Title: Reading & Understanding Nonfiction Text (Artist Lesson)

Subject: ELA / Social Studies

Standards: ELA Standard 1: Students will read, write, listen, and speak for information and
understanding
Common Core Standards:
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multi paragraph text as well as the focus
of specific paragraphs within the text
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action.
Grade 3 Social Studies: Communities Around the World - Communities around the world
People of similar and different cultural groups often live together in world communities. World
communities have social, political, economic, and cultural similarities and differences. World
communities change over time. All people in world communities need to learn and they learn in
different ways. Families in world communities differ from place to place.
SL.1 Initiate and participate effectively in a range of collaborative discussions with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively
NYS Arts Standard 1

Art Literacy

Benchmark: Students hone observation skills and discuss works of art: develop visual arts
vocabulary to describe art making: read and write about art to reinforce literacy skills.

Art Making
Benchmark: Students deepen imaginative capacitates, observational mad expressive skills.
Writing-Centered Activity: Use pre-taught words and phrases to complete cloze paragraphs
(sentences) that use a formal style to introduce claims and counterclaims, support them with
sound reasoning and relevant evidence and conclude an argument
Tasks:
Receptive: Organize pre-taught words and phrases on an analyzing-informational text graphic
organizer to analyze what the text says explicitly and identify where matters are left uncertain, as
the text is read aloud in partnership and/or teacher-led small groups.
Productive: Use pre-taught words and phrases to complete cloze paragraphs (sentences) that cite
strong and thorough textual evidence to support inferences and analysis of the text.
Strategies: TEACCH
Teaching Point: Who is the artist? Where are they from? What type of art do they create? What
colors are in their art? What shapes do you see in their art? What does their art mean? What does
it mean to you? How does it make you feel?
Essential Questions (1a, 1e):
• (DOK 1) Can you identify the artist and where they are from?
• (DOK 2) Can you explain what type of art the artist creates? What do you see in the
particular art work?
• (DOK 3) What conclusions can be drawn from the piece of art?
• (DOK 4) What information can you gather to support your reason for liking/disliking the
artist particular work?
Objective (1a, 1e): Students will attend to the read aloud. Students will answer literal questions
about the read aloud/respond to cues/prompts/requests using their preferred mode of
communication. Students will attend to sounds, pictures, and colors. Students will identify the
artist, where they come from, and their type of art. Students will be able to explain how the art
makes them feel.
Students will be able to:
(DOK 1) Select the artist being discussed.
(DOK 2) Distinguish differences and similarities between two artists styles.
(DOK 3) Assess how the artists uses different colors and shapes.
(DOK 4) Apply information about the artwork being discussed. How did the artist feel.
Accommodations (1a, 1e, 3c):
Tier 3-Students will be able to attend to the lesson with minimal prompting and cite evidence to
answer questions. Student will follow directions to write two- four sentences summarizing facts
about artist and their artwork.
Tier 2 –Students will be able to follow large group read aloud, identify vocabulary words.
Students will be able to select correct responses using multiple choice or text box with images.
Tier 1 –Students will be able to participate in reading comprehension activity. Students will
choose the correct response from multiple choices and label the vocabulary words using visuals.
Questioning and Discussion: attending/listening, answering WH questions – sample questions
include: Who is the artist? Where are they from? What type of art do they create? What colors
are in their art? What shapes do you see in their art? What does their art mean? What does it
mean to you? How does it make you feel? - Answering yes/no questions.
Vocabulary: Piet Mondrian, Abstract Art, Shapes, Color
Skills (3c): DOK Level 1: illustrate, list, name DOK Level 2: predict, infer, distinguish DOK
Level 3: assess, draw conclusions
Developing Skills (3c): Creative-thinking, Fine-motor, Language and literacy, Social-awareness
Materials (3c): Nonfiction text, Adapted book on Smart Board/computer, differentiated
worksheets, communication boards, data collection sheets, art materials, videos, and AAC
devices/iPad
Task: Students will follow a series of multi-step directions to complete assignment. Students will
take turns asking each other questions pertaining to Students will participate in read aloud using
individual copies of their story.
1. Introduce Teaching Point, Objectives, and Tasks
2. Review vocabulary with picture symbols
3. Introduce skill(s)→Model the skill(s)
a. Students will participate in group selection and assignment breakdown
b. Identify vocabulary words and sentence starters
c. Review the final product of each task
4. Assign students into groups with an educational assistant.
5. Complete small group assignments.
6. Break time as needed
Whole Group Lesson: Students will attend to the read aloud "Piet Mondrian" Students will
answer “WH” and/or “yes or no” question(s) about the read aloud using their preferred mode of
communication. After reading an adapted book about the artist and his type of art, students will
be able to identify where they are from, shapes and colors used in his artwork, and what the art
piece means. Students will be able to identify and organize pre-taught vocabulary on text-
analysis graphic organizer. Teacher will introduce vocabulary words one at a time. Students will
use prior knowledge to participate in discussion.
• Students will answer “wh” questions. (Who, what, when, where)
• Students will be able to identify the main idea and supporting details from a text.
• Students will be able to identify the artist and their type of art.

Educational Assistants (1a, 1e, 2a, 2d, 3c,3d): Each EA is responsible for engaging students with
materials on table and taking data. Each EA will help to escort students to the smart board. EA’s
will help take out, prepare and assist students in using IPAD for communication. Ed Assistants
will assist by prompting, focusing and supporting students throughout the lesson. Ed Assistants
also take data to assess student knowledge.
Small Group Instruction: Students will break up into groups to complete differentiated tasks.
Grouping is flexible. Students will gather in groups and take turns answering questions from the
“Small Group” Activity. Students will engage in answering questions individually (Indiv),
Think-Pair-Share (Pair), and students asking other students the review questions with preferred
methods of communication (small group). Using their preferred method of communication,
students will either explain or identify (with choices) appropriate pre-taught vocabulary/phrases
to use while discussing answers to new questions. Depending on the day of the week students
will do the following. Students will fill out a worksheet on the artist. Students will then watch a
video about the artist. Students will be shown the artists artwork and color the work of the artist.
Students will then be asked to create a piece of art based on the artist being taught.
Content Social Studies Social Studies Social Studies
Process Recite Use Context Clues Cite evidence
Product Choose most Dictate Write personal
appropriate information to a response to
response by staff member and questions
circling/marki recopy independently.
ng with information to
maximum answer questions
prompts/supp (Multiple choice)
orts

Closure: Students will go to large group to share completed work. Homework is given. Students
will complete various worksheets and art projects based on their level, in order to assess their
understanding of the lesson. Students will be able to identify the artist and their piece of artwork.

Assessment/Data (3d): Data collection sheet will be filled out for accuracy and independence.
Students will be assessed through direct teacher observation and based on the response of rules
the students select for the classroom. Students will participate in discussions and interactive
sessions using the SMART Board and iPad. Students will also complete worksheets for
assessment purposes based on this lesson. Assessments/worksheets will be scored using the
school rubric and data will be compiled based on the outcomes. Students will fill out a self-
assessment form.

Differentiation (1a, 1e, 3c): Students with varying needs will be met in several ways. Students
who need visual reinforcements will be provided pictures and tactile objects during this lesson.
Students who have difficulty writing will use a whiteboard for extra support in copying
information. Educational Assistants will be available to help those students who need 1:1
instruction. All assignments will be explained before completed and all activities will be
structured to ensure an optimal learning experience.

Follow up activity/Homework (1a, 1e, 3c): Students will receive homework on the particular
artist. Students will make inferences about the artist and provide details from the text. A letter
will be sent home to parent/guardian should the students require additional support.
PBIS/Emotional Literacy: How did taking turns make you feel? How did you feel about learning
about this particular artist? What part of the lesson made you happy? What part of the lesson
made you mad/sad?
Behavior Modifications (2a, 2d): During small group or large group, some students may need to
"take a break" due to sensory processing problems. At this time, the educational assistant or
teacher will provide the student with "break time" choices to facilitate a smooth transition from
one activity to another. The student will receive a "Break" card that will be placed on their desk.
They will be timed for their breaks and will finish task after the break is over.

Evaluation: School Rubric