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Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013


Approximate Length
of Unit
Approximate Number
of Minutes Weekly

3 weeks

Language and
Level / Grade

11th grade Spanish Intermediate high

Theme/Topic

Artistic Movements; cubism, futurism, dadaism, impressionism

Essential Question

How does art help people represent who they are? How is art a reflection of persona and public identities?
Learners will be able to:

Goals
What should learners
know and be able to do by
the end of the unit?

2 hours per day 5 times a week,


600 minutes

Construct their own opinions on how social rules, expectations, and occurrences affect and
influence art.
Define the characteristics of cubism, futurism, dadaism, romanticism in the visual arts by
comparing art pieces in different countries.
Define in their own words what is art
Justify how art allows us to shape our perspectives on worldly issues like death, life, war, etc.
Recognize and explain specific characteristics and features of cubism, futurism, dadaism,
romanticism.
Establish the similarities and differences between cubism, futurism, dadaism, romanticism by
comparing and contrasting.
Interpretive Mode

Summative
Performance
Assessment
These tasks allow
learners to demonstrate
how well they have met
the goals of the unit.

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.
They are integrated
throughout the unit.
The template
encourages multiple
interpretive tasks.
The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
The tasks should
incorporate 21st Century
Skills.

Standards-Based Unit Template by Clementi & Terrill November 2013


Learners will attend a fieldtrip to
the Phoenix Art Museum and use
their previous classroom knowledge
on artwork analysis (demonstrated
by teacher). They will be expected
to do research on artistic
movements in the country of their
choice before attending the museum
and find artwork of their choice to
analyze. They will demonstrate
comprehension by answering
questions about the artistic features,
symbolism, and themes.

Before students collect research


findings and data collected at the
Phoenix Art Museum, students (the
audience) will listen attentively to
their draft presentations. Teacher is
giving students the opportunity to
peer review and edit their project
before the final presentation.
Students will be pared in groups of
2 and are expected to conduct
interviews among each other. They
are to ask questions about the art
movement, state opinions and
interpret the information from the
other presenter. (covers modes
interpretive and interpersonal).

Presentational Mode
After attending the Phoenix Art Museum and
gathering all of the information taught in the
classroom, learners will create a presentation
based on an artistic movement of their choice and
create an art piece (photography, painting,
watercolors, oil painting, etc.) that represents an
important aspect of their life or an event in society
that impacted their life and how they perceive it by
utilizing the movements characteristics and
symbolism.
Example: A student may create a photo collage on
how bullying is a major dilemma in todays
generations incorporating cubisms characteristics

Students are to watch a video on how


society and its relationship with art
shape perspectives and identities. They
will answer questions relating to the
video and write a reflection on their
personal opinions about this concept.

Interpersonal Mode
In pairs, learners will analyze two forms of
artwork. First they must identify the artistic
movement; cubism, futurism, dadaism,
impressionism. Afterwards they are to justify their
opinions by using examples (color scheme, shapes,
techniques). The art pieces will be given to them
and they are to engage in a conversation with their
partners.
Gambits that can be utilized as a guide and NOT a
dialogue are:
Yo pienso que. . .
Creo que. . .
Esta obra artstica podra ser parte del movimiento.
..

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013


of geometric shapes and monochromatic scheme.

Los smbolos, el color, y tcnicas representan. .

Presentational mode is evaluated through a


rubric.

Interpreted mode is evaluated by subjectivity.


Teacher will walk around the room and ensure
students are using key vocabulary. Students are
using gambits and using the target language.

Teacher will provide a project example


guidelines.
Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.

Connections
(Sample Evidence)

Comparisons
(Sample Evidence)

Communities
(Sample Evidence)

Product: Art
Practice: Artistic movements cubism, futurism, dadaism, impressionism
Perspective: Multiple interpretations

Making Connections
How can we apply the study of artistic
movements into real-world scenarios? How
can we apply our beliefs and practices to
express our emotions in the arts?
Language Comparisons
Understanding artistic vocabulary
Compare terms and expressions in French
and Spanish. Teacher will provide
comparisons of the languages. Ex:
vocabulary list
School and Global Communities
Inform the community about the artistic
movements and how they relate to
everyday lives. Have a parent night and
have student present their final projects.

Acquiring Information and Diverse Perspectives


o
o

Difference culture
Artists background have influenced their ways of thinking

Cultural Comparisons
How is art viewed in different countries by society? Is art a
means of representation in other countries? Exit tickets

Lifelong Learning
Art is a form of expression.
Recognize/differentiate these artistic movements create
images that reflect universal/social concerns. (death, life,
happiness, war, etc.)

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.
Connections to
Common Core

Standards-Based Unit Template by Clementi & Terrill November 2013

Comprehension and Collaboration:


CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,


and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively
CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made
on all sides of an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.2

Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
Knowledge of Language:
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

CCSS.ELA-LITERACY.L.11-12.3

Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.11-12.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11-12 reading and content, choosing flexibly from a range of strategies.
Toolbox
Vocabulary Expansion
Language Functions
Related Structures / Patterns
Tier 1
Compare artistic features to self identity
Las caractersticas de fotografa,
Basic, everyday words used in daily
pintura, cuadro, etc. reflejan. . .
conversations
Puedo comparar o hacer la
Simbolismo
conexin. . .
Los colores
Creencias
Rutina
Tier 2
Describe characteristics in the artwork
Descriptive words
cubism, futurism, dadaism,
impressionism
Ask and answer questions about artistic movement
Interrogative pronouns and
Qu piensas?
adjectives
Qu opinas?
Express needs, opinions, suggestions regarding
Yo creo que. . .
Sentimientos
analyses of artists work
Siento que. . .
Opiniones
Deberas de. . .
Emociones
Key Learning Activities/Formative Assessments
Key Learning Activity/Formative Assessment
How does this activity
Mode of
Interculturality
(representative samples from beginning to end of unit)
support the unit goals or
Communication
Self
performance tasks?
Community
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013


World

Students will discuss how different forms of expression and


representation.

Students will be presented with artwork, they are to list


characteristic of a certain artistic movement and provide
evidence on why they believe so. They will be allowed to talk
with peers on their finding before presenting to the class.
Students will watch and listen to a video describing the origins
of the artistic movements.

Students are discussing


how society views artistic
expression and how it
affects the shaping of
perspectives.

Students will present


factual justification in
order to identify the
movement.
Students will become
familiar with the
characteristics in order to
analyze the artwork.

Resources
Video on artistic movements
Articles: http://www.monografias.com/trabajos55/movimientosartisticos/movimientos-artisticos.shtml
http://diccionariohistoriadelarte.blogspot.com/2012/10/historia-del-artecronologia-de-los.html

Interpersonal

C, W

Interpersonal,
Presentational,
Interpretive

S, C, W

Interpretive

C, W

Technology Integration
Kahoot, PollEverywhere, Plicker, Prezi, Videos,
Articles, Artwork

http://www.scribd.com/doc/246697274/Los-Principales-MovimientosArtisticos-y-Sus-Caracteristicas#scribd
Artwork: Varies
Museum: http://www.phxart.org/
ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

Appendix I.

Standards-Based Unit Template by Clementi & Terrill November 2013

Special guests: Varies

ACTFL Keys to Planning for Learning by Clementi & Terrill 2013

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