Peace poems and Picasso doves: Literature, art, technology, and poetry
http://www.readwritethink.org/lessons/lesson_view.asp?id=93
A lesson plan for grades 3–5 Visual Arts Education and English Language Arts
Students learn think-aloud strategies in this lesson that challenges them to think about peace in their communities. After the teacher reads Somewhere Today: A Book of Peace, Peace Begins with You, or a selection from The Big Book for Peace, students share their responses to the reading with partners or with the whole class. Then, after half of the class goes to a session in the library and half stays in the classroom, the teacher reads An Angel for Solomon Singer and models how think-aloud strategies can be used to access meaning in the text. During the reading, students use a graphic organizer worksheet to record their questions and then, after the reading, they summarize the text. Once both groups have completed the reading activities, they join together to compare their answers. Then, the whole class generates a web of words and phrases related to the idea of achieving individual peace, and the teacher uses these words to teach a mini-lesson on poetic devices. Once students have discussed the terms, they write a collective peace poem. After reviewing the think-aloud strategies, students read Smoky Night, and working in groups, compile questions and personal responses about how communities can find peace. Students then share in small groups and generate ideas about communities finding peace. In the next session, the class brainstorms symbols for peace, discusses poetic forms, and then, students work in pairs or small groups to research those items. Students then create an illustration of their peace symbols and give examples of their poetic forms or devices. Finally, using the think-aloud strategies from the first part of the lesson, students work in pairs to plan and write a peace poem and then illustrate it. Students self-assess their poem using the rubric and by writing a narrative assessment of their artwork including its connection to the poem. Readwritethink provides graphic organizers, a peace poem template, rubrics for evaluation, and other helpful resources. This lesson also offers several suggestions for extension activities and student assessment tools.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 3
- Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.01: Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).
- Objective 2.02: Interact with the text before, during, and after reading, listening, or viewing by:
- setting a purpose.
- previewing the text.
- making predictions.
- asking questions.
- locating information for specific purposes.
- making connections.
- using story structure and text organization to comprehend.
- Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- considering the differences among genres.
- relating plot, setting, and characters to own experiences and ideas.
- considering main character's point of view.
- participating in creative interpretations.
- making inferences and drawing conclusions about characters and events.
- reflecting on learning, gaining new insights, and identifying areas for further study.
- Objective 3.06: Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.02: Use oral and written language to:
- present information in a sequenced, logical manner.
- discuss.
- sustain conversation on a topic.
- share information and ideas.
- recount or narrate.
- answer open-ended questions.
- report information on a topic.
- explain own learning.
- Objective 4.03: Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations).
- Objective 4.04: Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).
- Objective 4.02: Use oral and written language to:
Grade 4
- Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.01: Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question).
- Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
- setting a purpose using prior knowledge and text information.
- making predictions.
- formulating questions.
- locating relevant information.
- making connections with previous experiences, information, and ideas.
- Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- analyzing the impact of authors' word choice and context.
- examining the reasons for characters' actions.
- identifying and examining characters' motives.
- considering a situation or problem from different characters' points of view.
- analyzing differences among genres.
- making inferences and drawing conclusions about characters, events and themes.
- Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.02: Use oral and written language to:
- present information and ideas in a clear, concise manner.
- discuss.
- interview.
- solve problems.
- make decisions.
- Objective 4.05: Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).
- Objective 4.07: Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).
- Objective 4.02: Use oral and written language to:
Grade 5
- Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
- Objective 2.01: Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, question).
- Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
- making predictions.
- formulating questions.
- supporting answers from textual information, previous experience, and/or other sources.
- drawing on personal, literary, and cultural understandings.
- seeking additional information.
- making connections with previous experiences, information, and ideas.
- Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- analyzing word choice and content.
- examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
- creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
- examining alternative perspectives.
- evaluating the differences among genres.
- examining relationships among characters.
- making and evaluating inferences and conclusions about characters, events and themes.
- Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
- Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
- Objective 4.05: Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.
Visual Arts Education (2001)
Grade 3
- Goal 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks.
- Objective 4.04: Interpret freely work by other artists, cultures or time periods to create original art.
- Goal 5: The learner will understand the visual arts in relation to history and cultures.
- Objective 5.06: Name selected artist.
- Objective 5.07: Name selected works by an artist.
Grade 4
- Goal 5: The learner will understand the visual arts in relation to history and cultures.
- Objective 5.05: Recognize an increased selection of works of art and artists.
