Monumental Sculpture 2-3

MONUMENTAL SCULPTURE

MONUMENTAL SCULPTURE

Learning Description

Discover the endless possibilities of paper sculpture! Let your imagination soar as you dive into this collaborative art-making process, creating large-scale, non-objective sculptures. Students will participate in the design process and analyze their sculptures through the lens of geometric concepts.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.
  • I can use the design process to design, create, and refine a sculpture in the round.
  • I can describe my sculpture in mathematical terms.

Essential Questions

  • How can art-making become a team building process?
  • How are mathematical concepts used in art?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

2.GSR.7.1 Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes.

 

Grade 3: 

3.MP: Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

3.GSR.6.1 Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles.

3.GSR.6.2 Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3- dimensional figures to identify and describe quadrilaterals as faces of these figures.

3.GSR.7.3 Discover and explain how area can be found by multiplying the dimensions of a rectangle.

3.GSR.8.1 Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons.

Arts Standards

Grade 2: 

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

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

VA2.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

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.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

 

Grade 3: 

3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other 4-sided shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a larger category (e.g., quadrilateral). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.3 Use a right angle as a benchmark to identify and sketch acute and obtuse angles.

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

  • Area - The measure of the amount of space inside the boundary of a two-dimensional shape
  • Perimeter - The total distance around the boundary of a two-dimensional shape
  • Acute angle - An angle measuring less than 90 degrees
  • Right angle - A 90 degree angle
  • Obtuse angle - An angle measuring greater than 90 degrees
  • Isosceles triangle - A type of triangle that has at least two sides of equal length
  • Equilateral triangle - A type of triangle in which all three sides are of equal length
  • Scalene triangle - A type of triangle in which all three sides have different lengths
  • Right triangle -  A triangle that has a right angle
  • Parallel lines - Lines that will never touch
  • Perpendicular lines - Lines that intersect forming a 90 degree angle
  • Design process - A systematic, iterative method used by engineers to solve problems
  • Balance - Possessing equilibrium or equal distribution of weight
  • Counter balance - A weight balancing another weight

Arts Vocabulary

  • Construction - A type of sculpture in which materials are physically joined together to make a whole
  • Sculpture in the round - A three-dimensional structure that is meant to be viewed from all sides
  • Line - The path of a moving point
  • Shape - A two-dimensional enclosed line; in art, shape can be geometric or organic/freeform

 

Materials

  • Newspaper or newsprint sheets 24” x 36” (computer paper or lined paper can be substituted)
  • Masking tape
  • Pencils and sketch paper
  • Yardstick or measuring tape to measure dimensions of finished sculpture

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Have ample space in the room so groups can move far enough apart during the creating process to enable maximum space for the construction process.

 

  • Show students an image of “Mutual Support” by George Hart. Do not tell students the name of the sculpture.
  • Ask students to work collaboratively to make at least ten objective observations about the sculpture (i.e. color, line, types of shapes, overall shape, etc.).
    • Have students share observations as a whole class.
  • Next, ask students to guess how Hart constructed the sculpture. Have students share ideas as a class. Students should justify their answers by referring to specific things that they can see in the sculpture.
  • Show students the title of the sculpture, “Mutual Support”. Ask students how the design of the sculpture demonstrates the name.
  • Tell students that this is an example of sculpture in the round.
    • Tell students that sculpture is always three-dimensional and that sculpture in the round means that the viewer can walk all the way around the sculpture to view it from all sides.

 

 

 

Work Session

  • Tell students that in this lesson, they will be creating sculptures in the round inspired by the work of George Hart.
  • Introduce the design process to students.
  • Next, divide students into groups of 2-4.
  • Begin by demonstrating how to create building sticks by rolling sheets of newsprint from corner to corner using a pencil as a guide. The sticks are fastened at the end with a small piece of masking tape.
    • Each team member should create 5 sticks.

 

  • Ask students to experiment with the types of geometric shapes they can create with the sticks. Tell students that in their actual sculptures, they can bend the sticks to make smaller shapes.
  • Next, have students make a basic drawn design for their sculpture.
    • Tell students that they will need to start with a triangular or square base.
    • Remind students that a sculpture is always three-dimensional, so their final sculpture should not be flat.
    • Tell students that their sculptures must meet the following guidelines:
      • Sculptures must be made up of geometric shapes.
      • Constructions must be three-dimensional.
      • All materials must be fully incorporated into the group constructions.
      • Constructions must be able to stand on their own and be transported easily.
  • Students will work intuitively attaching sticks with masking tape until their construction is completed.
  • Encourage students to be mindful of strong construction, balance, and counter balance.
  • Once sculptures are complete, students will identify geometric figures within constructions according to physical attributes, such as number of vertices and sides, identifying parallel and perpendicular lines, identifying types of angles, etc.
    • Third grade students can also perform mathematical computations, such as estimating and calculating the perimeter and area of geometric shapes as relevant to grade level standards.

 

Closing Reflection

  • Students will reflect on the design process. Students should look at their original sketches and observe how their final product changed through the creation process.
    • Students should reflect on the following questions. This can be written or done orally through conversation.
      • How did the design change?
      • Why did the design change?
      • What design choices did you make to ensure that your sculpture could stand on its own?
      • If you were to design and create this artwork again, what would you do differently?
  • Students will present their sculptures to their peers, as a whole group or several small groups can present to each other, and discuss how their design changed from the original design to the final sculpture.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, collaboration during the design process and sculpture creation, and conferencing with students throughout the creative process.

 

Summative

CHECKLIST

  • Students can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.
  • Students can use the design process to design, create, and refine a sculpture in the round.
  • Students can describe their sculpture in mathematical terms.

 

 

 

DIFFERENTIATION 

Acceleration: Have students write step by step detailed instructions to tell another person how to recreate their sculpture using mathematical concepts. If time permits, two groups can swap instructions and attempt to build each other’s sculptures. Then, the groups should reflect on the results and evaluate the clarity of their written instructions.

Remediation: 

  • Show students an example of a completed sculpture so that students can visualize the end result. Analyze how the sculpture was created so that students can see the steps needed to create their sculpture.
  • Allow students to work on a smaller scale with smaller pieces of paper and/or with fewer paper sticks.
  • Provide an alternative to creating paper sticks, such as straws.

 

 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. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

 

 

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Impersonating Picasso 2-3

IMPERSONATING PICASSO

IMPERSONATING PICASSO

Learning Description

In this lesson, students will explore the life and inspirations of the artist Pablo Picasso and the different periods of his art. They will use this knowledge to recreate their favorite Picasso piece or create an original artwork inspired by what they learned. Students will then apply opinion writing techniques to persuade their classmates to purchase their artwork.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can convey meaning through my art.
  • I can use color to reflect a personal “period” of art.
  • I can use art terms to tell someone why they should purchase my art.
  • I can explain my personal art “period” and why I chose particular colors and subjects in my art.

Essential Questions

  • What inspired the different periods of Picasso’s art?
  • How does color and style communicate meaning in art?

 

Georgia Standards

Curriculum Standards

Grade 2: 

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

 

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

 

ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

 

Grade 3: 

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

 

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

 

ELAGSE3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

Arts Standards

Grade 2: 

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

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

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

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

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, and processes of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.AOR.2.2 Identify and explain a central idea and supporting details in an informational text.

 

ELA.2.C.1.1 Write opinion pieces about a topic. When writing: a. introduce an opinion and include reasons with details to support the opinion; b. use grade-appropriate transitions; and c. provide a concluding statement.

 

Grade 3: 

ELA.3.AOR.2.2 Determine and explain a stated central idea and supporting details in an informational text.

 

ELA.3.C.1.1 Write opinion pieces about a topic. When writing: a. introduce a topic; include an opinion statement; b. include reasons supported by details from a provided source; c. use grade-appropriate transitions to link ideas; d. organize information; and e. provide a concluding statement.

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

  • Opinion writing - A form of writing in which the author expresses their personal beliefs, thoughts, or feelings about a particular topic or issue
  • Informational text - A type of nonfiction writing that conveys facts, details, and information about a particular subject
  • Biography - A detailed account of a person's life, written by someone else

Arts Vocabulary

  • Mood - A state or quality of feeling at a particular time
  • Cubism - The name given to the painting style invented by Pablo Picasso and Georges Braque between 1906 and 1914. Cubists used multiple views of objects to create the effect of their three-dimensionality, while acknowledging the two-dimensional surface of the picture plane.
  • Abstract - Non-objective art, art that utilizes shape, color and texture, without representing real objects
  • Organic/free form shapes - Shapes without straight lines; irregular shapes
  • Geometric shapes - Precise and regular shapes that are defined by mathematical principles
  • Color - The element that is produced when light, striking an object, is reflected back to the eye. It is one of the fundamental elements of art and plays a crucial role in creating mood, expressing emotion, and conveying messages. Color in art can be understood and manipulated through various properties:
    • Hue: The name of a color (e.g., red, blue, yellow).
    • Value: The lightness or darkness of a color.
    • Saturation (or intensity): The purity or brightness of a color

 

Materials

 

Instructional Design

Opening/Activating Strategy

Teacher note: This lesson uses Pablo Picasso as the artist of study, but any established artist can be used as a substitute.

 

  • Project an image of one of Pablo Picasso’s artworks, such as “The Visit (The Two Sisters)” on the board.
  • 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.

Work Session

Part 1 – Building Background

  • In guided reading groups (or as a whole group), read and discuss the life of Pablo Picasso.
  • Share the following biographical information with students.
    • Picasso was born Oct 25, 1881, in Malaga, Spain.
    • Picasso’s father was a painter and recognized that Picasso was much better than him by the time he was 13.
    • Picasso’s paintings often depicted and mirrored his life and what he observed.
    • Picasso settled in Paris in 1904. He was fascinated by the city’s Bohemian streets. He often expressed human suffering by portraying blind figures and beggars in his paintings.
    • It was at this time that he also experienced the death of a close friend. Because of this, he started using various shades of blue in his work for the next few years.
      • This period was called Picasso’s Blue Period (1901-1904).
      • Show students an image of one of the paintings from his Blue Period, such as “The Old Guitarist”. Ask students what they think the mood of the painting is and why. Ask them how color plays a role in the mood.
    • In 1905-06, Picasso met Fernande Olivier, the first of many companions to influence the theme, style, and the mood of his work.
    • This happy relationship changed his palette to pinks and reds, bringing in distinctive beige or "rose" tones. The subject matter also is less depressing. This period became known as his Rose Period.
    • Here are the first appearances by the circus performers and clowns, which he visited several times a week, and appear often in later stages of his career.
      • Show students an image of one of the paintings from his Rose Period, such as “Seated Harlequin”. Ask them how the warm colors in this painting create a different mood that the blues in “The Old Guitarist”.
    • In late 1906, Picasso started to paint in a unique manner that was inspired by Cezanne’s flattened depiction of space and his friend Georges Braque.
    • Picasso began to express space in strongly geometrical terms.
      • Show students an image of a painting from his Cubist Period, such as “Three Musicians”. Ask students how the figures look different in this image than in the previous two images that they looked at.
    • These initial efforts at developing this almost sculptural sense of space in painting are the beginnings of Cubism.
    • By the late '30s, Picasso was the most famous artist in the world. He was called upon to depict the brutality of fascist aggression in the Spanish Civil War with his monumental "Guernica" painting. Many other paintings from this period reflect the horror of war.
    • Pablo Picasso died on April 8, 1973.

 

Part 2 – Creating Artwork

  • View several different pieces of Picasso’s artwork from the different periods or go back to the three works that students looked at in the previous session, and discuss how they are different and why (students should recognize the Rose Period, Blue Period, and Cubist Period of his work).
  • Discuss how tone and color change the “mood” of a piece of artwork and discuss how it conveys a message.
  • Discuss geometry in Picasso’s cubist artwork and how he found beauty in the oddity of the shapes.
    • How does cubism relate to 3-D objects and paintings?
    • What effect do you think he was trying to achieve?
  • Tell students that they will be creating art inspired by Picasso.
  • There are three variations to the artwork students can create:
    • Option 1: Ask students to think of something in their own personal life that they would like to represent. Have students create their own “art period” and give it a color. Remind students how color reflects mood, so the colors they choose should reflect the mood of what they are representing.
    • Option 2: Have students recreate one of Picasso’s pieces. They will reinterpret it using their own “art period”, like Picasso’s Blue Period. Have students analyze how their interpretation is different and changes the mood of the artwork.
    • Option 3: Have students draw a person using geometric shapes. Then have them cut it up and glue it in collage style to represent the cubist style.

 

Part 3 – Persuasive Writing

  • Tell students that many famous artists whose work is worth millions of dollars now, originally were not popular and often struggled to make a living.
  • Tell students that they will be writing to persuade an important art collector to purchase the piece of artwork they just created.
    • Students’ writing should:
      • Explain the reasons why someone should buy their artwork using the art concepts that they used, such as the personal “art period”, Cubism, geometric shapes, etc.
      • Explain their personal “art period” and why they chose particular colors and subjects in their piece.
      • Use linking words and phrases (e.g., because, therefore, since, for example) and transitions to connect opinion and reasons.
      • Include a conclusion.

 

Closing Reflection

  • Students should share their artwork with a partner. Their partner will imagine themselves to be a wealthy art collector. They will try to persuade their partner to purchase their artwork using the information in their writing. Students should not read their artwork but should focus on communication skills through conversation.
  • Debrief the process with students and ask if anyone was persuaded to purchase the artwork. Ask them to explain why.
  • Finish the lesson with two “glows” and a “grow”. Ask students to identify two things they did well/were proud of themselves for and one thing they would like to do differently next time they do a lesson like this.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the life and background of Pablo Picasso to determine students’ comprehension, discussion of Picasso’s artworks from different periods, individual artmaking process, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can convey their meaning through their art.
  • Students can explain the reasons why someone should buy their artwork using the art concepts that they used, such as the personal “art period”, Cubism, geometric shapes, etc.
  • Students can explain how they conveyed meaning in their artwork.

 

 

DIFFERENTIATION 

Acceleration: Encourage students to research famous artists to see who was known for creating both 2-D (such as drawing and painting) and 3-D (such as sculpture) art pieces (including but not limited to artists such as DaVinci, Van Gogh, and Jackson Pollock. They can create a digital presentation, such as a PowerPoint, that shows pictures of the artist’s 2-D and 3-D art. Students can then reinterpret their 2-D artwork in a 3-D style that reflects one of the chosen artists.

Remediation: When presenting information about Picasso, provide the students with video as well as books for the more visual/auditory learners. Have the vocabulary terms posted visually for the students, with examples of each. When creating the artwork, use developmentally-appropriate terms to describe the mood of the artwork.

ESOL Modifications and Adaptations: ESOL students will need to look at the additional artwork on the different artists and discuss the mood (feeling in the art work) and period (time from when the artwork was created) to make sure they understand the context. For the opinion writing piece, the students will orally persuade someone to purchase the piece of artwork created by the student.

 

 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: Whitney Jones. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young. Reviewed by Debbie Frost. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

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Theatrical Teamwork 2-3

THEATRICAL TEAMWORK

THEATRICAL TEAMWORK

Learning Description

Challenge your students in a brand new way as they work collaboratively to explore critical thinking, creative problem solving, and team work with basic theatrical techniques!

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can collaborate with others to accomplish a goal.
  • I can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • I can build upon the ideas of others to clearly express my own views while respecting the ideas of others.

Essential Questions

  • How can theatre techniques help us collaborate with each other?
  • How can working together help us accomplish our goals?

 

Georgia Standards

Curriculum Standards

Grade 2: 

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

  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others.

 

ELAGSE2SL3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 

Grade 3:

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

  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

 

ELAGSE3SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

 

Arts Standards

Grade 2:

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

 

Grade 3:

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.2 Apply the skills of taking turns, listening to others, and speaking clearly.

1.3 Apply verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.

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

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

 

Grade 3: 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

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

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

1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.

1.4 Engage in focused conversations about grade appropriate topics and texts; build on ideas of others to clarify thinking and express new thoughts.

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

 

 

Arts Standards

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

 

Key Vocabulary

Content Vocabulary

  • Collaboration - The process of two or more people working together to achieve a common goal by sharing knowledge, learning, and building consensus
  • Diverse perspectives - The variety of viewpoints, experiences, and ideas that individuals from different backgrounds, cultures, and life experiences bring to a discussion or decision-making process

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • 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
  • Improvisation - A creation that is spoken or written without prior preparation
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Conductor - The director of an orchestra or symphony
  • Signal - Non-verbal cue

 

Materials

  • Whiteboard
  • Markers
  • Blank index cards
  • Clipboards, paper and pencils
  • Balloon or beach ball

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: This activity works best in an open space with chairs around the perimeter of the room. 

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • UP IN THE AIR: This ensemble building warm-up is a good exercise to keep coming back to throughout the year. You will see how your students start to work as a team as the school year passes. You can use a plastic cup, balloon, beach ball, etc. for this activity.
    • Arrange students in a circle.
    • Explain that the goal of the activity is to keep the balloon or ball in the air. The balloon/ball cannot hit the floor. A player cannot hit the balloon/ball twice in a row.
    • Ask students to help you come up with some guidelines for the game. All players must agree on the guidelines. Post these where the class can see them (such as written or typed on a smart board).
    • Tap a balloon or beach ball into the air!
    • Allow students to continue tapping the balloon or ball without the cup hitting the floor. (No one can hit the cup two times in a row, but he or she can hit the cup more than once in the sequence.)
    • All students must audibly count to ten; the goal is to keep the cup from hitting the floor before the number ten is reached. If the cup hits the floor, the process must be repeated.
    • At the end of the activity, ask students to reflect on how they had to work together to achieve their goal.

 

Work Session

ORCHESTRAL THEATER: This exercise invites students to discover the actor or actress within!

  • Ask students to define the word conductor. Ask students for some examples of conductors (e.g., Bach, Debussy, Liszt, Beethoven).
  • Discuss this role and identify what signals he/she uses to tell the musicians to slow down, speed up, get louder and softer, and eventually stop. If time permits, show students a segment of an orchestral performance and discuss the body language, postures, signals, etc. that students notice.
  • Arrange students in groups of five. One student will be the conductor and the other four will be the orchestra.
  • Tell the students who are the conductors to think of a name for themselves.
  • One at a time, each conductor will come forward and choose four cards.
  • Each card will have a topic with suggestions for unusual instruments (drumbeat on a cup, etc.).
  • The conductor will give each member of his or her orchestra one of the peculiar instruments to play or be. The conductor may use the suggestions on the card or make up his/her own instrument. 
  • The orchestra members will use a sound and a movement to create/play this instrument. Give students a designated amount of time to create a musical composition.
  • Tell students that the conductor will need to use signals to indicate whether the orchestra members should play faster or slower, louder or quieter, simultaneously or individually (eye contact and focus are important for both the conductor and the instruments). They cannot use words.
  • Finally, the conductor and orchestra will generate a name for the piece of music.
  • Each group will perform their musical composition for the class. Teacher note: Discuss appropriate audience participation and etiquette prior to performances.
  • The conductor should introduce him or herself with their chosen name and the name of the composition.
  • After the performance, all students should take a bow and the audience should applaud.
  • Debrief the process with students asking questions such as what was easy about the exercise and what was challenging. Was it easy or hard to lead (the conductor)? To follow (the orchestra)? Why?

GROUP POEM: This exercise allows students to vocalize their thoughts as a group. It enhances and strengthens the ensemble. The poem can be based on any theme that you wish to explore with your students. You can tie your theme to a particular issue that your class is dealing with, a unit of study, or an attribute that you are exploring.

 

Theme based:

  • Have students sit in a circle.
  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Tell students to call out the first thing that comes to their minds when you say a particular word such as ”heart”.  Listen for answers and then call out another word such as “love”.
  • Once the students feel free to talk and explore, head toward the theme. (Option: Start with low-stakes words such as “candy” to help the group get comfortable sharing. Then, transition to deeper words like “heart” or “love”.)
  • Tell students that now you are going to start a phrase and they should finish it for you (based on your chosen theme).
    • Examples: “It's hard to be honest when……” or “Forgiveness is…..”
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Forgiveness is”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Person to Person:

  • Discuss what it means to collaborate and respect diverse opinions. Ask students for examples of what this might look like. Establish agreed-upon guidelines for the activity and post them somewhere that everyone can see so that the class can refer back to them if needed.
  • Say to students, “We all have things we want to tell people in our lives but don’t always feel comfortable saying to them in person. if you could say anything to a particular person (ie, your mother, father, teacher, friend, president, etc.) Who would you speak to?”
  • Allow time for students to reflect.
  • Say to students, “Let's all talk to the same person today–to tell that person something that you don’t feel comfortable telling them face to face or you just haven’t ever told them for some reason.”
  • Ask students, “Who are some people you might want to talk to?”. Allow time for answers and write them down.
  • Tell students that now you will take a vote to see who we will all talk to today.
  • Call out a list and have everyone vote one time.
  • Teacher: “Today we are going to talk to…..(the principal). Let’s title our poem, “Students to Principal”.” (Insert the appropriate people based on your students and the person they voted to talk to.)
  • Ask students to now close their eyes and think about standing in front of this person, face to face. Ask students to volunteer to share with the group what they would say to them.
  • Write down answers as they are called out. Make sure to scribe word for word.
  • Read the title (“Students to Principal”) and then read all of the student’s comments aloud in poem form.
  • Type the poem up and distribute it to students on the following day.

 

Closing Reflection

  • Allow students to reflect on the process with a 3-2-1 ticket out the door. Students should write three things that interested them about the process, two things they noticed about themselves or that were challenging for them in the process, and one question or comment they have about the process.
  • Provide time for students to either share with the whole class or with a partner.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, contributions to group activities, and collaboration with classmates.

 

Summative

CHECKLIST

  • Students can collaborate with others to accomplish a goal (up in the air, orchestral theatre and collaborative poems).
  • Students can interact with others to explore ideas and concepts, communicate meaning, and develop ideas through collaborative conversations.
  • Students can build upon the ideas of others to clearly express their own views while respecting the perspectives of others.

 

 

DIFFERENTIATION 

Acceleration: 

  • Arrange students in collaborative groups for poems so that students can work at their own pace.
  • Have students complete a written reflection that builds upon the 3-2-1 ticket out the door.
  • Let this lesson launch into a narrative writing piece about a time that students had to use teamwork and collaboration to accomplish a goal.

Remediation: 

  • Spend time unpacking the activities with examples. Provide examples of responses for the group poem and the person to person poem.
  • Arrange students in collaborative groups so that students can work at their own pace.

 

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Living Summary 2-3

LIVING SUMMARY

LIVING SUMMARY

Learning Description

In this lesson, students will learn the technique of tableau (frozen picture). They will then form a tableau to tell a summary of a story passage from a book or story they are reading in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • Students can summarize a text through theatre techniques and in written form.

Essential Questions

  • How can theatre techniques be used as a tool of communication?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

 

Grade 3:

ELAGSE3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

 

Arts Standards

Grade 2:

TA2.CR.1 Organize, design, and refine theatrical work.

TA2.CR.2 Develop scripts through theatrical techniques.

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

 

Grade 3

TA3.CR.1 Organize, design, and refine theatrical work.

TA3.CR.2 Develop scripts through theatrical techniques.

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development

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

 

Grade 3:

READING – Literary Text

Meaning and Context

Standard 6: Summarize key details and ideas to support analysis of thematic development.

6.1 Determine the theme by recalling key details that support the theme.

 

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

 

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Summary - A short version of a text that highlights key points and main ideas

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Ensemble - All the parts of a thing taken together, so that each part is considered
  • Tableau -  A “living picture” in which actors pose and freeze in the manner of a picture or photograph

 

Materials

  • Story excerpts from Because of Winn Dixie, by Kate DiCamillo (or other text)
  • Various scenarios for sample tableaux written on 3x5 cards

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: If each of the activities are taking too long, have the students make one or two examples from “Family Portraits” at the same time as a whole class.

 

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Play “Family Portraits”.
    • Break the students into groups. Each group must go on to the rug and make a family portrait. 
    • The leader calls out a type of family and students must pose as that family. They have three seconds to get into pose and freeze when the teacher indicates (use a drum, a clap pattern, etc.).
      • Types of families could include: Crazy family, sick family, magical family, loving family, fighting family, goofy family, circus family, dancing family, rock’n’roll family, gymnastics family, swimming family, movie star family, athletic family, lion family, teacher family.

 

 

  • Explain to students that what they just did, is called tableau in theatre. A tableau is a “living picture” in which a group of people takes on various poses and maintains the poses silently in order to illustrate an abstract idea or communicate a concrete image.
  • With note cards that have different scenarios written on them, have the students pull different situations randomly from a bucket, such as:
    • A train robbery  
    • Seeing a big bear  
    • Shopping at the grocery store 
  • Students will practice making tableaux in their same groups from the activator demonstrating these scenarios.
  • Tell students that they will be making a tableaux to demonstrate summaries of various passages from a text they are reading. Ask students to listen for the key points of the passage and think about how they can be shown in a single picture.
    • Read an excerpt from the chosen text. Ask students to listen for the key points of the story, answering the questions who, what, when, where, and how.
      • Students should discuss who, what, when, where, and how with their group members. Optional: Have students complete a who, what, when, where, and how graphic organizer.
      • Facilitate a class discussion to answer who, what, when, where, and how. Write answers on a smart board so that students can see class responses. 
    • Ask students to plan a tableau that shows this passage. After planning time, announce, “On a count of three, show me, 1-2-3 freeze!”.
    • Move around the room and discuss the success of each of the tableaux and how they show a summary of the passage.  
    • Read another excerpt and repeat the process.
  • Assign different groups different passages that they enacted using tableau.
    • Together, students should write a summary of the passage.
    • Students should then create a final version of a tableau to summarize their passage.

 

 

Closing Reflection

  • Students will read their summaries and present their tableaux for the class in sequential order. Discuss appropriate audience participation and etiquette prior to groups presenting.
  • After each presentation, students should discuss how the group showed the summary using their bodies.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; demonstration of tableaux; discussion of who, what, when, where, and how after each passage is read; and participation in summary tableaux.

 

Summative

CHECKLIST

  • Students can demonstrate the summary of a text using tableau.
  • Students can write a summary of a text including a main idea and essential supporting information.

 

DIFFERENTIATION 

Acceleration: Students can rewrite the passage as a scene using dialogue. Students in the group can practice their scene and perform it for the class.

Remediation: 

  • After reading the passage, answer the questions of “who, what, when, where, how and why?” together as a class. Then, spend time brainstorming ideas as a class for how a passage could be summarized using tableau. 
  • Rather than summarizing a passage into one tableaux, break the passage into several key events; students can make several tableaux demonstrating each event to summarize the passage.

 

 ADDITIONAL RESOURCES

NA

 

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

Ideas contributed by: Mary Gagliardi. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

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Take a Trip 2-3

TAKE A TRIP

TAKE A TRIP

Learning Description

Students will merge the elements of opinion writing, text features, and design elements by creating their own travel guide! They will explain why someone should visit their chosen location, supporting their reasons with illustrations that bring the destination to life. To test the persuasiveness of their guides, students will present them to their peers, attempting to convince them to visit the location.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a travel guide that uses design and text features to convince someone to travel to my chosen location.
  • I can provide reasons that are supported with details as to why someone should travel to my chosen location.

Essential Questions

  • How can design features and text features be used to convince someone to travel to a location?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELA

ELAGSE2RI5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

 

ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

 

Social Studies

SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface. a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau. b. Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee.

 

Grade 3: 

ELA

ELAGSE3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

 

ELAGSE3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently

 

Social Studies

SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.

 

Arts Standards

Grade 2: 

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

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

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

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

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, and processes of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA

ELA.2.AOR.5.2 Explain how text features contribute to meaning in an informational text; identify the text structure of sequence.

 

ELA.2.C.1.1 Write opinion pieces about a topic. When writing: a. introduce an opinion and include reasons with details to support the opinion; b. use grade-appropriate transitions; and c. provide a concluding statement.

 

Social Studies

Standard 2: Utilize the college and career skills of a geographer to apply map skills and draw conclusions about the United States.

2.G.1 Identify the geographic location of the U.S. in relation to the rest of the world.

2.G.2 Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources.

 

Grade 3: 

ELA.3.AOR.5.2 Explain how basic text features contribute to meaning in an informational text; identify the text structures of description/list and/or cause and effect.

 

ELA.3.C.1.1 Write opinion pieces about a topic. When writing: a. introduce a topic; include an opinion statement; b. include reasons supported by details from a provided source; c. use grade-appropriate transitions to link ideas; d. organize information; and e. provide a concluding statement.

 

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

  • Opinion writing - A form of writing in which the author expresses their personal beliefs, thoughts, or feelings about a particular topic or issue
  • Argumentative writing - A type of writing that presents a clear stance on a specific issue or topic and supports that stance with logical reasoning, evidence, and analysis
  • Persuade - To move by argument, entreaty, or expostulation to a belief, position, or course of action
  • Audience - A reading, viewing, or listening public
  • Text features - The components of a text that help organize and highlight important information, making it easier for readers to navigate and understand the content

Arts Vocabulary

  • Space - How the elements are organized in an artwork
  • Emphasis - Where the artist wants to draw the viewer’s eye
  • Color scheme - A limited grouping of colors used in an artwork
  • Unity - The sense of cohesion or harmony that is created when all elements of a piece of artwork work together to create a unified whole

 

Materials

  • A variety of travel guides (see “Additional Resources”)
  • Construction paper
  • Markers and or/colored pencils
  • Scratch paper
  • Pencils

 

Instructional Design

Opening/Activating Strategy

  • Pass out travel guides for students to look at. Provide each group of students several different guides to view.
  • Next, ask students to look at the images and any text.
    • Ask students to pick the place they would most like to go.
    • Allow students time to share where they would go and explain why.

 

Work Session

  • Ask students to work collaboratively to identify the text features in the guides.
    • Facilitate a discussion around which text features they identified and create a class list.
    • Discuss how the text features contribute to persuading someone to visit the location.
  • Look at the design features of the travel guides.
    • Ask students to describe how the designer of the guide used the space on the paper. Students should notice that visuals take up a large portion of the space. They may also notice bold or large headings.
    • Ask students how the designer used color. Students may notice vibrant colors in the pictures that communicate the beauty of the place. Students may also notice that some designers use color in the headings and in text boxes to draw the viewer’s attention. This is called emphasis in art.
    • Ask students to make observations about the style of guide. Students will notice that the colors used throughout the guide are consistent. This is called a color scheme in art and it creates unity.
      • Ask students how different colors make them feel–relaxed, excited, etc.
      • Have students look through the guides and see if they can see how the colors reflect the atmosphere of the place.
  • Ask students what they think the purpose of the guides is. Students should determine that their purpose is to persuade someone to visit the location.
  • Now, ask students who they think the travel guides are written for (audience). Ask students how they know.
  • Talk about some of the reasons or arguments presented in the text and pictures of the guides which may persuade someone to visit.
    • Some examples may include: Relaxing beaches or exciting activities for the whole family.
  • Next, discuss the order in which the reasons to visit are presented, noting that the strongest reason is usually listed first.
  • Tell students that they will be creating their own travel guides (this can be done individually, with a partner, or in a small group).
  • The teacher will then instruct the students to select a location to use as the topic of their travel guide.
    • Have students select and research a location that connects to a geography standard in Social Studies. (For example, SS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence. b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.)
    • Alternatively, students could select a favorite place that they’ve visited or could focus on their state or town geography.
  • Pass out scratch paper to students. Students should identify:
    • The purpose of the guide (to convince someone to visit the location)
    • Their audience (this may be different depending on the location that they choose)
    • Three reasons why someone should visit. Students should rank the reasons from most convincing to least convincing.
  • Have students share their answers with a partner and allow time for students to ask each other questions about their answers.

 

Creating Travel Guides

  • Pass out paper to students.
  • Demonstrate to students how to trifold paper to make a travel guide.
  • Have students label each section of their guide.
    • The front flap will be the cover.
    • The first page will be the first and strongest reason to travel, and will include a heading, an illustration of the reason and a brief paragraph explaining why the audience should visit for this reason.
    • The students will continue this process by illustrating and writing in pages two and three.
    • They should use the back to write their name. They can create a fake travel company name and contact information if they would like!
  • Remind students of the text features that they identified in the travel guide.
    • Create a list of features that should be included on the cover (title and large illustration) and on each page (heading, text, and illustration).
    • Next, have students designate space for their title, headings, text and illustrations.
  • Remind students that in the text portion of the travel guide, their writing should:
    • State three reasons why someone should visit the location.
    • Support each reason with relevant details.
    • Use linking words and phrases (e.g., because, therefore, since, for example) and transitions to connect opinion and reasons.
    • Students should write in complete sentences/paragraph form.
  • Remind students to use the following techniques in their design:
    • Create large illustrations with vibrant colors.
    • Use color to create emphasis in text boxes and/or in headings to draw the viewer’s attention.
    • Choose a limited number of colors that reflect the atmosphere of the location for the headings and text boxes to create unity.
  • Allow time for students to create their travel guides. Circulate the room to work with students.

 

Closing Reflection

  • Place students in small groups. Tell students that they will get to pick one place from their group member’s locations to travel.
  • Have students share their travel guides with their group members.
  • After each group member has shared, students will do a quick write on which place they would choose to visit and why.
  • Allow time for a few students to share their responses with the whole class.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; discussion of design and text features; discussion of the purpose of travel guides; and research, planning, and creation process.

 

Summative

CHECKLIST

  • Students can create a travel guide for a location that uses design and text features to convince someone to travel to the location.
  • Students can provide reasons that are supported with details as to why someone should travel to the location.

 

DIFFERENTIATION 

Acceleration: 

  • Students will turn their travel guide into a commercial. In addition to a script, encourage students to videotape and share the commercials with the class.
  • Students can turn their guides into digital guides using an application on their student devices, such as Microsoft Publisher.

Remediation: 

  • As a group, make a visual list of why someone should want to go to the specific destination. Use verbal prompting questions to elicit responses from students about the guide.
  • Provide the students with pre-folded tri fold paper to create their own guide.
  • Encourage the students to write 1-2 sentences per section of their guide.

ESOL Modifications and Adaptations: 

  • Introduce vocabulary: persuade, argument, logical, effective, appeal, and audience. Have the ESOL teacher model using each word in a sentence to help students understand the meaning.
  • ESOL Assessments: Each section/page has an  illustration and, depending on students’ language level, a paragraph, sentence, or words explaining their reason and why the audience should visit.

 

 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: Deborah Kupperbusch. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young Reviewed by Debbie Frost. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

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