Professional Documents
Culture Documents
Lesson
Title
&
Big
Idea*:
Perspectives
Grade
Level*:
4th
Lesson
Overview/Summary*:
(This
is
like
an
abstract
of
the
structure
and
procedures
section)
Class
Periods
Required:
The
purpose
of
this
lesson
is
for
students
to
understand
perspectives
in
multiple
contexts,
their
own
and
others.
They
(please
circle)
will
analyze
street
art
that
contains
perspective
and
discuss
why
they
think
the
artist
chose
that
specific
perspective.
Once
they
have
a
grasp
on
the
concept,
we
will
scaffold
on
this
knowledge
towards
the
understanding
of
having
multiple
1
2
3
4
5
perspectives
in
situations,
such
as
these
artistic
situations
and
possible
historical
situations.
This
will
lead
the
students
into
a
lesson
on
historical
perspective
and
multiple
viewpoints
in
a
story.
We
will
introduce
Ellis
Island,
and
then
the
other
perspective
of
Angel
Island.
We
will
compare
the
two
with
projects
to
discuss
how
an
experience
can
create
your
own
perspective.
With
this,
we
will
take
on
the
perspective
of
someone
immigrating
to
America
during
this
time,
and
they
will
write
their
own
original
story
(slightly
guided
by
a
rubric),
on
what
their
perspective
is.
They
will
then
create
an
image
to
accompany
this,
keeping
in
mind
what
we
learned
from
the
earlier
art
pieces
on
perspective.
Key
Concepts
for
each
area
(1-2
each):
What
you
want
the
students
to
know.*
Essential
Questions
(1-2)*:
1.
Visual
Art:
Artwork
is
about
perspective;
Each
viewer
can
have
their
own
point
of
view
How
do
the
perspectives
and
experiences
of
people
other
than
ourselves
2.
Literacy:
You
can
create
and
share
your
own
perspective
with
others.
affect
how
they
view
a
situation
or
experience?
3.
Social
Studies:
There
is
more
to
stories
and
history
than
just
one
viewpoint,
recognizing
diversity
Lesson
Objectives/Goals:
(http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1):
What
you
want
the
students
to
do.
*
1.
Visual
Art:
They
will
be
able
to
draw
their
own
viewpoint
to
go
along
with
their
literacy
story
depicting
their
perspective.
2.
Literacy:
The
students
will
be
able
to
write
from
the
point
of
view
of
an
immigrant
either
through
Ellis
Island
or
Angel
Island.
3.
Social
Studies:
The
students
will
be
able
to
discuss
the
difference
between
Angel
Island
and
Ellis
Island
and
take
on
a
view
point
of
an
immigrant
rom
this
time.
Grade
Level
Expectations
(GLEs)
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
Instructional
Strategies
(Teachers
approach
to
helping
students
achieve
1.
Visual
Art:
Brainstorm
multiple
approaches
to
a
creative
art
or
design
learning)
problem
(Va:
Cr1.1
4a)
Try
to
leave
the
assignment
as
open
ended
as
possible.
Since
its
2.
Literacy:
Reflect
on
personal
roles
in
the
community
and
identify
about
perspective,
allow
them
the
room
to
have
their
own
opinions
responsibilities
as
a
community
member.
(Big
Idea
1-
Concept
B,
Grade
4)
Encourage
a
lot
of
guided
dialogue.
The
dialogue
will
help
them
3.
Social
Studies:
Recognize
and
respect
diverse
groups
within
the
school
and
develop
empathy
and
a
better
understanding
of
others,
especially
community.
(Big
Idea
2-
Concept
B,
Grade
4)
their
peers
in
their
classroom
community
Lesson
Structure
&
Procedure(s)
Sequence
of
events
of
the
lesson
elements.
(The
before,
during,
and
after
the
lesson,
e.g.
Engagement/Opening,
Procedures,
Guided
Practice,
Conclusion
,please
be
very
specific,
walk
me
through
step
by
step
of
the
What
of
what
is
happening
with
a
rationale
as
to
WHY
you
are
doing
this):
1.
First
we
will
begin
by
looking
at
the
street
sidewalk
art
that
incorporate
perspectives
and
discuss
it.
We
are
doing
this
because
the
street
art
requires
perspective
to
understand
it,
and
can
be
confusing
at
times
without
it.
If
they
have
their
initial
grasp
of
this,
we
can
work
off
of
this
understanding
2.
We
will
then
analyze
the
other
artwork
where
it
is
two
possible
images
in
one.
The
students
will
debate
what
they
see
and
try
to
make
an
argument
for
why
it
is
what
they
see.
(From
this
they
we
will
work
on
respecting
each
others
perspectives
and
being
understanding
people)
3.
This
will
lead
into
talking
about
perspective
and
what
it
means
to
have
your
own
perspective.
Then
how
that
perspective
affects
how
you
feel
about
a
situation
or
thing
(relating
this
to
how
they
felt
about
the
artwork
based
off
of
their
perspective
and
others)
4.
Then
the
lesson
will
lead
into
asking
them
what
they
know
about
immigration,
specifically
when
people
were
immigrating
to
America
(KWL
chart
incorporated
here)
5.
We
will
discuss
Ellis
Island
and
Angel
Island,
teaching
them
why
they
were
built
and
the
purpose
behind
them
(incorporate
videos
from
the
history
channel,
allow
them
to
do
their
own
research,
and
read
them
the
trade
book
______)
(Add
on
to
KWL
chart)
6.
Once
they
have
an
understanding
of
Ellis/Angel
Island,
they
will
take
on
the
role
of
an
immigrant
and
draw
from
a
hat
to
determine
if
they
went
through
Ellis
Island
or
Angel
Island.
We
will
do
this
randomly
because
then
they
will
have
to
further
explore
what
perspective
they
will
take
on
from
both
view
points
7.
They
will
work
on
a
short
narrative
of
their
journey
to
America,
using
their
table
groups
and
the
teacher
to
help
each
other
with
ideas
8.
Throughout
their
narrative,
they
will
work
on
peer
reviews
and
self
reviews
to
ensure
theyre
on
the
same
track.
9.
Once
theyre
done
with
their
story,
They
will
draw
a
picture
to
accompany
this
with
the
questions
How
are
you
going
to
portray
your
perspective
to
others
so
that
someone
who
is
first
reading
it
understands
you?
Remember
what
we
discussed
with
the
past
artists.
We
will
do
this
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf