Ruth Starr Rose s Perspective as told Through Her Art

Size: px
Start display at page:

Download "Ruth Starr Rose s Perspective as told Through Her Art"

Transcription

1 Ruth Starr Rose s Perspective as told Through Her Art Museum Connection: Art and Enlightenment Purpose: In this lesson students will make inferences about several works of art created by Ruth Starr Rose by analyzing the images. Grade Level and Content Area: Language Arts, Social Studies, Arts Integration, Grades 3-5 Time frame: 1-2 class periods Standards: 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.SL.3.1.D: Explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.SL.4.1.D: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA-LITERACY.SL.5.1.D: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. D2.His.6.3-5: Describe how people s perspectives shaped the historical sources they created. Objectives: Students will make inferences about an artist s perspective by analyzing details within several paintings. Page 1 of 13

2 Vocabulary and Concepts: Word or Concept Infer Inference Perspective Details Definition To analyze a work of art by looking closely at it in order to guess what the artist is suggesting is happening. The act or process of deriving logical conclusions from premises known or assumed to be true. The way that a person looks at something. Analyzing the parts that make up the whole. Materials For the Teacher: Teacher Resource Sheet 1: Downes Curtis, black and white lithograph, 11 5/8 x 14 ¾ Teacher Resource Sheet 2: Charleston Flower Sellers, ca. 1930, oil on Masonite, 18 x 24 Teacher Resource Sheet 3: Maryland Crab Pickers, 1933, black and white lithograph, 11 x 14 Teacher Resource Sheet 4: Artful Thinking Routine Teacher Resource Sheet 5: Messaging Board For the Student: Chart paper and markers Student Resource Sheet 1: Tweet from Ms. Rose Page 2 of 13

3 Historical Background: Ruth Starr Rose ( ) was a woman who enjoyed a lifestyle of financial wealth and social mobility. As she observed the lives of the African Americans in her rural Talbot County community, she was deeply inspired to celebrate and memorialize. Rose created over 250 finished works of art. Despite her many awards and the fact that her work is held in the collections of some of the most famous museums in the world including the Metropolitan Museum of Art and the Philadelphia Museum of art, records of Rose s work and accomplishments are not as well-known as some of her contemporaries. Rose s actions and behaviors challenged societal norms of the era ( ). She openly defied segregation, recognizing racial injustices and supporting early civil rights movements. As a woman from a privileged family in Talbot County on the eastern shore of Maryland, her political views were complicated and unnoticed. Locally, she befriended the black community and depicted their lives with beauty and dignity through her art, defying the race barriers of her day. In this lesson, students are introduced to several of Rose s works from the 1930s. In these lithographs and oil paintings, African Americans are featured as devoted to their art and are honored for their craftsmanship and productive labor. Rose s perspective of African Americans at that time was unlike many other artists. Lesson Development: Motivation: 1. Share selected images (listed below) with students using a projector or by posting printed copies around the classroom. Downes Curtis, black and white lithograph, 11 5/8 x 14 ¾ Charleston Flower Sellers, ca. 1930, oil on Masonite, 18 x 24 Maryland Crab Pickers, 1933, black and white lithograph, 11 x 14 Page 3 of 13

4 2. Complete the I See, I Think, I Wonder Artful Thinking Routine using the following questions: What do you see? What do you think about that? What does it make you wonder? Allow time for students to respond to these questions as prompted by their observations of the art Allow time for students collaborate in order to share their ideas with partners or in small groups. 5. Ask students to share some of the ideas their group discussed. Ask students, What makes you say that? as the discussion occurs to encourage students to justify their thinking as they share their ideas. Instructional Delivery: 1. In small groups, ask students to use the details they gathered from the motivation activity to describe the characters and setting in the paintings. Have the students consider facial expressions, apparel, and the events taking place. Students record their group ideas on chart paper or another organizer. 2. Have students use those descriptions to make inferences about the characters and setting in the art examples. Ask students, how do you think the artist feels about the characters and setting that she is painting? What evidence from the text makes you think that? 3. Share group inferences during a whole class discussion. Record ideas for the whole class to view using the messaging board template (Teacher Resource 5). You may wish to create a larger messaging board on chart paper. Record all inferences and evidence from the groups. 4. After all inferences are recorded and discussed, ask students to consider the artist s message in the Wrap-it up part of the messaging board. Ask, what message do you think the artist was trying to share when she painted these? What evidence supports your idea? Allow students time to think about this idea and discuss in small groups. Keep messaging board posted for students to reference the recorded ideas. Page 4 of 13

5 Closure: Explain that during Ruth Starr Rose s lifetime, racial segregation was common and in many cases enforced by law. Depending on the understanding of your children, explain that people of different races did not live in the same communities, go to the same schools and attend the same churches. The historic works Rose left behind were shaped and developed based on her perspectives of African Americans during her lifetime. Think about the message she wanted to communicate to people then and to us now. Assessment: Have students use Student Resource Sheet 2 to write a Tweet from Ms. Rose. The tweet should convey the message being communicated in the pieces of art based on Ruth Starr Rose s perspectives and include a piece of evidence to support the statement. Differentiation for Advanced Learners: Brainstorm a list of at least 10 questions about the artwork and attempt to answer them by making inferences. Using starters: Why? What are the reasons? What if? What is the purpose of? How would it be different if? Suppose that What if we knew? What would change if? Differentiation for Struggling Learners: Students who struggle with analyzing details to make inferences may require additional modeling prior to this lesson. Consider using only one painting for the students to analyze. Page 5 of 13

6 Lesson Extensions: Write a narrative story based on one of Rose s works. Think about what events may have happened before and after the scene. Write a letter to Ruth Starr Rose sharing your ideas about the paintings. Research Ruth Starr Rose and write a short biography of her life and contributions. Research Talbot County Maryland and explain the importance of maritime industries on its economy. Page 6 of 13

7 Teacher Resource Sheet 1 Downes Curtis, Black and White Lithograph, 11 5/8 x 14 3/4 Use granted by the estate of Ruth Starr Rose Page 7 of 13

8 Teacher Resource Sheet 2 Charleston Flower Sellers, ca. 1930, oil on Masonite, 18 x 24 Use granted by the estate of Ruth Starr Rose Page 8 of 13

9 Teacher Resource Sheet 3 Maryland Crab Pickers, 1933, black and White Lithograph, 11 x 14 Use granted by the estate of Ruth Starr Rose Page 9 of 13

10 Teacher Resource Sheet 4 Artful Thinking Routine Routine Artful Thinking I See. I Think. I Wonder. KNOWLEDGE INTERPRETATI ON Steps/Procedure/Question 1. What do you see (hear)? 2. What do you think about that? 3. What does it make you wonder? Use when you want students to: -Make careful observations and thoughtful interpretations. -Make inferences. Artwork Example Foxes Marc Franz 1939 Common Core Connections Reading Gr. 4/Gr. 8 Key Ideas and Details: 1 & 2 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Gr Determine the main idea of a text and explain how it is supported by key details; summarize the text. Gr. 4 Thinking Map Tree Map Beginnin g. Middle. End. COMPREHENSIO N APPLICATION Creative Question s ANALYSIS SYNTHESIS Claim. Support. Question. COMPREHENSIO N ANALYSIS SYNTHESIS Choose one of the 3 questions: 1. If this artwork is the beginning of a story, what might happen next? 2. If it this artwork is the middle of a story, what might have happened before? What might be about to happen? 3. If this artwork is the end of a story, what might the story be? Brainstorm a list of at least 12 questions about the artwork or topic. Using starters: Why? What are the reasons? What if? What is the purpose of? How would it be different if? Suppose that What if we knew? What would change if? 1. Make a claim about the artwork or topic (An explanation or interpretation of some aspect of the art-work or topic). 2. Identify/provide support for your claim (things you see, feel, and know that support your claim.) -Make observations and use their imagination to elaborate on and extend their ideas. -Look for connections, patterns, and meanings. -Develop writing or storytelling (narrative) skills and sequencing. -Make inferences. -Develop good questions. -Think deeply about a topic. -Reason and provide evidence or support, especially with topics in the curriculum are open to interpretation. -Practice The Gulf Stream, Winslow Homer 1899 The Uprising Honore Daumier 1860 A Sunday on the Grande Jatte Georges-Pierre Seurat 1884 Key Ideas and Details: 1 & 2 (see above) Craft and Structure: 5 (above) Writing: 3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Gr. 4 Key Ideas and Details: 1 & 3 (see above) Key Ideas and Details: 1 & 3 (see above) Integration of Knowledge: 8 (see above) 8. Explain how an author uses reasons and evidence to support particular points in a text. Gr. 4 Flow Map Multi-Flow Map Frame of Reference (Thinking Map depends on the question the students generate) Tree Map *When using this routine for answering assessment questions, choose Thinking Map that is appropriate for the question and Page 10 of 13

11 3. Ask a question related to your claim (What s left hanging? What isn t explained? What new reasons does your claim raise?) argument writing skills. apply the frame of reference to help students develop their question or extension. Page 11 of 13

12 Teacher Resource Sheet 5 Messaging Board Talk about it: Does everyone understanding what the question is asking? How do you think the artist feels about the characters and setting that she is painting? What evidence from the text makes you think that? Keep a record: Record all thoughts and questions from discussion. Wrap it up: Using the ideas listed above, what message do you think the artist was trying to share when she painted these? What evidence support your idea? Page 12 of 13

13 Student Resource Sheet 1 A Tweet from Ms. Rose Page 13 of 13

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Not the Quit ting Kind

Not the Quit ting Kind About the Book I ve been trying out some hobbies, A few things here and there. But how come no one warned me that first-timers should beware!? An endearing story about a spunky young girl who tries out

More information

The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART

The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART Early Life Winslow Homer was born in Boston, Massachusetts in 1836.

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content

More information

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time:

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time: Becoming Herodotus Content Area: : Visual Arts Grades: 9-12 Advanced Task Description: Students are to be introduced to the life and histories of Herodotus, giving specific attention to his recollections

More information

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS?

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS? How do people from differing cultural groups and ways of life work together to solve problems? Did each of the cultural groups in Washington s early history have the same choices or advantages in making

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

MOTION PICTURE ANALYSIS FIRST READING (VIEWING)

MOTION PICTURE ANALYSIS FIRST READING (VIEWING) MOTION PICTURE ANALYSIS FIRST READING (VIEWING) Look at the motion picture: Describe the character, scene, setting, or element that had the biggest effect on you. Describe how your answer above made you

More information

The number of involuntary part-time workers,

The number of involuntary part-time workers, University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

UDL AND LANGUAGE ARTS LESSON OVERVIEW

UDL AND LANGUAGE ARTS LESSON OVERVIEW UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Enduring Understandings: Students will understand that

Enduring Understandings: Students will understand that ART Pop Art and Technology: Stage 1 Desired Results Established Goals TRANSFER GOAL Students will: - create a value scale using at least 4 values of grey -explain characteristics of the Pop art movement

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers Overview and Materials Objective Students will increase academic vocabulary knowledge through teacher-provided

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Unpacking a Standard: Making Dinner with Student Differences in Mind

Unpacking a Standard: Making Dinner with Student Differences in Mind Unpacking a Standard: Making Dinner with Student Differences in Mind Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Grade 7 Reading Standards

More information

ASSET MAPPING WITH YOUTH

ASSET MAPPING WITH YOUTH ASSET MAPPING WITH YOUTH A Community Environmental Inventory OVERVIEW: In part one of this activity, youth will create maps of their communities that highlight locations and activities that are significant

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045 MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Academic Language: Equity for ELs

Academic Language: Equity for ELs Academic Language: Equity for ELs NCSU Annual ESL Symposium May 19, 2017 Glenda Harrell, ESL Director Amanda Miller, ESL Coordinating Teacher Includes information from Title III/ESL Update to WCPSS Board

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

"Be who you are and say what you feel, because those who mind don't matter and

Be who you are and say what you feel, because those who mind don't matter and Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and

More information

MCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5

MCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5 IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.

More information

English Language Arts Missouri Learning Standards Grade-Level Expectations

English Language Arts Missouri Learning Standards Grade-Level Expectations A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition

More information

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections:

MATERIAL COVERED: TEXTBOOK: NOTEBOOK: EVALUATION: This course is divided into five main sections: BC First Nations Studies 12 Course Outline MATERIAL COVERED: This course is divided into five main sections: Relationships to the land Units 1 & 2 The Historical Journey Units 3, 4, 5, 6, 7, 8 & 9 Legacy

More information

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,

More information

Professional Voices/Theoretical Framework. Planning the Year

Professional Voices/Theoretical Framework. Planning the Year Professional Voices/Theoretical Framework UNITS OF STUDY IN THE WRITING WORKSHOP In writing workshops across the world, teachers are struggling with the repetitiveness of teaching the writing process.

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

DO YOUR PART FOR ART!

DO YOUR PART FOR ART! DO YOUR PART FOR ART! PRIMARY TASKS E Sc M So INTERDISCIPLINARY K KINDERGARTEN This guide links the Do Your Part for Art! unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Do

More information

WE ARE STORYT ELLERS!

WE ARE STORYT ELLERS! Sponsored Educational Materials For PreK WE ARE STORYT ELLERS! SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. 666357 Dear Teacher, Take

More information

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning

More information

3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment. Arizona State University

3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment. Arizona State University 3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment Kenneth J. Galluppi 1, Steven F. Piltz 2, Kathy Nuckles 3*, Burrell E. Montz 4, James Correia 5, and Rachel

More information

Lesson Plan. Preliminary Planning

Lesson Plan. Preliminary Planning Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

My Identity, Your Identity: Historical Landmarks/Famous Places

My Identity, Your Identity: Historical Landmarks/Famous Places Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content

More information

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.

Sample from: 'State Studies' Product code: STP550 The entire product is available for purchase at  STORYPATH. Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode

More information

Florida Reading for College Success

Florida Reading for College Success Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT

TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban

More information

FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project

FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

Colorado Academic. Drama & Theatre Arts. Drama & Theatre Arts

Colorado Academic. Drama & Theatre Arts. Drama & Theatre Arts Colorado Academic S T A N D A R D S Drama & Theatre Arts Drama & Theatre Arts Colorado Academic Standards Drama and Theatre Arts The stage is not merely the meeting place of all the arts, but is also the

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Course Law Enforcement II. Unit I Careers in Law Enforcement

Course Law Enforcement II. Unit I Careers in Law Enforcement Course Law Enforcement II Unit I Careers in Law Enforcement Essential Question How does communication affect the role of the public safety professional? TEKS 130.294(c) (1)(A)(B)(C) Prior Student Learning

More information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

Targeted Alaska Reading Performance Standards for the High School Graduation Qualifying Exam

Targeted Alaska Reading Performance Standards for the High School Graduation Qualifying Exam DIGITAL TIME CAPSULE Overview: In this activity students explore the University of Alaska Fairbanks Oral History Program s Climate Change Jukebox to make observations about climate change based on interviews

More information

WHAT ARE VIRTUAL MANIPULATIVES?

WHAT ARE VIRTUAL MANIPULATIVES? by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY

More information

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY

Faculty Meetings. From Dissemination. To Engagement. Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Faculty Meetings From Dissemination To Engagement Jessica Lyons MaryBeth Scullion Rachel Wagner City of Tonawanda School District, NY Presentation Overview Traditionally, faculty meetings have been forums

More information

Title Ai Weiwei: A Closer Look

Title Ai Weiwei: A Closer Look Title Ai Weiwei: A Closer Look Concept/Main Idea of Lesson In this lesson, students will engage in a deeper consideration of Chinese artist Ai Weiwei s work, noting important influences on the artist.

More information

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If

Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

DRAFT. Reading Question

DRAFT. Reading Question DRAFT Reading STARR Sample Stems by Skill October 2011 Release Items STAAR Sample Stem s by Skill Table of Contents s Page Number Author s Message/Author s Purpose 2 Character Development 3 Vocabulary

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

Lesson Plan: Uncle Tom s Cabin

Lesson Plan: Uncle Tom s Cabin StudySync Lesson Plan Uncle Tom s Cabin Objectives Time 1. Engage students in the history, language and themes of Harriet Beecher Stowe s Uncle Tom s Cabin, so that they are prepared to discuss the excerpt

More information

Blank Table Of Contents Template Interactive Notebook

Blank Table Of Contents Template Interactive Notebook Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162

URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162 URBANIZATION & COMMUNITY Sociology 420 M/W 10:00 a.m. 11:50 a.m. SRTC 162 Instructor: Office: E-mail: Office hours: TA: Office: Office Hours: E-mail: Professor Alex Stepick 217J Cramer Hall stepick@pdx.edu

More information

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

CONTENTS. About the British Council Creative Education Programme. About the Art. About the Teacher Resource Pack

CONTENTS. About the British Council Creative Education Programme. About the Art. About the Teacher Resource Pack INDONESIA CONTENTS About the British Council Creative Education Programme About the Art About the Teacher Resource Pack About the Activity Aims and Objectives Adeline Kueh - LIFE and Lulu Activity One:

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

More information

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1 P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

More information

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 3 March 2011 ISSN

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 3 March 2011 ISSN LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D.

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

ARSENAL OF DEMOCRACY

ARSENAL OF DEMOCRACY ARSENAL OF DEMOCRACY Preview of Main Idea Between 1910 and 1930, Detroit became a major industrial center of the United States, indeed, the world. The ability of the automobile industry to produce an extraordinarily

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Nelson Mandela at 90 A Guide for Local Authorities

Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 Guide for councils in the UK Introduction On Friday 18 July 2008 millions of people throughout the world will celebrate Nelson Mandela

More information

SOC 1500 (Introduction to Rural Sociology)

SOC 1500 (Introduction to Rural Sociology) SOC 1500 (Introduction to Rural Sociology) Course Description As an introduction to rural sociology and development, this course will suvey contemporary issues in rural society throughout the world, paying

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Person Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8

Person Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8 Scoring Criteria & Checklist (Rev. 3 5 07) P. 1 of 8 Name: Case Name: Case #: Rater: Date: Critical Features Note: The plan needs to meet all of the critical features listed below, and needs to obtain

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

ECON 442: Economic Development Course Syllabus Second Semester 2009/2010

ECON 442: Economic Development Course Syllabus Second Semester 2009/2010 UNIVERSITY OF BAHRAIN COLLEGE OF BUSINESS ADMINISTRATION DEPARTMENT OF ECONOMICS AND FINANCE ECON 442: Economic Development Course Syllabus Second Semester 2009/2010 Dr. Mohammed A. Alwosabi Course Coordinator

More information

A BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH

A BOOK IN A SLIDESHOW. The Dragonfly Effect JENNIFER AAKER & ANDY SMITH A BOOK IN A SLIDESHOW The Dragonfly Effect JENNIFER AAKER & ANDY SMITH THE DRAGONFLY MODEL FOCUS GRAB ATTENTION TAKE ACTION ENGAGE A Book In A Slideshow JENNIFER AAKER & ANDY SMITH WING 1: FOCUS IDENTIFY

More information

Lucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum

Lucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum Lucy Calkins Units of Study 3-5 Heinemann Books 2006 Support Document Designed to support the implementation of the Lucy Calkins Curriculum Lesson Plans Written by Browand, Gallagher, Shipman and Shultz-Bartlett

More information