Visual Arts TEKS:

TEKS
• 2.1B The student is expected to identify art elements and principles.
• 2.2B The student is expected to create effective compositions, using design
elements and principles.
• 2.3B The student is expected to compare ways individuals and families are
depicted in different artworks.
• 3.4A The students is expected to define reasons for preferences in personal
artworks
2nd Grade Social Studies TEKS:
• 2.7D The student is expected to identify characteristics of different
communities, including urban, suburban, and rural.
• 2.15B The student is expected to explain the significance of selected stories,
poems, statues, paintings, and other examples of the local cultural heritage.
2nd Grade Math TEKS:
• 2.8A The Student is expected to create two-dimensional and
three-dimensional shapes.
Content Objective(s) (TEKS):
 Language Objective(s) (ELPS):
• 2G The student will understand the general meaning, main points,
and important details of spoken language ranging from situations in
which topics, language, and contexts are familiar to unfamiliar.
• 3H The student will describe, and explain with increasing specificity
and detail.
• 4G The student will demonstrate comprehension of increasingly
complex English by participating in response to questions, and will
answer with content area and grade level appropriateness.
• 5F The Student will write using a variety of grade-appropriate
sentence lengths, patterns, and connecting words to combine
phrases, clauses, and sentences in increasingly accurate ways as
more English is acquired
 Key Vocabulary:
Book Vocabulary Art Vocabulary Math and Social Studies
Vocabulary

• Abuela • perspective • two-dimensional

• adventure • aerial perspective shapes
• flock • patterns • urban
• airport • template • suburban
• harbor • form • rural
• vanishing point
 Materials:
• Abuela by Arthur Dorros
• blocks/houses to demonstrate aerial
perspective (if available)
• Student PowerPoint
• paper
• pencils
• templates
• coloring utensils of teacher’s choice.
 Lesson Sequence:
• Building Background:
Teacher will read Abuela aloud to the class. Or show the
following video

• Teacher Modeling (I do):

After reading Abuela talk about adventures that the
students would like to go on. If they could fly where would
they go? This is where you can bring in that vocabulary of
Urban, Suburban, or Rural.
 Lesson Sequence:
• Guided Practice (We do):
What kinds of buildings are in an urban setting? (business,
skyscrapers etc.) What about a suburban setting? (houses,
schools etc) Rural? (Farms, small towns) What would each
of those places look like if you were flying above them?
What kind of shapes would you use to represent the tops of
those buildings?

Before students begin talk about a vanishing point and

have them practice before starting their own project. You
can find a practice sheet here:
http://www.artsconnected.org/resource/114194/one-point-p
erspective
 Lesson Sequence:
• Independent Practice (You do):
Students will decide where they want to adventure too. Is
this adventure going to be in an urban, suburban, or rural
place? Once students have decided where they are going
to go on their adventure, they will create their view from an
aerial perspective. Using different shapes to create the tops
of the buildings that they are seeing. Once that is complete,
students will draw a “flying” body keeping in mind that we
will only see their back. For students who struggle, a
template will be available to trace and cut out. Students
should try to incorporate as many patterns as possible.
 Lesson Overview
• This lesson is designed for 2nd grade students
• Two or more 45 Minute Periods
• Best used for getting students to think about
seeing things from different perspectives. This
lesson is connected to Abuela by Arthur
Dorros Illustrated by Elisa Kleven.
 Differentiation
• Small groups for students who might need more
assistance.
• Give interpreter copy of book to preview before class for
Deaf Ed students.
• Picture cards for vocabulary for bilingual and ESL
students.
• Quick Finishers should be able to write about where they
would fly to.
• Templates will be available for those students who may
need assistance in creating their body.
 Assessment/Closure:
• Formative Assessments
– gallery walk
– Verbal exit ticket
• Summative Assessment
– rubric
– End of Year Portfolio assessment
– Artist Statement
 Warm ups
• Day 1: Predict what you think the word
“perspective” means, write it in your
sketchbook. (Discuss as a class after warm-up)

• Day 2: Respond to this quote: “Don’t worry

about how you ‘should’ draw it. Just draw it
the way you see it.” -Tim Burton
 Closure or Exit Slip ideas
• Verbal exit slips:
Students are asked questions regarding what
we have talked about that day, when they
answer correctly they get to line up. They can
ask for help if needed.
 Warm-up for (enter date)

• Predict what you think

the word “perspective”
means, write it in your
sketchbook.
 Warm-up for (enter date)
• Perspective: the angle or
direction that a person uses
to look at an object.
 Warm-up for (enter date)
• Respond to this quote:
“Don’t worry about how
you ‘should’ draw it. Just
draw it the way you see it.”
-Tim Burton
“Abuela” Written by: Arthur Dorros
Read by: Melissa Palacios
If you could fly anywhere
in the world, where
would you go?
Where would you go?
What kind of community would
you go to?

● Urban
● Suburban
● Rural
 Urban (The City)

What kind of shapes are the rooftops?

 Urban (The City)

What kind of shapes are the rooftops?

Suburban (The Suburbs)

What kind of shapes are the rooftops?

Suburban (The Suburbs)

What kind of shapes are the rooftops?

 Rural (The Country)

What kind of shapes are the rooftops?

 Rural (The Country)

What kind of shapes are the rooftops?

What kind of community would
you go to?
● Urban
● Suburban
● Rural
What kind of shapes would you
use to represent the rooftops?
1. Name and teacher is written on
the back of your paper.
2. Thinking about where you would
fly to, draw those shapes on your
paper.
City: more squares and rectangles closer together. Suburb: trapezoids evenly spaced
out. Rural: Trapezoids and circles scattered.
3. Add your vanishing point
 4. Using a ruler connect the
corners to your vanishing point to
give the illusion of a 3-dimensional
form.
5. Once your background is
complete. You will draw the
outline of you flying.
6. The illustrator used many
different
patterns for the
clothing.
When coloring
yourself, use
as many
patterns as
possible.
7. Color your background.
8. Cut out your body and glue onto
background.
9. Let dry.
 Resources
• http://www.varsitytutors.com/englishteacher
/abuela-lesson-plans
• http://www.artsconnected.org/resource/1141
94/one-point-perspective