{"id":2787,"date":"2010-04-15T18:38:55","date_gmt":"2010-04-15T18:38:55","guid":{"rendered":"http:\/\/hub-dev.bates.edu\/museum\/?page_id=2787"},"modified":"2019-12-04T13:30:18","modified_gmt":"2019-12-04T18:30:18","slug":"lillian-barnett-auburn-middle-school-portraits","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/museum\/education\/thousandwordproject\/lesson-plans\/lillian-barnett-auburn-middle-school-portraits\/","title":{"rendered":"Portraits"},"content":{"rendered":"

The Thousand Words Project (Ideas and Content)<\/a>,\u00a0Lillian Barnett, 7th<\/sup> and 8th<\/sup> Grade Language Arts, Auburn Middle School<\/h4>\n

Integrating Literacy and Visual Art<\/h3>\n

Introduction-Setting of a story or a picture<\/h4>\n

A writer must use words to create the setting for a piece of writing. \u00a0In some pieces of writing, the setting is critical to the story. In others, the setting is a neutral piece; it\u2019s the story, not the setting, which is important. \u00a0The story could take place almost anywhere.<\/p>\n

A visual artist uses pictures to express thoughts, feelings, messages, etc. \u00a0Sometimes the background of the picture is integral to the message of the painting, other times it is not necessary. \u00a0The artist can choose how much of a background to include, or not to include any background and let the subject speak for itself.<\/p>\n

Objectives:<\/h4>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0To have students read a piece of writing or view a picture and try to determine the setting for the piece<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0To have students decide if the setting is critical to the piece<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0If the setting (or background in the picture) is determined to be important, students will be able to explain that importance<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0In a writing sample, students will be able to effectively write a piece that will include the setting as an integral section.<\/p>\n

Maine Learning Results<\/strong><\/h4>\n

B.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LITERATURE AND CULTURE-Students will use reading, listening, and viewing strategies to experience, understand, and appreciate literature and culture.<\/p>\n

C.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0LANGUAGES AND IMAGES-Students will demonstrate an understanding of how words and images communicate.<\/p>\n

E.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 PROCESS OF WRITING AND SPEAKING-Students will demonstrate the ability to use the skills and strategies of the writing process.<\/p>\n

F.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0STYLISTIC AND RHETORICAL ASPECTS OF WRITING AND SPEAKING-Students will use stylistic and rhetorical aspects of writing and speaking to explore ideas, to present lines of thought, to represent and reflect on human experience, and to communicate feelings, knowledge, and opinions.<\/p>\n

Materials:<\/strong><\/h4>\n

Laptops website (scroll down), <\/strong>Packet of pre-selected stories with which students are familiar,\u00a0Writing materials,\u00a0Presentation and discussion of the relevance of setting to a picture or to a story will take several days.<\/p>\n

Procedure:<\/strong><\/h4>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Students entering the classroom will see two images, picture 1 by Jean Marc Nattier, titled \u201cMm.Adelaine,\u201d and picture 3, \u201cLunchroom Buddies, New York City,\u201d by Walker Evans. \u00a0\u00a0They will be asked to write a brief description of their reactions to the pictures-what message, feelings, etc., is the artist trying to project.<\/span><\/strong><\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Groups of 4 will be formed and students will share thoughts and writings.
\n<\/strong>3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Each group will share two thoughts about each picture with the entire group.
\n<\/strong>4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The teacher will lead a discussion about why students interpreted the picture as they did and what helped them to form their opinions.
\n<\/strong>5.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0This discussion should lead to the importance of setting when creating a picture. \u00a0It should also include that sometimes setting is not important; there are other ways of getting a message across to the viewer, whether by clothing, posture, color, informality, etc.
\n<\/strong>6.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Students again form their smaller groups and, using the packet of stories that has already been read and discussed by the class, choose 4 stories and discuss the importance of setting to each story.
\n<\/strong>7.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Students will regroup into 4 different groups and share their findings with other students.
\n<\/strong>8.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Students will return to their seats and create a journal entry on how setting can affect a reader\u2019s interpretation of a story and a viewer\u2019s reaction to an image.
\n<\/strong>9.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Next students will view images 3, \u201cLunchroom Buddies,\u201d and 4, \u201cDockworkers,\u201d both by Walker Evans. \u00a0Each of them has a setting, but the amount of detail in the pictures is different. \u00a0\u00a0A discussion will follow about differing amounts of detail that are necessary to create an impression of the picture.
\n<\/strong>10.\u00a0\u00a0\u00a0\u00a0\u00a0Students will view the rest of the images, pictures 2, \u201cSteven Schaffer,\u201d 6, \u201cFlinx Martin, Nantucket,\u201d and 9, \u201cZhao Weidong, 16, Jiyuan country,\u201d with the intention of sharing their impressions of what impact the setting has on their interpretation of the image.
\n<\/strong>11.\u00a0\u00a0\u00a0\u00a0\u00a0Groups of four, different than previous groups, will be created to again analyze the effect of setting in stories in their packet. \u00a0This time students will be looking for the amount of detail used to create the setting and how relevant the description is to the story.
\n<\/strong>12.\u00a0\u00a0\u00a0\u00a0\u00a0The members of the group will share their findings with the rest of the class. \u00a0As each image is discussed, it will be projected at the front of the room. \u00a0Comments from other students are encouraged.
\n<\/strong>13.\u00a0\u00a0\u00a0\u00a0\u00a0The class will be asked to create journal entries, describing and discussing the relevance of setting in relation to a named story from their packet. \u00a0The students must choose a specific picture that closely matches the amount of setting in their story, explaining why the story and picture were paired.
\n<\/strong>14.\u00a0\u00a0\u00a0\u00a0\u00a0There will be a class discussion about the significance of setting and its impact on a story and on the interpretation of an image.<\/p>\n

Assessment<\/strong><\/h4>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The teacher will make informal judgments as the different groups are working.
\n2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Journal entries will be read.
\n3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The teacher will read a short essay and have students write a response as to the amount of detail for the setting and the importance of that detail.
\n4.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Students will create a written piece, using the element of setting as is necessary to getting their message across to the reader.<\/p>\n\n\t\t