ELA Unit-at-a-GlanceGrade 3, Quarter 3, 3-5 Weeks

The Arts Scene Module

SequenceSkills Resources Assessments Instructional

Strategies

1. What is art? What is an artist?

This module includes attachments.

Students will be able to:

distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6)

ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RI.1)

write opinion pieces in topics or texts, supporting a point of view with reasons. (3.W.1a-d)a. introduce the topic or text they are writing

about, state an opinion, and create an organizational structure that lists reasons.

b. provide reasons that support the opinion.c. use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinions and reasons.

d. provide a concluding statement or section.

Extended/Short Texts:Frida Kahlo: The Artist who Painted Herself (Smart About Art), Margaret FryNative Artists of Africa, Reavis MooreWake Up Our Souls: A Celebration of Black American Artists, Tonya Bolden

Multicultural Adoptions:Emma’s Rug, Allen Say MorrisMorris Micklewhite and the Tangerine Dress, Christine BaldacchinoWhispering Cloth, Pegi Deitz Shea

Scholastic Bookroom Adoptions:See Module Attachment

Electronic Resources and Alternative Media:Web link: Art and Artists, What is an Artist?http://www.readworks.org/passages/art-and-artists-what-artist

Formative Assessment:Students engage in small group discussions and record information and responses in literature journals.

Summative Assessments:After reading the article, Art and Artists, What is an Artist?, students write an opinion essay responding to the following: What does the author say an artist is? Do you agree or disagree with the author?

Students discuss and share their points of view on art.

Webbing, What’s on My MindThis is a brainstorm map.

Book Browse

Graffiti Board

Art Brainstorm

Literature Response Journal

Read and Respond

2. Art reflects culture

This module includes attachments.

Students will be able to: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). (3.RL.7)demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (3.L.1a-j)a. explain the function of nouns, pronouns, verbs,

adjectives and adverbs in general and their functions in particular sentences.

b. form and use regular and irregular plural

Extended/Short Texts:Frida Kahlo: The Artist who Painted Herself (Smart About Art), Margaret Fry

Scholastic Bookroom Adoptions:See Module Attachment

Instruction:Graffiti Board - From previous module

Formative Assessments:Students record questions to self in daily reading journals.

Students use the Graffiti Board format to illustrate their present understanding of art and culture by responding to the prompt: Art is… Culture is…

Summative Assessment:How are Frida’s art and culture

Graffiti Board, Activating Prior Knowledge

Read AloudFrida Kahlo - The Artist who Painted Herself (Smart About Art)

Sketch to Stretch

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Skills Resources Assessments InstructionalStrategies

nouns.c. use abstract nouns (e.g., childhood).d. form and use regular and irregular verbs.e. form and use the simple (e.g., I walked; I walk;

I will walk) verb tenses.f. ensure subject-verb and pronoun-antecedent

agreement.g. form and use comparative and superlative

adjectives and adverbs, and choose between them depending on what is to be modified.

h. use coordinating and subordinating conjunctions.

i. produce simple, complex, and compound sentences.

j. write multiple sentences in an order that supports a main idea or story.

demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (3.L.2a-g)a. capitalize appropriate words in titles.b. use commas in addresses.c. use commas and quotation marks in dialogue.d. form and use possessives.e. use conventional spelling for high-frequency

words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g. consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

connected? Small Group Discussion

Whole Cass Discussion

Diamond Ranking

Vocabulary Map

Literature Response Journal

3. Art and Students will be able to: Multicultural Adoptions: Formative Assessments: Graffiti Board,

ELA, Office of Curriculum Development© Page 2 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

ModuleSequence

Skills Resources Assessments InstructionalStrategies

Community

This module includes attachments.

distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6)

write opinion pieces in topics or texts, supporting a point of view with reasons. (3.W.1a-d)e. introduce the topic or text they are writing

about, state an opinion, and create an organizational structure that lists reasons.

f. provide reasons that support the opinion.g. use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinions and reasons.

h. provide a concluding statement or section.

Morris Micklewhite and the Tangerine Dress, Christine Baldacchino

Scholastic Bookroom Adoptions:See Module Attachment

Instruction:Graffiti Board continued from previous lessons

Vocabulary MapIn their Literature Response Journal, students write all unknown words from the text and the following new words: discrimination, gender roles, stereotypes, community.

Literature Response JournalRecord and answer questions of interest to students.

Heart Map Instructions

Students consider the words community and stereotypes. They record connections and questions they have as they read Morris Micklewhite and the Tangerine Dress by Christine Baldacchino in their literature response journals.

Heart MapStudents create a Heart Map to document their understanding of Morris Micklewhite’s feelings throughout the story.

Summative Assessment: Opinion Essay: How does Morris Micklewhite’s perspective on clothing differ from his peers’ perspectives? Whose perspective is right, in your opinion? Other possible prompts: Who in our communities has the right to decide what boys and girls can wear? Is it ever fair for others to say what a boy or girl should wear?

Activating Prior Knowledge

Free Write

Read Aloud - Morris Micklewhite and the Tangerine Dress

Class Discussion

Venn Diagram

Class Demonstration, Topic Stereotypes,

Multiple Perspectives

Point of ViewHeart Maps

Critical Thinking Engagement

Literature Response Journal

4. Art as Inspiration

This module includes attachments.

Students will be able to:

ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RI.1)

Extended/Short Texts:Frida Kahlo: The Artist who Painted Herself (Smart About Art), Margaret FryNative Artists of Africa, Reavis MooreWake Up Our Souls: A Celebration of Black American Artists, Tonya Bolden

Formative Assessment:Record ideas, thoughts and questions in your literature response journalPrompt, Why do artists create? Use text features and evidence

Reread Morris Micklewhite and the Tangerine Dress

School Campus Tour

ELA, Office of Curriculum Development© Page 3 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

ModuleSequence

Skills Resources Assessments InstructionalStrategies

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (3.RI.5)

Multicultural Adoptions:Emma’s Rug, Allen Say MorrisMicklewhite and the Tangerine Dress, Christine BaldacchinoWhispering Cloth, Pegi Deitz Shea

Scholastic Bookroom Adoptions:See Module Attachment

Instruction:Tour of school

from the text read to support your answer.

Summative Assessment:What do the following words: communicate, inspire, inform, explain, persuade and narrate have in common? Choose an artist and identify his/her purpose.

Project Board-Depict the relationship between an artist’s purpose, experiences and culture on a poster board.

Partner Read

Group Presentations

5. Artists Shape Events

This module includes attachments.

Students will be able to:

describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3.RL.3)

Multicultural Adoptions:Emma’s Rug, Allen Say MorrisWhispering Cloth, Pegi Deitz Shea

Scholastic Bookroom Adoptions:See Module Attachment

Instruction:Vocabulary MapInclude unknown words from the text.

Formative Assessment:Journal ResponseHow are artists’ cultural experiences reflected in their work?

Summative Assessment: Students respond question to the following using a Venn Diagram. How do people from different cultures communicate similar messages in different ways? Write the title of the 1st book above one circle, and the title of the second book above the 2nd. Write how the messages are similar in the center and the differences, the specific techniques used to convey the messages, under each respective

Read, Emma’s Rug, and Whispering Cloth

Post-it Notes

Semantic Map

Everyone Plays a Role

Literature Response Journal

ELA, Office of Curriculum Development© Page 4 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

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Skills Resources Assessments InstructionalStrategies

circle.

6. The Interrelationship Between Art, Culture and Community

This module includes attachments.

Students will be able to:compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. (3.RL.9)use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (3.RI.5)

distinguish their own point of view from that of the author of a text. (3.RI.6)

use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3.RI.7)

compare and contrasts the most important points and key details presented in two texts on the same topic. (3.RI.9)

Extended/Short Texts:Wake Up Our Souls : A Celebration of Black American Artists, Tonya Bolden

Scholastic Bookroom Adoptions:See Module Attachment

Electronic Resources and Alternative Media:Famous African Americans - Duke Ellington, http://www.readworks.org/passages/famous-african-americans-duke-ellington

Famous African Americans - Marian Anderson Passage & Question Sethttp://www.readworks.org/readworks-pdf/248274

Famous African Americans - Maya Angelou, African American Literaturehttp://readworks.org/passages/famous-african-americans-maya-angelouPortrait of an Artist – http://readworks.org/passages/portrait-artist

Instruction:Artist, Culture and Community Map - Create a class chart, and model how to use textual evidence to reveal culture, art and community connections. Begin with the artist’s name as the title. Then create three spaces, bubbles, or sections on the

Formative Assessment:Record and respond to questions of interest using your reading journal.

Summative Assessment:Respond to the following prompt: How can artists affect a community’s culture? Artists can…

Research an Artist

Artist TimelineLiterature Response Journal

The Most Important Fact about my Artist, A Depiction

Classroom DiscussionDiversity Within a Cultural Group

Project and Presentation

ELA, Office of Curriculum Development© Page 5 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

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Skills Resources Assessments InstructionalStrategies

paper. Title them respectively: art, culture, community. Write or illustrate connections among art, culture, and community from the text. Discuss how they are interrelated.Presentation Protocol, Class Developed

Presentation Rubric- Class Developed

7. Analyze Art in Community

This module includes attachments.

Students will be able to:determine the main idea of a text: recount the key details and explain how they support the main idea. (3.RI.2)demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (3.L.2a-g)a. capitalize appropriate words in titles.b. use commas in addresses.c. use commas and quotation marks in dialogue.d. form and use possessives.e. use conventional spelling for high-frequency

words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

f. use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g. consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Extended/Short Texts:Text Set on Artists

Multicultural Adoptions:Native Artists of Africa , Reavis Moore

Scholastic Bookroom Adoptions:See Module Attachment

Summative Assessments:Interview an artist from your community. Ask him/her any questions of interest to you.

Create a display of the artwork students took pictures of and describe each piece using adjectives. Write the adjectives on post-its. Hang the post-its by the artwork.

Partner Read,Native Artists of Africa

Artists’ Locations

Literature Response Journal

Community Art Tour

Think, Feel, Wonder

Common Themes and Common Differences

The Purpose of Art in my Community

8. Discover Art as Activism

This module

Students will be able to:

include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (3.SL.5)

Formative Assessments: Community Problem InvestigationIdentify a community problem, brainstorm three causes of the community problem, conduct

Community Project

ELA, Office of Curriculum Development© Page 6 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

ModuleSequence

Skills Resources Assessments InstructionalStrategies

includes attachments.

produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (3.W.4)

write opinion pieces in topics or texts, supporting a point of view with reasons. (3.W.1a-d)a. introduce the topic or text they are writing

about, state an opinion, and create an organizational structure that lists reasons.

b. provide reasons that support the opinion.c. use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinions and reasons.

d. provide a concluding statement or section.

interviews of accused and accusers, determine causes of the problem, offer solutions, and take action to solve the problem.

Literature Response Journal: How does activism relate to community? How does art relate to community? How does activism relate to art?

Summative Assessment:Create a piece of art that makes a statement about a community issue of importance to you; or create an artwork that reveals your deepest held cultural values. Include a written statement to accompany the art.

9. Art Critique

This module includes attachments.

Students will be able to:

distinguish their own point of view from that of the author of a text. (3.RI.6)

use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3.RI.7)compare and contrasts the most important points and key details presented in two texts on the same topic. (3.RI.9)

Multicultural Adoptions:Frida Kahlo: The Artist who Painted Herself (Smart About Art), Margaret Fry

Instruction:Practice CritiqueChoose one of Frida’s pieces to critique using class made rubric.

How to Critique ArtCreate a class critique rubric to be utilized during the gallery walk. It may include the title of the artwork, artist’s name, and statement of purpose, technique, style, influences, and a space for comments.

Formative Assessment:Literature Response Journal Responses, notes

Summative Assessment: Multimedia Presentation, Students choose one of Frida’s pieces to critique using class made rubric. Students choose the formatFinal Unit Project:Students complete a critique of students’ artwork. Then, students analyze the similarities and differences among the

Reread Frida Kahlo: The Artist who Painted Herself (Smart About Art)

Literature Response Journal

ELA, Office of Curriculum Development© Page 7 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print

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Skills Resources Assessments InstructionalStrategies

Art Critique RubricUse the rubric to critique each piece of art in the gallery.

artwork, critiques, and perspectives. Students end with a discussion on how they “see” art now, compared to the beginning of the unit.

10. Gallery Presentation & Essay Response

Students will be able to:

write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3.W.2)a. introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. develop the topic with facts, definitions, and details.c. use linking words and phrases to connect ideas within categories of information.d. provide a concluding statement or section.

Texts:Texts on Artists

Formative Assessment: Students present their artwork in a school wide gallery showcase.

Summative Assessment: Students write a five paragraph informative/explanatory text in responses to one of the following prompts: How do artists use different techniques to convey their cultural identities? What does the artist’s message tell you about his/her values? How can artists affect a community’s culture?

Class Discussion

Gallery Walk

Informative/Explanatory Essay

ELA, Office of Curriculum Development© Page 8 of 8These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.Short, Kathy Gnagey, and Jerome C. Harste. Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print