Teacher Candidate: Sara Tulley School: West Virginia State University Lesson Topic: Haiku Sand Art

Date: May 1, 2013 Subject/Grade: Art/Social Studies/ELA 4th

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES Students will: Know and understand the basis of Haiku writing Use prior knowledge to apply important aspects of the Native American culture to art Write a Haiku poem the corresponds with the elements of nature from a Native American point of view Create a sand painting mimicking the traditional Native American style sand painting involving nature

WV CSOs RLA.O.4.2.8 create an effective response to a task in form, content and language (e.g., letters, poems, brief reports or descriptions, instructions, journals). VA.O.4.3.1 explore architecture, nature, and/or figures as subject matter. VA.O.4.3.3 create artworks using various subject matter or symbols, e.g., figures, architecture, still-life, or landscape. VA.O.4.4.1 compare and contrast the relationship between art and cultures. VA.O.4.4.3 create art that reflects a style of a culture from history, e.g., Egyptian masks, totem poles, sumi brush painting, aboriginal dot painting.

NATIONAL STANDARDS 2.5 The artsCandidates know, understand, and useas appropriate to their own understanding and skillsthe content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students; MANAGEMENT FRAMEWORK Overall Time: Two 60 minute periods Day 1 Day 2 15 minutes: Review Native American culture 10 minutes: Read All Our Relatives by Paul Goble 5 minutes: Use visualizations and examples to explain how to write Haiku 30 minutes: Write Haiku about Native American lifestyle/nature

5 minutes: Show video demonstration of Sand Painting 15 minutes: Draw picture using Haikus theme 40 minutes: Create Sand Painting (including closure)

STRATEGIES Teacher-led discussion Independent practice Modeling/Demonstrations/Simulations Read Aloud Artistic expression/assessment Prior knowledge application

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
Differentiating Instruction for Students with Special Needs Please describe all that apply: Needs-Based Planning Learning Differences For students with writing disability, I will scribe their poems using exactly their words, spellings and grammar. Sensory Differences For students with visual impairments, I will provide a computer and printer so they can type their haiku rather than hand-writing it. In addition, I will assist the student in making the lines of their picture raised so they can feel the area to know the realms in which they should paint. The various colors of salt set out will have braille writing on them to indicate which color it is. Behavioral Differences For students who are behaviorally challenged, I will establish an incentive chart to keep the students motivated to keep their behavior in check.

Attention Differences For students with ADD/ADHD, I will make sure they are seated in an area where there will be minimal chances for them to be disturbed by other classmates or visitors in the classroom. I will also provide clear and precise instructions so the student will have a better likelihood of being on task throughout the lesson. Motivational Differences To increase motivation, I will show the video, which will use the video demonstration to provide example for the final product of the lesson so they will be eager to reach that point. Physical Differences For students with upper body limitations who may not be able to write, draw their picture or scatter sand quickly, I will provide them extra time to complete their assignments and limit their expectations so they will be able to complete assignments within a

Ability Differences For a student with autism, I would keep a task checklist attached to their desk for what should be down for that lesson in a specific order, so they know exactly their expectations and what they need to be doing at all times. Cultural Differences For a student with cultural difference, I will provide examples for how they can relate to the compare and contrast of their culture to our and Native Americans.

reasonable about of time. Communication Differences

Enrichment

If an enrichment student finishes early, I will allow them For students with communication disorders, I will to illustrate their poems or even write additional poems encourage one-on-one conversations to help practice using the same theme. speech about their ideas, what they poem is about, what theyre going to draw for their sand art, etc. Multiple intelligence addressed (check all that apply): Verbal/linguistic Naturalist Spatial Interpersonal Logical/mathematical Intrapersonal Bodily-kinesthetic Existential Musical Others (explain):

PROCEDURES Introduction/Lesson Set To begin the lesson, we will have a short discussion about what it is we know about Native American culture using prior knowledge. I will make a list on the Smart Board Notebook to keep track of all of the things we know about Native Americans. Direct students to think about how nature and the natural world affects Native American culture. Once our discussion comes to a conclusion, do a read aloud with All Our Relatives by Paul Goble, which highlights the things Native Americans believed about nature in their culture. After the read aloud, explain to students that they will have two tasks for the next two days. First, they will be writing a Haiku poem from the perspective of a Native American that emphasizes nature in some way. Next, give the students a guideline for how to write Haiku poems. Explain using a Smart Board/whiteboard that Haikus have only three lines. Line one has 5 syllables, two has 7 and the third has 5. Write demonstration, including the nature/Native American topic, on the board. Body & Transition The students should brainstorm about a topic involving nature for their haiku. Give scratch paper for students to make webs and/or drafts of their poems. Walk around classroom, giving assistance and making sure all students are following the guidelines set out for writing a haiku. Once the students finish their rough drafts, they may retrieve clean paper to write final draft. On day two, I will begin by showing the video demonstration of how to create a sand painting. After watching and discussing the video, the students will review the theme of their haiku and sketch out a picture that revolves around its theme on cardboard or a paper plate. For instance, if the poem is about a tree, the students should sketch an image of a tree. After they complete their sketch, the students will choose the colors they want for their design. They will write abbreviations (G for green, for instance) in the areas of the drawing as a guide. The students will use a paint brush to apply white glue to a specific area of their picture. It is important to explain to them they must stay within the area they wish to make a specific color so an area they

wish to be another color will not be wrong. Once the area has been painted with glue, they will sprinkle colored salt (which acts as sand) on the area. They should be sure to cover the entire glued area with salt so it is colored the way they wish. When they have covered the entire area, the students will easily shake off the remaining salt into a color designated bucket. They will repeat this process by painting a different area that is meant to be a different color. Once the painting is complete, the students will lay their artwork on a drying rack. Closure Once all students have finished, we will come back to whole group and discuss the key points of the lesson. We will compare and contrast our culture and the culture of Native Americans, in terms of the ways we rely of nature to carry us through life (examples: agriculture, farming, cultivation of animals, medicine, natural resources, what our shelter is made from, how we survive, etc.) Lastly, I will do an anticipatory set explaining the next days lesson, which involves the water jugs, milk jugs or coffee containers they were asked to save in a note sent home that they must bring the next day. ASSESSMENT Diagnostic By making a list of all of the things the students know and understand about the Native American culture, I will be able to direct their thinking more accurately through guided questioning. The list will help me understand what they do and do not know. In addition, the understanding I have of where theyre at will help me to guide their thinking through questioning in the read aloud, to point out the key facts they should recognize and will need to consider for the lesson. Formative Students will be assessed using Haiku grading rubric (attached). I will also grade the sand paintings on a simple point system. The painting must coincide with the haiku, have no or minimal errors in color distribution of the sand and students must provide full participation and effort in order to receive full points for the assignment. Summative At the closure, I will be able to tell if the students understood the concept of Native Americans and their naturalistic culture through the compare and contrast. The students should participate in the discussion and provide examples aloud of how Native Americans utilized nature, as well as how we use nature, perhaps for the same purpose or do a dissimilar purpose.

MATERIALS All Our Relatives by Paul Goble Smart Board Food coloring Three containers of salt Paper plates Paint brushes White glue Pencils Paper

EXTENDED ACTIVITIES If Student Finishes Early If student finishes early, they may illustrate their haiku poems on the paper they wrote them on using crayons, colored pencils or markers. If Class Finishes Early If the class finishes early, we will create a Venn diagram of the comparisons and contrasts of how we use nature in our culture today and how Native Americans used it hundreds of years ago. If Technology Fails If technology fails, we will simply use a whiteboard or chalk board rather than then Smart Board for making lists of Native American prior knowledge facts. POST-TEACHING Reflections N/A Data-Based Decision Making N/A

Poetry: Haiku 5-7-5

CATEGORY Structure and Form 4
Follows the appropriate 5-7-5 syllable format.

3
The form of the poem is appropriate to the subject.

2
The form of the poem should be more appropriate to the subject.

1
The form does not follow the 5-7-5 syllable and line format.

Poetic Techniques (elements)

Effectively uses poetic techniques to reinforce the theme of nature and Native American culture.

Uses poetic techniques to reinforce the theme of nature and Native American culture.

Uses some poetic Uses few poetic techniques to techniques. reinforce the theme of nature and Native American culture.

Word Usage

Student's use of Student's use of Student's use of Student's use of vocabulary is vocabulary is routine vocabulary is more vocabulary is very precise, vivid, and and workable. telling than showing. basic. paints a strong clear and complete picture in the reader's mind. Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the reader's understanding. Has mainly gradelevel appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the reader's understanding. May contain many errors in spelling, grammar, and/or punctuation that may interfere with the reader's understanding. Contains frequent and numerous errors in spelling, grammar, and punctuation that interferes with the reader's understanding.

Language Conventions (spelling, grammar, punctuation)