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Materials/Equipment/Etc:
- The Lotus Seed by Sherry Garland
- Laptops/iPads and printer
- Construction paper
Students will have been learning about the Vietnam war. The
- Glue
book The Lotus Seed will give them a new perspective about
- Decorative supplies and materials (glitter,
people involved in wars and bring up the ideas that they are
peoplejust like uswho have families and important people
pipe cleaners, feathers, markers, colored
and things in their lives. The students will explore their own
pencils, etc.)
identities and families afterwards. This is important because it
- Textbook and teacher workbook, teacher
gives them time to reflect on themselves, as well as share with
should have some prior knowledge on
their peers, which would promote diversity and learning. I
Vietnam war.
hope the students will learn more about each other AND
- Genograms oil painting (to VTS):
themselves and find contentment in learning these things. I
https://artforwellness.files.wordpress.com/2014/01/
hope to accomplish this with the students and with myself,
genogram-small.jpg
and learn more about my class.
- art therapy resource for teacher: (Amy
Hautman Bates)
https://arttherapynewmexico.com/tag/family-
tree/
Key Concepts (3-4)
What will students learn and KNOW about art and art
making from this lesson?
Unit Objectives:
The students will create a family tree using objects of significance to them, their identity, their families or cultures.
The students will recognize that artistic portrayals of family trees are open to interpretation by different audiences
and creators
The students will VTS a picture and use peers ideas to stimulate their thinkingthey will give at least one comment
The students will participate in discussion after reading The Lotus Seed and throughout the lesson
Students will create a paragraph explaining their learning and the significance of their items in their tree.
Grade Level Expectations (GLEs) (3-4)
- Big Idea 1: PS 1 Understanding Self as an
Individual and as a Member of Diverse Local and
Global Communities, A: Demonstrate the personal
characteristics to maintain a positive self-concept.
- Big Idea 2: PS 2 Interacting With Others in Ways
That Respect Individual and Group Differences, B:
Demonstrate respect for individuals within diverse
groups
National Core Art Standards
Creating
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work.
They will be able to complete their family trees by
conceptualizing what message they want to convey and
how they want to convey it (through what
materials/objects)
Performing, presenting and producing
Students will:
4. Select, analyze, and interpret artistic work for
presentation.
6. Convey meaning through the presentation of artistic
work.
They will be able to deliver a message and convey
meaning through their family trees, and present them
to the rest of the 5th grade.
Responding
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
Students will be able to perceive and analyze others
work by looking at their peers trees. They will analyze
and discuss the work of Amy Hautman Bates through
VTS.
Connecting
Students will:
10. Synthesize and relate knowledge and personal
experiences to make art.
11. Relate artistic ideas and works with societal, cultural
and historical context to deepen understanding.
They should be able to understand the significance of
the lotus seed in relation to the culture and historical
context, as well as use their personal experiences to
choose objects and items with meaning to include in
their family trees.
Content Areas Integrated:
1. Visual Art
2. Literacy/ELA
3. Social Studies
area(s):
Significant: important to you and to others, meaningful
Geneology: ancestry, roots, where you come from, etc.
Subjective: open to interpretation, each person will have
unique outcomes
Brief Lesson Descriptions (2-3 sentences each)
The lesson will begin with a read aloud of The Lotus Seed.
The students will then have a short discussion on the
book and what the significance of the seed was to the
main character.
The students will then VTS this image (family tree):
Afterwards, the teacher will explain the authors
intent and the class will have a discussion about
interpretation of art. The teacher will then introduce the
idea of family trees and give the students their task of
creating family trees with significant items. They will
discuss its relevance to the book.
grade.
What student prior knowledge will this unit require/draw upon?
The students will have some prior knowledge of the Vietnam war from what they have studied in class. The book
The Lotus Seed will draw upon their prior knowledge of the war to understand some of the events that happen in
the beginning of the book. The activity will also require some prior knowledge of their own families and identities,
which each student will have a different set of background knowledge of themselves. Some might have more
knowledge on their roots than others, but that is something they can further investigate. Most of this requires
reflection upon oneself and ones identityand that is how students can learn even more about themselves.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
The process of VTS allows students to explore ideas that they wouldnt think of, and the idea that art is open to
interpretation. They can experiment with different objects in their projects and it is up to them to create the final
product to convey a message and should be meaningful to them. The final project is the main activity that allows
them to imagine and experiment with different things because it is a very open-ended project.
How will this unit permit/encourage students to solve problems in divergent ways?
This lesson allows for the most divergent outcomes as each student will have a completely unique product. This can
help them change their thinking about the world, because exploring different perspectives, as that in The Lotus
Seed and those of their classmates will expand their mentality and allow them to understand events in different
ways, therefore helping them solve them in divergent ways.
How will you engage students in routinely reflecting on their learning/learning processes?
There are many chances for the students to reflect. During VTS, they have a lot of silence and an opportunity to just
think and take in the images they see. They will have multiple discussions throughout this lesson which also allows
them the chances to reflect with their classmates. Finally, their final product, along with the paragraph they write up
will give them the time to individually reflect on what they learned and what the project means to them. Having
students share and engage in class discussions is the best way to stimulate their thinking and giving them that time
to think is also helpful to their learning process.
How will this unit engage students in assessing their own work?
Their final summative assessment is the family tree and it is a self-assessment/reflection when they write their
paragraphs about what they learned and about their trees. They will show evidence of their learning by what they
include and reference in their paragraphs and description of their work. Throughout the lesson, they will have
opportunities to demonstrate their learning through discussion and participation in class reflections. (formative
assessments)
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will have plenty of time to work on their projects, which allows them to revise and improve if needed. They
can collaborate with classmates or the teacher, who can give feedback. During discussion, students will also receive
feedback from the teacher about their understandings and correct any misconceptions, especially about factual
ideas.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
The final aspect of this lesson is a presentation with the fifth grade. Students can also invite their parents or
relatives if theyd like and it allows them to present their learning and share with peers. It is meaningful for them
because it is about themselves and something they can share a lot aboutit is also easily and directly connected to
their learning in social studies.
How will you adapt the various aspects of this lesson to differently-abled students?
The first aspect of this lesson is that it is organically differentiated for different learners as it is very open-ended and
open to interpretation. For different-abled students, I would give them the options of working with a partner,
receiving additional support from the teacher, using technology to help create it (laptop) as well as present it, etc.
There is limited mobility required (walking or moving around), so that would not present a problem, but if so, a peer
or teacher can aid the students as well.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
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