{"id":6589,"date":"2013-01-10T09:36:39","date_gmt":"2013-01-10T14:36:39","guid":{"rendered":"https:\/\/www.bates.edu\/museum\/?page_id=6589"},"modified":"2019-12-04T13:30:17","modified_gmt":"2019-12-04T18:30:17","slug":"connecting-poetry-with-maine-artists","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/museum\/education\/thousandwordproject\/lesson-plans\/connecting-poetry-with-maine-artists\/","title":{"rendered":"Connecting Poetry with Maine Artists"},"content":{"rendered":"<h4><strong>The Thousand Words Project <a href=\"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/symbols-and-metaphors\/\">(Symbols and Metaphors)<\/a>, Andrea Bail, Martel Elementary School, 4th grade teacher.<\/strong><\/h4>\n<p><em><span style=\"text-decoration: underline;\">Intro:<\/span><\/em><\/p>\n<p style=\"padding-left: 30px;\">Students will consider the components of a Maine landscape and will examine ways artists create a mood or feeling.\u00a0 Students will then create a poem inspired by a landscape painting. Students will share their poem with others.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Common Core State Standards for English Language Arts:<\/strong><\/p>\n<ul>\n<li>W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.<\/li>\n<li>W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.<\/li>\n<li>W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.<\/li>\n<li>W.CCR.10 Write routinely over extended time frames (time for research, reflection, and \u00a0 revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.<\/li>\n<\/ul>\n<p><strong>Maine State Learning Standards Visual and Performing Arts:<\/strong><\/p>\n<p style=\"padding-left: 30px;\"><strong>A. CREATIVE EXPRESSION.<\/strong> Students will create and\/or perform to express ideas and feelings. Students communicate through their works, revise and problem-solve, use a variety of processes, and integrate their works with other disciplines.Each art form has specific vocabulary, elements, principles, and structures that allow for communication of ideas, feelings, and moods.<\/p>\n<p><strong>Goals<\/strong><\/p>\n<ol>\n<li>Students will demonstrate an understanding of various landforms surrounding Baxter State \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Park.<\/li>\n<li>Students will have a better understanding of the hardships Donn Fendler had to endure during his 1939 ordeal in which he was stranded on Mount Katahdin in Baxter State Park for 12 days.<\/li>\n<\/ol>\n<p><strong>Student Goals<\/strong><\/p>\n<ol>\n<li>Students will consider the components of a landscape and will examine ways artists evoke a<br \/>\nmood or feeling through a landscape painting from a Maine landscape and \/or Maine artist.<\/li>\n<li>Students will practice composition studies by examining other landscape paintings from<br \/>\nartists from the state of Maine.<\/li>\n<li>Students will select their own landscape and create a poem that demonstrates<br \/>\nunderstanding of the components of Baxter State Park.<\/li>\n<\/ol>\n<p><em><strong><span style=\"text-decoration: underline;\">Teach It:<\/span><\/strong><\/em><\/p>\n<p><strong>Pre-teaching Activities<\/strong><\/p>\n<ol>\n<li>Students will identify specific types of poetry.<\/li>\n<li>Students will be able to define the specific literary devices used in creating poetry and demonstrate proficiency with them.\u00a0 Define the terms: rhyme, rhythm, repetition, simile, \u00a0\u00a0\u00a0\u00a0\u00a0 metaphor, personification.<\/li>\n<li>After a poem is shared, students will answer the following 3 questions:<br \/>\nWhat do you think is the mood of this poem?<br \/>\nWhat words did the poet use to create the mood you describe?<br \/>\nWhat connections to your own life can you make with the mood of this poem?<\/li>\n<\/ol>\n<p><strong>Key words<\/strong><\/p>\n<p>Landscape, frontier, wilderness, mountains, Baxter State Park, Mount Katahdin, legend, folk tale, rhyme, rhythm, repetition, simile, metaphor, personification, foreground, middle ground, \u00a0\u00a0 background, horizon line, hue, tint, feeling, mood, Acrostic Poems, Alphabet Alliteration, Cinquain, Color Poem, Concrete Poem, Creature Alliteration, Five Senses, Haiku, photorealism, modernist, impression, and depiction.<\/p>\n<p><strong>Teaching Activities<\/strong><\/p>\n<ol>\n<li>Using their laptop, students will familiarize themselves with images from the Bates College gallery at <span style=\"text-decoration: underline;\">http:\/\/www.thousandwordsproject.org\/gallery.shtml<\/span> to familiarize themselves with various types of Maine landscapes.<\/li>\n<li>Using the projector, the teacher will share the twelve \u201cAll Video Segments\u201d section under quick start on the Home page: <strong><a href=\"http:\/\/www.thousandwordsproject.org\/index.shtml\"><span style=\"text-decoration: underline;\">http:\/\/www.thousandwordsproject.org\/index.shtml<\/span><\/a><\/strong><\/li>\n<\/ol>\n<p>Three specific paintings from Maine authors, Joel Babb, Phil Barter, and Marsden Hartley, will be discussed:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-6590 alignnone\" title=\"clip_image002\" src=\"https:\/\/www.bates.edu\/museum\/files\/2013\/01\/clip_image002.jpg\" alt=\"\" width=\"287\" height=\"164\" \/><br \/>\n<strong>Joel Babb<\/strong><br \/>\nFalls on Nesowadnehunk Stream (Baxter State Park), 1999<br \/>\noil on paper<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-6591 alignnone\" title=\"Barter\" src=\"https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-600x336.jpg\" alt=\"\" width=\"276\" height=\"155\" srcset=\"https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-600x336.jpg 600w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-300x168.jpg 300w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-547x308.jpg 547w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-620x349.jpg 620w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter-295x166.jpg 295w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Barter.jpg 896w\" sizes=\"(max-width: 276px) 100vw, 276px\" \/><strong><br \/>\nPhilip Barter<\/strong><br \/>\nMoonrise, Hancock Point, 1990<br \/>\noil on canvas<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-6592 alignnone\" title=\"Pallid Spring\" src=\"https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Pallid-Spring-600x343.jpg\" alt=\"\" width=\"294\" height=\"168\" srcset=\"https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Pallid-Spring-600x343.jpg 600w, https:\/\/www.bates.edu\/museum\/files\/2013\/01\/Pallid-Spring-300x171.jpg 300w\" sizes=\"(max-width: 294px) 100vw, 294px\" \/><strong><br \/>\nMarsden Hartley<\/strong> (1877-1943, American)<br \/>\nPallid Spring, 1909<br \/>\noil on panel<\/p>\n<p>4.\u00a0 Students will select one art piece to use as a visual reference for their poem.<\/p>\n<p>5.\u00a0 Using the types of poems students were previously introduced to, they will decide on what<br \/>\ntype of poem they will use to connect with the piece of art.<\/p>\n<p>6.\u00a0 The students will create poems that use sensory description.\u00a0 Students may choose from<br \/>\nsyllabic rhythm (meter) and select one literary device such as metaphor, similes,<br \/>\npersonification, or repetition.<\/p>\n<p>7.\u00a0 Students will peer edit and teacher edit the rough drafts of their poems.<\/p>\n<p>8.\u00a0 Students will revise and type their poems.<\/p>\n<p><strong>Assessment<\/strong><br \/>\nUsing a rubric, the final poem will be assessed on quality of work and meeting assignment requirements.<\/p>\n<table border=\"0\" cellspacing=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"124\"><\/td>\n<td valign=\"top\" width=\"124\">Does Not Meet the Standard<\/td>\n<td valign=\"top\" width=\"124\">Partially Meets the Standard<\/td>\n<td valign=\"top\" width=\"124\">Meets the Standard<\/td>\n<td valign=\"top\" width=\"167\">Exceeds the Standard<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"124\">Create a poem<\/td>\n<td valign=\"top\" width=\"124\">1<\/td>\n<td valign=\"top\" width=\"124\">2<\/td>\n<td valign=\"top\" width=\"124\">3<\/td>\n<td valign=\"top\" width=\"167\">4<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"124\">Connection to landscape<\/td>\n<td valign=\"top\" width=\"124\">1<\/td>\n<td valign=\"top\" width=\"124\">2<\/td>\n<td valign=\"top\" width=\"124\">3<\/td>\n<td valign=\"top\" width=\"167\">4<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"124\">Sensory description<\/td>\n<td valign=\"top\" width=\"124\">1<\/td>\n<td valign=\"top\" width=\"124\">2<\/td>\n<td valign=\"top\" width=\"124\">3<\/td>\n<td valign=\"top\" width=\"167\">4<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" width=\"124\">Conventions<\/td>\n<td valign=\"top\" width=\"124\">1<\/td>\n<td valign=\"top\" width=\"124\">2<\/td>\n<td valign=\"top\" width=\"124\">3<\/td>\n<td valign=\"top\" width=\"167\">4<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><em><strong><span style=\"text-decoration: underline;\">Dig Deeper:<\/span><\/strong><\/em><\/p>\n<p><strong>Classroom Publication<\/strong><br \/>\nPoems will be shared with parents during an Authors\u2019 Tea and displayed on hallway bulletin boards.<\/p>\n<p>After you have finished using this TWP lesson with your students, please help us improve the program by responding to this short survey at <a href=\"https:\/\/bates.co1.qualtrics.com\/SE\/?SID=SV_2oikOibUWoOemsl\">https:\/\/bates.co1.qualtrics.com\/SE\/?SID=SV_2oikOibUWoOemsl<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Thousand Words Project (Symbols and Metaphors), Andrea Bail, Martel Elementary School,&hellip;<\/p>\n","protected":false},"author":122,"featured_media":0,"parent":6929,"menu_order":5,"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-6589","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/6589","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=6589"}],"version-history":[{"count":6,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/6589\/revisions"}],"predecessor-version":[{"id":10506,"href":"https:\/\/www.bates.edu\/museum\/wp-json\/wp\/v2\/pages\/6589\/revisions\/10506"}],"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=6589"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}