Sie sind auf Seite 1von 5

Jenna Keeble

Art Integration Final Unit Plan


LTC 4240: Art for Children Unit Title & Big Idea: Freedom Unit Overview/Summary: Students will learn the importance of freedoms granted to us as citizens of the United States through literacy, art, and social studies activities. Grade Level: 5th Class Periods Required: 4 class periods1 Art class period 1 Social Studies class period 2 Literacy class periods

Key Concepts (3-4) Literacy- Students will learn the definition of freedom and decide what freedoms are most important to their lives and explain them through writing Art- Students will learn about artist Norman Rockwells life, his Four Freedoms paintings, and create their visual representations of freedom similar to Rockwells

Essential Questions (3-4) 1. 2. 3. 4. What is freedom? What freedoms are we granted and which are most important? What freedoms have ranked important throughout US history? How has art represented freedoms to the American people?

Social Studies- Students will discuss FDRs 1941 State of the Union Speech outlining his Four Freedoms for America and the world Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Students will analyze what freedoms are most important to their lives today by learning freedoms important to Americans throughout history, and specifically during WWII. Students will represent these freedoms through writing and visual art. Grade Level Expectations (GLEs)
(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Core Academic Standards (Common Core State Standards) (3-4)


(http://www.corestandards.org/)

SS- Knowledge of the principles expressed in documents shaping republic in the United States o Identify important principles in the Bill of Rights, such as basic rights and freedoms Art- Create an original artwork that communicates ideas about the following themes: United States, Patriotism, World, Time (past, present, future) Literacy- Composing a variety of texts: narrative, descriptive, persuasive texts using appropriate text features

English Language Arts StandardsWrite opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose.

Jenna Keeble

Content Areas Integrated: 1. Visual Art 2. Literacy 3. Social Studies

Lesson Titles in Sequence/Order 1. Freedom Writers 2. Freedom Fireside Chats 3. Saturday Evening Post Freedom Covers

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): 1. Freedom- The state of being free or at liberty rather than in confinement or under physical restraint 2. Freedom of Speech- the right, guaranteed by the First Amendment to the U.S. Constitution, to express beliefs and ideas without unwarranted government restriction. 3. Freedoms of Worship- freedom for everyone to worship God in his own way, everywhere in the world 4. Freedom from Want- promise of economic stability and equality 5. Freedom from Fear- promise of safety and peace throughout the world and between all nations Brief Lesson Descriptions (2-3 sentences each) 1. LiteracyMini-lesson 1: Students will discuss the definition of freedom and brainstorm the four most important freedoms in their lives. We will discuss responses as a class to see what goals are similarly important to all of us. Mini-lesson 2: At the conclusion of the Freedoms Unit, students will have an understanding of freedoms that are important to American life. Students will look back on their original list of their personal most important four freedoms. They will then decide if there are any freedoms that they would like to add or change. Once deciding on the final four freedoms, students will write an essay explaining each freedom and why it is one that they could not live without. 2. Social Studies-Students will learn about FDR's 1941 State of the Union Speech addressed to Congress that introduced his idea of the Four Freedoms. Students will gather at the carpet and imagine that they

Jenna Keeble are at home with their family on a cold January evening listening to one of FDR's famous fireside chats. Then a volunteer will read an excerpt of the speech aloud. -Next, the class will discuss what they think the speech means, why FDR believed this topic was important, what impact the speech might have had on American people, etc. Lastly, students will complete a handout that defines and further explains FDR's Four Freedoms 3. ArtStudents will watch a brief video to grab their attention that describes Norman Rockwell's life. Then, students will draw/paint their own Saturday Evening Post magazine cover depicting the freedom most important to their lives. Students must analyze all freedoms they are granted and create a visual representation of their most valued freedom What student prior knowledge will this unit require/draw upon? This unit will require students to use prior knowledge of reflective skills. They must reflect on their lives and the freedoms that make their lives better. Students will use knowledge of essay writing as well artistic drawing skills. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Students will be engaged through many class discussions of what the word freedom means, and freedoms are important to our lives both past and present, and most importantly why these freedoms are vital. Students will explore the past by imagining that they are listening to one of FDRs fireside chats and imagining what would be important to their lives during WWII. Students will be engaged through a video of artist Norman Rockwell that will teach them about his life and famous artwork. Students will be able to choose their own personal most important freedom and express this importance through an artistic drawing and an expressive essay. How will this unit permit/encourage students to solve problems in divergent ways? This unit will encourage students to problem solve by critically discussing all freedoms that we are granted and using problem solving skills to decide which freedoms they could survive without, and which freedoms must be a part of their lives. How will you engage students in routinely reflecting on their learning/learning processes? Students will be encouraged to engage on routinely reflecting when provided with a

Jenna Keeble How will this unit engage students in assessing their own work and the work of peers? Students will assess their own work and work of others through class discussion. Together, we will discuss what freedoms are most important at the beginning of the unit, before learning more. After learning more about important freedoms, the class will revisit our list and come up with a consolidated list that can be backed with evidence. Upon completion of their expressive essays, students will have the opportunity to share with the class and essays will also be hung on the wall of the classroom for all to read and consider alternate perspectives.

What opportunities/activities will students be given to revise and improve their understandings and their work? Through two literacy lessons, students will revise and improve their understanding of important freedoms. Before learning, they will first come up with a list of important freedoms. After learning of the important freedoms to FDR and Rockwell, students will be able to add to or revise their list to create a final essay and accompanying art piece to represent their top freedoms. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? This unit will be filled with class discussions through every lesson from beginning to end. This will allow students to connect similar ideas and consider new perspectives. Students essays and art work will be shared with the class and hung on the wall to be seen by all members of the class and school.

How will you adapt the various aspects of this lesson to differently-abled students? Students that may have a hard time with this unit will be offered extra conferencing with myself to help them determine the freedoms most important to their lives. Students that excel with this unit will be allowed to create multiple magazine covers to represent multiple freedoms and will be encouraged to help their classmates peer revise and edit their essays.

Jenna Keeble Excerpt from FDRs State of the Union Speech to be read by a student"In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expressioneverywhere in the world. The second is freedom of every person to worship God in his own wayeverywhere in the world. The third is freedom from wantwhichmeans economic understandings which will secure to every nation a healthy peacetime life for its inhabitants everywhere in the world. The fourth is freedom from fearwhichmeans a worldwide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighboranywhere in the world"

References http://edsitement.neh.gov/lesson-plan/fdrs-four-freedoms-speech-freedom-fireside http://www.nrm.org/about-2/about-norman-rockwell/ http://www.americainwwii.com/articles/norman-rockwell-and-the-four-freedoms/