Learning Resource Type

Classroom Resource

Giants of the Past

Subject Area

English Language Arts
Arts Education

Grade(s)

3, 4, 5

Overview

Students will explore ancient Roman history.  They will discuss and analyze different stories and images of statues.  They will create a statue and write a narrative about the sculpture.    

    English Language Arts (2021) Grade(s): 3

    ELA21.3.33

    Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

    Unpacked Content

    UP:ELA21.3.33

    Vocabulary

    • Personal narrative
    • Fictional narrative
    • Logical plot
    • Sequence of events
    • Characters
    • Transitions
    • Closure

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
    • A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
    • A narrative story describes the actions, thoughts, and feelings of the characters.
    • Narrative transitions indicate when and where the story is occurring.

    Skills

    Students are able to:
    • Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
    • Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks.
    • Use appropriate transitions in narrative writing.
    • Write a narrative that ends with a sense of closure.

    Understanding

    Students understand that:
    • Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
    • Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
    • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
    English Language Arts (2021) Grade(s): 4

    ELA21.4.35

    Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

    Unpacked Content

    UP:ELA21.4.35

    Vocabulary

    • Personal narratives
    • Fictional narratives
    • Logical plot
    • Transitional words and phrases
    • Sensory details
    • Dialogue
    • Closure

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
    • A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
    • Narrative transitions indicate when and where the story is occurring.
    • Sensory details use descriptions of the five senses.
    • Dialogue is a conversation between two or more people.

    Skills

    Students are able to:
    • Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
    • Write a narrative with a logical sequence of events and sensory details.
    • Use appropriate transitional words and phrases in narrative writing.
    • Include dialogue in narrative writing.
    • Write a narrative that ends with a sense of closure.

    Understanding

    Students understand that:
    • Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
    • Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
    • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
    English Language Arts (2021) Grade(s): 5

    ELA21.5.34

    Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

    Unpacked Content

    UP:ELA21.5.34

    Vocabulary

    • Personal narratives
    • Fictional narratives
    • Literary elements
    • Characters
    • Plot
    • Setting
    • Conflict
    • Dialogue
    • Voice
    • Event sequences

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made-up story.
    • A narrative story describes a sequence of plot events in a logical order (beginning, middle, end).
    • Narrative writing includes text elements, like characters, setting, and conflict.
    • Dialogue is a conversation between two or more characters in a text.

    Skills

    Students are able to:
    • Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
    • Write a narrative with a logical sequence of plot events.
    • Incorporate literary elements into their narrative writing, like characters, setting, and conflict.
    • Include dialogue in narrative writing.
    • Use a strong voice in writing by developing a personal writing style.

    Understanding

    Students understand that:
    • Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, and conflict.
    • Incorporating dialogue between the characters can add details to their narrative writing.
    • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.
    Arts Education (2017) Grade(s): 3 - Visual Arts

    AE17.VA.3.1

    Elaborate on an individual or prompted imaginative idea.

    Unpacked Content

    UP:AE17.VA.3.1

    Vocabulary

    • Creativity
    • Criteria
    • Critique
    • Design
    • Media
    • Mixed media
    • Monochromatic
    • Principles of design
      • Rhythm
    • Technology
    • Visual image

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Use a variety of materials to create a three-dimensional mask showing a student's personality.
    • Use torn paper scraps to create rhythm in a landscape.
    • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
    • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
    • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
    • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
    • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
    • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
    • Recognize and identify choices that give meaning to a personal work of art.
    • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
    • Explore individual creativity using a variety of media.
    • Understand what effects different media can have in a work of art.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.3

    Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

    Unpacked Content

    UP:AE17.VA.4.3

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
    EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

    Skills Examples

    • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
    • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
    • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
    • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
    • Design a two-dimensional drawings of a futuristic art room, town, or planet
    • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
    • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
    • Engage in group critiques of one's work and the work of others.
    • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
    • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
    • Use the design principles of repetition and alignment to add visual unity to an artwork.
    • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 5 - Visual Arts

    AE17.VA.5.1

    Combine ideas to develop an innovative approach to creating art.

    Unpacked Content

    UP:AE17.VA.5.1

    Vocabulary

    • Cultural context
    • Formal & conceptual vocabulary
    • Genre
    • Linear perspective
    • Preserve
    • Principles of design
      • Movement
      • Emphasis
    • Relief
    • Vanishing point

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
    • Have students keep journals to reflect on and combine ideas for their works of art.
    • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
    • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
    • Create tessellations in connection with interdisciplinary subjects such as mathematics.
    • Write a short story and illustrate the story with original drawings.
    • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
    • Write a personal artist statement to accompany an original work of art.
    • Draw a landscape including foreground, middle ground, and background.
    • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
    • Create a bas-relief by carving into a clay slab.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    The J. Paul Getty Museum
    Accessibility
    License

    License Type

    Attribution
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