Name Amy Campbell

Reading, Visual Arts, and Technology

1) Core Academic Content = Language Arts/Visual Arts RL.3.7: Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story. (e.g., create mood, emphasize aspects of a character or setting). 2) Arts Content = Standard 1: Understanding and Applying Media, Techniques, and Processes. Benchmark 2: The student describes different visual effects produced by a variety of materials, techniques, and processes in works of art. Standard 2: The student correctly identifies different media, techniques, and processes. 3) NETS-S= 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively 4) Student Objectives: Students will: Identify the specific elements of the texts illustrations that are supplied with the words in the story. Identify the different visual materials, techniques, and processes used in the illustrations of the books. Identify different media, techniques, and processes used in the books. Create an original work of their personal and/or group expression using technology. Use digital media to interact collaboratively to publish digital media. Understand and use technology to use applications to understand concepts and operations.

Teaching Procedure: Introduction: 1. Attention/focus: Ring indoor wind chimes to signal students that their full attention is needed in preparation for the upcoming lesson. 2. Interest: Ask students if they are familiar with the authors Chris Van Allsburg and Eric Carle. List any titles students come up with on large chart paper. 3. Set mood: Dim lights to focus attention to SmartBoard. 4. Set purpose: Show a few books authored by Van Allsburg and Carle focusing on the art/illustrations.

5. Review and relate: How does the art by these two authors differ? How are they the same? What kind of art/media do these authors use? 6. Make ground rules and expectations clear: There are no put-downs or disrespectful comments made. All answers are acceptable and can be built upon. Students will raise their hands to speak and be engaged listeners. Respect personal space and use manners when sharing materials. 7. Energizers and warm-ups: Have students take out their journal. Students will write down their favorite childhood book. Was there illustrations/art in the book? Why was it their favorite book? What type of art/media was used? How did the art/media used make them feel? 8. Vocabulary: What words in the text contribute to the illustrations and vice versa? Does the text contribute to the art, or does the art contribute to the text? Development: 1. Teacher shows students an illustration from The Polar Express by Chris Van Allsburg and an illustration from The Very Lonely Firefly by Eric Carle. What do they immediately see? Allow students to brainstorm. (Differences/likeness?) 2. The teacher reads both stories with voice and inflection to the class. 3. Discuss the vocabulary in the text and how it relates to the art/media used. What media do you think the author used? Why did the author choose to use this media? 4. After discussion, direct students to Eric Carles website about what media he uses at http://www.eric-carle.com/home.html and Chris Van Allsburgs interview about what media he uses at http://www.scholastic.com/teachers/article/chris-van-allsburg-interview-transcript. Allow students to reflect on this information and decide how the book is enhanced by the authors illustrations. Have students create their Venn diagram, or other graphic organizer, on the computer. They may use Prezi, bubbl.us, etc. to compare and contrast the media types. 5. Students discuss how the books would change the text if the pictures were made by the different artists. (Carles art in Van Allsburgs books, Van Allsburgs art in Carles books.) How would the art change the text? Would it matter? Students may create a blog or glogster using the internet expressing their idea or any other format. 6. Have students create their own media for one of the books and their favorite image. They may then upload it and send it to PhotoFunia, LunaPic, pixlr, Fotoflexer, etc.

Conclusion: 1. Students will correctly identify the different materials, techniques, or processes used in these illustrators works of art. 2. Students share their ideas with their group (settings of desks). Self and peer assessment occurs here. The teacher assesses ideas with them. 3. Word Charts: Students will find unusual and descriptive words to expand concepts behind art elements and add words to their journals. (Students will write these words in their journals to keep for future references.) The word for today will be line. Descriptive words can be thin, jagged, wide, curvy, etc.

Assessment (may include a rubric): Can students identify the different media used by the illustrators? Can students explain how the illustration pertains to text? Can students navigate the internet and successfully interact and collaborate to publish their own media?

Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson): Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) _X__ _X__ ___ __x_ ___ _X__ _X__ ___

Blooms Taxonomy/Differentiated Instruction (place an x by each of the items that apply): _X__ _X__ _X__ _X__ _X__ __x_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners): Gifted Learners: Allow these students to review the website on Chris Van Allsburg at http://www.chrisvanallsburg.com/home.html . The student can choose a book and decide what media he used to create his illustrations. (The student can click on the title of a book. The book can be opened and the pages will flip.) These students can also begin their own blog about what technological tools

may assist Van Allsburg in future media or what they believe may enhance his work already published works. Learners Below Level: Allow students more time to look at the pages of the books. Let students re-read the story if needed. Students may work with a partner for assistance in uploading their photo and creating their photo. (Make sure that their peer buddy is not doing the work for them.)