M3A3 Cross-Curricular Unit Planning

AZCCRS -A.CR.1.HS 1a Use multiple approaches (such as exploring artwork from the past,

experimenting with materials, expressing a personal concern, etc.) to begin creative endeavors.

Demonstrate command of the conventions of Standard English grammar and usage when writing

or speaking. a. Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to

convey specific meanings and add variety and interest to writing or presentations. (9-10.L.1)

Learning objectives: The students will write a five-sentence paragraph about one emotion this

poem makes them feel. The students will create a painting that conveys this emotion. The

students will add shade, texture, water color effects and glazing to their painting.

The topic is an artistic response to poetry. The students will be doing a unit on poetry in their

Language Arts class. They will be reading and responding to 1 poem in written format. In art

class the students will explore an artistic medium for the poem to express themselves as a form

of responding to these poems. The students will use acrylics paints to create their painting. A one

paragraph written explanation will accompany the artistic project to explain the projects

significance and the poetrys effect on the creative process. The student will use the artistic

techniques of shading, texture, water color effects and glazing in their painting. The students will

have ten class periods to create the art work. During the last class, the students will stand up in

front of the class and present their art work and explain their rational behind its creation.

Essential Question-How does this poem make you feel?

 Key Questions- As you paint can you in turn convey this feeling (the way this poem makes

you feel) to others through your art work?

Do you think that this poet had this feeling in mind when they wrote this poem? Why or why

not?

Learning objectives-The student will respond to a poem by creating a painting that conveys

an emotion the student feels from the poem. The student will receive an 80% or higher on the

rubric on creativity & craftmanship. (The rubric will contain: creativity, craftmanship, following

directions and self-evaluation.) The student will show the following techniques in their painting

-the student will use 3 examples of shading of the same color (with 100% accuracy), the student

will show one example of texture (with 100% accuracy), the student will show one example of

water color effect (with 100% accuracy), and the student will show one example of glazing (with

100% accuracy) in their painting.

Assessment plan- A rubric will be used to grade the students. This rubric will include points

for creativity, craftsmanship, following directions and self-evaluation.

The unit will cover the students interpreting a feeling from a poem and then expressing this

feeling in their painting. This is to give the student the idea that art is an expressive medium.

The students will also refine their writing, shading, texturing, water color effects, and glazing

techniques. Refining these techniques will aid the students to become better artists.

Literacy will be used in this unit as the students read the poem and write a five-sentence

paragraph about the emotion they feel from the poem.

 The integration of other content will include at the end of the unit the students will use their

public speaking skills to explain their painting. The students will touch on art history in each of

the power points as famous paintings and artists are briefly highlighted.

Technology will be used as the I-pad reads the poem to the student, the students watches the

YouTube videos and the student views the power point.

21st Century Learning Skills include critical thinking. The student will be able to identify and

relay the feeling they capture from this poem through their painting. The student can connect

this feeling with an image and design their painting. Creativity will be shown through the

students design and effective use of shading, texture, water color technique and glazing

technique. Collaboration will be utilized daily as the student discuss their paragraphs, painting

technique and the painting itself with their table-mates. Communication will also be used as

students talk to their table mates and when the student present their painting to the class on the

last day.

The students will be working on development of the social and cultural perspectives of

communicating in the most basic level of conveying feeling without the use of words. This type

of communication crosses all social and cultural barriers. This will be touched upon during the

power points as we highlight famous paintings and interpret their meanings. Also, as the

students create their own paintings.