Teachers will engage students in a discussion about what the Census Bureau does and what types of information it collects. Then students will read and annotate informational texts from the Census Bureau and work with a partner to answer questions about the texts. Students will also analyze an infographic of people with different professions to determine how each of those people might use the data gathered by the Census Bureau; students will be asked to use evidence from the infographic text to support their answers. Students will then complete a wireframe (similar to a graphic organizer) for an online resource about how census data can help their own community.
This activity is intended as an introduction to close-reading using visual media. In this lesson, students will review and then closely "read" the painting, "The Kiss" by Gustav Klimt in order to understand the process of close-reading and its impact on our understanding of texts. Once students have learned how to conduct close-reading of a visual text, they reflect on how they might transfer this skill to the written word.
This activity also includes optional extension activities that incorporate poetry into the lesson.
Once students have learned how to conduct close-reading of a visual text, they reflect on how they might transfer this skill to the written word.
Per their website, the mission of The Everyday Project is as follows:
"The Everyday Projects uses photography to challenge stereotypes that distort our understanding of the world. We are creating new generations of storytellers and audiences that recognize the need for multiple perspectives in portraying the cultures that define us."
The Everyday Project began as Everyday Africa, a collection of photographs and stories depicting life in Africa from different perspectives. The website as it is now is dedicated to using photography to combat inequality and perception.
This Project can be used in a variety of different ways in the classroom, and can definitely be a cross-curricular project. It encourages students to research and explore different areas or communities, especially their own. It promotes creativity and self-expression. Although the Project is primarily focused on photography, it can also open avenues for reading, research, and writing.
This lesson remixes a lesson entitled Teach Design: Portkey (developed by Austin Meyer) by employing it as an anticipatory activity for an instructional unit on Ray Bradbury's "Fahrenheit 451." Students follow the steps outlined in the original lesson and then return back to this activity frequently during their reading of the unit text in order to deepen their understanding of the unit text and to reinforce the author's message concerning the power of stories in our lives.
This lesson reimagines an existing instructional resource, "The Grapes of Wrath by John Steinbeck" created by Franky Abbott, Digital Public Library of America.
In this remix, "The Grapes of Wrath" and the related primary source documents are exchanged for "Farewell to Manzanar" and related primary sources accessed through secondary open-source databases.
Discussion questions ask students to consider the memoir in light of its historical context and students gain experience reading and evaluating visual sources including political cartoons and propaganda posters to understand how elements of rhetorical can shape and/or reflect cultural values.
Adapted from Holzer, Madeline Fuchs (2016). “Every Day We Get More Illegal” by Juan Felipe Herrera. Retrieved from https://edsitement.neh.gov/lesson-plans/every-day-we-get-more-illegal-juan-felipe-herrera.
This collection uses primary sources to explore the impact of television on news media. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
This lesson remixes an original lesson plan from Govind Lingam entitled "Teach Design: Mood Board." In this active-learning lesson, students will be introduced to the process of close-reading by exploring two paintings that have contrasting depictions of a similar subject matter. They will circulate around the room to evaluate a set of paired artwork, exploring each one first for mood and then determining what specific details from each painting helped develop the mood of the piece. They will complete the activity with an exit reflection that asks them to consider how they can transfer this close-reading skill to an exploration and analysis of written texts.
In this lesson, students work in groups of 3-4 students to analyze their paired novella in order to deepen their understanding of the text. Each student takes on a specific role - leader, skeptic, or scribe in order to form an assertion, support that assertion with evidence, and refine their assertion in order to craft a clear, specific argument. In addition to providing a collaborative, multi-modal analysis experience, this lesson also incorporates movement and reflection and is easily adaptable to any paired text or close-reading skill.
Students practice engaging with art, making meaning from that interaction, and considering how art can connect us to people and ideas across time and place. Use this before a museum visit to set the stage for a rich in-gallery experience that is inquiry-based.
Structure this simple activity in a way that makes sense for your class. Make a game of it, use written responses to augment discussion, frame it in the lens of your academic discipline, etc.
This simple, scaffolded discussion activity fosters creative and critical thinking and communication skills. Citizenship skills are encouraged as well: making personal connections with art, students are invited to extending these ideas by considering the common and divergent values of the whole group.
Shared narratives can be found in art from many cultures and throughout time. Use this resource to encourage students to explore diverse narratives, discover their own personal narrative, and express that narrative through their own work of art.Using provided engagment strategies students are able to hone Critical, Creative, and Communication skills using works of art in the Virginia Museum of Arts collection. Discussion prompts and activities offer instructional oppotunities for building Collaboration and Citizenship skills.
Shared narratives can be found in art from many cultures and throughout time. Use this resource to encourage students to explore diverse narratives, discover their own personal narrative, and express that narrative through their own work of art.Using provided engagment strategies students are able to hone Critical, Creative, and Communication skills using works of art in the Virginia Museum of Arts collection. Discussion prompts and activities offer instructional oppotunities for building Collaboration and Citizenship skills. Symbols that we find in literature and the use of figurative language to describe artworks go hand in hand. Find two pieces of artwork that move you one in Virginia and one in an international museum and create multiple examples of 10 different types of figuative language.
This lesson remixes an original lesson plan created by Austin Meyer entitled: "Teach Design: New Choice." This will work well as an introduction to a storytelling unit or a creative writing class. It is also a fun and interactive anticipatory activity when introducing the idea of close-reading for authorial choice. Students will work in small groups to create an original story based on a whole-class prompt. Each group, however, will have a different literary element to change as the story continues (for example, character or conflict). When "new choice" is called, a new storyteller from the group takes over and adjusts the story as needed in order to meet the challenge of the new choice.
Using State Facts for Students, a data access tool from the U.S. Census Bureau, students will explore data about their state and voice their opinions on how the population has changed over time. Students will work in small groups to share their opinions, practicing oral communication and small-group discussion skills.
This lesson remixes an original lesson created by Susan Ketcham entitled "The Poetry of Maya Angelou." In this lesson, students expand on a classroom activity (discussion question number 4) from the original source lesson and will use that as a foundation for learning and preparing for their own oral recitation of a poem. In order to successfully complete this task, students will need to explore one poem for both literal and figurative meaning and then determine how that poem would sound if spoken aloud. This last step requires students to critically explore how oral techniques such as tone, pauses, shifts, etc. help develop meaning.
An extension project to pair with A Raisin in the Sun: Whose American Dream? from the National Endowment for the Humanities
Retrieved from https://edsitement.neh.gov/lesson-plans/raisin-sun-whose-american-dream
Why look at art? Art is one way humans communicate ideas to one another. Sifting through the information art presents takes careful and purposeful looking. Virginia Museum of Fine Arts has a resource that can foster close-looking and thoughtful analysis of artworks from any period or culture. Use this resource (see link) to practice looking at art before a visit to the art museum or to document thinking about art as a primary source of insight into a culture or time period. Included in this resource are: a) Works of art from the Virginia Museum of Fine Arts and a link to find more.b) Simple framework and prompts to help students document their analysis and thinking. c) Discussion prompts.
Use artworks as a laboratory for communication skills across the curriculum! This activity fosters meta-cognition by challenging students to gather and communicate crucial information. It also encourages close observation, problem-solving, synthesizing, critical thinking, and collaboration.
- Dual Immersion (Languages)
- Communication and Multimodal Literacy
- Bilingual Education
- English Language Development (ELD)
- Fine Arts
- Visual Art
- Measurement and Geometry
- Communication Skills
- World Languages
- Material Type:
- Teaching/Learning Strategy
- Visual Media
- Virginia Museum of Fine Arts (VMFA)
- Virginia Museum of Fine Arts
- Date Added: