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DAY 2 Listening and Looking Deeply

Katarina Corda
LESSON PLAN
SUBJECT/CONTENT AREA: 7th Grade ELA Date: 1/18
UNIT/THEME: Listening & Looking Deeply Paraphrasing to better understand art and each other
STANDARDS:
CCSS.ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and
comments with relevant observations and ideas that bring the discussion back on topic as needed.

Art Standards:
Identifies the expressive qualities of line; Identifies and use warm and cool colors
OBJECTIVE(S): 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

Given a demonstration and feedback on how to paraphrase in a discussion of a painting as well as visual vocabulary
tools and modeling, students will be able to identify visual concepts in a painting and paraphrase to check interpretation
of a partners ideas/statements using verbal dialogue.
KID FRIENDLY OBJECTIVE (KFO): Today I will . . . .

I can paraphrase during a discussion with my partner. I can identify and discuss visual vocabulary in a painting.
MATERIALS NEEDED:
Day 2 Modeling WS (visual vocab; 3 VTS questions); partner paintings; paraphrase pass; exit slip

throughout lesson access to computer with projector, http://archive.artsmia.org/artists_toolkit/explore.cfm.html

ACADEMIC LANGUAGE: Planned Language Supports


Function (verbs): using kid-friendly language to define academic terms; having students verbally re-form
identify targets in their own words; the use of graphic organizers, question frames, and
paraphrase sentence starters; teacher talk of when students are working on/practicing language
functions
think aloud strategy as I model visual thinking strategy (VTS), model how to
paraphrase and breakdown academic language
activating/building background knowledge on link between visual art and writing

Vocabulary: multiple examples of visual vocabulary using artists toolkit (linked above) modeling
line of my observation of these vocabulary in teacher demo
color storytelling metaphor making to transfer concept of paraphrase and checking
paraphrase interpretation
interpretation
Discourse: think-aloud/teacher modeling of paraphrasing as well as teacher-talk explicitly
acknowledging when paraphrasing; modeling of how to use visual thinking strategy
discussion/conversation
visual thinking strategy
and protocol of observing
painting
Syntax: model use of frames/starters
question frames/sentence
starters
DAY 2 Listening and Looking Deeply
ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning
styles) (use classroom guides)
ELL visual thinking strategy and discussion basis of lesson allows for ELL students to practice paraphrasing and
using vocabulary without barriers of reading and writing
Exit Slip Recording allow students to verbally inform teacher of partners interoperation and their own interpretation
(day 2)
DAY 2 Listening and Looking Deeply
PROCEDURES:
1. Write KFO and Agenda on board
2. Orally review objective and Agenda
3. Mechanism for students to state obj in own words turn/talk and share out
4. Mechanism for how students will state WHY the learning task is important and/or connected to prior learning turn/
talk
Agenda:
TARGET + RATIONALE (DO NOW) turn/talk to partner (2 minutes)
Activate Prior knowledge about art and vocabualary (2 minutes)
Visual Vocabulary Demo (using online art toolkit and overhead drawing) (5 minutes)
Model VTS, follow along with organizer (10 minutes)
Pair-Up Paraphrase and Paint Talk (10 mintues)
Exit Slip (STUDENT VOICE) ( 3 minutes)

5. (2 TOTAL) Do Now What does it mean to paraphrase, and why is it important to paraphrase? (TURN & TALK TO
NEIGHBOR, be ready to share out an idea your neighbor had 2 minutes; 1 minute for t/t)
Today, we will practice looking and listening deeply. To make sure to CHECK OUR TACO. Feelings of being
misunderstood.
To get to know our partners better, and to make sure we are accurately interpreting their ideas.
6. (2 TOTAL) Activate PK- Today, we are going to practice paraphrasing by looking deeply at paintings. Why? What
do writing and paintings have to do with one another? (Talk as group, share out 1 minute)
Both types of expression, both use details to convey greater meaning, emotional, tell stories, creative,
artists
7. (5 TOTAL) Visual Vocabulary Just as we have vocabulary to make sense of writing metaphor, simile, etc, we
need vocabulary to make sense of painting so that when we talk to our partners and discuss in class, we have a
common language to begin with.
Hand out Visual Vocal Sheet
First, we will talk about lines artists use all sorts of lines in their works lets take a look (show following
clip of http://archive.artsmia.org/artists_toolkit/watch_types_line.cfm.html line toolkit)
WHY? LINES What might these lines mean, whats the point? take student responses, then do short
demo on happy line, sad line, angry line explain to students that lines can express emotions and ideas in
their shape, just as we use words and writing techniques artists use different kinds of lines (see examples in
resources)
At this point make sure you have a few examples of lines on your paper and check that your partner does as
well
Now lets look at color warm and cool colors, what might those words mean, take student responses, then
show toolkit (http://archive.artsmia.org/artists_toolkit/watch_color_warm.cfm.html) ask students why
artists might use these different colors, have students record example and definitions in graphic organizer
also using colors if wanted
8. (10 TOTAL) Modeling Paraphrase and VTS Now lets see these two skills in action how do we LISTEN deeply
paraphrase and look deeply
Teacher puts painting on overhead of Grace Hartigan, Billboard, 1957, Oil on canvas
As you talk to your partner today and try to notice and make sense of a painting, you are going to start with a
simple question: whats going on in this picture, each time you ask a question and listen to your partners
response you are going to use the paraphrase pass to check your taco check your interoperation of your
partners response.
For now, You all will be my partner and we will begin with painting. Whats going on in this picture?
Students brainstorm what they see as a whole group.
USING PARAPHRASE PASS, teacher checks her understanding of students observation writing on
paraphrase pass and checking box. (makes clear to students what she is doing, I think Ill check my
taco here do you mean x in the painting?) now Ill pass it to my partner, your turn to paraphrase
whatever ideas pops up next
TEACHER ASKS 2nd question: What do you see that makes you say that?
CHECK PARAPHRASE PASS AGAIN Teacher paraphrases student responses.
Whats the third question you will ask for your discussion of the painting prompts students to look at
paper for questions ( ER: What more can we find?)
********point out when they use line or color to make sense of painting, and use of vocabulary.
NOW our final question you will ask your partner as you get to know them, is what the heck
does this painting have to with you. OR how did I word it? ASK STUDENTS TO READ FROM
SHEET: How is your painting like your life/you: social, family, friend- ships, school OR not like
these things?
DAY 2 Listening and Looking Deeply
Teacher models response Like the WARM, eye-catching colors that make me jump from top to bottom
and side to side in the painting, my days are sometimes quite chaotic. It can be easy to feel overwhelmed.
But when I stop and pause, I notice how much there is worthy of looking at, and who grateful I am just as
the smile at the top of the painting seems happy, but frazzled so are my days at school with all of you.
NOTICE THAT I just really used the colors to make my connection from the painting to my daily
life.

9. (10 TOTAL) Partner Up - Now you will be given a painting and a partner, and together, as you thought are at your
own private art museum you must figure out what this painting means to each of you! You must use the questions,
the paraphrase pass.
Check your tacos and be clear on what your partner is seeing and telling you.

__________________________________

* Pairs of students given painting and passing chip (to take turns talking and flip over to paraphrase) sentence
starters given, private think time, and students record independently if the painting is like their life/family/home or not
etc and write down their partners as well 1 art vocab. identified

STUDENT SELF ASSESSMENT (STUDENT VOICE):


(within exit slip )
Students self-assess in relation to the learning targets and plan next steps.

POST-ASSESSMENT (formative)
see attached exit slips
using extended practice rubric for paraphrase skill

POST LESSON REFLECTION:

Citation: VTS Visual Thinking Strategies Questions borrowed for this lesson, as well as application of student
experience to painting via article by Mary Belluci Buckelew
DAY 2 Listening and Looking Deeply

Paraphrase & PASS


Directions: The person holding the pass asks their partner one of the paraphrase questions. When you use
a question below (CHECK YOUR TACO!), put a check on this pass and fill in the blanks.
REMEMBER, paraphrase and then PASS this card to your partner.

PARTNER A
When you say ____________________, do you mean ________________________________________?
Do you mean, for example, .....
Are you specifically talking about X

PARTNER B
When you say ____________________, do you mean ________________________________________?
Do you mean, for example, .....
Are you specifically talking about X

Paraphrase & PASS


Directions: The person holding the pass asks their partner one of the paraphrase questions. When you use
a question below (CHECK YOUR TACO!), put a check on this pass and fill in the blanks.
REMEMBER, paraphrase and then PASS this card to your partner.

PARTNER A
When you say ____________________, do you mean ________________________________________?
Do you mean, for example, .....
Are you specifically talking about X

PARTNER B
When you say ____________________, do you mean ________________________________________?
Do you mean, for example, .....
Are you specifically talking about X
DAY 2 Listening and Looking Deeply

VISUAL VOCABULARY & QUESTIONS TO GET DISCUSSION STARTED

LINES COLORS

DRAW EXAMPLES: WARM COLOR EXAMPLES:

COOL COLOR EXAMPLES:


HOW CAN LINES BE EXPRESSIVE?

HOW CAN COLORS BE EXPRESSIVE?


DAY 2 Listening and Looking Deeply
NAME: _________________________

1. First, record what you see going on in the painting try to notice lines, color, and other
details. DO THIS STEP INDEPENDENTLY! List what you see here:

2. Next, discuss what you see with your partner USE THE PARAPHRASE PASS & these
questions:
1. Whats going on in the picture?
2. What do you see that makes you say that?
3. What more can we find?
4. What lines or colors do we see? Are they expressive? How are they expressive in this
painting?

REMEMBER: You must check off ALL boxes on the paraphrase pass and fill in ALL the blanks to
continue!

3. Finally, answer the following question below. THEN, make sure to paraphrase in order to
clearly interpret and record your partners response:

How is your painting like your life, family, friendships, school OR not like these things?

YOUR RESPONSE:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

The paraphrase question you used:


________________________________________________________________________________

YOUR PARNTERS RESPONSE:


________________________________________________________________________________
________________________________________________________________________________
NAME: _______________________________

Directions: Circle 2 circles below for where you think you are in relation to
todays learning target! THEN, explain your next step!

TARGET #1: Paraphrasing Whats your next step to get


closer to reaching/meeting the
target?
Getting Started! I have some guesses about how & when
to paraphrase, but the process is still unclear.

Movin & Groovin! I can paraphrase to check my


interpretation of my partners statement, but I need more
practice to do it independently.

Thinkin on Fire! I can paraphrase and teach a friend


what it means and how to do it in any conversation or
discussion.

TARGET #2: Identifying Art Vocabulary


Whats your next step to get
closer to reaching/meeting the
Getting Started! I have some guesses about how to
target?
identify different lines and colors, but I still am working on
telling the difference between types.

Movin & Groovin! I can identify different types of lines


and colors, but I need to work on identifying the
expressive meanings of lines and colors.

Thinkin on Fire! I can identify different types of lines and


colors, and identify their expressive meanings. I might
even be able to teach a friend!
RUBRIC FOR LEARNING TARGETS:

TARGET 1: PARAPHRASING

BEGINNING APPROACHING MEETING EXCEEDING

often there is a student varies the most of the time includes paraphrasing
misalignment paraphrase, at other student uses questions that specify,
between speakers points the question paraphrase that fits clarify meaning, and
statement and raised does not partner responses, give an example to
paraphrase given match the statement aways the paraphrase check understanding
is effective in of speakers
OR (Showing developing clarifying meaning statement
ability to match
Student does not use paraphrase to
paraphrase starters at question)
all.

TARGET 2: IDENTIFY ART VOCABULARY

BEGINNING APPROACHING MEETING EXCEEDING

student misidentifies student identifies student identifies student identifies


or fails to identify lines and colors in lines and colors lines and colors
lines or colors in painting, but lacks correctly and is able (multiple) and is able
painting clarity in explanation to provide clear to provide multiple
of expressiveness or explanation of their explanations of their
types of lines/colors expressiveness expressiveness
(connections)
Listening & Looking
Deeply
Agenda
Target & Rationale
Activate Prior knowledge Writing &
Paintings
Visual Vocabulary Demo
Model Visual Thinking Strategy &
Paraphrasing
Pair-Up Paraphrase and Paint Talk
Exit Slip
Learning Target:
Target #1: I can paraphrase during a discussion about a painting.

Target #2: I can identify and discuss visual vocabulary in a painting.


What does it mean to Paraphrase?

Why is it important?
LINES

http://archive.artsmia.org/artists_toolkit/watch_types_line.cfm.html
COLORS

http://archive.artsmia.org/artists_toolkit/watch_color_warm.cfm.html
Nomie Cdille
St. Marks, 2005, Elizabeth Murray

Brownstones, 1958. Jacob Lawrence
Paul Signac: Opus 217. Against the Enamel of a Background Rhythmic with Beats and Angles, Tones, and Colours, Portrait of M. Flix Fnon in
1890 (1890