Exploring Social Studies Through Playwriting 6

Description

Students use photos of people in real life events from the Zapatistas Movement as a springboard to write dialogue between the people in photograph. Students are paired up and create a scene that addresses the issues surrounding the Zapatistas Movement. By allowing your students to explore their knowledge of the Zapatistas Movement through the eyes of someone who was there, they learn empathy and better embody the subject matter. This exercise is a wonderful tool to increase presentation skills, empathy and ensemble in your classroom.

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Famous African Americans and Visual Art 2-3

FAMOUS AFRICAN AMERICANS AND VISUAL ART

FAMOUS AFRICAN AMERICANS AND VISUAL ART

Learning Description

Explore the artist Jacob Lawrence and learn about his bold artistic style while studying the life of the famous American, Dr. Martin Luther King, Jr.*. Document history by creating a series of paintings to illustrate the struggles and triumphs of Dr. King just as Jacob Lawrence documented the important events in African American history.

*This lesson can also be adapted to teach about the life of other important African American figures.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: Visual Arts, Social Studies & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify important events in Dr. Martin Luther King, Jr.’s life.
  • I can visually represent important events in Dr. Martin Luther King, Jr.’s life using the style of Jacob Lawrence. 
  • I can describe the style of Jacob Lawrence’s artwork.

Essential Questions

  • How can you use Jacob Lawrence’s style of painting to document the lives of historical figures?
  • Who is Dr. Martin Luther King, Jr. and what are important events in his life?

 

Georgia Standards

Curriculum Standards

Grade 2:

Social Studies

SS2H1 Describe the lives and contributions of historical figures in Georgia history. 

  1. Martin Luther King, Jr. (civil rights)

 

ELA

ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Arts Standards

Grade 2:

VA2MC.3: Selects and uses subject matter, symbols, and/or ideas to communicate meaning.  

VA2CU.2: Views and discusses selected artworks.  

VA2PR.2: Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills.  

VA2C.1: Applies information from other disciplines to enhance the understanding and production of artworks. 

 

South Carolina Standards

Curriculum Standards

Grade 2:

Social Studies

Standard 1: Utilize the college and career skills of a historian to study the continuity and changes over time in the United States.

2.H.1 Identify and compare significant historical events, moments, and symbols in U.S. history.

 

ELA

WRITING - Fundamentals of Writing

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1 Explore print and multimedia sources to write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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.

 

Key Vocabulary

Content Vocabulary

  • Narrative - A story or sequence of events and experiences
  • Dr. Martin Luther King, Jr. - A prominent American civil rights leader, clergyman, and social activist who played a key role in the American civil rights movement

Arts Vocabulary

  • Line - One of the seven Elements of Art; a mark made by a pointed tool such as a brush, pen or stick; a moving point

 

  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width; artists use both geometric and organic shapes
  • Color - One of the seven Elements of Art; it is created by light; there are three properties of color: Hue (name), Value (shades and tints), and Intensity (brightness)
  • Primary Colors - A hue from which all other colors can be mixed: red, yellow, and blue

 

  • Secondary Colors - A hue mixed from two primary colors, such as orange, green, and purple
  • Neutral Colors - Black, white, gray, brown

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Display one of Jacob Lawrence’s paintings on the board. 
  • Without giving students any information about the artwork, ask students to write a short description of what they think is going on in the painting. 
    • Students should explain what they see in the image that helped them come to this conclusion.
    • Allow students time to share with a partner.
    • Ask a few students to share their ideas with the class.
  • Tell students the name of the artist, name of the painting, and a description of what is going on. 
    • Ask students how their interpretations are similar or different to the actual description of the painting.

 

Work Session

  • Tell students that they will be painting in the style of Jacob Lawrence in this lesson.
    • Lawrence is among the best-known twentieth century African American painters. 
    • Lawrence concentrated on depicting the history and struggles of African Americans.  
    • Lawrence used tempera paints. 
    • Direct students’ attention toward Lawrence’s use of vivid color, expressive style, flat shapes, use of entire space, and the series format to convey a story. 
    • Optional: 
      • Ask students to take turns coming up to the board and outlining the major shapes in different paintings.
      • Provide printed copies of one of the paintings; have students outline the major shapes in the painting.
    • Ask students how the description and the painting are connected just as an illustration in a book is connected to the text on the page.
  • Tell students they are going to become artists like Jacob Lawrence. As a class, they will create a series of paintings that depict the life of Dr, Martin Luther King, Jr. 
    • Use a graphic organizer to sequence the important events in his life. 
    • Next, instruct the students to do a simple sketch or illustration of each event.
    • Instruct the students to use pencil to make a sketch of their assigned event before painting. 
    • Remind students to:
      • Introduce their topic (the event) at the beginning of the paragraph 
      • Use facts and definitions that they learned from the lesson to inform the reader about the event
      • Describe how they showed those facts in their painting
      • Include a conclusion sentence
    • Read a biography of Dr. Martin Luther King, Jr., and discuss the life of Dr. King with the class. 
    • Arrange students into groups of two to three students. Assign each group an event in Dr. King’s life. 
    • Students will create a painting of the event in the style of Jacob Lawrence (remind students of Lawrence’s use of vivid color, line and geometric shape). 
    • After students finish painting, they will write a description of their painting on an index card describing what part of Dr. King’s life is pictured. 
  • Have students arrange the paintings in chronological order.
  • Display the paintings as a series that illustrates the life of Dr. King.   

Classroom Tips: Cover students’ work area with butcher paper. Have students share paint and water supply on their work area. Fill 2 buckets with water--empty one by filling student water cups 1/3 full, then use it to dump dirty water in; the second bucket will be your fresh water supply as needed. 

 

Closing Reflection

  • Allow students time to engage in a gallery walk to view all of the artworks. 
  • Facilitate a class discussion around how each group portrayed the event in the style of Jacob Lawrence.

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ discussion of the style of Jacob Lawrence’s work and students’ identification and visual depiction of important events in Dr. King’s life.

 

Summative

CHECKLIST

  • Students can identify important events in Dr. Martin Luther King, Jr.’s life.
  • Students can visually represent important events in Dr. Martin Luther King, Jr.’s life through painting using the style of Jacob Lawrence.
  • Students can accurately describe and write about an event in Dr. Martin Luther King, Jr.’s life using relevant details through a well-organized paragraph.

 

Differentiation

Acceleration:

After reading the biography, students will research other events in the life of Dr. Martin Luther King, Jr. using internet or library resources. Students will pick one event in his life to depict through a picture in the style of Jacob Lawrence. Once each student has created a picture, the student will write a paragraph describing the picture and the event. They will work together to create a chronological/numeric timeline to represent the events in the life of Dr. King.

Remediation:

ESOL Modifications and Adaptations: To prepare the ESOL students for the painting assignment, the ESOL teacher will read to students Story Painter: Life of Jacob Lawrence by John Duggleby and show how a series of paintings can tell a story. The ESOL teacher should also utilize photographs and images to help student comprehension when reading the biography of Dr. King (such as Happy Birthday, Martin Luther King).

Special Education Modifications and Adaptations: Read an age appropriate book about Dr. Martin Luther King Jr. (such as Happy Birthday, Martin Luther King). The teacher will provide cards with pictures and text that describe the life of Dr. King based on the book of choice. Students will work as a group to sequence the cards in story order. Provide geometric shaped templates and straight edges for students to use as they draw pictures in the style of  Jacob Lawrence. Students will accompany drawings with one or two sentences that they write or dictate.

ADDITIONAL RESOURCES

  • “Martin Luther King Jr.’s Life in Pictures.” CNN, www.cnn.com/interactive/2018/04/us/martin-luther-king-jr-cnnphotos/. Accessed 26 June 2023.

 

*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:  Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas.  Reviewed by Michael Miller. Updated by Whitney Jones Snuggs and Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

Back to Modules

Jazz It Up 4-5

JAZZ IT UP

JAZZ IT UP

Learning Description

In this lesson, students will delve into the world of jazz music to gain insights into the Harlem Renaissance. They will analyze and create improvisational pieces, incorporating key elements of jazz.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MUSIC & SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can maintain body percussion ostinato.
  • I can improvise using body percussion, scat syllables, and/or found sound.
  • I can create an 8-beat verbal phrase reiterating what I learned in the lesson.

Essential Questions

  • How can learning about a genre of music teach us about the historical context in which it was created?

 

Georgia Standards

Curriculum Standards

Grade 5: 

SS5H2 Describe U.S. involvement in World War I and post-World War I America.
Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and transatlantic flight (Charles Lindbergh).

Arts Standards

Grade 5:

ESGM5.CR.1 Improvise melodies, variations, and accompaniments.
ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
ESGM5.RE.1 Listen to, analyze, and describe music.
ESGM5.RE.2 Evaluate music and music performances.
ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 5: 

5.2.CX Contextualize the post-war economic climate on the cultural landscape throughout the United States and South Carolina.

Arts Standards

Anchor Standard 2: I can improvise 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

  • Harlem Renaissance - an intellectual, cultural, and artistic movement that emerged in the 1920s and 1930s, primarily centered in the Harlem neighborhood of New York City
  • Jazz - A genre of music that originated in the early 20th century, primarily within African American communities in New Orleans

Arts Vocabulary

  • Found sound - Using everyday objects in the environment to create sound
  • Ostinato - Repeated pattern
  • Patsching - A body percussion technique that involves rhythmically striking the thigh with the palm of the hand, usually near the knee
  • Syncopation - Shifting of the accent to a weak beat or an off beat
  • Scat singing - A vocal jazz style using improvised nonsense syllables performed with an improvised melody, usually over instrumental accompaniment

 

Materials

  • Found sound possibilities (pencils to tap on desk, etc.)
  • Jazz recordings (“Black and Tan Fantasy,” Duke Ellington; “When the Saints go Marching in,” Louis Armstrong; “Minnie the Moocher,” Cab Calloway)
  • Sound source (computer and speakers)

 

Instructional Design

Opening/Activating Strategy

  • Listen to an example of a jazz piece, such as “Black and Tan Fantasy” by Duke Ellington.
  • Have students describe what they heard.
  • Lead students to noticing the following elements:
    • Syncopation (use visual and/or patsching on beats and clapping on off-beats to aid understanding)
    • Highly rhythmic
    • Varied instruments (trumpet, saxophone, piano, drums)
    • Improvisation

 

Work Session

  • Arrange students in a circle. Facilitate a call and echo response using body percussion, found sound, movement and/or scat syllables, having students lead if they are comfortable.
  • Explain that this type of sound is known as "call and response", a musical technique in which one instrument, voice, or part of a band answers another by repeating the sound.
  • The alternation between leader and chorus is a defining characteristic of African music, present in music intended for work, play, mourning, etc., and is a common element in jazz.
  • Demonstrate by singing “Over my Head” or listen to an example of call and response, such as Cab Calloway's "Minnie the Moocher".
  • Expand echoing/call and response to an improvisation “jam session”.
    • First, challenge students to create 8-beat body percussion (or found sound) ostinato to repeat under improvisations.
      • Use an 8-beat visual (1 2 3 4 5 6 7 8) to help students understand phrase length.
    • While students maintain ostinato, improvise using body percussion, found sound, and/or scat (nonsense) syllables.
    • Lead students to understanding of similarities and differences between renditions, helping them understand that improvisations feed off of and into other improvisations.
    • Invite students to improvise, using the 8-beat visual to help students understand phrase length.
    • Begin by improvising a phrase and having students improvise response.
    • Challenge students to end their improvisations on beat seven to allow the next person time to think and to provide a final point for their improvisation (1 2 3 4 5 6 7 -).
    • Challenge students to relate their improvisation to what you are doing (perhaps by taking part of your pattern and using it in their pattern) so that their pattern compliments (sounds good with) the improvisation they just heard.
    • Discuss how the improvisations were similar yet different.
    • Discuss how such improvisation is a kind of "riffing". In jazz, musicians may riff off of each other's melody when improvising solos.
  • Listen to Louis Armstrong’s “When the Saints Go Marching In”, helping students notice how the musicians are able to expand and complicate a melody or theme by listening to another member of a group play a solo and responding to them through their own solo.
    • Often the main melody in jazz acts as a recurring theme in a piece of music, and the other sections of a piece work to "riff" off of, expand on, or veer away from the main melody, but the main melody is audible and/or usually comes back.
  • Briefly describe the evolution of jazz as an original American music that largely originated with African Americans. The need for self-expression stemmed from the African musical heritage where music was (and is) very important in maintaining and continuing the culture.
    • When Africans were brought to America, they brought along the tradition of using music to accompany and define their lives.
    • Jazz originated in New Orleans, a town with a tradition of celebration. All kinds of music existed there—blues, church music, folk music, ragtime, military marching bands, African drumming, and many dance styles. When these musics blended into one, jazz was born.
    • In the early 1920s, many African American artists, writers, musicians, and performers lived in a New York City neighborhood called Harlem and were part of a cultural movement known as the Harlem Renaissance. A large migration from the South to the North after World War I brought many African Americans to Harlem.
    • Jazz was a relatively new type of music in the 1920’s and 1930’s but was becoming very popular in Harlem, which was home to many musicians. Several other American cities (New Orleans, Chicago) also had rich jazz scenes where people could go to jazz clubs, music clubs, dance halls, and concert halls to hear jazz. Some of the most famous venues include the Apollo Theater, The Cotton Club, Lennox Lounge and the Savoy Ballroom.

 

Closing Reflection

  • As a closing assessment activity, have students work individually or in small groups to create 8-beat speeches reiterating something from the lesson content (e.g., “jazz…an American creation”).
  • Use the same format as before, sitting or standing in circle and maintaining body percussion ostinato while students speak their creations.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, participation in “call and response” riffing and “jam sessions”, and analysis of music.

 

Summative

CHECKLIST

  • Students can maintain body percussion ostinato.
  • Students can improvise using body percussion, scat syllables, and/or found sound.
  • Students can create 8-beat verbal phrase reiterating lesson content.

 

DIFFERENTIATION 

Acceleration: 

  • Have students explore scat singing using Frank Holder’s “Scat Singing” (available on iTunes).  Listen to recordings of contemporary jazz artists (e.g., Wynton Marsalis).
  • Compare and contrast their jazz styles to the jazz “pioneers.”
  • Use a Venn diagram to compare/contrast various renditions of the same jazz piece.
  • Have students research various jazz pioneers (Louis Armstrong, Dizzy Gillespie, Duke Ellington, etc.), focusing on the social and cultural entities impacting their lives and music.
  • Divide students into small groups. Have each person write a short paragraph (3-4 sentences) about a given topic. Exchange papers with other people in the group; after reading each paper, have each student use the basic content of their peer’s writing but modify it somewhat. Compare and contrast with original writing, using as an example of “riffing.”

Remediation: 

  • Limit the focus of the characteristics of jazz to one or two that the students will explore, such as “call and response” and improvisation, rather than focusing on multiple elements of jazz.
  • Provide visuals to help aid in comprehension.

*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.

Revised and copyright: September 2024 @ ArtsNOW

 

Back to Modules

Take a Trip 4-5

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: 4-5
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 for a location 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.
  • I can use color schemes to create unity and communicate a message.

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELA

ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

 

ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

Social Studies

SS4G1 Locate important physical and man-made features in the United States. a. Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes. b. Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.

 

Grade 5: 

ELA

ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

 

ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

 

Social Studies

SS5G1 Locate important places in the United States. a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.

Arts Standards

Grade 4: 

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

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

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

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

 

Grade 5: 

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

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

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

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

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.AOR.5.2 Explain how basic text features contribute to meaning in an informational text; identify the text structures of problem and solution, chronological, and/or compare and contrast.

 

ELA.4.R.1.1 Conduct short research for inquiry by: a. generating a question about a topic; and b. examining a provided source.

 

ELA.4.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and state an opinion about the topic; b. provide reasons supported by facts from a credible source(s); and c. group ideas logically using transitional words and phrases; and d. provide a concluding statement or section.

 

Grade 5: 

ELA.5.R.1.1 Conduct short research for inquiry by: a. generating a question(s) about a topic; and b. consulting a variety of print and multimedia sources.

 

ELA.5.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and make a claim about the topic; b. include reasons that are supported by facts from a credible source(s); c. develop an organizational structure in which ideas are grouped logically; d. use transitions to link and structure ideas; and e. provide a concluding statement or section.

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
  • 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 what purpose they serve in furthering conveying meaning.
    • 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.
      • Show students a color wheel and discuss various types of color schemes, complementary, analogous, warm, neutral and cool.
        • Ask students how different color schemes make them feel–relaxed, excited, etc.
        • Have students look through the guides and see if they can identify any color schemes. Ask students 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, SS5G1 Locate important places in the United States. a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.)
    • Alternatively, students could select a favorite place that they’ve visited or could focus on their state or town geography.
    • Students will conduct research on their location to include in their travel guide.
  • 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.
      • Under each reason, students should list supporting details.
  • 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 and cite their source(s). 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 from their research.
    • Use transitional words and phrases to link opinion, reasons, and supporting details.
    • Students should write in paragraph form using introduction and conclusion sentences.
  • 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 specific color scheme for the headings and text boxes to create unity. Project the color wheel for reference. Students should reflect on what they want to communicate to their audience and pick a color scheme that reflects that (exciting, calming, fun, etc.).
  • Allow time for students to create their travel guides. Circulate the room to work with students.
  • Once the guide is complete, students will use their travel guides to help them write an opinion/argumentative essay that includes an introduction, supporting details, and conclusion to convince someone to come and visit their location.

 

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 conferencing with students during the research, planning, creation, and writing 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.
  • Students can use color schemes to create unity and communicate a message.
  • Students can write a well-organized opinion/argumentative essay that includes an introduction, supporting details, and conclusion.

 

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.
  • Reduce the requirements in the essay or allow students to submit their travel guides in lieu of the essay.

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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