Author:
VDOE Project Team, Yung Nguyen
Subject:
ESL, English Language Development (ELD)
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Provider:
Virginia Department of Education
Tags:
  • 3rd Grade
  • Ancient Civilizations
  • Architecture
  • Art
  • Classifying
  • EL
  • ELD
  • ELL
  • ELinst
  • ESL
  • English Language Learner
  • English Learner
  • History
  • Inform
  • KLU Inform
  • ML
  • Social Studies
  • VDOE
  • VDOEResource
  • Visual Arts
  • WIDA
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    3.2 & 3.3 Art of Ancient Civilizations

    3.2 & 3.3 Art of Ancient Civilizations

    Overview

    This instructional plan combined History and Social Science SOLs 3.2 and 3.3 and WIDA English Language Development Standards. The lesson includes several activity options. 

    Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

     

    Sample Instructional Plan

    3rd Grade Visual Arts (Fine Arts)

    with Social Studies & Language Arts Integration

     

    #GoOpenVA Tags: ELL/EL/ML/ESL/ELD, English Learner, English Language Learner, WIDA, 3rd Grade, Social Studies, History 3.2, History 3.3, Visual Arts, Ancient Civilizations, Art, Architecture, Classifying, Language of Social Studies

     

    Art of Ancient Civilizations

    Content and Language Connections

    SOL

    KLU

    Language Expectation(s): interpret and construct Historical Informational texts by

     

    Language Feature/ Essential Skill  1:

    Cross-disciplinary

     {Tier 2} language {connected to language function/expectation}

    Language Feature/ Essential Skill  2:

    Content-Specific Technical language {Tier 3}

    {explore the text, search see content curriculum framework, search the topic online for ideas}

    Language Feature/ Essential Skill 3:

    grammar skill most needed for the task

    Fine Arts: Elementary Art: History, Culture, and Citizenship 3.6 The student will explore and examine cultural and historical influences of art. 

    b) Compare and contrast works of art created by artists of diverse cultures.

    d) Compare and contrast art and architecture from a variety of cultures.

    English 3.2 e & f

    History 3.2 & 3.3

     

    Inform

    classifying examples of art and architecture from different cultures

     

    classifying and comparing and contrasting language.:

    sort, classify, characteristic, attribute, represent, similar, different, both

     

    Signal words to show comparisons (bigger than, the fastest, more colorful, unlike, but, similar to, different from)

    Pyramid, Great Wall, Parthenon, Colosseum, columns, arches, aqueduct, mosaics, sculpture, pottery, architecture, contribution

    Use adjectives to describe, classify, compare, and contrast art.

        

     *Identify in written/spoken text and use in written/spoken text noun groups to add description and precision that answer questions about what something is like, or the color, shape, size (three white Greek columns)

     

     

     

     

     

     

     

    Differentiated Language Expectation Samples*

    Entering (1) & Emerging (2)

    Developing (3) & Expanding (4)

    Bridging (5) & Reaching (6)

    Classifying

    • I sorted these by _____
    • Columns/arches/building name is an example from the ____ culture.
    • All/None in this category have ______
    • None in this category are______
    • I put ___ in this category because ___.

     

    Compare & Contrast

    • Both pictures/buildings have ___.
    • ___ and ___ are the same/different.
    • I notice___ in one picture but not in the other.
    • ___is/are more/less___ than…
    • Both ___ and ____ have…

    Classifying

    • I grouped ____ and ____ together.
    • The ___ belongs to the ___ culture.
    • All of the buildings are in this category because ___.
    • A title I can give the group of all the examples is ____.
    • I notice that everything in this category _____

     

    Compare & Contrast

    • One similarity in both pictures/buildings is ___.
    • ___ and ___ have ___ in common.
    • _____ is in one picture, but it is ___ in the other picture.
    • There is a greater quantity of ____ than ______.
    • ___ and ___ both have the following trait in common….

    Classifying

    • I classified ___ according to ___.
    • A major contribution to art is ___, which is categorized with the ___ culture.
    • All examples classified in this category have the common attribute of ____
    • The most salient characteristic(s) of this group is/are _____
    • One attribute of art/architecture from the ___ culture is ____.

     

    Compare & Contrast

    • Some details that are evident in all pictures/buildings include ___.
    • A commonality between these images includes ___.
    • According to our comparison of ___ and ___, we can see that…
    • A distinction between ___ and ___ might be ___.
    • Based on my analysis of ___ and ___, one commonality is ___.

    *See the Proficiency Level Descriptors, page 102-103 for additional ideas in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

    Essential Knowledge, Skills, and Processes

    • Social-Emotional Skills and Connections:
      • Relationship Skills- communicating effectively: SOCIAL AWARENESS: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts.
      • Self-Awareness- Identifying personal, cultural, and linguistic assets: Understanding and appreciating the artistic contributions of one’s own culture(s) and historical background.
    • Technology Skills: The student can utilize Powerpoint or Google Slides to add visuals to an oral presentation.

    Essential Understandings

    • Language helps me communicate my ideas and thinking and learn new information.
    • My home language, my experiences, and my critical thinking skills help me learn about topics and ideas in a new language.
    • Language can help me understand and describe images and examples of art and architecture.
    • Language can help me compare and contrast the art and architecture from many cultures so that I can also describe contributions from my own culture.
    • I can observe images, realia, and other visuals of artistic examples to understand which cultures contributed to art that still exists today.
    • I understand that art and culture shape and reflect each other.

    Materials and Resources

    -Graphic organizers (see below)

    -Images and/or realia of architectural examples from the civilizations being studied

    -Anchor charts and/or word banks of Comparing/Contrasting & Classifying language

     

    Content and Language Learning Plan (T for Teacher, Ss for Students)

    Welcome and Introduction to Learning (for each lesson)

    • T starts with a welcome, community building task, and refers to norms and expectations for respect towards self and others.
    • T posts, explains, and unpacks the content and language objective(s). 
      • T briefly explains new terms within the expectation or objective (not digging into the content yet) with familiar vocabulary, images, or models.  For example, explain what is meant by cultural and historical influences. Brainstorm and discuss foods, clothing, and even toys (e.g., kites coming from Ancient China) from other cultures that students may be familiar with to explain what it means to influence other cultures and groups of people.  

     

     

    Activating and Building Background Knowledge

    Language Domain: Speaking

    The following are some alternative options for building background knowledge:

    • The T will use a world map to introduce or review the location of 4 civilizations/cultures that 3rd graders study in Social Studies: Egypt, China, Greece, and Rome. T will provide Ss with a map and ask them to find their country- the U.S. and the others. This can be an interactive or virtual world map they can use in groups.

    (*Because this content covers civilizations from the past and connections to the present, T should be flexible and avoid correcting the Ss during meaning-making, especially if verb tense is not a specific objective of the current lesson. To strengthen understanding, be aware of the verb tenses being used and the frequency of switching between the tenses, especially in groups with Ss at the beginning levels of English proficiency. T should make every effort to use the present tense of verbs as much as possible for this reason and explicitly point out when to Ss when T switches to past tense verbs.) A visual such as the following or a simple timeline graphic may also be helpful:

     

    • Based upon the background and cultures of Ss in the group, images of buildings, paintings, sculptures (realia or images) can be gathered from specific cultures to introduce the idea that various cultures create different forms of art.  Alternatively, connect to Ss’ background knowledge by asking “What is the most interesting building or example of architecture that you have ever seen?”
    • Ss may use leveled sentence frames and their home language to support their oral language.

     

    Learning Activity Option:  Notice/Observe/Wonder

    Language Domains:  Speaking & Listening

    • T will use various images of architecture from the cultures/civilizations being studied in a Powerpoint or small flashcard format for in-person learning. Use the sentence frames “I notice…, I observe…, I wonder…”, the comparative language frames, and guided discussion to encourage discourse about the art/architecture (colors, shapes, materials, setting, etc.) During this time, T sets the stage for comparing and contrasting language use as well by asking Ss if they have seen buildings with any of the features from the images (arches, columns, etc.)
    • After Ss have observed and discussed images, T provides opportunities to interact with peers to discuss the images. The T should continue to provide leveled sentence frames and encourage students’ usage of their home language as needed for beginning proficiency EL.
    • T can prompt with “yes/no, A or B” to support classification and compare/contrast questions.

     

    Learning Activity Option:  Classifying Art & Architecture with Graphic Organizers

    Language Domains:  Speaking, Reading, Writing

    • T will provide Ss a choice of graphic organizers to practice classification, such as circle maps and tree diagrams. A series of circle maps with the name of each civilization in the center and images that students can sort, write, draw, or otherwise manipulate is a good visual to start with. T adds an illustrated word bank with the following terms for additional support: Pyramids, aqueducts, arches, columns, pottery, mosaics, Parthenon, Colosseum, United States Capitol, Lincoln Memorial, Great Wall of ____

    T will pronounce the words/examples and have students repeat them several times. (This is especially important for beginning ELs.)

     

     Example (option 1)

     

               

    Example (option 2)

               

    (As a 3rd graphic organizer option, T can combine the 2 examples above and include the visuals from Example 1 with the format of Example 2.)

     

    • T gives Ss time in pairs, triads, or small groups to interact with each other and the graphic organizers with the content, sorting, noticing, using the posted sentence frames, etc.
    • After Ss have classified the art/architecture images and had sufficient practice, T transitions to the comparing and contrasting sentence frames while maintaining the same word bank of content area terms. Ss can sort the terms again, copy them, match labels to images, use the graphic organizers, or transition to a venn diagram in which they choose 2 of the civilizations, etc. as they begin to compare and contrast the images.
    • Ss will connect to their own cultures as they compare and contrast the content examples. T encourages them to find images of art and/or architecture from their own culture, from modern-day examples, etc. and discuss the similarities and differences.
    • Ss will copy words and pictures and/or label images in graphic organizers.
    • Ss can use word banks to write increasingly technical  words, phrases, or sentences about the art images being studied.
    • T includes images and an answer bank to complete graphic organizers. 
    • Ss at beginning English proficiency can copy terms and  sentences into their graphic organizers. T should use purposeful repetition of academic vocabulary (point to the images as much as possible and have those students repeat).
    • T can provide partially completed graphic organizers that reduce the amount of writing (such as having Ss write the category in the circle maps when the examples are provided) for Ss with beginning English proficiency.

     

    Learning Activity Option:  Presentation

    Language Domains:  Speaking, Listening, Reading, Writing

     

    • Ss will interact with partners and in a group setting as they observe, classify, and compare and contrast the art/architecture images. Ss will then work either individually or with a partner to create a visual presentation (Powerpoint, Google Slides, Google Draw, etc.) or bring in images/realia in which they discuss and inform the group with at least one example of art from their own culture, and using a given number of classification sentence structures and comparing/contrasting sentence structures (per teacher’s judgment) as part of the success criteria.
    • Be intentional about creating pairs/triads/small groups within the ELD setting so that students can utilize their home language as needed.
    • Ss will actively listen for their peers’ usage of classifying and comparing/contrasting language to provide feedback after presentations. T will provide a simple checklist of the comparing/contrasting language from the differentiated language expectations box above. Ss will place tallies or check marks by words and phrases as their partner says them. (T may choose to place the checklists into sheet protectors and have students write with dry erase markers so that the checklists can be reused throughout the unit or during future review sessions.)
    • Ss may ask each other follow-up questions (clarification, elaboration) after presentations as an additional speaking opportunity.
    • T can prompt with “yes/no, A or B” to support classification and compare/contrast questions.
    • Images of art and a map introduction activity allow for Ss to match written terms to the visuals.
    • Ss can label images in their Powerpoint, Google Slides, or other visual presentation to support their oral presentation.
    • T can point to visuals when communicating, and allow Ss to point to them when communicating.

     

     

    Learning Activity Option:  Focus on Reading

    *Listening if text audio is also used.

    *Reading texts should be multicultural and reflective of Ss identities’ in the class, to the extent possible

    • Leveled sentence frames can serve as forms of text.
    • If using a Social Studies textbook, passage, or website for the Social Studies content, have students highlight terms that indicate classification or comparing/contrasting language. Alternatively, use the passage “An Ancient Temple in Greece” from Readworks.org (There is an audio option to use the passage for Listening options.)

    Ss can highlight examples of tier 2 and tier 3 vocabulary for the lesson.

    T explains to Ss that reading texts and noticing how the author uses language can help us build writing skills too.

     

    Learning Activity Option:  Focus on Writing

    • T guides Ss in cutting out given pictures such as those from the circle map above. Ss will “connect 2 or more pictures” by determining the architectural similarities. Ss will then write what the similarities are for the connected pictures. A student at a beginning or intermediate level of proficiency might use single words to label parts of the picture that they know (water, sky, rocks, etc.) in English or their home language. Sentence frames/cloze sentences can also be provided to differentiate the writing component.

    Example: Ss connect the Colosseum and aqueducts near each other on paper. They write about similarities such as arches and/or being found in Ancient Rome. T can post sentence frames to support Ss in their writing and encourage elaboration by connecting more than 2 pictures or prompting Ss to notice other common features and write about them.

     

        

    I connected the Colosseum and aqueducts because both have arches. Both are from Ancient Rome.

     

    • Ss can label images in their Powerpoint, Google Slides, or other visual presentation to support their oral presentation.
    • Model guided note-taking or provide copies of notes for Ss to highlight or annotate with their home language for any content notebook activities.
    • Heavy usage of visuals can support students of all proficiency levels.

     

    Learning Activity Option: Google Maps Extension

    Language Domains: Reading, Speaking, Writing

    • As time permits, allow Ss to use Google Maps street view of their community or native country to locate/identify examples of architecture that have similar artistic features to the examples being studied. Ss may draw and label the examples they find in a journal and/or speak to a partner or small group about them. T can post models of varying types of sentences and sentences of varying lengths that Ss can use to create their labels or journal entries.

     

    Additional Strategies for Advancing Beginning Literacy for Level 1 Newcomer ELs

    • Reinforce any phonics and phonemic awareness skills needed using the language expectations and any texts (written or audio) in the lesson.
    • Reinforce phonemic awareness using the language objective and any texts in the lesson- e.g., if students need practice with CVC, include an additional activity in which the T models highlighting those words/word parts, saying them, having students repeat them, etc.  Ss can write beginning sounds or use phonetic spelling when they initially observe the images. 

    Formative Assessment Ideas and Suggested Tools

    WIDA’s Proficiency Level Descriptors on pages 101-103 (grade band 2-3) can be used to create a rubric for language development and measure growth between units.  ELs should never be penalized for not using language beyond their current proficiency level without the proper supports and plenty of opportunities for practice followed by productive teacher feedback. 

    Exit Slips/other Formative Assessment Ideas:

    • The Twill observe student discussions throughout their interactions and use of each graphic organizer.
    • The T will use intentionally leveled questions during the process.
    • The completed oral information presentations will serve as both unit closure and can guide the teacher in making the next linguistic instructional decisions. For example, if Ss repeated limited examples of comparing/contrasting language (such as same/different), the T can try to add variety and stretch their language in future lessons with higher level sentence frames and other word choices.
    • Exit tickets: The T can place specific examples of architecture together in a pocket chart or digital format and have students write the name of the civilization category/header on a whiteboard, sticky note, etc. to assess classification. The T can use questions such as “Both the Lincoln Memorial and the Parthenon have ____ (arches/columns)”, providing word bank options. 
    • See the sample speaking task and sample writing task below:.

     

    Speaking Task formatted like ACCESS for ELLs

     

    Writing Task formatted like ACCESS for ELLs

    Extension Ideas for the Other KLUs

     

    Genre Family- KLU

    Example Language Expectation

    Narrate

    Tell/write a story about visiting one of the architectural examples.

    Explain

    Explain how cultures influence each other.

    Argue

    Debate which of the civilizations studied was the most influential on modern times with their architecture. Justify responses.

     

    NOTE: History is a secondary SOL connection to the Fine Arts standards. This lesson will not get into the KLU of Explain but provides a scaffold to support students in future lessons to extend their informational report into an explanation.

    Additional Attachments, Links, and Resources

    Connections to the WIDA ELD Standards Framework, 2020 Edition

    The lesson plan above was created to connect to the Virginia context based on the following components listed in the WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12

     

    KLU

    Language Functions from within the Language Expectation Set

    Language Feature(s)

    Inform: pgs. 88 & 91

    -Define and classify objects or concepts

    -Describe characteristics, patterns, or behavior

    -Add details to define, describe, compare, and classify a topic or entity through…

    ■ Noun groups to add description and precision that answer questions about what something is like, or the color, shape, size (four bright blue eggs)

    ■ Signal words to show comparisons (bigger than, the fastest, more colorful, unlike, but, similar to, different from)

     

    This lesson was carefully crafted by Michelle Bryant for the VDOE.

    by the Virginia Department of Education, 2021