Age or Grade Level:  4th Grade

 

VISUAL ARTS CONTENT / STANDARDS

Code:  4.2.1.5.1, 4.1.3.5.1, 4.1.3.5.2

Grade:  4th Grade

Strand:  Create and Make, and Foundations

Substrand:  1. Create original two- and-three-dimensional artworks to express specific artistic ideas. 

1. Describe the personal, social, cultural, or historical contexts that influence the creation of visual artworks including the contributions of Minnesota American Indian tribes and communities. 2. Describe how visual art communicates meaning. 

Standard: 1. Create or make in a variety of contexts in the arts area using the artistic foundations. 

3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. 

 

CURRICULAR LINK / STANDARDS, IF APPLICABLE

English

Code:4.6.10.10, 4.6.6.6, 4.6.5.5 

Grade:  4th Grade

Strand:  

Substrand: 

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,and audiences. a. Independently select writing topics and formats for personal, enjoyment interest, and academic tasks. 

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

With guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 41-42.)

 

OVERVIEW OF PROJECT

Create a catchphrase banner with a catchphrase from 2020-2021 DL.  With the banner, they will write a short narrative about a time they remember using/hearing that catchphrase.  

 

“BIG IDEAS”/ ESSENTIAL QUESTION(S)

  The big idea for this lesson is to show how we change with the time and develop new catchphrases for the different experiences we have such as the pandemic and virtual learning. They are making a banner so they can hang it up in their home and have something new they created that is different than just paper.  Through quarantine a lot of us learned new things and activities so this will be a new creation they haven't made before.  To represent learning new things in quarantine/a pandemic. 

STUDENT OUTCOME OBJECTIVES

Students will:

  1. Write a grammatically correct narrative.

  2. Learn how to make a banner by folding and cutting.

  3. Draw, cut and glue.  

  4. Present their work to a public by uploading images of their art and writing to their websites.   

 

PRIOR KNOWLEDGE

  The students should have prior knowledge on how to write grammatically correct and how to write a narrative.  They also should already know how to cut and write letters. 

TEAM LESSON PREPARATION TIMELINE

  • Gather supplies

  • Figure out the standards for this lesson

  • Draft due to Aki by Saturday at 11:59pm. 

  • Final Draft due to Aki by Monday at 11:59pm.

  • Teach lesson on Wednesday Feb 17th. 

EXAMPLES OF ARTWORK

 I have created an example of the banner for the students to see and will make one with them as I teach.  Show examples of textiles works. 

ASSESSMENT

See http://artsedge.kennedy-center.org/educators/how-to/supporting-individual-needs/do-tell-giving-feedback.aspx for a varied list of assessment techniques in the arts.

 I will grade these based on if they wrote grammatically correct and their narrative makes sense.  I will also grade on their creativity, following directions, and if they did it correctly. 

 

MATERIALS

  • Scissors

  • Glue sticks

  • Ribbon

  • Hole Puncher

  • Felt Sheets (36)

  • Fabric Markers 

  • 2 boxes for dirty and clean markers

  • Pencil

  • Catchphrase prep page

LEARNING ACTIVITIES AND TIMING

  1. Have the students gather all their supplies, pass out the felt sheets, have markers prepped in the clean box and have the dirty box set up with disinfectant nearby. (2 min)

  2. Start by cutting the felt into a banner shape, have them fold in half, and make ⅓ up from bottom, open draw lines down to corners and then cut the triangle out. Punch holes into the top of the banner before they start drawing to give them a guide. (5 min)

  3. Have the kids write out their catchphrase in pencil, make sure to have them measure out to have equal spacing.  Check spelling and grammar. Talk to them about choosing colors and text style for their piece in order to express feelings. (20 min)

  4. The students can now write their catchphrase in fabric markers.  WARNING: they are permanent! Have them come up and grab a marker, if they want to switch colors they have to put the marker they were using in the dirty box, only grab from the clean box.  (20 min)

  5. The kids now can add the string to their banners, tie the string through each hole.  May need to assist with this part.  (10 min)

  6. For the final part the kids will write a short narrative about a time they used or heard the catchphrase be using during online schooling. (CAN BE DONE ANOTHER DAY)  (15 min)

  7. Then cut the narrative out and glue to the back of their catchphrase banner.  Make sure they write their names on the banner somewhere.  (5 min)

  8. The students will be uploading their work to their websites after the lesson (mostly likely the next day).  They will take photos of both their writing and banner to put on their website.