I. Overview of the Lesson:

A. October 5th, 2001

B. 90 Minutes, Day One of Three

C .Ms.Vargas

D.Grade 3: Art and Language Arts. Biography Collage.

II. Big Idea

·      Students will become familiar with biographies and they will understand the importance of everyone being different in his/her own way.

III. Essential Questions

·      What is an autobiography?

·      Why would someone write an autobiography?

·      What do we need to know about a person to create his/her biography?

·      What is a collage?

IV. Pennsylvania State Standards

9.1.3. B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

 

1.6.3. A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.

 

1.7.3. A: Recognize formal and informal language used in speech, writing, and literature.

V. General Objectives

·      Students will understand the different components of a biography.

VI. Behavioral Objectives:

·      Students will listen to a biography and will create a biography collage on a classmate.

VII. Instructional Materials

1.     30 sheets of Construction Paper

2.     20 Glues

3.     22 Packs of Crayons

4.     22 Packs of Colored Pencils

5.     1 Digital Camera for student photos

6.     50 Cut Out Magazine Images

7.     Foamy Shapes

8.     22 Safe Scissors

9.     35 Pieces of Fabric

10.  10 Watercolor Paints

11.  5 Glitter Gels

12.  Let’s Read about Ruby Bridges, Author: Ruby Bridges

VIII. Vocabulary

1.     Biography/Autobiography: The story of someone’s life written by someone else/the story of someone’s life written by themselves.

2.     Author: the writer of a book, text, or other text.

3.     Illustrator: a person who draws or creates pictures for magazines, books, advertising, etc.

4.     Collage: a form of art in which different materials are put together.

5.     Interview: a conversation between people in which facts and statements are passed to one another.

Instructional Procedures

A.    Introduction

·      Boys and girls take a seat on our reading carpet. Does anyone know what the word biography means? No.

·      What do you think a biography means? (Teacher will write different opinions on board). Those are all wonderful ideas! Boy and girls a biography is the story about someone’s life.

·      Can anyone tell me the definition for an autobiography? A story someone writes about themselves. Excellent!! Yes an autobiography is a story someone writes about themselves.

·      Now has anyone read any biographies/autobiographies? Yes, Hellen Keller and Martin Luther King Jr. Great those are both wonderful people!

·      Today we will be reading a biography about a young girl named Ruby Bridges. Has anyone ever heard about Ruby Bridges? No. Well she was a student just like all of you but lived in a time where Caucasian and African American students were not able to go to school together.

 

A.   Motivation

The teacher will explain to the students that they will each be creating a biography collage on a classmate. She will also explain the definition of a collage.

B.    Development

·      The students and teacher will take a seat on the reading carpet.

·      The teacher will ask the students to brainstorm on ideas about what they believe is the definition for a biography. The teacher will write the ideas on the board.

·      The teacher will introduce the term biography and write the definition on the board.

·      The teacher will have the students pass the book around and read a couple of sentences to the class.

·      The students will brainstorm on what information they should include in a biography and record the answers on the board.

·       The teacher will review the term collage and explain that each student will be creating a biography collage on another student in the class.

·      The teacher will explain to the students that they will not be writing in their collages, rather they will create a collage full of images that will describe their assigned classmate. She will also explain that they will get to know their classmate by interviewing each other and she will explain the definition of an interview.

·      The teacher will have two students demonstrate an interview by asking questions that were recorded on the board.

·      The teacher will assign each student a partner and will ask if anyone has any questions?

·      The students will return to their seats and begin getting to know their assigned classmate by asking each other questions and recording both the questions and answers on a sheet of paper.

 

C.    Strategies for Diverse Learners

The students will follow simple oral commands with visual cues. Follow multi-step oral directions to select materials or resources needed to complete tasks working with a partner. The teacher will be walking around the classroom and will inform students that if they need help she is more than welcome to help. ESL/ELL students will be assigned a partner that can help them well. The book and the questions on the board will be available to all students.

D.   Summary and Closure

After the student’s have recorded their questions and answers the teacher will collect them and explain that they will begin working on their collages the following day and she will ask the students if they can each share something new they have learned about their partner.

X. Assessment

A. Formative

The teacher will be able to understand if the students comprehend the lesson by listening to their conversations with their partner.

B.Summative

The teacher will be able to access students by observing how the students understand        the definition of biography. During the final review the teacher will review each collage and grade them by checking if the students followed instructions.

XI. Suggested Instructional Strategies

W: The student will know where they are headed because the teacher will specifically explain that they will be listening to a biography and then creating their own collage biography on a classmate. The students are only allowed to use images therefore there should not be any writing on their collages. The students will be informed that they will be sharing their collages with the class and that each page will be part of the classroom biography book.

H: The teacher will hook the students by informing them that they will be creating collages and that they will be using different art supplies to create these collages. These collages will eventually form their classroom collage book.

E: The teacher will explain a couple of facts about herself to help students understand a few things she would include in her biography. The teacher will explain that it is good for each student to be different in his/her own way.

R: The students will reflect, revisit, revise, and rethink by reflecting back on the story while creating their biography collages.

E: The students will express their understandings and engage in meaningful self-evaluation by sharing their biography collages with the class and reflecting on each collage.

When each collage is placed in the book students are able to reflect how they are each similar and different in so many ways.

T: The teacher will tailor instruction by walking around the classroom assisting students and by assigning students with partners they can communicate well with. If ESL/ELL level is strong and difficult to help the teacher can translate by using a translator on the internet.

O: The teacher will begin the lesson guiding students by reading the story, explaining definitions, and providing examples. After the teacher has guided students she will explain that the students will be working independently in groups of two.