Jonathan Kinsey
ARTE 329
4th grade lesson
11-28-12
ARTE 329
4th grade lesson
11-28-12
Art Lesson Plan
Unit theme: Views of reality
Lesson: Idioms
Integrated subject: ELA
Level: 4
Projected Time: 30 minutes
Lesson: Idioms
Integrated subject: ELA
Level: 4
Projected Time: 30 minutes
Overview
In this lesson the theme of reality will be explored through the concept of idioms which will be discussed through language arts and visually represented in art. We will look at literature written and illustrated by Tedd Arnold. Then we will discuss the aspects of how idioms and reality are shown in our artwork.
Image of Teacher Exemplar
Visual Culture Connection
Elementary students see images and hear examples of idioms in everyday life. Examples range from books, such as "Parts" by Tedd Arnold and Amelia Bedelia by Peggy Parish, political cartoons and dialogue in television shows. Most will be able to identify these types representations of idioms and be able to differentiate between their true meanings.
Vocabulary:
- Idiom- A common saying that does not mean exactly what it says; words, phrases, or expressions that are not interpreted logically or literally
- Primary colors – red, yellow and blue
- Secondary colors – made from mixing two primary colors. The secondary colors are orange, purple/violet, and green
- Reality- the quality or state of being real
- Figurative Language- speech or writing that departs from literal meaning in order to achieve a special effect or meaning,speech or writing employing figures of speech
- Visual Art- the arts created primarily for visual perception, as drawing,graphics, painting, sculpture, and the decorative arts.
Standards
Art:
Standard 3: The student will examine the content of works of visual art and use
elements from them in creating his or her own works.
artists.
Standard 3: The student will examine the content of works of visual art and use
elements from them in creating his or her own works.
- VA4-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
artists.
- VA4-4.2 Discuss the qualities of specific works by artists who have had a diverse access to various technologies, tools, and materials.
- VA4-5.2 Describe, discuss, and evaluate, both orally and in writing, the different qualities and characteristics of his or her artworks and those of others, including works by South Carolina artists.
- VA4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
ELA:
CC.4.L. Language Standards
4.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CC.4.L. Language Standards
4.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 4.L.5.b. Recognize and explain the meaning of common idioms, adages, and proverbs. 21
- 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
Objectives- The learner will:
- Be able to distinguish between an idiom and its actual meaning.
- Identify the difference between reality and non-reality through their own illustrations.
- Define an idiom and be able to understand its true meaning.
- Create a picture using secondary and primary colors.
- Understand how figurative language is used in everyday life and artwork.
Procedure:
- Show youtube video of More Parts by Tedd Arnold
- Ask students to recall knowledge from the interactive read aloud in the last lesson about idioms.
- Ask students to give examples of an idiom that they already know and what it actually means.
- Show PowerPoint presentation on idioms: (10 mins)
- Define idioms and how it used in everyday language. (during PowerPoint).
- Discuss works by artists that use idioms (ex Kendall, Arnold, Parish, Dr. Seuss)
- Play Youtube video of Amelia Bedilia by Peggy Parish while children work.
- Distribution of materials (2 mins):
- Students will be provided with a cut-out sheet with a different idiom to draw and paint. They will decide what colors they will use in their picture (Primary and/or Secondary colors).
- Each student will be given a 9 X 12 piece of drawing paper to construct their picture on.
- Provide each student with pencils, sharpies, and markers( also crayons if needed).
- Students will create a picture of their idiom and interpret the real definition of the idiom and write it on the bottom of the paper.(10 mins)
- Have students discuss their work. Talk about what their picture represents. Have them read what their definition for the idiom is. (5 mins)
- Have students clean up materials, throw away any trash and collect all materials. (2 mins)
- Collect pictures.
- Then string together pictures to create a classroom book representing all students work. Hang on wall in classroom.
- if students finish early, give out idiom worksheets.
Artists:
Annabel Kendall- is a Fine Artist from Sante Fe, New Mexico. She does illustrations that include figurative language.
Peggy Parish: (of Manning, South Carolina July 14, 1927 - November 19, 1988), was the author of the children's story series Amelia Bedelia.
Assessment:
- You are able to define what an idiom is.
- Your idiom picture is colored with primary and secondary colors.
- You are able to distinguish between an figurative meaning of an idiom and its actual meaning.
- You are able to create an idiom to show the difference between reality and non-reality.
- You are able to discuss how idioms are used in everyday language and art forms.
Materials and Preparation (class of 20):
- A large stack of newspaper or newsprint to put under project keep counter tops clean
- 9 x 12 drawing paper for each student
- Black Sharpies for each student
- Color pencils/ crayons or markers for each student
- Pencils for each student
- Cut-out sheets with idioms for each student
- PowerPoint on Idioms
- String for binding of class book
- 3-ring hole punch
- Idiom worksheets for each student
- Youtube videos:
- "Good Work Amelia Bedelia" https://www.youtube.com/watch?v=Eioji_QzFzw
- "More Parts" https://www.youtube.com/watch?v=CUaUztH_Kgc
Resources:
- South Carolina Visual Arts Standards, found at http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf.
- Common Core ELA Standards, found at http://www.corestandards.org/ELA-Literacy/RI/4
- Information about artist/illustrator Tedd Arnold, http://www.teddarnoldbooks.com/author.html
- information about illustrator/author Peggy Parish, http://www.harpercollinschildrens.com/kids/authorsandillustrators/contributordetail.aspx?cid=12571
- Images from textbooks:
- "Parts" by Tedd Arnold
- "Even More Parts" by Tedd Arnold
- "More Parts" by Tedd Arnold
- "Amelia Bedelia" series by Peggy Parish
- PowerPoint on figurative language/ idioms
- Annabell Kendall, http://fineartamerica.com/profiles/annabel-kendall.html?tab=artwork
- Idioms examples: www. idiomconnection.com
- Youtube videos:
- "Good Work Amelia Bedelia" https://www.youtube.com/watch?v=Eioji_QzFzw
- "More Parts" https://www.youtube.com/watch?v=CUaUztH_Kgc
Reflection
After presenting the lesson I found that the use of markers or crayons instead of paint work very well. They were easier to clean up and was not messy. I found that adding in the virtual reading of the Amelia Bedelia book worked great and gave the students something to listen to while working. I, also, found that giving out materials in steps helped keep the students from using the markers or sharpies in an inappropriate manner and this led to a quicker clean up.
I realized that the time frame of only 30 minutes was not enough for the students to hear the presentation and complete their idiom drawings. It would be difficult to condense the lesson anymore but by adding on more time for construction of picture would improve the lesson.Next time I would like to choose different idioms ones that may be easier to draw or more amusing. Also, I think if I chose a theme of idioms to draw (like foods, sports or body idioms) it would tie the class better as a whole.
I realized that the time frame of only 30 minutes was not enough for the students to hear the presentation and complete their idiom drawings. It would be difficult to condense the lesson anymore but by adding on more time for construction of picture would improve the lesson.Next time I would like to choose different idioms ones that may be easier to draw or more amusing. Also, I think if I chose a theme of idioms to draw (like foods, sports or body idioms) it would tie the class better as a whole.