COMMON CORE STATE STANDARDS

• W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• W.7.3.d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• W.7.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• RL.7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• RI.7.6 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

NATIONAL ARTS STANDARDS

• 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.
• VA:Re7.1.8a– Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.

WHY THE ARTS

• Through these arts integrated activities, students will analyze clothing in order to differentiate between social classes and opportunity. They will experience and analyze sensory language through art rather than text to increase accessibility to all learners. Students will also have the opportunity to group think before deeper independent thinking. As students practice writing narratives from different POVs, they will also be experimenting with descriptive and sensory language by analyzing various artworks.

ASSESSMENT

• Why is this an example of sensory language?
• How do clothing/attributes help determine social class?
• Formative:
  • The teacher is walking around to check student chalk talk charts. The teacher is checking for understanding in whole group discussions.
• Summative:
  • Students will choose an individual from the artwork to write a narrative from the character’s POV, incorporating sensory and descriptive details.

LESSON CONNECTIONS

• 1.1 Kehinde Wiley:
  • L7, 9, 17, 21, 25, 30 Slides (Narrative)
• 1.2 Albert Kretschmer:
  • Lessons 6 & 27 Slides (Comic Strips)
• 1.3 Diego Rivera:
  • Lessons 12 & 27 Slides (Script)

CONNECTION TO MODULE GOALS/EOM TASK

• This routine will help students analyze artwork in order to brainstorm ways to include sensory language and descriptive details into a narrative for EOM. Students will examine artwork to show how social order determines what you wear and who you are. Students will be able to practice writing narratives from different POVs.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Notice and Wonder
• Visual Analysis
• Chalk Talk
• Stop & Jot

MATERIALS

• Teacher: HDMI Cord, Chart Paper, Markers
• Student: Personal Narrative Graphic Organizer / Comic Strip Template / Script Graphic Organizer

TEACHER BACKGROUND

• Teachers need to know the hierarchy of the social classes in Medieval Times.
• Teachers should watch the videos included in the slides for background information on the artist or artworks.
• Teachers should review the Elements of Art chart in the slides.

STUDENT PREREQUISITES

• Sensory Language
• Descriptive Language
• Character POV

ACCESSIBILITY

• Allow for both group and independent work.
• Make sure to project all slideshow imagery as large as possible so that students with visual impairment are able to see from around the room.
• Give written and verbal directions.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Remind students that this is a safe place to express ideas and that we do not judge classmates during this creative process. Emphasize that spelling is not being graded and students should be open to all ideas.

Physical Environment:

• This resource comes with 3 visual slideshows. Images should be in full size and visible to all students. Teachers may want to separate desks into groups or divide the whiteboard into equal sections for each group to have a space to work.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

SIENNA MAHONEY

CHEYENNE SHONGO

COMMON CORE STATE STANDARDS

• W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• W.7.3.d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• RL.7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• RI.7.6 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

NATIONAL ARTS STANDARDS

• 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.
• VA:Re7.1.8a– Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.

WHY THE ARTS

• Students will be able to attach their knowledge of the book to a comic strip in a way that is personally satisfying.

ASSESSMENT

• Criteria:
  • In writing, establish the social status of your character. Create a comic strip – you can use thought bubbles or boxes in order to write your narrative, show dialogue, or give the reader insight into what your character is thinking.
  • Use dialogue between at least one or more of the other figures that are in the mural.
  • Use descriptive details and sensory language to develop setting and provide information on the event or actions that are taking place.
  • Have a beginning, middle, and end.
  • Use words from the Vocab Journal.
• Formative:
  • Analyzing student’s individual and collaborative writing through the Chalk Talks and Stop and Jots.
• Summative:
  • Analysis of student’s final comic strip, which will include dialogue, sensory language and descriptive details.

LESSON CONNECTIONS

• Grade 7, Module 1, Lessons 6 & 30

CONNECTION TO MODULE GOALS/EOM TASK

• Students become accustomed to routinely analyzing art and literature. They will be both reading and writing about art that is relevant to the Middle Ages and the novels that are part of the Wit and Wisdom curriculum. Drawing and writing their comic strips will help to prepare them for the EOM task because it will be required that they use sensory language, descriptive details, dialogue and narration.

MATERIALS

• Comic Strip Slides #9-16 / 6 Panel Comic Organizer / Narrative Organizer

TEACHER BACKGROUND

• Allow students to use whatever means of artistic communication that feels best (drawing, collaging, tracing) in order to minimize discomfort around technical art making skill.

STUDENT PREREQUISITES

• Module 1 reading materials/texts and knowledge of sensory language.

ACCESSIBILITY

• Use of various methods of drawing, collage, or tracing. Use of large, projected slides that will be visible to children throughout the room. Clear written and verbal directions. Use of graphic organizer.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Teachers will need to become familiar with the elements of art: line, shape, color, texture, form, space and value. The slides contain a visual aid.

Physical Environment:

• Materials should be presented to students in organized bins to save time and decrease distraction.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

SIENNA MAHONEY

CHEYENNE SHONGO

COMMON CORE STATE STANDARDS

• W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• W.7.3.d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• W.7.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• RL.7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• RI.7.6 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

NATIONAL ARTS STANDARDS

• TH:Cr1.1.7.A – Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.
• TH:Cr3.1.7.A – Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.
• TH:Pr6.1.7.A – Participate in rehearsals for a drama/theatre work that will be shared with an audience.
• TH:Cn10.1.7.A – Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

WHY THE ARTS

• Students have an alternate way to practice the skills necessary for the End of Module task. Students will be able to practice ways to “explode” a moment in narratives in a low stakes way. This activity will give students a chance to work with narratives from different POVs. Students will also have a chance to practice narrative writing, setting them up for success on the EOM task. Teaching this through the arts by writing and performing skits can increase confidence and self esteem, improve communication skills, and enhance creativity and imagination, emotional intelligence, social skills, and cultural awareness. It can also be an emotional outlet for students.

ASSESSMENT

• Formative:
  • The teacher is walking around as students are developing their script in order to check for understanding. The teacher should be reading students scripts as they are creating them in order to ensure that students have the narrative techniques necessary to “explode” a moment.
• Summative:
  • Students perform their skit in front of their peers. The teacher is watching and listening to skits in order to identify sensory language, descriptive details and dialogue. Students are recording examples of these skills as they are watching peers’ skits. Each skit should include 2 examples of sensory language details, 2 descriptive details, and dialogue that works to tell a story, 5 lines per character.

LESSON CONNECTIONS

• 7th Grade, Module 1 Castle Diary: Lesson 6 /The Midwife’s Apprentice: Lesson 30

CONNECTION TO MODULE GOALS/EOM TASK

• This task will help students succeed in the end of the module because it provides students with the opportunity to practice relevant and necessary skills. Students will have to incorporate dialogue, sensory language, and descriptive details into scripts. Students are practicing storytelling and narrating as they are acting out their skit. Students will have have hands-on experience with narrating stories from different POVs in order to prepare students for their EOM narrative writing task.

MATERIALS

• Script Graphic Organizer
• Google Slides

TEACHER BACKGROUND

• Medieval Times Social Order
• Teachers should prepare to circulate and check for understanding during creative processes.
• Teachers should be able to identify sensory and descriptive details while watching skits.

STUDENT PREREQUISITES

• Sensory Language
• Descriptive Language
• Character POV
• Medieval Times Social Order

ACCESSIBILITY

• Script Template provided in slides and as a graphic organizer
• Narrative Structure vs Script Structure discussed in slides

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Encourage students to open themselves to take risks and fully take on the point of view of the character.
• OPTIONAL: Teachers act out a character from one of the module texts to break the ice. (Be silly and take risks so students will do the same!)
• Remind Students:
• • This is a safe and creative space
  • The audience is silent while classmates are performing
  • To project their voice when performing
  • We do not criticize acting or make fun of anyone during this exercise
  • We support and clap for every performer

Physical Environment:

• Choose a place in the classroom to call your stage.
• OPTIONAL: Turn chairs to the front so all students are facing your “stage”.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

SIENNA MAHONEY

CHEYENNE SHONGO

COMMON CORE STATE STANDARDS

• RL.7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

NATIONAL ARTS STANDARDS

• VA:Cr3.1.7A – Reflect on and explain important information about personal artwork in an artist statement or another format.

WHY THE ARTS

• This will serve as a meaningful, exciting, and creative experience for students to be able to apply all that they have learned about Medieval Times, social status, and identity through art. Students will have the opportunity to create Illuminated Manuscripts that represent the individuals they wrote about in their EOM tasks, creating beautiful artwork from all of the experiences they’ve had with medieval times, identity, and social class during this module.

ASSESSMENT

• Reflection Questions:
  • How does my Illuminated Manuscript show my protagonist’s identity?
  • What details can I use to describe my illuminated manuscript?
    • THINK: descriptive language
  • What details in my Illuminated Manuscript show that it is set in the Middle Ages?
  • How does my art work show the style of an Illuminated Manuscript?
• Peer Review Checklist:
  • Do my illustrations show my protagonist’s identity?
  • Does my work have details that show it is placed in Medieval Times?
  • Does my illuminated manuscript have a complete border?
  • Does my work utilize the style of an Illuminated Manuscript?
  • Does my letter utilize the style of illuminating letters from the slides?
  • Is my entire page covered with paint, illustrations or drawings that represent the identity of my protagonist? NO BLANK SPACE!

LESSON CONNECTIONS

• Grade 7, Module 1, EOM

CONNECTION TO MODULE GOALS/EOM TASK

• The illuminated manuscript is the cover to the EOM student narrative. Students will use ideas and information from their narratives to create their illuminated manuscript to show their protagonists identity and social class.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Notice and Wonder

MATERIALS

• Paper or cardstock paper
• Pencil
• Paint or colored pencils
• Paint brushes
• Sharpie or black marker/pen
• Cups for water
• Access to water

TEACHER BACKGROUND

• What an illuminated manuscript is
• What an illuminated manuscript looks like
• How an illuminated manuscript was used in Medieval Times
• How illuminated manuscripts were made during Medieval Times
• Steps to create illuminated manuscript
• Criteria for success

STUDENT PREREQUISITES

• Medieval Times Social Hierarchy
• Attributes and items that represent social classes in Medieval Times

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Give students background information and visual examples.
• Remind students that we are all artists and anything we create is art.
• OPTIONAL: Teachers have rough drafts to show students that drawings do not have to be perfect.

Physical Environment:

• Remind students that we are all artists and we shouldn’t be judging artwork/illustrations.
• Teachers may want to put desks in a group for students to share water cups or paint.
• Teacher makes sure all materials are in the room for the activity.
• The teacher makes sure to designate a drying area for artwork to dry.
• The teacher should remind students not to mix paint colors and to thoroughly clean the brushes after each use.

Other Considerations:

• This activity gives students an opportunity to take all that they have learned about social hierarchy in Medieval Times and how it can either limit or support one’s identity. It allows students to develop ideas and create illustrations that will represent their protagonist’s identity through their illuminated manuscripts.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

SIENNA MAHONEY

CHEYENNE SHONGO