OBJECTIVES:
The student should be able to:
• use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose (application).
• use different media and techniques to communicate ideas (application).
•identify connections between the visual arts and reading/writing (analysis).
TIME: 50 minutes
MATERIALS
Pre-made Valentines
Book - Will You Be My Valentine?
Chart Paper
Markers
Construction Paper
Crayons
Colored Pencils
Glue
Glue sticks
Colored Paper
Pre cut shapes
Colored Pens
Pipe cleaners
Doilies
Confetti paper
Easter grass
Pom poms
Glitter
Feathers
Slide show
Television
Computer
Hat with names
SUMMARY:
This lesson uses Valentine cards/messages to teach the concept of writing for a purpose. As a final application activity, each student makes a Valentine card for a classmate, using pictures and/or words to convey a message.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will give each student a Valentine with a message on it. The teacher will ask the students to describe what they have been given. The students are expected to answer that they have been given a Valentine. The teacher will ask how they are able to tell that it is a Valentine. The students are expected to answer “It’s a heart, It has the words ‘Be My Valentine’.” The teacher will repeat each student’s answer and elaborate, such as, “Oh, because I drew hearts and wrote Valentine words you could tell that it was a Valentine.” The teacher will ask the students why they think that they were given a valentine. The students are expected to give answers such as, “Because it’s Valentine’s Day”, “Because you love us”, etc.”
ACTIVITY:
Teach/Model: The teacher will explain that, just as all writing and art is done for a purpose, there was a purpose for giving them Valentines. The teacher will then give other examples of writing and illustrating for a purpose, such as; school rule signs, notes sent from the teacher, posters to encourage people to eat healthy, etc. The teacher will read the book, Will You Be My Valentine?
The teacher will:
Use illustrations in the book to show and describe examples of Valentines that convey a message;
discuss how the students used the writing process to write the words on the Valentines;
describe how the students used the word wall in the classroom to find words that they needed to write on their Valentines and that, for words they did not know how to spell and could not find in the classroom, they listened for the sounds that they heard in the words, and wrote the letters that represented those sounds to spell the words;
explain that the students in the book also used the pictures on the Valentines to express themselves, such as; to some people, drawing a heart means ‘I love you.’
The teacher will explain to the students that she would like to create a Valentine for (insert a choice here) because Valentine’s Day is near and she would like to let this person know how much she likes and appreciates him/her. The teacher will then model creating a Valentine using words found around the room, and listening for sounds in words, and drawing pictures and using various art materials. The teacher will review the types of lines that were taught in a previous class as well as color, shape, and texture. The teacher will use a slide show to give examples of other Valentines created by children.
Guided Practice: The teacher will ask the students for ideas about a person for whom they, as a group, could create a Valentine. The teacher and students will create a Valentine using inventive spelling, words around the room, and illustrations using art materials and the different lines taught.
Independent Practice: The students will each pull a name of another student in the class from a hat and will create a Valentine for that student using all the techniques discussed in the lesson.
Closure: Each student will be allowed to give his/her Valentine to the student that it was created for. The students will be allowed to read their Valentines to the class and discuss the illustrations.
EVALUATION/ASSESSMENT:
The teacher will use a checklist of skills to evaluate student learning. The checklist will include; use of illustrations, use of developmental/inventive spelling, vocabulary, writing appropriately for the correct purpose and audience, and the use of different types of lines to create the illustrations
ART CONTENT/CONCEPTS:
Content Standard 1-d – Use different media, techniques, and processes to communicate ideas, experiences, and stories.
Content Standard 6-b – Identify connections between the visual arts and other disciplines in the curriculum.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations
GLE #21 – Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience (ELA-2-E2)
Geography GLE #20 Identify customs associated with national holidays. (H-1C-E1)
Standards and Benchmarks
ELA-1-E1 Distinguishing and naming all uppercase and lowercase letters.
ELA-1-E5 Answer questions about the important characters, setting, and events of a story.
ELA-2-E3 Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process.
ELA-3-E1 Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page
MODIFICATIONS | ACCOMODATIONS:
Some students will be able to create and write the Valentine’s themselves; however, some will need extra assistance. Six students in our class have special needs. One student with autism requires one on one, hand over hand assistance. He was given a preprinted page and encouraged to glue pieces of construction paper on a heart and say the word heart with considerable visual and physical prompting. Another student with autism is capable of doing the project with considerable verbal prompting; a teacher helped her to describe what she had drawn and wrote the words for her to trace. Two students with multiple disabilities were able to tell the teacher what they would like written and use pre cut pieces of construction paper to create the Valentine. One student, who’s classification is Other Health Impairments, was able to copy words from the word wall and use inventive spelling with verbal cues, but required a restatement of directions and visual prompts due to a receptive language delay. One student, whose classification is Developmental Delay, requires monitoring to ensure understanding of what is expected.
Teacher and students will discuss the idea that different cultures celebrate different holidays and customs, and not all people celebrate Valentine’s Day due to different religious and cultural differences.
TEACHER'S REFLECTION:
This lesson was very positive overall. The students were very engaged, interested and excited. They were far more eager to learn and discuss the visual arts aspects of the lesson than I had expected. The students’ art was very creative; each was individual. I expected some of them to copy from each other in creating their valentines, but they seemed to each have an idea of what they wanted to create themselves, and were eager to begin without being concerned with what others were doing around them. Also, every one of the students created and wrote in the appropriate context, which rarely happens in the Kindergarten classroom in my experience. The students who were able to write used inventive spelling and resources in the room. The biggest change I would make is to extend this lesson to at least two days rather than one. The lesson went far over the allotted time, even though some parts of the lesson were cut short. I created a slide show (powerpoint) of examples of creative Valentines (taken from the internet). My plan was to explain and discuss each valentine in turn, noting the types of visual arts media and techniques to the students. I did begin the slide show this way, but after several slides I switched to asking the students to tell me what they saw in each example. I was extremely pleased to discover that they could tell me much more about the media and techniques than I had ever expected. I didn’t have to say a thing. They were very excited, calling out all sorts of things that I was expecting to have to tell them, and some that I had not thought of myself. This point of the lesson was very enlightening to me.
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GALLERY
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