Lesson Title:
BIG IDEA & LEARNING OBJECTIVES Content Area & Arts Students will be able to make inferences by using clues from a Discipline: (Non-Arts Subject & Arts Subject) painting.
Writing Students will be able to write a narrative.
Overview of the lesson: (Short description) PROCEDURES List the steps of the lesson by following the outline below:
Grade Level: 1 The teacher/teaching artist will engage students (“the hook”) by:
TSW play pass the picture* using Norman Rockwell postcards. After Proposed Time Frame: the game is played, pairs will choose one postcard to create an oral (Hours, Days, Weeks, etc.) story based off of their picture. Pairs will present their story to the class. TSW, as a whole, briefly discuss how each pair inference to Date Lesson Created: create their story. (What actions in the picture led the pair to believe what would happen?)
Lesson Author: Melody *Pass the picture: 1Each pair of students has a picture of a work of art. Young 2TSW be given a minute to analyze picture and discuss focal point (in portraits), objects, setting, gestures, expressions (in portraits), 3 TSW
Room Requirements & discuss what they notice and make inferences with their partner for Arrangement: Desks in minute 3TSW pass the picture to the next pair and analyze the new groups of 4+ (even picture. numbers) You can easily modify this activity to any The teacher/teaching artist will build knowledge by: Using google room needs. images to lead a discussion on Normal Rockwell and his works of art focusing on the action of the character and description of what might
Created by the Whole Schools Initiative at the Mississippi Arts Commission Materials/Equipment: be taking place in each piece. “What can be inferred by the work of Norman Rockwell art?” Postcards The teacher/teaching artist will model the experience: Color print cut-out of Norman Rockwell Santa Clause TTW model creating a story from a Norman Rockwell picture by inferencing. Internet access or biography of Norman Rockwell The teacher/teaching artist will guide the practice with the students by: Colored Pencils
White Construction TTW show specific Norman Rockwell Christmas paintings. TTW lead Paper cut in ½ a discussion comparing and contrasting present and past Christmas horizontally activities. “How do the actions and objects relate to each individual student?”
The students will apply understanding by: Resources:
google images of Norman TSW receive a Norman Rockwell color print of St. Nicholas. TSW Rockwell glue their Santa onto a white piece of construction paper (cut in ½) Wikipedia Norman Rockwell and use colored pencils to draw a setting around their Santa depicting what they think his action is. TSW write a story to infer from the picture they created. TSW type and print their story. The story and Vocabulary: (Key words for both the non-arts and arts picture can be then mounted to a different piece of construction paper subjects) for display.
The teacher/teaching artist will create opportunities for reflection (Closing) by:
TSW share their interpretation and creation of a Norman Rockwell Christmas with the class.
The teacher/teaching artist will assess the students’ learning by:
Reviewing students finished project and assessing for appropriate ELA and arts standards for grade level.
Created by the Whole Schools Initiative at the Mississippi Arts Commission STANDARDS & PRINCIPLES
Visual Arts 1. Develop fundamental skills in using art media and processes to produce works of art. b. Use art materials and tools in a safe and responsible manner. c. Select the appropriate tools and materials to produce a particular work of art. d. Demonstrate manipulative skills by performing a variety of tasks. e. Use various media to express different emotions in a work of art. 2. Apply color, line, shape, texture, balance, and pattern in works of art to communicate ideas. c. Identify examples of color, line, shape, balance, texture and pattern in works of art and design as well as in the enviroment. d. Create original works of art using color, line, shape, balance, texture and pattern. 3. Recognize the different effects obtained by using basic art media and process. 5. Know that different works of art evoke various descriptions and responses. 9. Recognize that forms can be similar or different according to the materials used. 12. Recognize that visual arts are used in other subject areas. Reading/Language Arts CCRF1a. Recognize the distinguishing features of a sentence. CCW3. Write narratives in which they recount two or more appropriately sequenced events including some details, regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCW6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. CCSL1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSL2. Ask and answer questions about key details in a text read
Created by the Whole Schools Initiative at the Mississippi Arts Commission aloud or information presented orally or through other media. CCSL4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSL5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas thoughts, and feelings. CCL1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. CCL2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
APPENDIX
Learning Activities:
TIPS/FAQs:
REFERENCES: (I.E. WORKS CITED, ETC.)
Created by the Whole Schools Initiative at the Mississippi Arts Commission