Life Lessons: Week 5

  • Describe characters, key events, and the setting in a story. (RL.1.3)
    Identify who is speaking in a story or fable.(RL.1.3)
    Distinguish between the information provided by the pictures or illustrations in a text and the information provided by the words.(RI.1.6)
    Using time cue words, providing some details, and ending with a sense of closure, write narratives that include at least two sequenced events. (W.1.3)
    With the help of an adult, revise narratives. (W.1.3)
    Produce complete sentences with correct past, present, or future verb tenses. (W.1.3)
    Use end punctuation for sentences: periods, question marks, and exclamation points. (L.1.2b)
    Relate the use of punctuation to the way a text should be read expressively. (L.1.2b)

    Product :
    Create a tri-fold using verbs to show how artists created in the past, how we can create art in the present, and what we might create in the future.

  • Key Questions (match Standard)How do you know if a piece of art is from the past, present, or future?
    How does the end punctuation change how you read a sentence? (L.1.2b)
  • Observable Student BehaviorsObserve if students are using appropriate punctuation in journals.
    Are students using verb tense correctly?

Suggested Activities:
  • George Washington Carver: Sample lesson ideas
  • The Lion and the Mouse: View the pictures, describing what is happening in the story. Have students write a beginning, middle, and end of the story, identifying the characters, problem/solution, and what the life lesson from the story is.
  • Introduce the book A Weed Is a Flower: The Life of George Washington Carver. Explain that illustrations and text are both very important in a book. Guide students as they read by asking them first to think about what you can learn from the illustrations. Create a two-column chart with “illustrations” on one side and “text” on the other side. When students learn something from studying the illustration, they will write it on a sticky note and put it in the book. When students learn something from the written words of the text, they will also note it on a sticky note. When the students are finished reading the book, use sticky notes to guide the discussion focusing on learning from illustrations and learning from the text.
  • Show students images of Van Gogh’s works in comparison to O’Keeffe’s, and discuss the following as a class: Both of these artists painted flowers. What is similar and different about their paintings? Why do you think each painter chose to paint the flowers they did? Was it because of their color or shape? Do the flowers remind you of anything—like faces or groups of people? (see art resources below) Read the book about Georgia O’Keefe to learn more about her life and her love of nature. Optional: Georgia O’Keefe smartboard informational lesson (preview first)
  • Have the students sort different objects by if they are transparent (see-through) or opaque (solid). (optional)Have students create sun-catchers (see link). Have students use objects that are transparent and some that are opaque and explain how they know the difference.

Additional Resources: