Grade 7 & 8 Lesson Plan Extensions

Transcription

1 Grade 7 & 8 Lesson Plan Extensions New York State Standards English Language Arts - All of the following ELS standards are applicable to both grade levels and can be especially utilized through the Visual Thinking Strategies employed at the museum. Visual Thinking Strategy resources are included with each lesson plan. Standard Code ELA1.07.RE1, ELA1.07.WR1, ELA1.07.LI1, ELA1.07.SP1 ELA1.08.RE1, ELA1.08.WR1, ELA1.08.LI1, ELA1.08.SP1 ELA1.07.RE2, ELA1.07.WR2, ELA1.07.LI2, ELA1.07.SP2 ELA1.08.RE2, ELA1.08.WR2, ELA1.08.LI2, ELA1.08.SP2 ELA1.07.RE3, ELA1.07.WR3, ELA1.07.LI3, ELA1.07.SP3 ELA1.08.RE3, ELA1.08.WR3, ELA1.08.LI3, ELA1.08.SP3 ELA1.07.RE4, ELA1.07.WR4, ELA1.07.LI4, ELA1.07.SP4 ELA1.08.RE4, ELA1.08.WR4, ELA1.08.LI4, ELA1.08.SP4 Description information and understanding. literary response and expression. critical analysis and evaluation. social interaction. ~~Betsy Potter: Breaking Nature~~ ART ARTS2.I.VAC2 SCIENCE MST4.I.LE7B Students take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art. Students describe the effects of environmental changes on humans and other populations. 7.2 A In ecosystems, balance is the result of interactions between community members and their environment 7.2 B The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long-term gradual changes (ecological successions) 7.2 C Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about - ANYTHING at the Castellani Art Museum - Research papers on any topic relating to the ecological system - Compare and contrast interactions between community members and their environment - Research paper - Life cycle diagrams - Environmental patterns - Persuasive writing to companies advocating for urban growth etc.

2 environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal etc. ~~Off the Wall: Relief and Assemblages~~ ART ARTS1.I.VA1A Students produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences. - Creation of individual junk art piece ARTS1.I.VA1B ARTS1.I.VA1C ARTS1.I.VA1D ARTS2.I.VA2A ARTS2.I.VA2C Students know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art. Students use the elements and principles of art to communicate specific meanings to others in their art work. Students during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings. Students develop skills with a variety of art materials and competence in at least one medium. Students take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art. - Creation of individual junk art pieces - Verbally or Written have students present their junk art piece in detail - Journal entries - Running Log of details during creative process - Students choose a medium and base their junk art on that specific medium and design (all metal, all wood, all plastic etc.) - Students report on the medium (history, uses, etc) written or spoken format - ANYTHING at the Castellani Art Museum ~~Freedom Crossing: The Underground Railroad~~ MATHEMATICS MST3.07.AL7.08 Students create algebraic patterns using charts/tables, graphs, equations, and expressions. - Data gathered on number of people who crossed via the Underground Railroad - Creation and solving of potential equations of If Underground

3 SOCIAL STUDIES SS1.I.4D SS3.I.1A SS1.I.2B Students describe historic events through the eyes and experience of those who were there. Students map information about people, places, and environments. Students investigate key turning points in New York State and United States history and explain why these events or developments are significant. Railroad continued for x amount of years how many would have passed through etc. - Narrative writing pieces - Plays or Monologues - Creation of a map depicting the route traveled on the Underground Railroad (including known safe houses, places traveled, etc.) - Debates (for or against the Underground Railroad) - Persuasive writing to join or not join; laws supporting the rights of African Americans; end slavery etc. Common Core NYS Standards Reading Standards for Literature & Reading Standards for Informational Text Key Ideas and Details (7.RL.1-7.RL.2; 8.RL.1-8.RL.2) (7.RIT.1 7.RIT.3; 8.RIT.1 8.RIT.3) Craft and Structure (7.RL.4-7.RL.6; 8.RL.4-8.RL.6) (7.RIT.4 7.RIT.6; 8.RIT.4 8.RIT.6) Integration of Knowledge and Ideas (7.RL.7, 7.RL.9; 8.RL.7, 8.RL.9) (7.RIT.9; 8.RIT.9) All of these standards can be met by including various texts/novels based on specific topics from the exhibitions (Betsy Potter: Breaking Nature Earth Day, Nature, Global Warming, Industrialization; Underground Railroad: Freedom Crossing Slaves, history, American History, Underground Railroad; Off The Wall: Reliefs and Assemblages Any art topic, Recycling, Abstract art, Expression). Writing Standards Text Types and Purposes (7.W.1 7.W.3; 8.W.1 8.W.3) Production and Distribution of Writing (7.W.4 7.W.6; 8.W.4 8.W.6) Research to Build and Present Knowledge (7.W.7 7.W.9; 8.W.7 8.W.9) Range of Writing (7.W.10; 8.W.10) All of these standards can be met by including any sort of writing piece based on the various art exhibitions (Betsy Potter: Breaking Nature Persuasive pieces on Industrialization, Nature, any issues in

4 response to the environment, any research pieces on environmental issues; Underground Railroad: Freedom Crossing Persuasive pieces on participation in the Underground Railroad, slavery, civil rights etc., research pieces on any aspects of the Underground Railroad, slavery, Civil War, American History etc.; Off the Wall: Reliefs and Assemblages research pieces on types/forms of art, specific artists etc.). Speaking and Listening Standards Comprehension and Collaboration (7.SL.1 7.SL.3; 8.SL.1 8.SL.3) Presentation of Knowledge and Ideas (7.SL.4 7.SL.6; 8.SL.4 8.SL.6) All of these standards can be met and utilized through any presentations of ideas, artworks, assignments, projects and also through the use of the Visual Thinking Strategies (resources for VTS are attached to all lesson plans). Language Standards Conventions of Standard English (7.L.1 7.L.2; 8.L.1 8.L.2) Knowledge of Language (7.L.3; 8.L.3) Vocabulary Acquisition and Use (7.L.4 7.L.6; 8.L.4 8.L.6) All language standards can be met by any written and/or verbal assignments. Also, the implementation of Visual Thinking Strategies meets all language standards (resources for VTS are attached to all lesson plans). Book Resources Freedom Crossing: The Underground Railroad To Be a Slave: 30 th Anniversary Edition Julius Lester From Slave Ship to Freedom Road Julius Lester Escape from Slavery: Five Journeys to Freedom Doreen Rappaport Many Thousand Gone: African Americans from Slavery to Freedom Virginia Hamilton True North: A Novel of the Underground Railroad Kathryn Lasky Between Two Fires: Black Soldiers in the Civil War Betsy Potter: Breaking Nature Before and After A Book of Nature Timescapes Jan Thornhill An Inconvenient Truth: The Crisis of Global Warming Albert J. Gore The Earth is Painted Green: A Garden of Poems about Our Planet Barbara Brenner

5 Every Minute on Earth Steve Murrie and Matthew Murrie Changes in Latitudes Will Hobbs Flush Carl Hiaasen Hoot Carl Hiaasen How to Save the Planet Barbara Taylor John Muir: My Life with Nature Joseph Bharat Life As We Knew It Susan Beth Pfeffer The Talking Earth Jean Craighead George A Week in the Woods Andrew Clements What If The Polar Ice Caps Melted Katherine Friedman