Integrated Learning Lesson Plan Single Lesson

Created in Partnership among Montalvo Arts Center, Santa Clara County Office of Education, Santa Cruz County Office of Education, and Arts Council Santa Cruz County for use in Integrated Learning Curriculum Development.

!

Artist Author:

Montalvo Arts Center Lesson Title:

Accordion Book: Creative Writing and Illustration

Grade(s): 7-12

Art Discipline(s): Creative Writing & Visual Arts

Academic Content Area(s):

Language Arts

Throughline/Core Concept:

How can students better understand and use rhetorical devices in their own writing to create a visual experience in their work, and similarly how are these devices used in the creation of illustrations to convey stories?

Understanding Goals: (Essential Questions and Learning Outcomes) What do I want my students to understand?

Essential Questions: • What rhetorical techniques does C.S. Lewis use to create

setting? • How does figurative language help readers envision a writer’s

ideas? • How does word choice influence the atmosphere of a setting? • How did Bruce Munro and Pauline Baynes interpret Lewis’

writing into art?

Learning Outcomes: • C.S. Lewis combines analogies, similes, metaphors, and

language appealing to several senses to create a vivid and immersive setting.

• Using figurative language, writers guide readers to explore fictional settings using reality as a reference point.

• Words carry connotations that, when combined in a passage, can fill a setting’s atmosphere with emotion.

• While Pauline Baynes provides a very literal depiction of Lewis’ ideas that eases readers’ understanding of the text, Bruce Munro interprets Lewis’ work conceptually, drawing on the wonder and emotion from Narnia.

Integrated Learning Lesson Plan Single Lesson

Art Standards: http://www.nationalartsstandards.org/

PDF

7th Grade: • VA:Cr2.3.7a: Apply organizational strategies to design and

produce a work of art, design, or media that clearly communicates information or ideas.

• VA:Re8.1.7a: Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.

8th Grade: • VA:Cr2.3.8a: Select, organize, and design images and words to

make visually clear and compelling presentations. • VA:Re8.1.8a: Interpret art by analyzing how the interaction of

subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

HS Proficient-Advanced: • VA:Cr2.1.Ia: Engage in making a work of art or design without

having a preconceived plan. • VA:Re8.1.Ia: Interpret an artwork or collection of works,

supported by relevant and sufficient evidence found in the work and its various contexts.

Integrated Learning Lesson Plan Single Lesson

Common Core State Standards: http://www.corestandards.org/ELA-Literacy/

7th Grade • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate

content presented in diverse media and formats, including visually and quantitatively, as well as in words.

• CCSS.ELA-LITERACY.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

• CCSS.ELA-LITERACY.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• CCSS.ELA-LITERACY.W.7.3.D: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

8th Grade • CCSS.ELA-LITERACY.RL.8.4: Determine the meaning of

words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

• CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• CCSS.ELA-LITERACY.W.8.3.D: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

9th - 10th Grade • CCSS.ELA-LITERACY.CCRA.R.9: Analyze how two or more

texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• CCSS.ELA-LITERACY.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

• CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

• CCSS.ELA-LITERACY.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• CCSS.ELA-LITERACY.W.9-10.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

11th - 12th Grade • CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of

words and phrases as they are used in the text, including

Integrated Learning Lesson Plan Single Lesson

Next Generation Science Standards: https://www.nextgenscience.org/

Relevancy (Cultural, Societal, Global, Local): How is this relevant or important to the lives of students?

-Students will practice conveying ideas vividly and coherently, using descriptive language. -Students will work on their performance skills by sharing their original works with their fellow peers. -Self-expression will be explored as students create an original narrative reflecting on their own personal stories.

Pedagogies Used

Integrated Habits of Mind: Website ILHoM Chart

Make meaning Think flexibly Work collaboratively and interdependently Inquire creatively Think systemically

Studio Habits of Mind: Studio Habits of Mind Chart

Envision Express Observe Reflect Stretch and explore Understand arts community

Growth Mindset: Growth Mindset Chart Growth Mindset Graphic

Students will see effort as the path to mastery by building on their writing and seeing how the more descriptive they are, the more the illustrated version comes out as they imagined.

Making Learning Visible/Visual Thinking Strategies VTS at a Glance

The creation of the student’s book will provide a visual archive of their work and thinking process. There is opportunity for the instructor to make learning visible by creating a visual thinking wall or vision board to help guide and foster students’ creative process.

Depth of Knowledge: Depth of Knowledge Wheel DOK Chart DOK Question Stems

Level 3: Compare, Assess, Revise, Cite evidence, Level 4: Connect, Analyze, Critique, Synthesize, Create

Are Other Pedagogies in Use? Please list:

Integrated Learning Lesson Plan Single Lesson

Lesson OverviewPrep Time: Lesson time: 55 min.

Teacher Practice and Prep: Include Tips & Precautions

Prior discussion about the vocabulary used in this activity would be helpful.

Resources/Bibliography/Source Credits:

Lewis, C.S. The Voyage of the Dawn Treader. 1952. New York, HarperCollins Publishers, 1994.

Vocabulary: • Similes • Metaphors • Figurative language • Imagery • Analogies • Atmosphere • Tone • Setting • Onomatopoeia

Integrated Learning Lesson Plan Single Lesson

Instructional Materials, Technology, and Equipment:

• Blank scratch paper • Large square paper (around 9”X9”) • Colored pencils • Pencils • Copies of the accordion book folding instructions • Copies of the excerpts about the Silver Sea and the

Dark Island from The Voyage of the Dawn Treader for students

• Image of Munro’s Silver Sea • Copy of the following illustrations by Pauline

Baynes: Silver Sea

! Dark Island

!

Integrated Learning Lesson Plan Single Lesson

Set-up Needs: • Tables and chairs arranged for work in groups. • A whiteboard/poster board to create visual thinking

wall or vision board.

Integrated Learning Lesson Plan Single Lesson

Procedures: Please include accommodations for differentiated instruction and consider time for reflection

Instruction: 1. Break into groups of five. Each group gets one copy

of the excerpt about the Silver Sea and one copy of the excerpt about the Dark Island.

2. In their groups, students will read both passages from The Voyage of the Dawn Treader and find five examples of a technique that C.S. Lewis used to create setting (ex: used sensory language/imagery, metaphors, similes, analogies, personification, atmosphere).

3. Once the groups have finished reading their passages, show the class images or video of Bruce Munro’s Silver Sea.

4. Class discussion: a. Groups share their findings with the class. b. Together, answer:

i. How do these techniques contribute to the setting?

c. What similarities and differences can you see between Munro’s Silver Sea and Lewis’ passage? Between Baynes’ illustration and Lewis’ passage?

d. What similarities and differences can you see between Munro’s Silver Sea and Baynes’ illustration?

i. Compare/contrast how the two artists represent Lewis’ settings in terms of medium, content, symbolism…

Activity: 5. Students are put into pairs. Each partner is given a

sheet of paper to fold into a booklet. (Accordion book folding instructions)

6. On the left most section, students will write one paragraph describing a fantastical, beautiful island incorporating four of the following eight rhetorical devices: • Simile • Metaphor • Figurative language • Imagery • Analogies • Atmosphere • Tone • Onomatopoeia

7. After unfolding the top section, Students will then illustrate their short story.

8. With their partner, students will take turns reading their stories. While one partner reads the other will be illustrating the story on a separate sheet of paper. After completing the illustration partners should compare and contrast their own to their partners.

9. On the right most section, students will write one paragraph describing a terrifying, haunted island

Integrated Learning Lesson Plan Single Lesson

Performances of Understanding/ Assessment (choose those that apply):

- Critique and Reflection - Documentation

- Formative, Summative, Formal, and Informal

4 C’s Rubrics 4 C’s Lesson Design Aid

On the back of their booklets, or as a group, students will answer the following questions:

• What techniques did C.S. Lewis use to create setting in the passage from The Voyage of the Dawn Treader?

• How did Munro and Baynes translate Lewis’ words into visual art?

• As writers, did the illustrations to your descriptions match your expectations? If so, how? If not, how were they different?

• As illustrators, which phrases did you find most effective in guiding your drawings? Why?

How did students use rhetorical devices to create a visual experience in their work and covey stories through illustration?