LESSON TWO

Unit: Stories in the World: Historical and Political Literature

Lesson: Visual Art as Resistance and Resilience
Course: English 10B On-Level

Stage One: Common Core State Standards

CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building
on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux
Arts" and Breughel's Landscape with the Fall of Icarus).

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.

Objectives
 Students will be able to compare and contrast thematic elements of the artistic genres
of poetry, literature, and visual art to draw text-to-text connections
 Students will be able to draw conclusions about the ability of different artistic genres
to capture and portray emotion
 Students will be able to draw strong text-to-self connections through consideration of
selected themes
 Students will be able to analyze a visual text through a socio-cultural lens
Vocabulary Modifications
 Resilience  Teacher models how to close-read a
 Resistance visual image and complete a provided
 Family dynamics graphic organizer
 A provided graphic organizer guides
and directs group conversation/ aids
organization
 Provided guided reading notes help

Stage Two: Learning Plan
Materials
 Slideshow with resistance vocabulary
review and modelling an example of
visual art
 Visual art images and descriptions set
up on Chromebooks at each station
around the room
 Guided notes posted to Google
Classroom
 Homework assignment posted to
Google Classroom
keep students’ attention and aid
comprehension during silent reading
Assessments
 Informal: Polling for student answers
regarding resilience review in Night
and “Still I Rise”
 Formal: Groups record their
conversations and close observations
for each station
 Formal: Individual reading guided
notes on father-son relationships

Stage Three: Learning Activities

Time Activity
0-5 Welcome class, students and teacher will access prior knowledge of the term
“resilience” and its role in Night and Maya Angelou’s “Still I Rise,” teacher
will introduce the term “resistance”
5-25 Teacher will model close-reading a piece of visual art using Morris
Kestelman’s “Why Have you Forsaken Me?”
25-55 Teacher will group students in groups of 3-4, students will move through 6
stations stations around the room. At each station, students will read a short
explanation of the piece’s artist and context and make observations about the
image. Students will be prompted to focus on productive discussion and
capture their most salient observations in a provided graphic organizer.
55-90 Students will individually read Night from page 90-97. As they read, they will
complete guided notes on Google Classroom using Chromebooks. As students
finish at their own pace, they will begin their homework assignment, which
prompts them to identify examples of art as resilience within their personal,
community, and cultural experiences.