Throughout time and across cultures, people have been concerned with IDENTITY. Lesson Title: Express Yourself Big Idea: Identity Grade Level: 4 th Grade Lesson Purpose: The purpose of this lesson is to expand students knowledge of identity and to find/express their identity through writing and artwork, while comparing their identity to others.
Class Periods Required: 4- 5 Key Concepts (2-3): Identity expresses who we are to others and can, therefore, be read. Identity involves characteristics (physical, emotional, psychological) that allow us to name or distinguish people, places, and things. Identity can be expressed and communicated through art.
Essential Questions (2-3): What is identity? How is identity expressed through art and text? How can you, as an artist, express your identity through art?
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) - Students will enter the learning through an art experience creating their own understanding of identity through participation in VTS art discussions about selected works of art. - Students will start to define what their identity is through creation of a sock using different types of lines (vertical, horizontal, thick skinny, waved, crooked) - Students will continue to dig deeper into the topic of identity through multiple selected read alouds by referring to details and drawing inferences form the text. - Each student will construct a puppet of a character that they believe shares pieces of their identity - Students will finish by writing an opinion piece on why they think this character represents parts of their identity, using supporting facts and details about themselves and character presented through their artwork.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Visual Art: Strand 1: Products & Performance 1. Select and apply 2-D media, techniques, and processes to communicate ideas and solve challenging visual art problems English Language Arts- Writing: Students express, develop and substantiate ideas and experiences through their own writing and Missouri Core Academic Standards (Common Core State Standards) (3-4) (http://www.corestandards.org/)
Anchor Standards: Writing Text Types and Purposes: CCSS.ELA-LITERACY.CCRAW.1 Write arguments to support claims in an analysis of substantive topics or Art Integration Lesson Plan Template 2
artistic and technical presentation. Oral Language: Students will listen and speak to communicate ideas clearly Reading: Students comprehend and respond to literal, critical and evaluate ways to various texts that are read, viewed and heard. texts using valid reasoning and relevant and sufficient evidence Production and Distribution of Writing CCSS.ELA-LITERACY.CCRAW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Anchor Standards: Reading Key Ideas and Details CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Anchor Standards Speaking & Listening Comprehension & Collaboration (VTS, book discussions, collaborating groups) CCSS.ELA-LITERACY.CCRA.SL.1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.
Integrated Content Areas: 1. Visual Art 2. English Language Arts- Writing 3. English Language Arts Reading Identify & define common vocabulary/concepts that connect visual art with the non-art content area. Identity - the condition of being oneself or itself, and not another - condition or character as to who a person or what a thing is - the sense of self, providing sameness and continuity in personality over time Express - to put (thought) into words, utter or state - to show, manifest, or reveal Art Integration Lesson Plan Template 3
- to set forth the opinions, feelings, etc., of (oneself), as in speaking, writing or painting. Definitions provided by www.dictionary.com Anticipatory Set (Gaining Attention): Visual Thinking Strategy - Identity #2 Hend Al Mansour
http://www.hendalmansour.com/art-work/paintings/
Students will be asked: What is going on in this picture? What do you see that shows this? What more can we find?
Students will then be put in small groups and make a graffiti board of one word that they thought described this persons identity. The group will then create questions and comments surrounding this word and what identity is in a graffiti board style/Venn diagram. Closure (Reflecting Anticipatory Set): 1. Teacher will read Its Okay to Be Different by Todd Parr. 2. Students will have a final discussion of how it is okay to be different. 3. Teacher points: Everyone has different identities and that is what makes the world go round. Be who you are and dont form to others because you dont want to be different. Lesson Activities & Procedure(s):
Day 1: 1. VTS Discussion as described above (anticipatory set) along with the graffiti board. 2. Students will then be asked to create a list of what they believe belongs within their own identity for homework. This list should have at least 7 parts of their identity with a sentence describing why for each.
Day 2-3 (depending on time) 1. VTS Discussion on the cover of the book A Bad Case of Stripes By David Shannon. Lesson Texts & Materials: Day 1 1. Hend Al Mansour- Identity #2 picture 2. Construction paper (graffiti board)
Day 2-3 1. A Bad Case of Strips by David Shannon cover photo along with text. 2. White drawing paper 3. Markers (or preferred medium)
2. Teacher will then read A Bad Case of Stripes by David Shannon to the students. 3. Students will follow up with a discussion about the identity of the girl in this picture. They will support their answers by giving evidence through pictures from the books along with text that they remember. 4. Students will go back to their seats and create a crazy sock. They will do this by creating different types of lines (vertical, horizontal, thick skinny, waved, crooked) and different colors to express their identity in the perfect sock. http://greenbayartroom.blogspot.com/2008/09/3rd-grade-crazy-socks.html
Day 4: 1. VTS Discussion
Unnamed - The Art of Dr. Seuss (Theodore Geisel) http://pcart.com/seuss/index.html 2. Students will create an animated character (in finger puppet form) that he/she believe share pieces Day 4 1. Unnamed The Art of Dr. Seuss (Theodore Geisel) photo 2. Cloud Clay in various colors
Day 5 1. Lined paper for students process piece
Closing Activity 1. Its Okay to Be Different Tom Parr (text) Art Integration Lesson Plan Template 5
of his/her same identity.
Day 5: 1. Students will create a processes writing piece describing why they created that character. They will support their opinion with evidence comparing their identity to that of what they think the character has. This will be turned in for a grade. Closing Activity (described above)
Lesson adaptations for challenged learners:
Behavior Problems Students can work individually or pair up on certain projects, when focus is lacking.
Disabilities- - use assistive technology in creating the writing portion of the piece - create artwork on assistive technology
Lesson extensions/enrichments for gifted learners:
Student can create a process piece, creating a person with the opposite identity, comparing and contrasting them within their piece, using supporting evidence that is clear to the reader.
Formative Assessment strategies: VTS discussion, Graffiti boards, & list with 7 characteristics about his/her identity. (collaborative group and individual assessment) Summative Assessment strategy: Process piece describing his/her finger puppet - how the student used supporting evidence to compare the cartoons identity to their identity
What student prior knowledge will this lesson require/draw upon? - Students will need to draw on different parts of his/her personalities that shape them. - Students will need to draw on his/her prior knowledge on how to create an opinion paper.
How will you engage students in imagining, exploring, and/or experimenting in this lesson? Imagining VTS discussions, imagining through text Exploring creating graffiti boards, list of their identity, exploring different cartoons and their identities, exploring through text Experimenting create a finger puppet, creating of the crazy sock, writing their process opinion piece
Students can imagine, explore, and experiment through discussion throughout the entire entire lesson/unit.
How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson contains free reign for students to create what they feel best describes them. This gives them every option of solving different problems in different ways. Art Integration Lesson Plan Template 6
How will you engage students in routinely reflecting on their learning? Students continually focus on different types of identity. They will routinely reflect during group discussions and reflection writing on why they created what they did.
How will this lesson engage students in assessing their own work and the work of peers? Students are reflecting on his/her identity. As a person, identity shapes you. This will make students want to represent his/her identity in the best of ways and students can assess this by comparing their work to their personalities and seeing if the evidence matches up to their identities.
What opportunities/activities will students be given to revise and improve their understandings and their work? Students can continually refer back to their process piece to create better evidence to support their opinion. Students will improve his/her knowledge of identity as topics continually build on each other to create a reflective unit on the students self.
What opportunities/activities will you provide for students to share their learning in this lesson? Students will be able to join in on any group discussion necessary. Students can share their ideas and make comparisions/contrasts and connections throughout the VTS and read aloud opportunities. Lesson Resources/References: Shown Below and Throughout Lesson Plan
References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf Hend Al Mansour . (n.d.). Hend Al Mansour. Retrieved May 13, 2014, from http://www.hendalmansour.com/art-work/paintings/ WHAT'S HAPPENING IN THE ART ROOM??. (n.d.). : 3rd GRADE--Crazy Socks. Retrieved May 13, 2014, from http://greenbayartroom.blogspot.com/2008/09/3rd-grade-crazy-socks.html Google Images. (n.d.). Google Images. Retrieved May 13, 2014, from Art Integration Lesson Plan Template 7
http://www.google.com/imgres?imgrefurl=http%3A%2F%2Fdearfriendblog.com%2F2012%2F05%2Fa-bad-case-of- stripes%2F&tbnid=EWWOl33-OYLajM:&docid=uwMbxm5u_l8x9M&h=629&w Its Okay to Be Different | |. (n.d.). Live- Learn - Love . Retrieved May 13, 2014, from http://www.studioforchange.com/store/products/its-okay-to-be-different/ Branding Guidelines. (n.d.). Home. Retrieved May 13, 2014, from http://www.corestandards.org/about-the- standards/branding-guidelines/ GLES . (n.d.). GLES. Retrieved May 12, 2014, from http://www.sde.ct.gov/sde/lib/sde/pdf/curriculumstandards.pdf Mary Francos Guidelines and Directions On this Lesson Plan provided by Blackboard