3. What our district has pushed
6 +1 traits
S.M.A.R.T. Goals
Cross Curricular Lessons
Legislation Alignment
Common Pacing Guide
Grade Level Specific Themes/Project Based Learning
4. Why merge L.A. & Art?
Push of Common Core L.A. Standards
Testing, Testing, Testing
Common language
Realization of cross curricular
Reinforcing skills that appeal to different modalities
5. References
6+1 Traits of Writing by Ruth Culham
Reproducible Forms for the Writing Traits Classroom:
Middle School by Ruth Culham
Six Traits for Writing Success Middle School by Houghton
Mifflin Harcourt Publishing Company
Using Art to Teach Reading Comprehension Strategies by
Jennifer Klein and Elizabeth Stuart
6. What’s Our Language Arts
Department Like?
8 Teachers/4 Special Education Teachers/ 4 Houses
80 min blocks
Inclusive setting
Time divided between
Reading
Writing
Intervention
7. What’s Our Art Department
Like?
1 Art Teacher
9 weeks, 4 quarters
6-40 minute classes a day
3 Art 1
3 Art 2
8. Collaboration
Art and 7th Grade L.A. connection
Looked at Common Core E.L.A. Standards
Went through Pacing Guide for L.A.
Broke down skills that Art could reinforce within the
classroom
Decided on 6+1 and reading comprehension
9. L.A. Curriculum
Weekly Language Arts Schedule 1st Quarter 2013-2014
Monday
Tuesday
Wednesday
Thursday
Friday
Read Aloud
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
20 question Read Aloud
listening comprehension
assessment
Weekly Story Lesson
Story Lesson Pre-Assessment
Vocab Power
(Tier Two Vocabulary)
Meet the Author
Differentiated Reading of the
Story
Writing Question based on
Story and Common Core
Class re-read of story
Comprehension Questions
(This is our assessment)/
Story Activity
Post Test for Vocabulary/
Writing Question Due
20-30 minute intervention
activity
20-30 minute intervention
activity
20-30 minute intervention
activity
Progress monitoring
Assessment
Intervention Work
Writing
(Narrative, 6+1)
6+ 1 Writing Time
6+ 1 Writing
6+1 Wrap up for week/
Discuss writing question for
week
10. 6+1 Traits
Traits broken down by quarter
Language arts focuses on two traits in each quarter,
while still talking about the others
When grading writing, only covered traits are graded or
assessed.
Each trait is taught in isolation
Mini lessons are done to enforce traits
Traits are then applied into different writing pieces
11. Comprehension
•
Comprehension is taught through weekly reading stories and think aloud.
•
We also enforce comprehension through our intervention groups.
•
Intervention Groups-
•
Targeted Areas
•
Fluency: Readers Theatre
•
Comprehension
•
Explicit Main Idea
•
Supporting Details
•
Cause and Effect
•
Inference / Implicit Main Idea
•
Vocabulary Group (To Be Determined – Not Progress monitored on the ISAT Grid)
•
Critical Thinking Group
•
How Interventions Work
•
First Week Assessment – All areas of Comprehension
•
Based on Results – place into targeted areas for intervention groups
•
Three 25-30 minute sessions (Tuesday/Wednesday/Thursday)
•
Progress monitoring assessment at the end of intervention time on Thursday
15. Discover Details
Select an image to write about. Write a paragraph that is so descriptive, that
someone who has never seen the image will be able to identify and clearly imagine
what you are looking at.
16. Student Example
Sarah:
“The picture I’m looking at has winding hills into a valley. The
grass on the valley has a dull greenish yellowish color. In front of
the picture where the valley starts it has bunches and bunches of
red flowers. The top of the hill in the beginning of the valley by
the flowers to the right it has a house that is white, with red roofs.
The house has two pine looking trees on the left and red flowers
to the right of the house. Where the flowers in the beginning of
the valley end there are trees/bushes. At the start of the house a
path starts and goes on over the hills. In the background the sky is
blue with white clouds. The valley goes up higher with each hill.
The last hill shown in the picture is covered by clouds.”
17. Hurry! help me out of
Tell this
this painting Grandpa!…
story…
21. Which Art?
M.C. Escher
Dali
Which art would you most like to step into? Why? What happens when you step into that artwork?
Either explain your choice or tell a story about what happens after you step into the work of art.
22. Comprehension
Quarter 1 Journals
Week 1
Comprehension
(3 days per week)
Making Connections
6+1=Ideas/Organization
(2 days per week)
Picture this Activity
Week 2
Determining Importance
Journals –grading idea
Week 3
Inferring
Postcard Activity
Week 4
Questioning
Journals-grading idea
Week 5
Visualizing
Organization activity
Week 6
Synthesizing
Week 7
None
Journals-grading
organization
Organization activity
Week 8
None
Week 9
None
Journals-grading
organization
None
24. Art to Art continued…
Leonardo Da Vinci
Mona Lisa, 1503–1519
Johannes Vermeer
The Girl with the Pearl Earring,1665
25.
26.
27.
28.
29. Student Examples
Why is it important to compare and contrast different works
of art?
Ivette, “It is important to compare two different artworks
because then you could really see what the artist is trying to
communicate through their artwork.”
Jimmy, “I think it is important to compare artwork because
you can see the differences in both and see if also find the
similarities to see if that inspires you.”
Sarah, “It is important to compare and contrast different
pieces of artwork because every artist has their own way of
art but it’s interesting to see what their art has in common.”
31. Student Examples
What does the painting remind you of?
“This painting remind me of my room how it’s alway junky.”
What experiences in your life seem similar to this artwork?
“Experience in my life is similar to this artwork because there
been many days I got in trouble cause my room be junky.”
Do you have any other personal connections to this work
of art?
“My personal connection is that most of the time when I’m
doing stuff and don’t clean back up my room be mess up
books, papers, clothes, and shoes be everywhere.”
32. Art to World
What connections do artists make in their artwork to
their world?
33. Inferring
What is Inferring?
How do artists use color and facial expressions to tell
the mood and the “story” in the painting?
How does the strategy of inferring help us understand a
piece of art?
36. Reflective Writing
Students write a reflection at the end of every project.
4-5 questions
Align to 6+1 rubric
Transition to Artist Statement
37. Trouble Shooting
No common rubric across grade levels
Getting All L.A. teachers on board
Loss of Class Time
Not all Encore Teachers implementing 6+1
38. Achievements
Students making connections
Students retaining information
Better Student engagement
Students are able to understand that the skills they are
learning will be used throughout not just the school
day but everyday life
All teachers are taking part in the teaching of E.L.A.
standards, which makes for a more unified staff.
39. Going Forward
Continue to add and revamp journals
Common Rubric District Wide-Art Inclusion
More Training
Common Plan Time
Questions?
Contact: Elizabeth Farnesi, Art :efarnesi@isd109.org
Nicole Thurzo, Language Arts:nthurzo@isd109.org
