TIME: (2) 60 minute sessions
MATERIALS
Day 1:
Abiyoyo by Pete Seeger
Story map (guided practice) – Appendix A
Storyboard (independent practice) – Appendix B
Overhead or projector with document reader
Rubic (assessment of storyboard) – Appendix C
Day 2:
Abiyoyo by Pete Seeger
magic wand
ukulele
object of choice to represent Abiyoyo
art terms written on poster, chart paper, etc.
structure words displayed on a poster for reference
textured wallpaper, construction paper, aluminum foil, cotton
markers, crayons, colored pencils, chalk, scissors, glue
internet site – http://gardenofpraise.com/art23.htm
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will begin the lesson by using the “Visualizing and Verbalizing” technique (Nanci Bell). Teacher dialogue: “I’m going to use some words to describe something. I want you to try to create a picture in your mind. Once you have created this picture, we will compare our vision to the illustrator’s vision of the character. ‘I’m picturing a giant’”. The teacher leads students into verbalizing what they are visualizing. The teacher continues to build on the concept, adding on more descriptive words (see illustrations and words referenced in the story), allowing students to describe what they are visualizing in their minds.
ACTIVITY:
Teaching/ Modeling: The teacher will introduce the story Abiyoyo. She will lead the students into a discussion about the picture on the cover asking the students to compare the characters to the vision in their mind. They will discuss why these characters do not fit the description. The teacher will tell the students to watch closely for the character they have visualized as she conducts a Read Aloud of the story. The teacher will stop periodically to allow students to make predications and draw conclusions. Students will also discuss their thoughts with a peer partner for a few minutes. The teacher will encourage students to share their ideas and then continue reading to confirm predications, make inferences, and draw their own conclusions. The teacher will stop at the part in the story that describes Abiyoyo. The students will confirm their visualization of this character.
HOTS:
1. Why were the boy and his father ostracized? (p.10)
2. Why would the townspeople say “Run for your lives!”? (p. 15)
3. What do you predict the boy and his father are going to do? (p. 23)
4. What do you predict Abiyoyo will do? (p. 25)
5. Why does the boy play faster? (p. 29)
6. What do you think will happen when Abiyoyo falls down? (p. 34)
7. What kind of conclusion will the townspeople probably make about
the boy and his father? (p. 38)
Guided Practice: The teacher will guide the students into completing a story may recalling information about the characters, setting, and events in the story. This map will be completed using an overhead projector or projector with a document reader.
Independent Practice: The learner will complete an artist storyboard with information similar to the story map completed in Guided Practice. The teacher will discuss the purpose of a storyboard explaining that people who write and create movies use a storyboard. It allows individuals to make movies in their head which helps them to remember the story line. Students can complete this storyboard individually or with a partner using the visualizing and verbalization techniques introduced in the Set Induction, as well as questions and answers presented during the Read Aloud.
Closure: Students will be placed in groups to retell and compare their stories
and illustrations using their storyboard.
Day 2:
The teacher will bring in a magic wand, ukelele, and an object that could represent Abiyoyo. These objects will prompt students into naming the characters within the story and describe the picture in their minds concerning each character.
Teach/Modeling: The teacher and students will revisit the illustrations in the book. The teacher will introduce and define the following art terms in reference to the illustrations in the story.
1. color
2. texture
3. proportion
4. dominance
5. geometric shapes
6. value
7. highlight
Each term and its definition will be written on a piece of poster, chart paper, etc. and referred to throughout the lesson.
HOTS:
1. How do the colors change from day scenes to night scenes?
Scenes of the boy, father, and townspeople compared to Abiyoyo?
2. How does the illustration demonstrate proportion?
3. What is the dominant object in this picture?
4. Describe the shapes of Abiyoyo’s body
5. How does the value of the color change the look and mood of the
illustration?
6. What are some of the features on Abiyoyo that have been highlighted?
Why do you think the illustrator chose to do this?
Guided Practice: The teacher will use “structure words” (Visualizing and Verbalizing) to guide students in creating a more detailed visualization of Abiyoyo, as well as compare and confirm their original visualization of the character. Below is a list of the structure words displayed on a poster for reference:
1. what 7. movement
2. size 8. mood
3. color 9. background
4. number 10. perspective
5. shape 11. when
6. where 12. sound
With the introduction of each word, students will verbalize how their picture has changed. Questions 1-6 are based on recall of prior visualization, as well as viewing of the illustrations in the book.
HOTS:
1. How do you think Abiyoyo may have looked as he moved about in the story?
2. How did Abiyoyo change the mood in the story?
3. Describe the background scene (setting) of the story.
4. What do Abiyoyo’s surroundings look like to him?
Why do you think that? How do the townspeople perceive
Abiyoyo?
5. Discuss your thoughts on the “when” of the story. (e.g. many
years ago, morning, evening, season, etc.)
6. What type of sounds might we hear in the story?
Independent Practice: A variety of textures and materials will be provided for students to construct their visual image of Abiyoyo. Along with their creation, they will write four sentences including some of the structure words presented in Guided Practice.
Closure: Students will view a picture of Newell Convers Wyeth’s (N.C. Wyeth) painting entitled The Giant on the internet. The caption under the picture states, “What do the children see?” The students will visualize and verbalize what the giant might look like. They may include in their descriptions structure words and art terms. Once students have had an opportunity to share their visions, the teacher will expose the full picture for students to compare and contrast the picture they have created in their minds.
EVALUATION/ASSESSMENT:
Day 1 Assessments:
The students’ storyboard will be assessed to check for understanding of the story and the story elements addressed in the object. The students will be observed in their groups as they compare and retell their storyboard to their peers.
Rubric: Storyboard – Illustration of the setting
Illustration of the main character
Illustration of supporting characters
Illustration and /or statement of problem
Illustration and/or statement solution of problem
Illustrations and/or statements of two important events
Illustration and/or statement of the conclusion of the story
Day 2 Assessments:
The teacher will observe the students as they create their illustration. She will assess students through observation and informal questioning.
Rubric: Visual Arts -- Use of at least four different types of media
Ability to use art terms to describe their illustration
Ability to use structure words when necessary to describe illustration
Reading/Writing – Construct four sentences using descriptive
And/or structure words concerning their Illustration
Ability to write their sentences
Ability to communicate their storybook information to a peer
ART CONTENT/CONCEPTS:
VA-CE-E1: Explore and identify imagery from a variety of sources and create visual representations
VA-CE-E3: Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Day 1 GLE: English Language Arts
GLE #22 – The learner will draw conclusions and make inferences using text and/or illustrations.
GLE #59, #60 – The learner will graphically represent literacy elements (story map) in individual or group setting.
GLE #12 – The learner will identify characters, setting, and problems and solutions.
(ELA-1-E4) Identifying story elements (e.g. setting, plot, character, theme) within a selection
(ELA-7-E1) Using comprehension strategies to analyze oral, written, and visual texts
(ELA-5-E3) Locating, gathering and selecting information using graphic organizers, simple outlining, note taking, and summarizing to produce texts and graphics
Standards and Benchmarks
# 2 – Using knowledge of structure and function
c. use visual structure and functions of art to communicate ideas
Day 2 GLE: English Language Arts
GLE #29 – The learner will write descriptive sentences.
GLE #51 -- The learner will orally explain feelings/ideas about objects, pictures, experiences.
(ELA-2-E2) Use specific action and descriptive words when writing a story, description, or narration for a specific purpose and/or
audience
(ELA-2-E5) Use literacy devices including dialogue and sensory details in shared writing activities
(ELA-4-E5) Speaking and listening for a variety of audiences and purposes
Standards and Benchmarks
#1 – Understanding and applying media, techniques, and processes
MODIFICATIONS | ACCOMODATIONS:
Day 1: Students who may need extra assistance will be placed with a partner to complete their storyboard.
Day 2: Before constructing their illustration using different media, students with limited creativity, can draw their picture first. They can also use the illustration in the book to assist them in creating their actual picture.
VARIATIONS | ENHANCEMENTS:
Day 1 Cultural: Connect the story elements to Louisiana. Discuss possible settings and the types of characters for this story.
Day 2: If the story were to take place in Louisiana, how might the character of Abiyoyo be different? How might his name change? How might the background of the story appear?
TEACHER'S REFLECTION:
Day 1: I enjoyed incorporating the visual arts into my reading lesson. I think the students found it to be a memorable experience. Setting the mood of the story through the Visualizing and Verbalizing techniques stimulated their interests, created images, and built background knowledge. My lesson set the stage and became the foundation for Day 2’s lesson. The students were seated on the floor in close proximity of the big book and myself, which I felt was very important in keeping the students engaged and interested
The HOTS questions used throughout the lesson, as well as completing the story map in guided practice, made the storyboard in the independent practice very student friendly. All students were actively engaged and no one complained about not knowing what or how to complete the task. Working with a partner seemed to make the task easier and more enjoyable. I estimated approximately sixty minutes, however an hour and a half would have given the students enough time to finish the entire storyboard and complete my closure.
Day 2: Students were engaged and able to recall story details by using the Visualizing and Verbalizing techniques from Day 1. This lesson was also estimated to take approximately sixty minutes, however I really could have divided this lesson into two days, sixty minutes each. I felt as though I rushed through the art terms and structure words in order to get to the art project.
My poster displays were very effective and enabled me to stay organized. For the art project, positioning students on the floor and in desks around the room gave them an opportunity to communicate and compare their work with their classmates. Some students took a little longer to begin their project. It might have been helpful if I would have had a sample to display for my visual learners, however having peers in close proximity provided ideas for these students.
In conclusion, time was definitely my biggest factor. I was unable to complete my closure and unable to utilize my rubrics.
Incorporating the arts into the day’s schedule requires creative thinking and planning. Teachers are tied to such a rigorous schedule that many of them may feel that they could not include these types of activities. If teachers can find a place and time in a week’s plan to connect a lesson to the visual arts, they may find their students more actively engaged and receptive to learning.
TO DOWNLOAD AN OUTLINE OF ABIYOYO, PLEASE CLICK HERE
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