Standards-based Planned Instruction Template

Name: Angela Maria B. Cherubino

School District:

Lesson Title: : Painting Poetry

Grade Level: Specify Primary Intermediate X Middle High School Other School Building:

Piloted with students in grade:

PA STANDARD AREA: ARTS AND HUMANITIES 9.1 Production, Performance and Exhibition 9.2 Historical and Cultural Contexts X 9.3 Critical Response 9.4 Aesthetic Response 9.5 Connections to Other Academic Subjects

Standard Statement: (write out from grade 4 or 7 or 10 or advanced column in standards document): (example: 9.3.10.E) Interpret and use various types of critical analysis in the arts and humanities. 9.3.7B Describe works in the arts comparing similar and contrasting characteristics

Lesson Topic/Theme: Comparing traditional Japanese poetry with traditional Japanese painting style.

Overview: After visiting a local museum to view Japanese Art and watching a video in the classroom on the Japan's culture, the entire class will discuss and summarize their experience. The students will answer questions about the culture of Japan. The group will be shown examples of Haiku and Japanese paintings to compare and contrast the tools the artists used in both styles. Students will then create a Haiku paired with a painting.

Keywords:  bunraku, haiku, kabuki, kimono, o-cha, o-mochi, sayonara, ukiyo-e

Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .).  Students will create a Haiku paired with a painting using Japanese techniques in painting. Students will compare and contrast the tools used in both the Haiku and the painting, using the "Liz Lehman Critique Methods", to discuss each other's artwork , as a group. Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less) Teacher observation Teacher constructed test on vocabulary , reading from "The Picture Story of Japan", by Rachel Carr Scoring Rubric for Group Discussion Self-assessment checklist for using the "Liz Lehman Critique Methods"     Below Basic During group discussion, students add little or no information. When asked a content based question students fail to respond. Basic During group discussion, students add information, but only when asked directly.                                      When asked content-based questions, students respond, but the answers are often incomplete or incorrect. Proficient During group discussion, students contribute information easily.                                         When asked content-based questions, students respond promptly with correct answers. Advanced During group discussion, students contribute information easily and frequently-students volunteer without prompting to answer most or all of the questions. When asked content based questions, some members of the group not only respond with the correct answer, but they also add conclusions and predictions or insights.   Liz Lehman's Method of Critical Response Step 1. Look at the work. What makes you curious? What do you like about the work? Always give positive reinforcement. Step 2. The artisit asks the audience questions. Make sure you do not ask yes or no questions. Ask more open questions. Step 3. The observer asks the artist neutural questions inorder to let the artist see the work in a new way. Step 4. Opinion statement. Ask the artist, "I have an opion, do you want to hear it?" Step 5. Ask the artist what will they be working on in the future. STUDENT'S CHECKLIST Did I give positive reinforcement? ------yes --------no Did I look at the work with a positive attitude? --------yes -----no Did I answer any of the questions the artist asked the audience? -----yes ----no Did I give an opion statement? -----yes ----no Did I ask the artist if they wanted to hear my opion? ----yes ----no Did I ask the artist what they would be doing in the future? ------yes -----no Over-all , did I participate to my fullest ability? -----yes -----no

Materials: (type in 8 lines or less) Materials:  video on the Japanese lifestyle, examples of Haiku and Japanese paintings, books on Japan, list of vocabulary words, CD of Japanese music, Chrysanthemum tea, Green tea, rice cakes, sushi, Japanese candies, Japanese tea cups, teapot, fans, wall hangings, chop sticks, etc., paint brushes, watercolors, markers of various colors, black ink , rice paper, watercolor paper, ink pens, crayons and parchment paper. Materials: video on the Japanese lifestyle, examples of Haiku and Japanese paintings, books on Japan, list of vocabulary words, CD of Japanese music.

Warm-Up: (type in four lines or less) :  "Experience Japan" - students will listen to Japanese music while sampling different Japanese teas, cakes and sushi. Students will use various utensils (optional).: "Experience Japan"

Procedure: (type in 43 lines or less) Take the students to an Art Museum to see an exhibit on Japanese Art. When you get back in the classroom, have a discussion with students about the trip and show examples of Japanese paintings, and read examples of haiku poetry. Have students compare and contrast the tools used in both art forms. Use scoring rubric on Group Discussion. Send a letter home to parents asking them to send in any Japanese objects or artifacts, e.g. fans, wall hangings, teapots, chopsticks, etc. Parents will be invited to attend "Experience Japan Day", which features Japanese music, chrysanthemum tea, green tea, rice cakes, and sushi. Explain vocabulary words and scoring rubric to students, before viewing a film on Japan. Discuss the film together, score the group using the scoring rubric. Give the students a list of books on haiku and Japanese paintings. Show examples of haiku and Japanese paintings, explaining the tools and process used for both. Explain to the students the Liz Lehrman method of critical analysis. Make a written copy of the method for each student. Explain how students will use this method to critique each others work. Give students time to write the haiku and prepare their paintings. Students will critique each other on these assignments. Administer a teacher made constructed response matching test on vocabulary.

Correctives: (Remedial activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less) Students who have not met the standards at the proficient or advanced level will review the area of difficulty with the teacher. The teacher will then use another modality to help the student succeed e.g. a drum pad with drum sticks to beat out the rhythm of a Haiku.

Extensions: (Enrichment activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less). Enrichment activities for students who have met the standard at a proficient or advanced level will read poetry of a Western poet and  illustrate a poem in the painting style of that era. The student will then write a critique comparing and contrasting the Western style of poetry and painting with the Japanese style.