Build

ing

N.A.I.L Grant: The Newark Art Integrated into Literacy Project is a initiative designed to implement the use of visual arts to improve reading, language arts, and literacy instruction in the classroom. It is designed to further improve classroom comprehension amongst 2nd and 3rd graders. The Newark Public Schools and the Montclair Art Museum are partnering for this last phase of the N.A.I.L. grant implementation. !This grant is made possible though the U.S. Department of Education.2014

NAIL Grant Art Infused Lessons

LESSON 3: STRUCTURE ! ARTWORK: QUEENSBOROUGH BRIDGE, BY ELSIE DRIGGS !!BOOK: ROSIE REVERE, ENGINEER, BY ANDREA BEATY, ILLUSTRATED BY DAVID ROBERTS

Words + Shape = Concrete PoemsSummary

Elsie Driggs was an American precisionist painter. In her painting “Queensborough Bridge” we clearly see the structure of the bridge, what makes a bridge a supporting, functional and beautiful construction.

Depicting a structure as a work of art was the major preoccupation of the precisionists of the early 20th century. In this lesson plan students will engage the painting “Queensborough Bridge” under the guidance of VTS. Students will read the book Rosie Revere, Engineer and discuss how this books’ theme touches upon history invoking WWII and Rosie the riveter. Students will write a concrete poem, based on a local structure or one that they are familiar with and admire. Students will then create a work of art out of their concrete poems. During this lesson plan, students will become familiar with what an engineer is, the structure that they create, and how to build a structure out of words. !

NAIL grant lesson

plan includes: ENGAGE 2

BUILD KNOWLEDGE 3

APPLY 3

REFLECT 4

ASSESS 5

Learning Objectives

Students will:

•Learn what an engineer is •Learn about the history

that the book is referencing

•Be able to write a poem about a structure

•Understand what a concrete poem is

•Be able to build a concrete poem with their words on a page

•Create their own personal poem

•Be able to revise their words in order to build their concrete poem !

Teaching Approach

•Visual Thinking Strategies

•Arts Integration

Teaching Methods

•Hands-On Learning •Discussion •Immersion •Modeling !Assessment Type

•Rubrics

•Determined by Teacher

Engage Art VISUAL THINKING STRATEGIES Using Visual Learning Strategies, the teaching artist will present the

class a poster of the painting “Queensborough Bridge,” by Elsie Driggs. •Give the students a moment to look in silence before inviting them

to speak. •Ask questions: What’s going on in this picture?, What do you see

that makes you say that?, What more can you find? •Respond to students comments by pointing to what they are

observing, paraphrasing to demonstrate understanding and proper sentence structure and accepting their comments neutrally without judgement.

•Link answers that relate to each other and than build upon an idea to show students how thoughts evolve and change.

•Conclude the lesson by thanking students for their comments and encourage them to think of art viewing as an ongoing open-ended process.

Engage Book After a reading out-loud of Rosie Revere, Engineer, a discussion about building will follow. Students will learn about Rosie the riveter and how her image is part of our American history. Students will be invited to discuss how the book’s Rosie invents things and how she builds them.

The teaching artist will discuss with the students what an engineer is and what are the evidence of their work in the world around us. Students will be encourage to share examples of different structures that they admire from their life experiences. Students will discuss how the book itself is built, with rhymes. Students will be encourage to think of the different ways books are structured.

!

Staff: This lesson can be taught by the classroom teacher alone or in collaboration with the visual art teacher or Teaching artist.

Skills: Making Art: Producing, Executing and building Global Connections: Connecting to American history and structures around the globe.

Vocabulary words: !Engineer

Hideaway

Eaves

Inventions

Perplexed

Dismayed

Dynamo

Baffled

Raging

Structure

Collage

Propaganda

Background

Precisionist

!!!!!!!!!

Build Knowledge Concrete poems form a picture of the topic or follows the

contour of a shape that is suggested by the topic.

Like engineers, students will build a concrete poem to

resemble their chosen structure. Students will learn what is an

engineer and how they help build things for people to use.

Students will learn about the fictional character “Rosie the

Riveter” and how her image was used during WWII to recruit

women to help build planes and other war machines .

Students will identify different structures from their world and

they will write a poem about that said structure. For example, a

ferris wheel from a fair or amusement park.

Students will be instructed on how to build a successful

concrete poem.

An important part of putting together a concrete poem is

being able to match the structure, visual image of the poem, to

the subject of the poem. Part of this process is revising, adding

and subtracting words in order to have the shape readily

recognizable.

The teaching artist will demonstrate how to build a concrete

poem. The teaching artist will share examples of concrete poems

and facilitate in the students building of their own poems.

Concrete Poem: Building pictures with words. The words of the poem are shaped like the object is referencing or the subject of the poem.

MATERIALS NEEED: • Watercolor paper • Watercolors • Paintbrushes • Pencils • Scissors • Glue sticks • Yarn • Different color

tapes • Poem typed and

printed on white paper

• Photos of different local structures !

!

Apply !•Students will learn about engineering and will look for

examples of engineering works locally. !•Students will identify a structure that they will write about. !• Students will look at examples of concrete poems and

discuss what makes them successful. !• Students will write and revise a concrete poem. !• Students will be guided in the making of their concrete

poems by the teaching artist. !•Students will complete a concrete poem that it is shaped as

their selected structure. !•Students may embellish their concrete poems by painting

and coloring the background of their poem as a way to have individualized artistic expression.

Assess !Comprehension: How well

did the student understand

the story.

!Art making: Fine motor

skills and the students

ability to convey visually

their ideas.

!!Writing: How well did the

student comprehend the

concept of concrete poems. !!!

Proficient Accomplished Advanced

1 Student is not able to recall the story or lacks details

2 Student recalls the story with details and somewhat sequentially

3 Student recalls the story with many particular details and sequentially

1 Student is able to crudely construct a concrete poem. Poem lacks details and is simplistic. Fine motor skills are still emerging

2 Student is able to construct a concrete poem with details. The poem has a developed shape. Fine motor skills are present.

3 Student is able to construct a concrete poem with many varying details.Poem has a complex shape. Fine motor skills are excellent

1 Poem is not constructed in any particular way. Does not resemble the subject matter of the poem. The poem is simplistic.

2 Poem is constructed resembling a structure that is apparent. The poem is detailed.

3 Poem has a clear structure and resembles the poem’s subject matter. The poem is very detailed and layered.

Resources: http://www.schoolspecialty.com

http://www.engineeringforkids.net

http://www.instructables.com/id/Project-Based-Engineering-for-Kids/

!Further Reading: World War II for Kids: A History with 21 Activities by Richard Panchyk,

Janice VanCleave's Machines: Mind-boggling Experiments You Can Turn Into Science Fair Projects by Janice VanCleave

Bridges and Tunnels: Investigate Feats of Engineering by Donna Latham and Jen Vaughn

Credits: THIS LESSON PLAN WAS DESIGNED BY !MONTCLAIR ART MUSEUM EDUCATION DEPARTMENT !IN COLLABORATION WITH !THE NEWARK PUBLIC SCHOOL OFFICE OF VISUAL AND PERFORMING ARTS !!!!!!!!!!!!!!!!!!!!!!!!!!MONTCLAIR ART MUSEUM !3 SOUTH MOUNTAIN AVE. MONTCLAIR, N.J. 07042 !

English Language Arts Standards » Reading:

Literature » Grade 3

Key Ideas and Details !CCSS.ELA-Literacy.RL.3.1 Ask and

answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure CCSS.ELA-Literacy.RL.3.4 Determine the

meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.3.7 Explain how

specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

(RL.3.8 not applicable to literature) CCSS.ELA-Literacy.RL.3.9 Compare and

contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Common

Core

Standards

• CCSS.ELA-Literacy.RL.3.1

• CCSS.ELA-Literacy.RL.3.2

• CCSS.ELA-Literacy.RL.3.3

• CCSS.ELA-Literacy.RL.3.4

• CCSS.ELA-Literacy.RL.3.5

• CCSS.ELA-Literacy.RL.3.6

• CCSS.ELA-Literacy.RL.3.7

• CCSS.ELA-Literacy.RL.3.9

• CCSS.ELA-Literacy.RL.3.10

Visual Arts Core Standards >> Grade 3

VA:Cr1-3.

a. Elaborate on an imaginative idea.

b. Apply knowledge of available resources, tools,

and technologies to investigate own ideas

through the art-making process.

In School Residency Scheduler

Day 2: Engage BOOK

•5 min review of last week and / or warm up exercise.

•10 min book reading. Read once all the way through. Then a second time for reading

comprehension asking questions.

•30 min talk on engineering. What’s an engineer? What are the evidence of their work around

us? Students should be encourage to identify a structure they would like to write about.

Day 3: APPLY— Art making process ( 2 to 3 sessions)

•30 min writing a poem about the structure they have selected.

•20 min sketching the structure of the building and building concrete poems.

•5 min clean up.

Day 4: REFLECT/ ASSESS

•30 min presentations by students of their concrete poems.

•5 min post- writing sample.

•5 min survey.

•5 min clean-up.

Day 1: Engage ART

•5 min introductions (who you are and how often will the students see you).

•10 min ice-breaker game.

•25 min VTS art engagement.

•5 min 1st writing sample (students will describe what they saw in the art work in their own

words).

•5 min collect writing samples and clean up.