PERFECTLY PRETTY PYSANKY EGGS K-1

PERFECTLY PRETTY PYSANKY EGGS

PERFECTLY PRETTY PYSANKY EGGS

Learning Description

Egg decorating in the Spring is a popular tradition in the United States and in many other parts of the world. In Ukraine, people use hot wax and colorful dyes to make beautiful and delicate decorations. In this lesson, students will learn how to mimic the Ukrainian Pysanka egg decorating process using wax and watercolors while demonstrating their understanding of the long letter/sound of U.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use wax sticks and watercolor paints to create a geometric and organic design that mimics the process of designing Ukrainian Pysanky Eggs.
  • I can identify lines, shapes, and colors in Pysanky designs.
  • I can mimic the Pysanka Egg decorating process by incorporating elements of art to create a unique design.
  • I can say and use the long letter U to incorporate into my Pysanka egg design.
  • I can identify words that use the long U sound.

Essential Questions

  • How can I use wax sticks and watercolor paints to create a geometric and organic design that mimics the process of designing Ukrainian Pysanky Eggs?
  • What is the difference between the long and short U sound?
  • How are line and shape used to create interesting designs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Demonstrate basic knowledge of long and short sounds for the given major vowels.

 

Grade 1:

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

 

  1. Distinguish long from short vowel sounds in spoken single-syllable words.

Arts Standards

Kindergarten:

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

 

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

 

Grade 1: 

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

 

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

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

READING - Literary Text

Principles of Reading

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

 

Grade 1:

READING - Literary Text

Principles of Reading

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.

2.1 Distinguish long from short vowel sounds in spoken single-syllable words

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

  • Tradition - The handing down of information, beliefs, and customs by word of mouth or by example from one generation to another without written instruction
  • Pysanka (Pysanky - plural) - A hand-decorated Ukrainian Easter egg with intricate designs

Arts Vocabulary

  • Color - A way that we describe an object based on the way that it reflects or absorbs light
  • Line - A straight, one-dimensional figure that connects two points
  • Shape - A two-dimensional object; can be geometric or organic
  • Space – Distances or areas around, between, and within components of an artwork

 

Materials

  • Long U handout (one for every two students)
  • Shapes and lines handout (one for every two students)
  • Egg template printed on white cardstock paper (one per student)
  • Watercolor paints/brushes
  • Wax sticks
  • Clear tape (if needed)
  • Black thin markers
  • Paper plates, cups of water, paper towels and a messy mat or butcher paper to cover work space

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by reading the poem about the letter U (slide 2 of the PowerPoint).
    • Repeat and have students say the highlighted long U words in the poem.
  • Pass out the Long U handout–one copy for every two students.
    • Ask students to work with a partner to apply their knowledge of the long U by circling pictures that start with the long U sound.
  • Explain to students that they will use the long U letter knowledge and the elements of art, line, shape and color, to design and create a piece of art.

 

Work Session

SESSION 1 – Building Background 

  • Discuss the word “traditions” and ask students to share different traditions from their own cultures.
    • Discuss different traditions around the world and explain that they will be learning about a specific tradition in a country that starts with the long U letter.
  • Display images of locations around the world that start with the long U such as the Universe, United States, and Ukraine, (emphasize the long U sound when saying).
    • Tell students that one of the traditions in Ukraine is to create decorative eggs called Pysanky (“PIH-sahn-kih”); practice saying the word with students. Images of Pysanky can be found on slide 5 of the presentation
  • Using the presentation, display images of decorative Ukrainian eggs and ask the students to share what they notice about them.
    • Students may notice the colors, shapes and lines.
    • Ask students if it reminds them of any tradition that is practiced in the United States every Spring.
      • Allow students to share their egg-decorating traditions.
    • Explain to students that in Ukraine people use hot wax and different colored dyes to decorate eggs.
      • Discuss the tradition with students (slide 9).
  • Explain to students that they will be mimicking the process that the Ukrainian people use to create their own Pysanky Eggs using line, shape and color.
    • Introduce visual art vocabulary to students and draw several types of lines, shapes, and colors (primary, secondary). Use slides 10-11 for examples.

 

SESSION 2 – Application 

PREWORK – Print a large black outline of an egg onto a piece of 8 ½ x 11 pieces of white cardstock paper (see template in “materials” section).

 

  • Explain to students that they will create their own Pysanka Egg using wax sticks and watercolor paints. They will use line, shape and color in their designs.
  • Model the egg decorating process for students.
    • Using one wax stick at a time, place it inside the egg template so that each end of the wax stick is touching the edges. This will create the first organic shape. Discuss each shape so that students understand that the lines created by the wax sticks will create the shapes.
    • Tell students they will need to press down hard so the wax sticks will adhere to the paper. If needed, add a piece of clear tape to each end so that they will stay in place.
    • Repeat the process of pressing down wax sticks until all sticks are gone.
    • Discuss the created shapes as geometric and/or organic, and model how to create one or the other if not created.
    • Explain to students they will use the handouts to help them create different lines.
    • Once all wax sticks are secure, demonstrate how to use watercolor paints (either primary or secondary) to paint the different shapes. Tell students they can paint directly on the wax sticks, being sure to keep the wax sticks secured to the paper.
    • Show students how to start painting close to the wax lines first, and then fill in the space with the rest of the paint.
    • When the egg is complete, peel off the wax sticks to reveal a white line.
    • Allow the watercolor to dry.
    • Model the last step by selecting an object to draw from the prior application activity (circling long U images).
      • Using black marker, draw a picture of the object.
      • Repeat using another object until all shapes have different drawings of long U images. (If students struggle with drawing the images, they can create different “U” s in the shapes)

 

  • Distribute student materials:
    • Egg template
    • Watercolor paints/brush
    • Cup of water
    • Wax sticks (3-4)
    • Paper towels
    • Shapes and lines handout (one for every two students)

 

  • Explain to students that they will follow step-by-step directions so that they have time to carefully create their artwork.
  • Walk the students through the process one step at a time, pausing in between so that they have adequate time to complete each part of the process.

 

Closing Reflection

  • Allow volunteers to share their Pysanky Eggs with the class.
    • The students will explain what long U images they drew in each shape.
    • Students listening can repeat the long U word as the students share.

 

Assessments

Formative

Teachers will assess students’ understanding of the long U sound by assessing the application activity and reviewing anecdotal notes of different learning activities.

 

Summative

CHECKLIST

  • Students can identify lines, shapes, and colors in Pysanky designs.
  • Students can mimic the Pysanka Egg decorating process by incorporating elements of art to create a unique design.
  • Students can say and use the long letter U to incorporate into their Pysanky designs.
  • Students can identify words that use the long U sound.

 

DIFFERENTIATION 

Acceleration: 

  • Students can use more than three wax sticks to create more intricate designs on their Pysanky Eggs.
  • Students can write long U words for the images they drew on their Pysanka shapes.
  • Students can come up with their own words that have the long U sound.

Remediation:

  • Students can create a Pysanka using two wax sticks and one image of a long U sound/letter or just draw a long U in the egg shape.

*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: Kim Spivey

Revised and copyright:  June 2024 @ ArtsNOW

 

Back to Modules

Explore Geometry with Abstract Imagery 2-3

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

Learning Description

Delve into the abstract world of Wassily Kandinsky! Allow your imagination to soar as you discover mathematical connections within Kandinsky images. Students will be inspired by the work of Kandinsky to create their own abstract art that incorporates geometric concepts and the elements of art.

 

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 create artwork inspired by Wassily Kandinsky that demonstrates my understanding of mathematical concepts.
  • I can describe my artwork in terms of mathematical concepts.
  • I can identify mathematical concepts in my classmates' artwork.
  • I can use color and space intentionally in my art.

Essential Questions

  • How can you utilize visual images to learn about mathematical concepts?

 

Georgia Standards

Curriculum Standards

Grade 2: 

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.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.

 

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

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

 

 

 

Key Vocabulary

Content Vocabulary

  • Geometry - Branch of mathematics that deals with deduction of the properties, measurement, and relationships of points, lines, angles, and figures in space from their defining conditions by means of certain assumed properties of space.
  • Polygon - A closed plane figure with at least three straight sides and angles, and typically five or more.
  • 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

 

Arts Vocabulary

  • Abstract - Process of art-making that has reference to the real world but is distorted or manipulated in some way.
  • Non-objective - Process of art-making that has no reference to the real world; strictly composed of design elements.
  • Contrast - Exhibiting unlikeness in comparison to something else.
  • 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 (Geometric and Organic) – One of the seven elements of art; a flat, enclosed area that has two dimensions, length and width
  • Negative space - Empty space; the background
  • Color scheme - A limited number of colors used in an artwork
  • Warm colors - Red, pink, orange and yellow
  • Cool colors - Blue, green, purple/violet
  • Primary colors - Blue, yellow, red
  • Secondary colors - Orange, green, purple/violet
  • Neutral colors - Brown, tan, black, gray

 

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Introduce this activity by having students look at an image of “Composition 8” or “Red, Blue and Yellow” by Russian artist, Wassily Kandinsky.
  • Have students engage in the 10 x 2 artful thinking routine.
    • Students will work collaboratively to identify 10 things that they recognize in the image. Then, repeat the process; the second time, however, ask students to focus specifically on the colors and shapes that they see.
  • Facilitate a class-wide discussion around students’ observations.

 

Work Session

Process 

  • Project Kandinsky’s “Composition 8” and “Red, Blue and Yellow”, side by side (use slide two of Wassily Kandinsky images). Direct students to work collaboratively to use math vocabulary and concepts to describe the angles, lines, and shapes found within these abstract and non-objective masterpieces.
    • Students should draw/write their responses on sticky notes.
    • Direct students to identify the polygons within these images and their defining attributes, including different types of quadrilaterals.
    • Students should also look for examples of types of angles, types of triangles, and line relationships (parallel and perpendicular).
  • Draw or project a large Venn diagram on the board. Students should place their sticky notes in the appropriate section of the Venn diagram.
  • Next, tell students that they will create their own abstract or non-objective artwork in the style of Kandinsky according to criteria set by the teacher. For example, criteria might include designs including a minimum of three different types of quadrilaterals, a triangle, a polygon more than four sides and angles, two right angles, parallel lines, etc.
  • Project “Composition 8” and “Red, Blue and Yellow” again.
    • Ask students to make observations about how the space is used in the artwork. Students should notice that there isn’t much negative space or “empty space”.
  • Next, discuss the colors that Kandinsky used.
  • Project an image of a color wheel and discuss different types of color schemes: Warm, cool, neutral, primary and secondary.
  • Tell students that they will be using color to “color code” their artwork. How they do this is up to them.
    • For example, all triangles could be cool colors, all quadrilaterals could be warm colors, and all polygons with more than four sides could be neutral colors.
  • Students will then draw their designs lightly on paper or tag board in pencil and then add color using marker, tempera paint, colored pencil, oil pastel, etc.

Upon completion of their artwork, ask students to describe their art using mathematical vocabulary.  

 

 

Closing Reflection

  • Display students’ artwork on walls or place on tables/desks. Give students a “scavenger hunt” to find mathematical concepts in each other’s artwork.
  • See if students can figure out how other students used color in their artwork.

 

 

Assessments

Formative

  • Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the mathematical concepts evident in Kandinsky’s artwork, discussion of Kandinsky’s use of color and space, and ability to apply mathematical concepts to creating a unique artwork.

 

Summative

  • Students can create an artwork inspired by Wassily Kandinsky that demonstrates their mastery of mathematical concepts.
  • Students can describe their artwork in terms of mathematical concepts.
  • Students can identify mathematical concepts in each other’s artwork.
  • Students can use color and space intentionally in their art.

 

DIFFERENTIATION 

Acceleration: 

  • Have students identify the area and perimeter of the polygons in their artwork (grade 3).
  • Have students use scrap materials found in the classroom to interpret their artwork in a 3D format by turning it into sculpture. Materials could include popsicle sticks, tape, cardboard, pipe cleaners, straws, etc.

Remediation: 

  • Provide students with specific concepts to look for in Kandinsky’s artwork using a word bank.
  • Reduce/limit criteria in artwork to focus on fewer concepts at a time.
  • Provide visuals with examples of concepts to support students.
  • Allow students to work with a partner to create artwork.

 

 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 Shannon Green and Katy Betts.

 Revised and copyright:  August 2024 @ ArtsNOW

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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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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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