprehension.

                   

                  Differentiation

                   

                  Acceleration: 

                  • Read the passage until a “cliff-hanger”. Have students who have finished mosaic write and illustrate what they think will happen at the end of the story.

                  Remediation: 

                  • Point out key details in the text that students could illustrate. Facilitate discussion around why these are key details. Write the detail on the board along with an image that students could illustrate. 
                  • Instead of having students write the process they used to create their art, ask students to write a sentence stating what detail they showed from the text and why they chose that detail.

                   

                   ADDITIONAL RESOURCES

                  Color wheel

                  Examples of ancient Roman mosaics

                  Mosaics and Literacy presentation

                  *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
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                  Landscapes and Reading 4-5

                  Landscapes and Reading

                  LANDSCAPES AND READING

                  Learning Description

                  In this lesson, students will create a landscape drawing that includes the various physical features that students identify from a written passage. Students’ landscape drawings will include a background, middleground, and foreground and will demonstrate their understanding of an informational text.

                   

                  Learning Targets

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

                  Download PDF of this Lesson

                  "I Can" Statements

                  “I Can…”

                  • I can create a landscape that has a background, middle ground, and foreground.
                  • I can visually show supporting details from an informational text in my artwork.
                  • I can write about my artwork using specific details from my art.

                  Essential Questions

                  • How can I create a landscape that has a background, middle ground, and foreground?
                  • How can I visually show supporting details from an informational text in my artwork?
                  • How can I write about my artwork using specific details from my art?

                   

                  Georgia Standards

                  Curriculum Standards

                  Grade 4:

                  ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

                  ELAGSE4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

                  ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

                  ELAGSE4SL1 Engage effectively in a range of collaborative discussions.

                  ELAGSE4SL2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

                  Grade 5:

                  ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

                  ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

                  ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

                  ELAGSE5SL1 Engage effectively in a range of collaborative discussions

                  ELAGSE5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

                  Arts Standards

                  Grade 4:

                  VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                  VA4.CR.2 Create works of art based on selected themes. 

                  VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

                  VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

                  VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

                  Grade 5:

                  VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                  VA5.CR.2 Create works of art based on selected themes. 

                  VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

                  VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

                  VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

                   

                  South Carolina Standards

                  Curriculum Standards

                  Grade 4:

                  4.RI.MC.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 

                  4.RI.MC.6.1 Summarize multi-paragraph texts using key details to support the central idea. 

                  4.W.MCC.2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; b. group related information in paragraphs and sections; d. provide a concluding statement or section related to the information or explanation presented. 

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

                  4.C.MC.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats.

                  Grade 5:

                  5.RI.MC.5.1 Quote accurately from a text to analyze meaning in and beyond the text. 

                  5.W.MCC.2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. use precise language and domain-specific vocabulary to inform or explain the topic.

                  5.C.MC.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue.

                  5.C.MC.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats.

                  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

                  Informational text - A text written with the purpose of communicating factual information.

                  Supporting detail - Information from a text that supports the main idea.

                  Summary - A condensed version of a larger text that conveys the main idea of the text.

                  Arts Vocabulary

                  Landscape - A depiction of a natural scene in art that has a background, middle ground, and foreground.

                  Background - The part of a landscape that is farthest away.

                  Middle ground - The part of a landscape that is in the middle of the background and foreground.

                  Foreground - The part of the landscape that is closest to the viewer.

                   

                  Materials

                  • White paper
                  • Pencil
                  • Colored pencils

                   

                  Instructional Design

                  Opening/Activating Strategy

                  • Have students pair up with a partner. One partner will turn away from the board; the other partner will face the board. Project a landscape painting such as Frederick Edwin Church’s, Heart of the Andes. The partner facing the board should describe the image using as much detail as possible. The partner turned away from the board should draw what his/her partner describes. 
                  • All students should look at the image. Have students compare their drawings to the image on the board–How accurate were they? 
                  • Explain that in writing, the author must use descriptive language and detail to help the reader understand what they are trying to communicate.

                   

                  Work Session

                  • Tell students that they will be creating landscape drawings. Explain that a landscape shows an image of nature that has a background, middle ground, and foreground. 
                  • Pass out an informational text to students that describes a geographic location, such as the Appalachian Mountains. Tell students that they should make note of details as they listen and follow along with the text as it is read aloud. Students should annotate the passage as the passage is read aloud. 
                    • Ask students to listen for the physical features that are described–mountains, rivers, trees. What animals do they see? What colors stand out to them?
                    • Have students compare their annotations with other students in a small group.
                    • Go over the details that students identified in the passage as a class. Create a class list of details on the board or on an anchor chart where all students can see the list.
                  • Project the parts of a landscape diagram. Tell students that they will be drawing a landscape of the passage that they just read together using pencil and adding detail and color with colored pencils. Remind students that they should have a background, middle ground, and foreground.
                  • Students should write a summary of their artwork that includes specific details from the text that are shown in their landscape artwork.
                  •  

                   

                  Closing Reflection

                  • Conduct a gallery walk so that students can view each other’s interpretations of the landscape described. 
                  • Then, show students a photograph of the actual location. Facilitate a discussion around the similarities and differences between their landscape drawings and the actual location.

                   

                  Assessments

                  Formative

                  • Student identification/annotation of details in informational passage
                  • Discussion comparing and contrasting photocation of the location with students’ landscapes

                   

                  Summative

                  • Student landscape drawing–drawings should show specific details from the text
                  • Student written summaries of their landscape drawings

                   

                  Differentiation

                  Acceleration: Assign students different locations in an area such as a state or a country (science connection–assign different ecosystems, or social studies connection–assign different locations within a state or region being studied). Students should create a landscape from a different ecosystem or location. If students create a landscape based on a location or region, create a large outline of a map and have students place their landscape where it would geographically belong (i.e. coastal versus mountainous).

                  Remediation

                  • Provide students with the reading passage already annotated. Students will still follow along with the reading. 
                  • Partner students with stronger readers to read through text for details.
                  • Chunk passage into smaller portions, such as paragraphs. Assign students one paragraph to read and annotate.
                  • Have students work in small groups to create their landscapes.

                  Additional Resources

                  Parts of a landscape diagram

                  *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

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                  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

                  Back to Modules