Lenape Regional High School District – BOE Approved 2/15/12
Spanish Communication 1 Level 4
[Implement start year? (2012-2013)]
Jennifer Pirrotta, Nicholas Orphanos, Cindy Gallimore, Jim Spicer
Unit #8 Topic: Art and Perspective
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
7.1 World Languages All students will be able to use a world language in
addition to English to engage in meaningful conversation, to understand
and interpret spoken and written language, and to present information,
concepts, and ideas, while also gaining an understanding of the
perspectives of other cultures. Through language study, they will make
connections with other content areas, compare the language and culture
studied with their own, and participate in home and global communities.
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode
st
21 Century Themes
( www.21stcenturyskills.org )
_X_ Global Awareness
___Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_X_Creativity and Innovation
_X_Critical Thinking and Problem Solving
_X_Communication and Collaboration
Information, Media and Technology Skills:
_X_Information Literacy
_X_Media Literacy
_X_ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_X_Flexibility and Adaptability
_X_Initiative and Self-Direction
_X_Social and Cross-Cultural Skills
___Productivity and Accountability
___Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Enduring Understandings: (Topical to this unit)
Students will understand that . . .
Essential Questions:
EU1:
What kinds of environments affect an artist’s work?
EU1: Artists are inspired by the world around them.
EU2: Art means different things to different people.
EU2:
What makes art good?
Why is one man’s trash another man’s treasure?
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU1:
EU1:
Biographical details and artistic styles of the following artists: El
Greco, Diego Velázquez, Francisco de Goya, Pablo Picasso,
Salvador Dalí, Diego Rivera and Frida Kahlo
The masterpieces of the aforementioned artists
EU2:
Students will understand the definition of subjectivity and
interpretation.
Disagreements about art are acceptable and can be debated in a
variety of different ways.
Identify the biographical details of the indicated artists.
Describe the artistic styles of the indicated artists.
Recognize the masterpieces of the indicated artists.
Compare the artists’ styles to one another.
EU2:
Interpret the meaning of various works of these artists.
Critique the various works of these artists.
Debate their interpretations of these works.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 2 – Assessment Evidence
Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Students will independently create an art exhibit for an assigned artist. The student is a wealthy art donor who is going to donate selected
pieces of art to a local museum. The student will have to research biographical facts about the artist’s life and find 3 paintings not previously
studied in class. The student will create a unique display that presents the biographical facts as well as the 3 chosen paintings. Each painting
should include an explanation of when it was created, what medium was used to create the artwork, how long it took to create, what style is it
considered and evidence to support that. The student will present their display in a museum tour format. Students will be evaluated on the
accuracy of their facts and the clarity of their presentation.
Other Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Take a test on the biographical facts and styles of the selected artists.
Take a quiz on matching the works to the correct artist.
Discuss how a selected work might look from the opposite gender’s perspective.
Infer what a selected artist was trying to make us see or feel.
Appraise and evaluate the limits of my knowledge about art.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements
To introduce the lesson, show students a picture prompt of a work of art. Ask them to identify/explain it and justify their answers. (M)
At the beginning of the unit, have students list what they know, think they know and want to know (RBT activator) about Spanish artists or art.
At the end of the unit, have students revisit their list and reflect if they were correct and incorrect and why. (A, M)
Webquests including biographical facts about the artists selected. (A)
Watch a biographical movie or documentary about any of the selected artists and complete a worksheet of guided questions. (A)
Use a PowerPoint presentation to introduce the artists and their masterpieces. (A)
Create an original work of art using techniques and styles related to the artists. (M)
Have students summarize a work of art in one sentence incorporating all of who, what, when, where, why and how creatively. (A, M)
Students create an acrostic using an artist’s name. (M)
Paired verbal fluency (RBT) where students can discuss their likes and dislikes about a selected artist and his works. (M)
Students write a haiku poem about one of the selected artists. (M)
Students can visit the Student Art Show in their school and write an interpretation of a selected work of their choice. They can compare the
work they chose with one of the works studied in class. (T)
LRHSD (2011) Adapted from ASCD © 2004