Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: The Holoca !t "rade Le#el: $ Unit %#er#ie&'( mmar): *or !t dent! to nder!tand &hat the Holoca !t i! and important fig re!+ Cla!! Period! -e. ired: Al!o, for !t dent! to !e art to create a metaphoric repre!entation of the Holoca !t+ 2/0 Cla!! Period!

1e) Concept!

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5!!ential 6 e!tion!

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Art: Incorporate Georges Aschers artistic painting themes to relate to the $. What is the Holocaust and "hat is its importance% Holocaust. &. 'an you create a metaphoric painting through landscape! still life! or Social Studies: Use documentaries to gain an understanding and teach a (e"ish theme to symbolically represent the Holocaust% about the Holocaust. ). 'an you use tools you ha#e learned about "riting and facts from your Literacy: Write a letter using facts learned from the boo ! 4ight! and readings to "rite a letter to a #ictim of the Holocaust% sho"s to a sur#i#or of the Holocaust or the Holocaust museum.

Unit %78ecti#e!: 259cellent re!o rce at http:''&&&+teacher#i!ion+fen+com'c rric l m/planning'ne&/teacher'4:04;+html< for=printing>1&deto red>13

$.Students "ill be able to understand the significance of the Holocaust through art! social studies! and literacy &.Students "ill create a metaphoric representation of the Holocaust through themes of Georges Aschers paintings. ).Students "ill used a*uired no"ledge from documentaries and stories to "rite a letter. +.Students "ill as *uestions to get a better understanding and ans"er any *uestions they may ha#e about the Holocaust.

Art Integration Unit Plan Template "rade Le#el 59pectation! 2"L5!3 20/43 2http:''de!e+mo+go#'di#impro#e'c rric l m'"L5' 3
,A $ -A $ .Sub/ect 0atter: -ine Art12 'reate original art"or using the follo"ing sub/ects:

Core Academic (tandard! 2Common Core (tate (tandard!3 2http:''&&&+core!tandard!+org' 3

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? realistic portrait ? abstract portrait

,A $ -A $ .3roduct43erformance :5heme12'reate an original art"or that communicates ideas about the
follo"ing themes: ob/ects1

CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.)

? -unctions of Art in 'ulture .e.g.! celebrate rites of passage! teach history and4or religion! decorate useful ? 3ersonal Identity
,A $ -A $ .A312 Identify and e6plain symbolism or message communicated in an art"or ((@ 1+2, 1+4, 2+12(elect, in#e!tigate, and pre!ent a topic !ing primar) and !econdar) re!o rce!, ! ch a! oral inter#ie&!, artifact!, 8o rnal!, doc ment!, photo! and letter!
CA 4, 2+1/Compo!e te9t

a+ 7+

!ho&ing a&arene!! of a dience choo!ing a form appropriate to topic and !pecific a dience

Art Integration Unit Plan Template Content Area! Integrated: 1+ Ai! al Art 2+ (ocial (t die! 0+ Literac)'Briting Le!!on Title! in (e. ence'%rder 1+ The Life of "eorge! A!cher 2+ Let! "o BacC in Time 0+ Be Bill Al&a)! -emem7er Identif) & define common vocabulary/concepts that connect the art form &ith the other identified ! 78ect area2!3: Holoca !t: 5he genocide of 7uropean (e"s and others by the

8a9is during World War II

%il Painting: the act or art of painting "ith oil colors
Brief Le!!on De!cription!
/-or 22/0 !entence! each3

#isual arts! I "ill be sho"ing a *uic #ideo describing the life of Georges Ascher along "ith a short bio found online. I "ill then use one specific piece of art"or that he created to e6plain the metaphor of his painting and ho" it relates to the holocaust. 5he students /ob is to create their o"n metaphoric piece on the holocaust and "rite a small description as to "hy they chose the ob/ects in their piece and "hat they represent. 2 -or social studies! I "ill ta e my students through a #irtual tour of the Holocaust 0useum in Washington! :'. -ollo"ing that! I "ill ha#e the students "atch an episode of ;prah and a man named 7lie Wiesel gi#ing a tour of one of the concentration camps that he attended and "hat it "as li e along "ith feelings that he encountered. 5his pro#ides students "ith real life proof of e#ents that occurred during WW&. Students "ill then be as ed to "rite do"n facts that they learned from the #ideos and "hy they thin they are important. I "ill ha#e them place their anonymous posts in a bo6 "here I "ill dra" a fe" *uestions from and open up to a class discussion. 2 -or literacy! I "ill assign the students to read a boo called! 4ight, "ritten by! 7lie Wiesel. After they read the boo ! they are to ta e notes on "hat they read. I "ill ha#e the students then "rite letters to 7lie Wiesel! sur#i#ors! or the Holocaust museum. In the letter the students can as any *uestions they may ha#e! as long as they are appropriate. 5hey are to ha#e their peers edit their papers along "ith ha#ing a conference "ith myself. Hopefully they are able to gain a pen pal through this e6perience.

Art Integration Unit Plan Template Bhat !t dent prior knowledge &ill thi! nit re. ire'dra& pon< /The prior Cno&ledge I e9pect the !t dent! to ha#e i! a general nder!tanding of the Holoca !t+ I &ant them to Cno& a little a7o t it !o that &a) I can !pend more time getting per!onal &ith a !pecific ! r#i#or+

Bhat acti#itie! &ill )o !e to engage !t dent! in imagining, exploring, and'or experimenting in thi! nit< /%ne of the acti#itie! that I ha#e planned to get the !t dent! engaged i! to ha#e them create their o&n metaphoric painting of ho& the #ictim! of the Holoca !t might ha#e felt+ *or in!tance, the) ma) dra& an animal in!ide of a cage and the) canEt get o t+ The) &o ld e9plain &h) the) cho!e the pict re and &hat it i! ! ppo!ed to repre!ent+ Their re!pon!e might 7e that the #ictim! felt trapped and that the) had no &a) of e!caping+ Another acti#it) that I ha#e to get the !t dent! engaged i! letter &riting+ I &ill ha#e the !t dent! cho!e if the) &o ld liCe to &rite to a ! r#i#or, #ictim! famil), or the Holoca !t m !e m to a!C an) . e!tion! that the) ma) 7e ha#ing that I canEt completel) an!&er+ Thi! &ill help the !t dent! to not onl) &orC on their &riting, 7 t learn e#en more a7o t the Holoca !t+ Thi! allo&! for the !t dent! to ha#e their o&n open interpretation of the !ignificance of the Holoca !t+ /Another acti#it) that &ill allo& the !t dent! to imagine and e9plore thi! nit to to allo& them to &rite a letter to a #ictim, famil), or Holoca !t F !e m+ Thi! &ill allo& them to create their o&n . e!tion! and !ho& their nder!tanding of the Holoca !t 7a!ed off of their reading of, 4ight, and #ideo doc ment! the) &atched+ It al!o allo&! them to go o t!ide of the 7o9 and rel) on a primar) re!o rce to f rther e9plore the Holoca !t more in depth+ / Ha#ing m) !t dent! &atch the #ideo &ith 5lie Bie!el &ill allo& the !t dent! to #ie& a Gprimar) !o rceH and e9plore thro gh hi! e9planation! and to r of of the Concentration Camp+ It &ill gi#e m) !t dent! a clearer pict re a! to &hat the concentration camp! looCed liCe and e#ent! that occ rred+ Ho& &ill thi! nit permit'enco rage !t dent! to solve problems in divergent ways< / Thi! nit &ill allo&'enco rage !t dent! to !ol#e pro7lem! in di#ergent &a)! 7eca !e the Holoca !t i! an e9ample of !omething gone &rong+ It &ill hopef ll) !ho& the !t dent! ho& to pre#ent the!e t)pe of e#ent! from occ rring again and &h) &e donEt &ant thi! to e#er happen again+ It &ill hopef ll) teach them that a genocide'Cilling i! not the an!&er to o r pro7lem!+ Ho& &ill )o engage !t dent! in routinely reflecting on their learning'learning proce!!e!< / I &ill engage !t dent! in ro tinel) reflecting on their learning 7) ha#ing them rotate thro gh letter! to edit+ Thi! &ill allo& the !t dent! to contin o !l) !ee fact! a7o t the Holoca !t pre!ented in front of them+ The) &ill te!t their o&n Cno&ledge 7) !eeing if the &riter left o t an detail!+ If !o, the) are to mention important fact! that &ere learned a7o t+Thi! &ill !ho& ho& m ch the) retained thro gho t the le!!on+ It &ill allo& them to not onl) help their peer, 7 t them!el#e! a! &ell+

Art Integration Unit Plan Template Ho& &ill thi! nit engage !t dent! in assessing their o&n &orC and the &orC of peer!< / (t dent! &ill 7e a7le to a!!e!! their o&n &orC 7) editing their letter! that the) &rote along &ith maCing ! re their interpretation of their metaphor for their art&orC corre!pond! &ith the Holoca !t+ The) &ill 7e a7le to a!!e!! the &orC of their peer! 7) editing their letter! and pro#iding them con!tr cti#e critici!m along &ith po!iti#e comment!+ The) can al!o a!!e! their peer! 7) a!Cing them a7o t their metaphoric painting+ *or in!tance, &h) the) cho!e the ! 78ect, or e#en &hat it i! ! ppo!ed to !)m7oliIe+

Bhat opport nitie!'acti#itie! &ill !t dent! 7e gi#en to revise and improve their nder!tanding! and their &orC< /(t dent! &ill 7e a7le to re#i!e and impro#e their nder!tanding of their &orC 7eca !e &hen the) &rite their letter!, I am ha#ing the !t dent ha#e a peer edit and teacher edit 7efore the) are allo&ed to !end it off+ Therefore, the) ma) a!C . e!tion! in regard! to if their nder!tanding of the Holoca !t i! right or if there are 7it! and piece! that are mi!interpreted+ The) &ill al!o hopef ll) recei#e re!pon!e! from familie! or the Holoca !t m !e m pro#iding them &ith an!&er! or . e!tion! that the !t dent &ill then ha#e to &rite 7acC+ I &ill al!o allo& for them to foc ! on the re#i!ion proce!! along &ith proper &riting+ /I &ill al!o ha#e !t dent! e9plain their art&orC and if the) feel that their metaphor doe!nEt maCe !en!e after pre!enting it to the cla!!,the) can either reinterpret &hat their art&orC mean!, or create a ne& oil painting to go &ith their interpretation of the Holoca !t+

Bhat opport nitie!'acti#itie! &ill )o pro#ide for !t dent! to share their learning' nder!tanding'&orC in thi! nit< 2 The opport nitie!'acti#itie! that I ha#e pro#ided for m) !t dent! to 7e a7le to !hare their learning i! that I am ha#ing them create their o&n metaphoric interpretation of the Holoca !t !ing "eorge! A!cherE! art tactic! 2oil painting3+ I &ill then ha#e each !t dent addre!! to the cla!! the pict re that the) created and &h) it can relate to the Holoca !t+ I ha#e ha#e them e9plain their interpretation and allo& other !t dent! to a!C them . e!tion! if the) ha#e an)+ 2 Another opport nit) i! that I &ill ha#e !t dent! &rite letter! to #ictim! of the Holoca !t, their familie!, or the Holoca !t F !e m+ The !t dent! are to incorporate thing! the) ha#e learned along &ith . e!tion! that the) ma) 7e ha#ing+ The re!pon!e! that the !t dent! recei#e &ill help them to !ee if the) &ere a7le to nder!tand &hat the) learned or an!&er an) . e!tion! that the) ma) ha#e had+ If . e!tion! &ere an!&ered, it &o ld allo& them to !hare their re!pon!e! to the cla!! to maCe ! re the other !t dent! nder!tand and are gathering the information a! &ell+ 2 (t dent! are al!o enco raged to e9plain the 5lie Bie!el #ideo to the cla!! and interpret &hat the) learned from the #ideo to the cla!!+

Art Integration Unit Plan Template

Ho& &ill )o adapt the #ario ! a!pect! of thi! le!!on to differently abled students< 2 *or tho!e !t dent! &ho are differentl)/a7led, I &ill gi#e them a !pecific metaphoric dra&ing that I &ant them to create+ *rom there, I &ill help them to fig re o t &hat the metaphor i! and &h) it &o ld 7e interpreted in a partic lar &a)+ 2 *or the !ocial !t die! part of it, I &ill ha#e a !t dent pair p &ith a partner &ho i! more ad#anced in the cla!!+ I &ill ha#e that !t dent help the differentl)/a7led !t dent anal)Ie &hat the) 8 !t &atched and &rite do&n important fact! from the clip+ 2 *or the &riting part of the nit, I &o ld gi#e the differentl)/a7led !t dent a !pecific topic I &ant them to &rite a7o t+ Thi! &ill help to maCe ! re the) !ta) on tracC and &rite a7o t !omething that i! appropriate+

-eference! (il#er!tein, L+ B+ & La)ne, (+ 2n+d+3+ Defining art! integration+ -etrie#ed from http:''&&&+american!fortheart!+org'net&orC!'art!=ed cation'p 7lication!'!pecial=p 7lication!'DefiningJ20Art! J20Integration+pdf

Hecht 0useum. .n.d.1. 59hi7ition! art: "eorge! a!cher. <etrie#ed from http:44mushecht.haifa.ac.il4art4Ghe9'ollection=eng.asp6%id>) The m !e m comple9: The holoca !t m !e m #irt al to r. .n.d.1. <etrie#ed from http:44""".yad#ashem.org4y#4en4museum4#irtual=tour.asp ;prah and elie "iesel at ausch"it9 death camp ?5ele#ision series episode@. .&AAB1. In %prah Binfre) (ho&. 'hicago! Illinois: <etrie#ed from http:44my.brainshar .com4;prah2and27lie2Weisel2at2 Ausc"it92-ull20o#ie2Cou5ube2D)EB&A)D& Wiesel! 7. .$FE&1. 4ight. 8e" Cor : Gantam:

Art Integration Unit Plan Template