Name: Carrie Elzy                   Date: Summer School   Grade: 9^th -12^th

# of Students: 12                    # of IEP’s: 6                # of GSSP: 0

# of LEP: 0                             Subject: English           Lesson Length: 60 min.         

 

Unit Title: Art and Poetry

 

Context

Prior to this unit, students will have studied and created various types of poetry.  In terms of technology, students have used Microsoft word and learned how to scan an image into a word document.  

 

Objectives (Broad):

·        Students will learn about the relationship between Twentieth-Century American Art and poetry through class discussions, independent reading/interpreting, and the creation of their own poem based on Twentieth-Century Art. 

·        Through the use technology, students will learn about multimedia tools to further their understanding of the connection between art and poetry and how technology helps both poets and artists to communicate information and ideas.

 

Objectives (Specific): Day 1

·        Students will participate orally or auditorily in a class discussion on the relationship between writing and art.

·        Students will independently read a poem inspired by Twentieth-Century American Art and write about the relationship between the poem and the artwork.

·        Students will orally present a poem based on Twentieth-Century American Artwork and lead a discussion on the relationship between the poem and the artwork. 

·        Students will use technology to create a culminating project in which they present a poem based on an image from the internet.

 

Objectives (Specific): Day 2

·        Students will use the Internet to find images of art and cite their sites.

·        Students will participate in a virtual field trip on art museums to prepare them for the Art and Poetry project.

·        Students will use technology to create a culminating project in which they present a poem based on an image from the internet.

 

Objectives (Specific): Day 3

·        Students will use the Internet to find, copy and paste a web image into a word document.

·        Students will use technology to create a culminating project in which they present a poem based on an image from the internet.

 

Objectives (Specific): Day 4

·        Students will independently write a poem based on the image they found on the Internet. 

·        Students will use technology to create a culminating project in which they present a poem based on an image from the internet.

 

Objectives (Specific): Day 5

·        Students will use technology to create a culminating project in which they present a poem based on an image from the internet.

 

Connections:

Academic Expectation 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Program of Studies ELA-EIII-T-1 Students will use a variety of multimedia tools (e.g., audio, video, computer presentation programs) to enhance presentations.

Core Content WR-H-1.3 Literary writing artfully communicates with the reader about the human condition. Literary forms in the portfolio include poems, short stories, and scripts/plays.

 

Academic Expectation 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Program of Studies ELA-EIII-T-1 Students will use a variety of multimedia tools (e.g., audio, video, computer presentation programs) to enhance presentations.

Core Content RD-H-1.0.1 Students locate, evaluate, and apply information for a realistic purpose in literary reading.

 

Academic Expectation 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

Program of Studies ELA-EIII-T-1 Students will use a variety of multimedia tools (e.g., audio, video, computer presentation programs) to enhance presentations.

Core Content AH-H-3.1.33 Describe how a work of literature is selectively modified through theatre to enhance the expression of ideas and emotions.

 

 

Materials:

·        Heart to Heart  Edited by Jan Greenberg

(New Poems inspired by Twentieth-Century American Art)

·        Paper

·        Pencil

·        Computers/laptops

·        Microsoft Word

·        Sound Recorder

·        Head sets with Microphone

·        Internet Explorer

 

Procedures: Day 1

1.      Discuss writing, art and the connection between writing and art, with the students.               

2.      Give students an overview as to what they will be doing for the next two weeks during English class. 

·        As a class, we will look at poetry that was inspired by Twentieth-Century American Art and we will discuss the connection between the art and the poetry.

·        Each student will select a picture and write a poem based on the selected picture.  In doing so, students will learn how to site, search, copy and paste images from the Internet 

·        Students will insert their web image into Microsoft Word and create a document that includes both their picture and their poem.

·        Students will save their document to a 3 ½ Floppy disk and print a “hard copy” of their work.

·        Students will present their poem and picture to the class with the use of the projector.

3.      Inform students that today we will be reading poetry that was inspired by Twentieth-Century American Art and we will discuss the connection between the art and the poetry.

4.      I will read Susan Terris’ poem “Breaking Away from the Family” based on Marisol’s 1962 painted wood artwork entitled “The Family”.

5.      As a class we will discuss the connections between the artwork and the poem.  We will also talk about perspective. 

6.      I will hand each student a poem inspired by Twentieth-Century American Art.

7.      Students will be asked to take a moment to read their poem, look at their picture and decide how their poem and their picture are related.  Students will write how they interpret the connection between the picture and the poem. 

8.      Students will be asked to volunteer to read and discuss their poem with the class.  After the student shares the poem, each student will write down his/her interpretation of the connection between the poem and the artwork.  The class will discuss the relationship between the poem and the picture.  

9.      During my planning period, I will read through the collected papers.  I will evaluate the extent to which the students are interpreting the connection between poetry and art using the interpretation of art rubric.   

 

Procedure Day 2:

1.      Review the connection between art and poetry with the students.

2.      Using the projector and student laptops teach/review with students how to:

·        Search for appropriate images on the web

·        Copy and paste images into a word document.

3.      Discuss with students the importance of citing sources, even image sources, from the internet. 

4.      Teach/review with students how to copy and paste web addresses into a word document.

5.      Students will take a Virtual Field Trip to various art museum websites.  Students will view a homemade video to remind them to cite their sites from the Internet.

 

Procedure Day 3:

1.      Students will be given guidelines and a rubric for how they will be assessed on their art and poetry project. 

·        Discussion/clarification of assignment if needed

2.      Students will search the internet for an appropriate image upon which they will create their own poem.

·        Students must select a work of art from one of the following sites:

o       http://www.speedmuseum.org/collection.html

o       http://www.louvre.fr/llv/oeuvres/liste_departements.jsp?bmLocale=en

o       http://www.metmuseum.org/Works_of_Art/collection.asp?HomePageLink=permanentcollection_l

3.      Students will copy and paste their web image and cite the internet site of the image. 

4.      Students will begin construction of their poems

 

Procedure Day 4:

1.      Using the projector, laptops and headsets, teach/review with students how to use the Sound Recorder.

2.      Students will finalize their poem/image document.

3.      Students, if they so chose, may read and record their poems into their word document by using Sound Recorder.

4.      Students will self-assess their work using the art and poetry grading rubric.

 

Procedure Day 5:

1.  Using the projector and a single laptop, students will present their project to the class.

**Students may either present their poem orally or they may present their poem using the sound recorder.

**During the presentations, the audience will have to identify the title of the piece being presented and the connection between the poem and the image. 

2.  Students will be assessed using the art and poetry grading rubric. 

 

Assessment Plan:

·        Anecdotal records will be taken daily of student participation for in class activities.

·        Students will be graded, using the following rubrics, for the interpretation of art and poetry and their art and poetry project:

 

Analysis of a Work of Art:

Heart to Heart Edited by Jan Greenberg

(New Poems inspired by Twentieth-Century American Art)

 

   Teacher: Ms. Carrie____________             Student Name: ____________________

 

Category	4	3	2	1
Interpretation	Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning of the artwork and is able to support this with evidence from the poem.	Student identifies the literal meaning of the art work but has difficulty supporting this with evidence from the poem.	Student can relate how the work makes him/her feel personally.	Student finds it difficult to interpret the meaning of the work.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Art and Poetry Rubric

 

Teacher:  Ms. Carrie__________                               Student: _______________________                       Title: _________________

 

Category	4	3	2	1
Description	The poem makes a complete and detailed description of the subject matter and/or elements seen the artwork.	The poem makes a detailed description of most of the subject matter and/or elements seen in the artwork.	The poem makes a detailed description of some of the subject matter and/or elements seen in the artwork.	The poem is not detailed or complete.
Focus on Assigned Topic	The entire poem is related to the assigned topic and allows the reader to understand much more about the interpretation of the artwork.	Most of the poem is related to the assigned topic. The poem wanders off at one point, but the reader can still learn something about the interpretation of the artwork.	Some of the poem is related to the assigned topic, but a reader does not learn much about the interpretation of the artwork.	No attempt has been made to relate the poem to the artwork.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.
Organization	The poem is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The poem is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The poem is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged

 

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