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Grade Level/Class
Periods Required:
5th grade
1 Class period
Materials/Equipment/Etc
:
Posterboard (one for
every student)
Read-aloud book (Room
One: a mystery or two
by Andrew Clements)
Markers
Crayons
Sharpies
Paints
Pens and Pencils
Construction Paper
Wanted poster that is a Facebook post or a historical Wanted poster from Western times). Students are
challenged to think in divergent ways about guilt and innocence through their investigations into protagonists and
antagonists.
How will you engage students in routinely reflecting on their learning/learning processes?
Some art talk questions that the teacher can use to help students as they start their art making and learning
processes are:
What are some ways artists can make their pictures display innocence or guilt?
What mediums and materials can an artist use? How will these mediums and materials affect the meaning of the
art?
Some art talk questions that the teacher can use to help the students as they are making art and learning are:
How is your Wanted poster different from your Reward poster? Why?
Do you like this work of art?
Have you made any mistakes? How can you use the mistakes and turn them into happy mistakes?
Some art talk questions that the teacher can use to help the students after they have finished their art making
and are continuing to learn are:
What is this art work made from?
What is the artist trying to tell us?
How is this art work the same or different from other pieces by other artists in the classroom?
What is the message or meaning of the art work?
How will this unit engage students in assessing their own work?
Through the questions above (the art talk questions), student will assess their own work as well as their peers
work. Students are given the opportunity to present their artwork at the end of the lesson and explain their art
making choices as well as their predictions about the protagonist and antagonist. Student success will be
represented by students having a completed Wanted and Reward poster with two different characters represented
for each of the posters as the antagonist and protagonist. To assess the students work, there will be a formative
assessment during the unit and after the unit. During the unit, students will be formatively assessed while they are
working. The teacher will move about the room and ask the during art making art talk questions to assess
students. After the students have created their art work, students will be formatively assessed by the art talk
questions they will be asked during their presentations of their work. The summative assessment for this lesson will
be a rubric for the Wanted and Reward posters. Students will need to have a different character to be included in
each poster. The students must also make their Reward and Wanted posters differ in the tone/message sent
(represent guilt and innocence in some way).
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be given the opportunity to revise and improve their understandings and their work after the class has
read to the middle of the book and after the class has finished the book. Students will be able to revise their
predictions and create new Wanted and Reward posters if they have changed their ideas after reading some of the
book. After the class has finished the entire book, the students are allowed to revise their work again if their
predictions turned out to be incorrect. Students will not lose points because they had to revise. The revision process
is simply for them to continue learning and predicting and continually be engaged in the book. At the midway point
and at the end of the book, the teacher will make students aware of the opportunity to revise their work and give
students time during class to revise. If students choose not to revise during this time, they may work on other
assignments or read silently.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Students are given the opportunity to share their learning/understanding/work in this unit at the end of the lesson
when they present their Wanted and Reward posters. The students will get to explain their predictions and their
artistic choices to their peers. They will be able to explain why they chose the materials they did and how those
choices affected the meaning of their work. Students will also explain how they represented guilt and innocence in
their posters through the balance, emphasis, and contrast in their artwork when they are questioned by the teacher
and their peers using the art talk questions.
How will you adapt the various aspects of this lesson to differently-abled students?
I think this lesson naturally differentiates for students because it is so open-ended. Students get to really come up
with their own creative ways of expressing guilt and innocence with the only prerequisite that they create a Wanted
and Reward poster (the posters dont even have to be traditional Wanted or Reward posters-they dont have to
include the words, but just have to be classified as a Wanted or Reward poster in some way). The option for
students to use technology as a means of creating their posters is another way to differentiate for students with
learning disabilities or students who are sight-impaired (they can use text modifying tools to help them create their
work and use magnifiers built into the technology to help them to see their creation). Students will naturally be
engaged in this activity because it will be similar to a competition in that students want to make a correct prediction
during the activity as to which character is the antagonist or protagonist. Students who are highly talented will also
be engaged in this lesson because they can make their posters as extravagant as they wish. There is also the
opportunity for a lot of creative license to be used and students can be very implicit in their creations. Students can
make their posters very obviously Wanted or Reward posters, but they can also make the posters more implicit in
their association with guilt and innocence.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
I will know that this lesson is successful and meaningful if students are interacting with the materials in creative and
distinct ways. If the students are drawn to the materials once they are allowed to start and if they start talking to
their neighbors about the project, I will know that I the students are engaged and understand the lesson. I will also
know that the lesson is successful if students truly understand the purpose behind the posters at the end of the
lesson and if they understand the meaning of protagonist and antagonist at the end of the lesson. Lastly, I will know
that the lesson was successful and meaningful if students were engaged throughout the process, even during the
revising stages during the reading of the book.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf