{"id":2786,"date":"2010-04-15T19:19:42","date_gmt":"2010-04-15T19:19:42","guid":{"rendered":"http:\/\/hub-dev.bates.edu\/museum\/?page_id=2786"},"modified":"2019-12-04T13:30:18","modified_gmt":"2019-12-04T18:30:18","slug":"shayna-malyata-lewiston-middle-school-literary-devices-in-poetry-and-two-dimensional-art","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/museum\/education\/thousandwordproject\/lesson-plans\/shayna-malyata-lewiston-middle-school-literary-devices-in-poetry-and-two-dimensional-art\/","title":{"rendered":"Poetry &amp; 2D Art"},"content":{"rendered":"<h4>Thousand Words Project (<a href=\"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/conventions\/\">Conventions<\/a> and <a href=\"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/style\/\">Style<\/a>), Shayna Malyata, Lewiston Middle School,\u00a0Integrating Literacy and Visual Art<\/h4>\n<h3>Literary Devices in Two-Dimensional Art and Poetry<\/h3>\n<h4>Objectives<\/h4>\n<ul>\n<li>To introduce or review and practice recognizing the parallels between literary devices and their anologuess in 2D visual art, such as symbolism, irony, allusion, repetition, mood, and personification<\/li>\n<li>To understand an appreciate the meaning of a work of art by analyzing the figurative techniques employed<\/li>\n<li>to expose students to a wide range of 2D art and artist techniques<\/li>\n<li>To draw comparisons between\u00a0 visual art and literature<\/li>\n<\/ul>\n<h4><strong>Maine Learning Results<\/strong><\/h4>\n<p>ELA B6<\/p>\n<h4><strong>Materials<\/strong><\/h4>\n<ul>\n<li>Laptops computers<\/li>\n<li>LCD projector<\/li>\n<li>Overhead projector<\/li>\n<li>Poem<\/li>\n<li>Classroom materials<\/li>\n<\/ul>\n<h3><strong>Understanding Mood in Art and Poetry<\/strong><\/h3>\n<h4><strong>Procedure<\/strong><\/h4>\n<ul>\n<li>Teacher shall preselect four works of art, each work to portray a significantly different mood (i.e., joy, grief, anger, fear).<\/li>\n<li>One of these works will be projected on a screen at the front of the room while students are entering classroom.<\/li>\n<li>Students will be asked to answer the following question on a piece of paper: How does this work of art make you feel?<\/li>\n<li>After a few minutes of fee writing, students will be asked to share their thoughts.<\/li>\n<li>Teacher will tehn ask students to explain <em>why<\/em> they felt this way when observing the image.\u00a0 At this time, students should be encouraged to give strong evidence to explain the mood they think the image portrays.<\/li>\n<li>Spend time discussing the artist&#8217;s choice of colours, &#8220;vocabulary&#8221; of mark-making, perspective, focus, choice of details, etc.<\/li>\n<li>Teacher will then post the literary device &#8220;mood&#8221; and try to generate an accurate definition from the students.\u00a0 This definition should be posted and recorded by students.<\/li>\n<li>Students will then discuss the next three works of art that portray different moods.\u00a0\u00a0Students should work in pair, and the teacher should roam among them checking for understanding.<\/li>\n<li>Once an understanding of mood has been mastered, teacher will lead the class through a discussion of mood in a preselected poem.<\/li>\n<li>Teacher will plaace the poem on overhead projector and read it aloud to the students twice.<\/li>\n<li>Students will discuss the feeling teh get from hearing\/reading the poem.<\/li>\n<li>Teacher will model an analysis of the poem&#8217;s mood by underlining details, phrases, words, and punctuation, and by noting line and stanza breaks that the author used to develop this mood.<\/li>\n<\/ul>\n<h3><strong>Assessment<\/strong><\/h3>\n<ol>\n<li>Informal: teacher will confer with pairs of students to check for understanding.<\/li>\n<li>The next day, students may be asked to perform the previous day&#8217;s\u00a0task independently, both on a work of art and on a poem<\/li>\n<\/ol>\n<p><a href=\"mailto:museum@bates.edu\">Send us a comment on this lesson.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Thousand Words Project (Conventions and Style), Shayna Malyata, Lewiston Middle School,\u00a0Integrating Literacy&hellip;<\/p>\n","protected":false},"author":122,"featured_media":0,"parent":6929,"menu_order":14,"comment_status":"closed","ping_status":"open","template":"","meta":{"_hide_ai_chatbot":false,"_ai_chatbot_style":"","associated_faculty":[],"_Page_Specific_Css":"","_bates_restrict_mod":false,"_dimp_site_id":"","_dimp_override_contact":false,"_table_of_contents_display":false,"_table_of_contents_location":"","_table_of_contents_disableSticky":false,"_is_featured":false,"footnotes":"","_bates_seo_meta_description":"","_bates_seo_block_robots":false,"_bates_seo_sharing_image_id":0,"_bates_seo_sharing_image_twitter_id":0,"_bates_seo_share_title":"","_bates_seo_canonical_overwrite":"","_bates_seo_twitter_template":"","_links_to":"","_links_to_target":""},"class_list":["post-2786","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2786","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/users\/122"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/comments?post=2786"}],"version-history":[{"count":3,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2786\/revisions"}],"predecessor-version":[{"id":10515,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/2786\/revisions\/10515"}],"up":[{"embeddable":true,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/6929"}],"wp:attachment":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/media?parent=2786"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}