ALEX | Alabama Learning Exchange

Beginning, Middle, and End

Classroom Resource Information

Title:

Beginning, Middle, and End

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Sixth-Grade-Lesson-3.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will analyze art and describe the beginning, middle, and end of the story portrayed. They will write a personal narrative including a beginning, middle, and end. They will draw a narrative storyboard in their sketchbook. They will choose one event (beginning, middle, or end) from their storyboard and create a textile collage. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Visual Arts	2) Formulate an artistic investigation and discovery of relevant content for creating art. Example: Make, share, and revise a list of ideas and preliminary sketches. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Make, share and revise a list of ideas and preliminary sketches. Use introductory skills, techniques, and elements of art to create a composition Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling. Create a group project about a current or world event. Examine careers and identify and role - play various jobs of artists. Research a subject or idea that has personal meaning to create a work of art. Use the elements of visual arts to create an artwork that depicts emotions. Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination. Demonstrate proper clean-up and/or disposal of equipment and materials. Demonstrate art room safety and procedures. Design an environmentally area for the school such as a library or other multi-use learning area. Engage for the purpose of personal reflection and ongoing revision, in group critiques. Reflect through journal writing artist intent.
Arts Education ARTS (2017) Grade: 6 Visual Arts	3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make 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? Concepts & Vocabulary: Artistic ideas and work Formal and conceptual vocabulary Innovation Investigation Two-dimensional Three-dimensional Experimentation Conservation Craftsmanship Linear perspective Environmental responsibility Prior knowledge Museum Gallery Curator Digital Horizon Line Brainstorming Research Skill Examples: Make, share and revise a list of ideas and preliminary sketches. Use introductory skills, techniques, and elements of art to create a composition Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling. Create a group project about a current or world event. Examine careers and identify and role - play various jobs of artists. Research a subject or idea that has personal meaning to create a work of art. Use the elements of visual arts to create an artwork that depicts emotions. Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination. Demonstrate proper clean-up and/or disposal of equipment and materials. Demonstrate art room safety and procedures. Design an environmentally area for the school such as a library or other multi-use learning area. Engage for the purpose of personal reflection and ongoing revision, in group critiques. Reflect through journal writing artist intent.
English Language Arts ELA2021 (2021) Grade: 6	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details. b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings. c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Literary elements Characters Plot Setting Point of view Conflict resolution Dialogue Sensory details 7b. Informative text Explanatory text Organized structure Formal style Point of view Clear purpose Credible evidence Technical word meaning 7c. Argument Claim Evidence Credible source Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution. The plot is a series of events in a narrative text. Dialogue is a conversation between two or more characters in a text. Sensory details use descriptions of the five senses. 7b. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. 7c. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement. Evidence to support the argument must be collected from various credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Include dialogue and sensory details in narrative writing. 7b. Gather credible information from multiple sources. Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words. 7c. Write an argument to convince a reader to take action or adopt a position. Include a claim, relevant evidence, and a conclusion in argumentative writing. Gather evidence from credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging. 7b. Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion. They must gather their facts about the topic from multiple credible research sources. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.

Tags:

beginning, collage, end, fabric, middle, personal narrative, storyboard, textile

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Beginning, Middle, and End