{"id":90,"date":"2015-10-22T18:55:28","date_gmt":"2015-10-22T18:55:28","guid":{"rendered":"https:\/\/www.bates.edu\/thousand-words-project\/?page_id=90"},"modified":"2019-10-04T14:30:14","modified_gmt":"2019-10-04T14:30:14","slug":"lines","status":"publish","type":"page","link":"https:\/\/www.bates.edu\/thousand-words-project\/lessons\/lines\/","title":{"rendered":"Lines"},"content":{"rendered":"\n
  1. Introduction<\/a><\/li>
  2. Teach It <\/a><\/li>
  3. Dig Deeper<\/a><\/li><\/ol>\n\n\n\n
    \n\n\n\n

    Introduction<\/h3>\n\n\n\n

    This segment equates sentences to lines in art. It discusses how artists rely on a variety of lines to create interest and how authors, too, should use both short and long sentences to make their writing more interesting to read.<\/p>\n\n\n\n

    Time: 45-50 minute period<\/h3>\n\n\n\n

    Objectives:<\/h3>\n\n\n\n
    \n
      \n
    • Students will construct a variety of complete and interesting sentences.<\/li>\n
    • Students assess sentence variation and interest and communicate feedback to a peer.<\/li>\n<\/ul>\n<\/div>\n\n\n\n

      Common Core State Standards for English Language Arts:<\/h3>\n\n\n\n
      \n
        \n
      • SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others\u2019 ideas and expressing their own clearly and persuasively.<\/li>\n
      • R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.<\/li>\n
      • W.CCR.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.<\/li>\n
      • W.CCR.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.<\/li>\n<\/ul>\n<\/div>\n\n\n\n

        Maine Learning Results Visual and Performing Arts Standards:<\/h3>\n\n\n\n
        \n
          \n
        • A2 Elements of Art and Principles of Design \u2013 Visual Arts<\/li>\n<\/ul>\n<\/div>\n\n\n\n

          Segment Vocabulary: fundamental, engraving, variation<\/h3>\n\n\n\n
          \n\n\n\n

          Teach It<\/h3>\n\n\n\n

          Prior to viewing:<\/h3>\n\n\n\n

          Divide students into groups of six. Provide one student in each group with a simple sentence, such as, \u201cI saw a painting.\u201d; \u201cI looked at a sculpture.\u201d; \u201cI went to an exhibition.\u201d; \u201cI took a photograph.\u201d Ask the first student to add or change one word to make it a more interesting sentence.  The next person in the group then adds or changes another word in the sentence to make it more interesting.  Continue passing until each group member has added a word or made a change.  Have each group share their completed sentences.<\/p>\n\n\n\n

          Explain to students that they are going to be watching a segment that compares sentences in writing to lines in art \u2013 that both are utilized to create interest and variation.<\/p>\n\n\n\n

          \n