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Standards-Based Planned Instruction Template |
Project Title: PA Governor’s Institute for Arts Educators
2001
Teacher E-Mail Address: FOURFROHS@aol.com
Your School District or
Diocese: South
Middleton School District
Your School Building: Iron
Forge Elementary School
I Will Pilot This Plan with
Students in Grade: 5
Planned Instruction
Title: How
We See Ourselves and Others: Portraits
of Yesterday and Today
Grade Level (Check one):
9.1 Productions, Performance and Exhibition
9.2
Historical and Cultural Contexts
9.3
Critical Response
9.4
Aesthetic Response
Standard Statement: (Write out
from grades 3, 5, 8 or 12 in standards document) (Example: 9.2.8.A. – Explain the historical, cultural and social
context of an individual work in the arts.) 9.1.3A - Know
and use the elements and principles of each art form to create works in the
arts and humanities,9.1.5BRecognize, know, use and demonstrate a variety of
appropriate arts elements and principles to produce, review and revise original
works in the arts, 9.1.5E - Know and demonstrate how arts can communicate
experiences, stories or emotions through the production of works in the arts,
9.2.5A - Explain the historical, cultural social context of individual works of
art, 9.2.5C - Relate works in the arts
to varying styles and genre and to the periods in which they were created,
9.2.5D - Analyze a work of art from its historical and cultural perspective,
9.2.5F - Know and use appropriate vocabulary used between social studies and
the arts and humanities, 9.2.5H - Identify the work of Pennsylvania artists in
dance, music, theatre and visual arts, 9.3.5A - Identify critical
processes examination of works in the
arts and humanities, 9.3.5B - Describe works in the arts comparing similar and
contrasting characteristics, 8.2.6.A - Explain the importance of individuals
and groups who have made a difference in Pennsylvania from the bebeginnings of
recorded history in the land that became Pennsylvania to 1815, 8.2.6B -
Identify and explain the importance of historical evidence in Pennsylvania,
8.2.6C - Explain continuity and change in the history of Pennsylvania, 8.3.6A -
Explain the importance of individuals and groups who have made a difference
from the beginnings of recorded history in the land that became the United
States to 1815, 8.2.6C - Explain continuity and change in the history of the
Unites States, 1.1.5A - Select texts for a particular purpose using the format
of the text as a guide, 1.1.5D - Identify the basic ideas and facts in text
using strategies and information from other sources to make predictions about
the text, 1.1.5G - Demonstrate after reading understanding and interpretation
of both fiction and nonfiction text, 1.2.5A - Read and understand essential
content of information texts and documents in all academic areas, 1.2.5B - Use
and understand a variety of media and evaluate the quality of material
produced, 1.4.5A - Write poems, plays and multiparagraph stories, 1.5.5B -
Write using well-developed content appropriate for the topic, 1.6.5A - Listen
to others, 1.6.5C - Speak using skills appropriate to formal speech situations,
1.6.5D - Contribute to discussions, 1.6.5E - Participate in small and large
group discussions and presentations, 1.6.5F - Use media for learning purposes,
1.8.5B - Locate information using appropriate sources and strategies, 1.8.5C -
Organize and present the main ideas from research. ATTENTION - PROFICIENCY WILL BE ASSESSED BY THIS INSTRUCTOR IN
ONLY THE 9.1.5, 9.2.5, and 9.3.5 categories.
Overview: (A brief
description of your instructional plan) This
unit is designed to engage the student in a variety of activities including,
small group work, discussion in large and small group settings, individual
research, presentation and production of both writing and visual art
products. The focus of the unit is
protraiture and the historical context is middle 19th century and
late 20th -early 21st century. The unit will be presented by a team of 5th grade
teachers including the language arts, history and art teachers.
Keywords: (Key words are search terms that enable other teachers to
locate your plan on the Web.) 19th
Century American Portraiture, list names of artists used and/or titles of works
of art
Learning Objective(s): (What
will students know and be able to do to demonstrate that they have reached the
standard? List student competencies in clear, measurable terms.)
- the student
will compile a list of elements that highlight aspects of their lives and
thereby place them in a discrete place and time
- the student
will observe and participate in a poster and/or slide discussion concerning content
and context of portraits produced by 19th and 20th century artists (PA and other)
- the student will participate in a small
group activity to sort small posters into two time periods (19th and
20th century) by using style to discern the its period of creation
- the student
will participate in a large group discussion that focuses on several historical
and modern portraits. The focus of the
discussion will be to discern differences between the two time periods in which the portraits were created
- The student
will identify a 19th century portrait using various media, including
but not limited to visiting bookmarker internet sites, that they will use as a
basis to create a historically based but fictional narrative reflecting the
historical and cultural context of the subject of a portrait
- The student
will create a self-portrait that clearly grounds the work in the 21st
century
Assessment-Task and Criteria: What is the student performance that demonstrates they have met each objective? Include actual assessment and scoring tool(s). How will you judge “below basic,” “basic,” “proficient” and “advanced”? Do you have a model/exemplar of your expectations?)
ASSESSMENT
OF WRITING AND ACCURACY OF HISTORICAL LINKS WILL BE DONE BY LANGUAGE ARTS AND
HISTORY TEACHERS
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Advanced |
Proficient |
Basic |
Below Basic |
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Student is an
active participant who brings new knowledge/information to the large group
conversation and small group activities |
Student
contributes actively to group discussion and small group activity |
Student
participates in a limited way in discussion or small group activities |
Student does not
participate in discussion or small group activities |
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Student’s self
portrait is complete and contains multiple/creative references to the time and
place of its creation |
Student’s self
portrait is complete and includes reference to the time and place of its
creation |
Student’s self
portrait is partially complete or does not contain historical grounding |
Student’s self
portrait is not complete and does not contain historical/cultural grounding |
Refer to Student
Rubric in personal file
Materials: (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)
Examples of
portraits (possible Cassatt, Whistler, Neel, Peale) (posters, postcards,
overheads, etc), worksheets (Who Am I, computer lab worksheet), historical
journals of the early 19th century (language arts), review materials
relative to life in early 19th century (history), see also Teacher
Resource Sheet
Warm-Up: Students will receive and complete a questionnaire
"Who Am I" that will assist them in identifying aspects of their life
in the 20th century that are particular to their hometown. When they have completed this activity each
will be asked to rank these particulars in the order of their impact of
personal importance.
Instruction: (What will you teach to prepare students to demonstrate proficiency in
mastery of the standard(s) identified?)
DAY 1
-the
instructor will prompt the students to reflect on the forces that effect their
lives and place them in a context that is different from any other place and
time (worksheet)
-the
instructor will introduce the concept of the portrait as a window on the life
of the sitter and will provide examples that illustrate how a portrait can be
grounded in a particular place and time (examples used during this exercise may
be 19th and/or 20th century works)
-the students
will be assigned to small groups and will in each group complete a sorting
activity using small portraits and dividing them by discerning clues relative
to historical context
-the
instructor (language arts) will share with the class selected journal written
in the 19th century or journals will be made available in the classroom
-the students
will choose one of the 19th century portraits included in the
previous exercise and will complete the same "Who Am I" worksheet
applicable to the subject of the portrait (responses will be fictional but
should be historically/culturally grounded)
DAY 2
-web site
investigation, computer lab is scheduled, students use worksheets to guide
them, to locate a particular portrait and begins to write personal statement
for fictional character (or known) (Language Arts teacher develops parameters
for writing)
DAY 3
-several
student writing samples are read to the large group as they simultaneously view
the portrait prompt
-basic
portraiture lesson, art classroom or alternative location
DAY 4
- modern
examples of portraiture (expanding the boundaries when no figure appears in the
work)
DAY 5
-reference to
"Who Am I" worksheet, students develop their plan for a self-portrait
that is gounded in historical context, peer review of the plans is completed
DAY 6 -
-students continue
to develop their self-portraits to completion
Correctives: (Activities for
students who have not met the objectives at proficient or advanced level)
-The instructor will focus on the deficient concept
and will review the expectations with the student after spending time on
incremental components using alternative teaching methods such as video or
audio to help the students focus on key concepts
-The
instructor will engage the student in a discussion based on the two "Who
Am I" worksheets in which they will explore historical grounding
possibilities in each context
Extensions: (Enrichment activities for students who have
met the objectives at a proficient or advanced level)
-the instructor will provide students with additional
web sites, i.e., museums, historical associations. Those students will locate one 19th and one 20th
century portrait and will draw comparisons between those two works.
-the
instructor will provide student with additional web sits, i.e., historical associations,
state and local museums. Using a PA map
those students will locate and mark historical sites that are available for
visitation and that relate to life in the 19th century
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Yes |
No |
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Name on Art |
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Subject is Self Portrait |
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Portrait includes references to personal life in the 21st century |
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Number of references included in the portrait ___________(print number) |
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Shows imagination and own thinking |
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Presentation is neat and clean, pleasing to look at |
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