Sample Lesson Plan: Art and
Literacy, grades 3-6, Reading Comprehension Category: Critical Stance
Grade: 3rd
- 6th grade
Lesson Objective:
The student will compare two very different works of art and two
poems.
The students will verbally list the similarities and differences
they perceive in the works of art and the poems.
Students will select a poem that best correlates with a work of
art, and articulate his/her reasons for the selection.
Assessment
Strategy:
Student will cite visual evidence in the work, and correlate them
rationally with the text in the poems.
Materials:
one reproduction (piece of art) and two poems for modeling
reproductions of the works of art -you will need one work of art
per group of four and four poems for each individual person. Be
sure that one of the four poems you give to each individual group
member complements the work of art. (See the examples of art pieces
and matching poems attached to get you started.)
worksheet outlining the criteria for best match, which includes
the following four quadrants:
word choice
rhythm
simple/complex
structure
pencils for each student
flip chart or whiteboard and markers
Focus and Review
(Anticipatory Set):
Read selections from Talking to the Sun: An Illustrated Anthology
of Poems for Young People to the students. (Selected and introduced
by Kenneth Koch and Kate Farrell, The Metropolitan Museum of Art,
1985) or another book that pairs works of art with poems.
Statement of
Objective: Tell students that today, they will learn how to
select poems that go with, "match," or complement works
of art.
Teacher Input:
The teacher introduces the idea that both works of art and poems
communicate ideas and feelings. Poets use words that describe what
they experience (hear, see, taste, touch, and smell), feel inside,
and imagine. Visual artists use line, color, shape, and other choices
to create works of art that communicate experiences, ideas and feelings.
Guided practice:
The teacher puts two large reproductions of very different artworks
in front of the students. The teacher asks students to think about
how the works are similar and how they are different. She then asks
them to share their answers, and records them on a flip chart or
whiteboard.
The teacher then tells the students to listen to two very different
poems, reading along as she reads them, and to think about how the
poems are alike and different. Introduce or review the ideas of
word choice, rhythm, structure, and whether the poem is relatively
simple or complex.
Review the two lists (the list for the paintings and for the poems),
and ask the students to select the poem that they think goes best
with each painting, and to tell you why they think each poem goes
with each painting.
The teacher records and verbally acknowledges student answers, reiterating
or think/talking the criteria of word choice, rhythm, structure,
and the relative simplicity or complexity of the poem, if students
don't refer to them.
Independent
Practice:
1. Divide the students into groups of 4. Give each student a worksheet
that identifies the four different criteria you just discussed in
the guided practice (word choice, rhythm, structure and simplicity/complexity).
Give each group a reproduction of a work of art, and each student
within each group a poem to read.
Ask all students within each group to look at the work of art in
front of them, and think about the painting and what it says or
communicates to them.
Then, ask each student in the group to read his/her poem, analyze
it using the worksheet, and present it to the group.
Ask the group to select the poem that best matches the work of art
for that group, using word choice, rhythm, structure, and simplicity/complexity
as the criteria.
Ask each group to read the poem for their work of art, and identify
the parts of the poem that they think went particularly well with
the work of art.
Closure:
Ask students:
What choices did the poet make that helped the poem fit the work
of art?
What choices did the visual artist make that helped the work of
art fit the poem?
Think of your favorite painting; what kind of poem do you think
would go with it, and why?
or
Think of your
favorite poem; what kind of work of art do you think would go with
it, and why?
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