Curriculum / ELA / 1st Grade / Unit 5: Inspiring Artists and Musicians / Lesson 3
ELA
Unit 5
1st Grade
Lesson 3 of 26
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Describe what makes Horace Pippin’s art remarkable.
Book: A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant p. 15 — to end
Painting: School Studies by Horace Pippin
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An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How did Horace’s life change after he returned from the war? Give two specific examples.
What does it mean to “long” to do something?
What does Horace “long” to do? Why?
What happens when Horace uses the iron poker?
What does Horace paint when he is able to paint again? Why?
The illustration says: “I go over that picture in my mind several times. And when I am ready to paint it, I have all the details I need.” Explain what this quote means, then give an example of something Horace paints.
After seeing his work, the president of the local art club says, “It is some of the purest expression I have seen in a long time.” What does he mean by this? In what ways were Horace’s work examples of pure expression?
How did Horace become famous?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
remarkable
adj.
worthy of attention, extraordinary, amazing, interesting
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L.1.1.g — Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1.j — Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.6 — Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.8 — Identify the reasons an author gives to support points in a text.
SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
Standards that are practiced daily but are not priority standards of the unit
L.1.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
RI.1.1 — Ask and answer questions about key details in a text.
RI.1.4 — Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7 — Use the illustrations and details in a text to describe its key ideas.
RI.1.10 — With prompting and support, read informational texts appropriately complex for grade 1.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 — Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6 — Produce complete sentences when appropriate to task and situation.
Lesson 2
Lesson 4
Observe and describe paintings by different artists.
SL.1.1 SL.1.4 SL.1.6
Describe two key events from Horace’s childhood or early life.
L.1.1.j RI.1.3 RI.1.6 RI.1.7 SL.1.1
L.1.1.g L.1.1.j RI.1.3 RI.1.6 RI.1.8 SL.1.1
Explain why Jackson’s work is original.
L.1.1.g L.1.1.j RI.1.3 RI.1.8 SL.1.1
Describe two key facts about Don Lupe’s early life.
L.1.1.j RI.1.2 RI.1.3 SL.1.1
Explain why Don Lupe, or Posada, was influential.
Explain why Diego Rivera’s art is important.
Explain why Frida Kahlo was resourceful.
Explain what Jean-Michel was courageous.
Writing – 2 days
Write an opinion piece stating which artist is your favorite.
L.1.1.g L.1.1.j L.1.2.a L.1.2.b L.1.6 SL.1.1 W.1.1 W.1.5 W.1.7 W.1.8
Narrative – 3 days
Write a poem that describes one of the paintings studied in the unit.
L.1.2 SL.1.1 SL.1.2 W.1.3 W.1.5
Listen to and describe music by different artists.
Explain how the author shows that Duke Ellington was a genius.
L.1.1.j RI.1.3 RI.1.8 SL.1.1
Explain how prejudice and segregation influenced Marian.
Explain why Marian Anderson was courageous.
Describe Art Tatum using vocabulary from the unit.
Analyze why Robbie was persistent.
Explain why Robbie Robertson is an important part of the music world.
Explain what experiences Carlos had with music as a child and how they influenced him.
Analyze why the author titled the book When Angels Sing: The Story of Rock Legend Carlos Santana by Michael Mahin.
Explain three of the key elements of Hip Hop and how DJ Kool Herc helped to create each of them.
Explain what makes Trombone Shorty remarkable.
Opinion Writing – 3 days
Write an opinion piece stating which musician is your favorite and why.
L.1.1.g L.1.1.j L.1.2.a L.1.2.b L.1.2.c L.1.6 SL.1.1 W.1.1 W.1.5 W.1.7 W.1.8
Discussion & Writing
Discuss and debate unit essential questions.
SL.1.1 SL.1.4 SL.1.6 W.1.2
Assessment
Writing – 5 days
Participate in a shared research project about Misty Copeland.
W.1.2 W.1.5 W.1.7 W.1.8
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