READING WITH CUPS…AND MORE! K-1

READING WITH CUPS…AND MORE!

READING WITH CUPS…AND MORE!

Learning Description

Help students explore and connect the worlds of music and language arts while cultivating creative and critical thinking using various activities that support and improve literacy!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a narrative inspired by music.

  • I can compose a rhythmic pattern using cups.

  • I can read/recite a poem/nursery rhyme to accompany rhythmic patterns.

Essential Questions

  • How do music and language arts naturally overlap to promote literacy and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKRF4 Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.

 

ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

 

Grade 1: 

ELAGSE1RF4 Read with sufficient accuracy and fluency to support comprehension. 

  1. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. d. Read grade-appropriate irregularly spelled word.

 

ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Arts Standards

Kindergarten:

ESGMK.CR.2 Compose and arrange music within specified guidelines.

 

ESGMK.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGMK.RE.1 Listen to, analyze, and describe music.

 

ESGMK.RE.2 Evaluate music and music performances.

 

ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 1:

ESGM1.CR.2 Compose and arrange music within specified guidelines.

 

ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM1.RE.1 Listen to, analyze, and describe music.

 

ESGM1.RE.2 Evaluate music and music performances.

 

ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

ELA.K.F.4.2 Read texts orally with accuracy and expression. 

 

ELA.K.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order. 

 

Grade 1: 

ELA.1.F.4.2 Read texts orally with accuracy, appropriate rate, and expression. 

 

ELA.1.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. detail events in a logical order using temporal words to signal event order (e.g., before, after); b. include details that describe actions, thoughts, and feelings; and c. provide a sense of ending.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

 

Anchor Standard 4: I can play instruments alone and with others.

 

Anchor Standard 6: I can analyze music.

 

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Poetry -  A form of literary expression that uses aesthetic and often rhythmic qualities of language—such as meter, rhyme, and structure—to evoke emotions, convey ideas, or tell a story

  • Narrative - A structured account or story that describes a sequence of events, real or fictional, that unfold over time
  • Setting - Where and when a story takes place
  • Characters - The individuals, animals, or beings who take part in the events and actions of the narrative

Arts Vocabulary

  • Pitch - The highness or lowness of a sound

  • Timbre - The unique quality of a sound; also known as tone color or tone quality 

 

  • Dynamics - Volume of sound (loudness, quietness) 

 

  • Tempo - The speed of the beat

  • Steady beat - An unchanging continuous pulse

 

Materials

  • Plastic cups in various colors and sizes
  • Sound source (e.g., computer and speakers) 
  • Musical recordings 
  • Paper and writing utensils (pencils)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Depending on your students, you may find it important to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. 

 

  • Play a musical selection for students, such as, “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils”. 
  • As students listen, review/discuss elements of music: Pitch, timbre, dynamics, and tempo. It may be helpful to play a video of the performance on YouTube or another platform so that students can see the instruments being played. 
  • Ask students to make observations about the sounds that they hear and what the images make them think of.

 

Work Session

Responding to Music

  • Have students discuss elements of a story: Setting and character(s).
  • Listen again the the piece of music from the warm-up, such as “Carnival of the Animals: Aquarium” or “Carnival of the Animals: Fossils” by Camille Saint-Saёns.  
  • As students listen, ask them:
    • Where do you think this piece of music takes place? 
    • What characters do you hear/see in the music?  
    • Ask students to articulate WHAT in the music makes them hear and/or see these things, such as the loud dynamics or the disjointed sounds.  
  • Students will continue this activity by next writing, drawing or dictating a narrative inspired by the music.
    • Remind students that their narrative must show/tell about the setting and characters.
    • Students’ writing should meet grade-level standards criteria.
    • Allow students time to dictate their narratives if they are drawn. 

 

Composing with Cups  

  • Play a pattern on different colored cups. Predetermine the value for each cup (e.g., blue – quarter note, yellow – eighth notes, clear – quarter rest). Students can describe this as a short sound, a medium sound, or a long sound.
  • Ask students to see if they can determine the value of each colored cup (which one is a short sound? Long sound? Medium sound?).
  • Pass out one cup to each student. Students should “play” their cups along with you as you play the pattern.  
  • Next, demonstrate how to recite a short poem or nursery rhyme to the rhythm of the pattern created with cups. Have students practice reading/reciting the poem/nursery rhyme with you.
  • If students are able, group them in small groups of three students to create an 8-beat rhythmic pattern using their cups.

 

Closing Reflection

  • Students will perform their compositions for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • Then, have students perform again; this time, however, have the class speak the poem/nursery rhyme to the rhythm of the pattern.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to discuss music using musical vocabulary, conferencing with students during the writing process, and collaboration with groups to create a rhythmic pattern to accompany a short poem.

 

Summative

CHECKLIST

  • Students can respond to music by writing a narrative that has a beginning, middle, end, setting, and characters.
  • Students can compose a rhythmic pattern using cups.
  • Students can read/recite a poem/nursery rhyme to accompany rhythmic patterns.

 

DIFFERENTIATION 

Acceleration: 

  • Divide students into two groups and have them read a selection such as “Fireflies” from Joyful Noise: Poems for Two Voices by Paul Fleischman. Discuss the separate “voices” and the overlap of the “voices”. Students can then do a choral reading of the poem. Play musical selection representing different “voices” such as “Canceling Stamps in Ghana”. Compare it to musical “voices” or parts, discussing melody, harmony, and texture. 

Remediation: 

  • Instead of creating a rhythmic pattern, simply practice a steady beat using cups. Then, have students practice reciting a familiar nursery rhyme to the steady beat.

 

*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: Maribeth Yoder-White. Updated by: Katy Betts.

Revised and copyright: September 2024 @ ArtsNOW

 

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Rhyming Words Make Music K-5

Description

Poetry can be a wonderful resource for musical experiences. By incorporating sounds and movement, along with the use of internalization, the learner will be able to perform and remember the given work. By allowing learners to be engaged in movement, listening, and speaking, they will be able to internalize and learn facts quickly. The objective of this plan is to facilitate the creative process. Intellectual and technical skills developed through music leads to more comprehensive brain development which contributes to academic achievement in other areas such as math and reading. Honing of self-expression and creativity motivates students to work harder in other classes and assist them with becoming more actively involved. A performance opportunity that encourages and nurtures lifelong connections and an appreciation for the arts assists in the growth of the whole child. This kind of learning experience enhances teamwork, discipline, and problem solving skills, which provides a natural fit for problem solving needed in math.

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Self-Portrait Collage K-1

SELF-PORTRAIT COLLAGE

SELF-PORTRAIT COLLAGE

Learning Description

In this lesson, students will learn more about themselves and others by integrating language arts and visual arts. By creating a symbolic self-portrait, writing about their self-portrait, and discussing both their portraits and those of others, they simultaneously enhance visual and aural communication skills, develop and practice the writing process, and develop further understanding of the expressive elements and structure of visual artwork.

 

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 identify and select symbols to represent characteristics about myself.
  • I can create a self-portrait using symbols.
  • I can write informative sentences that identify and explain the symbols in my self-portrait.

Essential Questions

  • How can non-human images symbolize aspects of our personality?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

 

Grade 1: 

ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Arts Standards

Kindergarten: 

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

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

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

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

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

ELA.K.C.2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details.

 

Grade 1: 

ELA.1.C.2.1 Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: a. introduce a topic; b. provide information with details to develop the topic; and c. provide a concluding statement or idea.

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 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

  • Descriptive/informative writing - A type of writing that aims to educate or inform the reader about a specific topic
  • Characteristics - The distinguishing features or qualities that define a person

Arts Vocabulary

  • Burnishing - To rub with a tool to smooth or polish
  • Collage - To compose a work of art by pasting various materials on a surface
  • Self-portrait - An artist’s depiction of themselves in visual form
  • Symbolism - An image that has meaning

 

Materials

  • Magazines (student-friendly with primarily non-human images)
  • Scissors (1 pair per student)
  • Colored paper (for collage background on which to glue final composition)
  • Scrap/photocopy paper (2 per student)
  • Glue sticks (1 per student)
  • Pencils (1 per student)
  • Large black banner paper and tape for hanging

 

Instructional Design

Opening/Activating Strategy

  • Project an image of a self-portrait, such as Frida Kahlo’s “The Frame”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students that Frida Kahlo was a real person and this is one of her self-portraits. A self-portrait is a visual representation of oneself. It gives the viewer special insight into how a person sees themselves.

 

Work Session

  • Explain that students will create their own self-portrait using symbolism. They will use symbols, or images, to represent characteristics about themselves.
  • Facilitate a discussion around examples of symbolism.
    • Draw or project symbols on the board such as a peace sign, a heart, a smiley face, a stop sign, etc. Ask students to tell you what each means. Then, explain that a symbol is an image that communicates meaning.
    • Connect symbols to illustrations in a book; just like illustrations tell the reader about the text, symbols are also images that communicate meaning.
  • Next, discuss what characteristics are. Differentiate between physical characteristics like hair or eye color and personality characteristics. Ask students to share examples of personality characteristics.
    • Each student will use symbolism by choosing objects and/or images that represent his/her likes, interests, talents, dreams, work and passions, but not pictures of actual body parts.
    • Show students a body template on the board. Discuss the parts of the template. Ask students to help you brainstorm items and activities that could go in each body part.
      • Heart – something loved
      • Stomach – food
      • Hands – things to do
      • Feet – places to go
      • Head – academic topics
    • Now, ask students to choose at least one thing to put in their heart, one thing to put in their head, two things in hands/arms–one for each hand/arm, two things for feet/legs–one for each foot/leg, and one thing for their stomach. They will write them on scratch paper.
    • Have students brainstorm with a partner what types of images could represent these things.
  • Explain that students will cut out images from magazines and glue them down on the shape of a body to make their self-portrait. (Alternatively–if cutting out images from a magazine is not practical, students can draw images instead).
  • Either pass out a body template or large blank paper for each student to draw their body outline on.
  • Tell students that once they find and cut out their images, they should plan their composition by laying them out on their outline of the body. This will allow students to move pieces around and change them before they glue, preventing tearing of images.
  • To glue the images, lay them face down on a piece of scrap paper. Use a glue stick around the edges and back surface until the entire area is covered with a thin, even layer of glue. Take the glued image and lay it down onto their paper, glued side facing down.
  • Have students carefully place a piece of clean scrap paper on top and smooth over the glued piece by rubbing with their hand to secure it in place. This is called burnishing and will give the collage a professional look.
  • On a separate sheet of paper, have each student describe their self-portrait (in complete sentences if grade-level appropriate). Sentence starters, such as, “I chose a _______ because ________”, may be helpful to students.

 

Closing Reflection

  • Display all collages on a piece of black banner paper without students knowing who created each collage.
  • Have students guess the creator of each collage and explain their reasoning.
  • Compare and contrast guesses with actual facts. This closing conversation can lead to discussions of perceptions, assumptions, similarities, and differences.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of symbolism and characteristics, ability to identify personal characteristics and translate them into symbols, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can identify and select symbols to represent characteristics about themselves.
  • Students can create a self-portrait using symbols.
  • Students can write informative sentences that identify and explain the symbols in their self-portraits.

 

DIFFERENTIATION 

Acceleration: Students will choose a character from a class-read text. They will create a portrait collage to represent the character without sharing their choice with other classmates. All portraits will be displayed. Students will pick a collage created by another student to match to a character in the book and defend their choice in writing with support from the text. Finally, students will compose a writing sample comparing and contrasting their own self-portrait with the character portrait.

Remediation: Provide a body template for each student. Discuss the parts of the template. Provide pictures for students to choose their favorites in the following categories:

  • Heart – something loved
  • Stomach – food
  • Hands – things to do
  • Feet – places to go
  • Head – academic topics

Invite students to choose pictures from each category and glue them to the appropriate body part of the template. Students can dictate words or sentences for each body part.

ESOL Modifications and Adaptations: Introduce vocabulary: Collage (show students examples of a collage) and burnishing (show students what burnishing is and have them try it with scrap paper). Teacher will create a prototype and use it as a demonstration model to scaffold process and product development. Students will label their own portraits including the head, body, arms, and legs. Students will also dictate descriptive words or write descriptive words (using inventive spelling according to language level).

*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: Anne Ostholthoff. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. Updated by: Katy Betts. 

Revised and copyright: July 2024 @ ArtsNOW

 

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Self-Portraits with the Touch of a Finger K-1

SELF-PORTRAITS WITH THE TOUCH OF A FINDER

SELF-PORTRAITS WITH THE TOUCH OF A FINDER

Learning Description

Invite art history into your classroom! Derive inspiration from classical portrait paintings such as, Diego Velazquez’s “La Infanta Margarita” and Raphael’s “Portrait of Baldassare Castiglione”, as you explore self-portraiture with your students. Students will discover how to use basic shapes to create their self portraits. The lesson will culminate in an informational writing piece where students use adjectives to describe their personalities.

 

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 describe myself using adjectives.

  • I can use basic shapes to create a self portrait.

Essential Questions

  • How do I see myself?

  • How can I use basic shapes to create a self portrait?

 

Georgia Standards

Curriculum Standards

Kindergarten:

 

Grade 1:

Arts Standards

Kindergarten:

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

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

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

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

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

 

Grade 1:

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

 

Key Vocabulary

Content Vocabulary

  • Adjectives - Words that describe, modify, or provide more information about nouns or pronouns

  • Informative writing - Writing with the intent to inform the reader about a topic

Arts Vocabulary

  • Portrait - A visual depiction of a person–often posed

  • Self-portrait - A portrait of oneself done by oneself
  • Shape - The outline of a specific form or figure
  • Size - The spatial dimensions, proportions, magnitude, or bulk of anything
  • Proportion - The size of one object compared to another

 

Materials

    • Pencils and erasers 
    • Watercolors
    • Paint brushes and water cups
    • Crayons, oil pastels, or permanent black markers
    • 9x12 sheets of mixed media paper 
  • Optional technology extension: Charged iPad with Kidsdoodle or drawing app downloaded

 

Instructional Design

Opening/Activating Strategy

  • Project a portrait by one of the Renaissance masters, such as Diego Velazquez’s “La Infanta Margarita” or Raphael’s “Portrait of Baldassare Castiglione”.
  • Engage students in the Artful Thinking Routine: See, Think, Wonder.
    • First, students will identify what they see in the image. Ask students to identify five things that they recognize in the artwork, such as colors or objects.
    • Next, ask students what they think might be going on in the image. Why do they think the artist made it? Who is the person depicted? 
    • Finally, ask students what they wonder about the image. What questions would they ask the artist? The person being depicted?
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Explain to students this artwork is an example of a portrait. Portraits are visual depictions of people–often posed. When an artist makes a portrait of themself, it is called a self-portrait.
  • Explain that before the Renaissance, artists didn’t depict people realistically. Renaissance artists used measurement and proportion in painting portraits to make them look realistic.

 

Work Session

  • Tell students that they will be making their own self-portraits using basic shapes! Ask students for some examples of basic shapes.
  • Pass out pencils and mixed media paper.
  • Have students lightly draw a large oval shape onto their paper.  
  • Next, ask students what shape their eyes are. Have students draw two ovals for their eyes and circles within their ovals for their irises. Then, students should draw in eyebrows with curved lines.  
  • Ask students what shape their noses are. 
  • Show students how to draw two straight, vertical lines down from the inside of each eye. This is the bridge of their nose. To make the center of their nose, students should lightly draw a circle. Have students lightly erase the top of the circle.
  • Next, have students add their nostrils. You can describe these shapes as a forward and backward “C” shape or half circles.  
  • Next, ask students what shape a mouth is. Students may say a moon (like a crescent moon) or a half circle for a smiling mouth.
  • Tell students that their ears are located between the top of the eyebrows and bottom of the nose. Ask students what shape they could use for their ears. Students may say a half circle.
  • Have students lightly sketch in their hair, neck and shoulders last. 
  • Have students go over the lines of their face with permanent black markers, crayons, or oil pastels. 
  • Tell students to set their portraits aside. They will come back to them later.
  • Lead a discussion around what characteristics are. Differentiate between physical characteristics, like hair or eye color, and personality characteristics.
    • Ask students to share examples of personality characteristics. This can be done as a whole group, or have students work in small groups to create lists and share them with the class.
    • Next, have students generate a list of adjectives to describe their personality. Remind them that personality characteristics are things that cannot be seen on the outside. Encourage students to generate a list of five to seven adjectives to describe themselves.
      • Project the sentence starter “I am _________.” on the board. Tell students that they should be able to insert their adjective into the sentence starter without adding any additional words. If they have to add “a” or “the”, the part of speech is a noun and not an adjective. 
    • Provide time for students to share their adjectives with the class, in small groups, or with a partner. 
  • Tell students that they will write their adjectives in the negative space of their self-portrait. The negative space is the “empty space”, or space around the subject of the artwork. Encourage them to write big and fill the space.
    • Students should write their adjectives with the same material (permanent black marker, crayon, or oil pastel) that they used to go over the lines of their self portrait.
  • Finally, students will add color and detail to their self portraits using watercolor. The crayon or oil pastel will “resist” the watercolor. If using a permanent black marker, the marker won’t smear when the watercolor is applied.
  • Students should finish their masterpieces by writing informative sentences about themselves using the adjectives in their self-portraits. Students’ writing should meet grade-level standards criteria.

 

Optional technology extension: Demonstrate how to use Kidsdoodle or another drawing app on iPad. Lead a discussion of the pros and cons of using a drawing app versus hand drawing methods and the differences in proportion  Using the camera on the iPad, take individual portrait photos of each student and print it. Have students compare photos to original sketches and app-generated drawings. How does each differ from the other?

 

Closing Reflection

  • Have students celebrate their self-portraits by conducting a gallery walk, in which students walk around the room and take a closer look at all the artwork.
  • Facilitate a discussion around how we see ourselves and appreciating what each person brings to the class community.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation and contributions to the activator, ability to use basic shapes to create their self-portraits, discussion of personality characteristics and adjectives, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can create a self-portrait using basic shapes.  
  • Students can describe their personality characteristics using adjectives.

 

DIFFERENTIATION 

Acceleration: 

  • Have students engage in the same art and writing process about a character from a text being studied in class.
  • Have students place tracing paper over a printed copy of a Renaissance portrait and tracing the basic shapes that they can see with pencil. Then, students can use what they observed about how basic shapes can make up a face to create their own self-portraits rather than following the guided lesson.

Remediation: 

  • As a class, create a word bank of adjectives for students to choose from when describing themselves. 
  • Provide a printed oval outline on cardstock paper for students rather than having them draw their own.

 

 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: Darby Jones and Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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