Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48562
Exploring Immigration and America (Part 3) through the
Art of Norman Rockwell
This lesson is the 3rd lesson of a unit on Immigration and America. In this lesson, students will analyze the famous Four Freedoms paintings by
Norman Rockwell and make thematic connections to the previous works studied. The culminating activity is students' production of short essays in
which they compare the works (both print and non-print) in terms of theme. They will need to write a strong thesis statement and support their ideas
with textual evidence. Extensions to this unit would be for students to create multi-media presentations or artistic expressions of the topic of
immigration today (compared to past eras) or how immigration has personally affected them and/or their family. This lesson also contains alternate
activities and prompts so that it can stand alone if teachers choose not to use it in conjunction with the first two lessons in the series.
Subject(s): English Language Arts
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector
Instructional Time: 4 Hour(s)
Freely Available: Yes
Keywords: immigration, art, Norman Rockwell, America, writing
Instructional Design Framework(s): Direct Instruction, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Compare.Contrast Venn Diagram.docx
Writing Assignment Sheet.docx
Argument Rubric from Turnitin.com.pdf
Worksheet for Freedom of Speech painting.pdf
prewriting graphic organizers.docx
prewriting graphic organizersAnswer Key.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to analyze a painting to determine the artist's possible message or theme in the work.
Students will participate in the writing process by engaging in classroom discussion and collaborative activities, with graphic organizers and writing planning tools, in
order to generate ideas for effectively writing the culminating writing assignment.
Students will make thematic connections between a poem, photography, a speech, and fine arts and write a brief argumentative paper analyzing such connections
across texts (print and non-print).
Prior Knowledge: What prior knowledge should students have for this lesson?
It would be helpful if students have had some prior experience with analyzing artwork before beginning this lesson.
It would also be helpful if students have had experience with routines associated with the writing process: brainstorming, prewriting, writing theses, drafting,
page 1 of 4 editing, peer/teacher writing conferences (independent or in small groups), use of graphic organizers as pre-writing tools, and use of rubrics to guide and assess
writing. This experience with the writing process is suggested, but again, these are not prerequisites for implementing this lesson.
It is also recommended that the teacher establish an environment that is conducive to students' sharing of their writing with peers and the class as a whole prior to
engaging in any peer response.
Guiding Questions: What are the guiding questions for this lesson?
What message(s) is/are Rockwell conveying in his famous paintings?
What message(s) about being American is/are Rockwell conveying in his works? In what ways are his images realistic or idealistic?
What connections between his paintings and Judge Learned Hand's speech (from Lesson 2 of this unit) can you make?
How can artwork be used by individuals and governments to convey messages?
What was the impact of Rockwell's paintings/poster on the audience?
How does the time period that these were painted and originally viewed shape the viewer's understanding of the fine art? How do modern viewers of Rockwell's art
relate to the themes of being American that he expressed?
Teaching Phase: How will the teacher present the concept or skill to students?
Hook/Activation of Prior Knowledge:
This is the third lesson of a 3 lesson unit on Immigration and America.
To begin this third lesson in the unit, the teacher will "hook" students and activate prior knowledge by briefly reviewing with students the ideas on immigration from
the previous lessons 1 and 2 of this unit.
(NOTE: In the first lesson, students learned of the hardships and challenges new immigrants to the U.S. faced at the turn of the century, and added personal accounts
or knowledge of recent immigration issues. They read "The New Colossus" by Emma Lazarus, and discussed how the U.S. has been considered a safe harbor for
many seeking new lives. In the second lesson, students showed their understanding of Judge Learned Hand's "Spirit of Liberty" speech and discussed how liberty can
not be gained through legislation alone, but must reside in the hearts and minds of the populace - that with citizenship comes responsibilities. Teachers who choose to
use this lesson on its own without the prior two lessons will find an alternative summative assessment writing prompt in the summative assessment section.)
Teaching Phase:
1. The teacher will start with the painting "Freedom from Want" and Think Aloud/model what he or she sees in the painting. (The painting can be found at
http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.html.)
2. Then the teacher will ask students to do the same with a partner for "Freedom from Fear." (The painting can be found at the same site as above.) Student pairs
can share aloud their answers and the teacher can lead the discussion.
3. Finally, students will be asked to do the same type of painting analysis with the painting "Freedom of Speech." (The painting can be found at the same site as above
but written text is displayed on the painting. To show students the painting without any text or title you can use this link where the title of the painting is in small print
below the painting and will be easier to cover up.) Teachers can provide students the handout found at:
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/worksheet01_1.pdf to analyze the painting.
NOTE: At first, do not provide students the title, but rather ask them to give an appropriate title to the painting. This will help engage them and ask them to think
critically and to summarize the painting. Ask students to provide details from the painting in support of their titles. Ask students, "Why did you give the painting that
title? What detail(s) from the work provide that essence?"
4. After students have filled in their handout, teacher leads discussion, asking students to share their responses to what they see and ask if they can make any
connections in terms of the message being conveyed to the poem and speech studied in Lessons 1 and 2.
NOTE: A detailed analysis of this painting can be found at the following National Endowment for the Humanities Picturing America Teacher's Resource Guide, pp.
82-83: http://picturingamerica.neh.gov/downloads/pdfs/Resource_Guide/English/English_PA_TeachersGuide.pdf
5. Teacher will then show students the title of the work; compare/contrast to the titles that students gave the painting. How accurate were students?
6. Teacher will show the painting with text added, when it became a poster for the U.S. government to sell war bonds. Teacher may want students to reexamine the
photograph in light of this new information, using the following handout from the National Archives as a guide to evaluating posters:
http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf.
7. Tell students some of the background on why Rockwell painted this and the other three paintings.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Provide students a graphic organizer to help them work in small groups to make thematic connections across texts (print and non-print). This could be a VennDiagram with three circles; students can create an interactive online version at ReadWriteThink.org OR teacher may use this Venn-Diagram handout:
Compare.Contrast Venn Diagram.docx
2. This handout is tailored specifically for this assignment: prewriting graphic organizers.docx
3. And here is a possible answer key to help teachers see exactly what students should produce at this point in the process: prewriting graphic organizers-Answer
Key..docx. They could also use graphic organizers such as those found at ReadWriteThink.org.
4. Students will use this small group work with the Venn-Diagram graphic organizer to help stimulate their thoughts and ideas on the theme of the works; this work
will serve as 'pre-writing' brainstorming, prior to students writing their first draft.
5. Students can engage in peer and/or teacher feedback as explained in formative assessment.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Students will complete a thesis statement and outline of the essay he or she plans to write, prior to submitting the first draft.
2. Students can engage in peer and/or teacher feedback as explained in formative assessment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The Venn-Diagram graphic organizer that is provided students to help them discuss ideas with peers in small groups will help them to organize the knowledge gained in
this unit. Depending on the class's needs and abilities, the teacher may want to review with individual students or in small groups the thesis statements and outlines that
students have completed, prior to students' writing the first draft of the essay. Two other graphic organizers can be used for pre-writing (see guided practice section)
page 2 of 4 and help students to better visualize and pre-write, jotting ideas down on the graphic organizer of choice and having them share ideas with peers and teacher.
The teacher may want to return to the initial guiding questions and discuss them with students. Additional closure will be the students' sharing/reading aloud their
essays. This could be done in carousel fashion, in which student essays are put on display on desks or the classroom walls and students can write comments for each
essay by walking around, spending a couple of minutes at each paper, and writing strengths down on either a sticky note or a feedback sheet that is placed next to
each essay. This could also be conducted in small peer groups and then the small group could decide which essay is the 'best' to share out with the entire class and
feedback from the entire group could be allowed. This helps to bring in speaking and listening skills.
Summative Assessment
Students will demonstrate their ability to understand the themes of the Four Freedoms paintings and make thematic connections between Freedom of Speech, in
particular, to the poem and speech of Lessons 1 and 2 by writing a short essay analysis in which they compare and contrast the theme(s) from all three stimuli: poem,
photographs, speech and paintings.
This assignment sheet can be copied and distributed to students.
Teachers who choose to complete only this portion of the unit without lessons 1 and 2 may use this alternative assignment sheet for the stand-alone lesson.
Students will be provided a rubric prior to beginning their final draft.
--Compare/Contrast rubric from this link
The teacher can structure this assessment piece so that students can receive both peer and teacher feedback on their initial drafts and then on final drafts if he/she
chooses.
Formative Assessment
Teacher will gauge students' ability to extract information from artwork through their written responses and participation in whole group oral discussion.
Teacher will also provide feedback, both written and verbal, to students during the pre-writing phase in response to students' completion of a graphic organizer to
organize their thoughts regarding thematic connections between the works of this lesson and lessons 1 and 2 of this 3-part unit.
Feedback to Students
Students will get immediate feedback during the class discussion on the artwork. Their answers will be validated and/or clarified, as necessary.
Students will also receive feedback from peers as they work in partners to analyze the second painting and as they work in small groups to complete their thematic
Venn diagrams.
The teacher will collect and respond in writing and verbally to each student's graphic organizer prior to students beginning to write their first draft. Teacher can do this
in small group writing conference fashion.
Teacher can build into this lesson time for peer editing and teacher review of the first draft, providing feedback prior to students' completing the final draft.
Another option is for teachers and students to provide feedback to first drafts by using the "Comments" function of Microsoft Word and/or the peer review templates
provided by subscription services such as Turnitin.com.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: A writing rubric to guide students as they write their essays and writing conferences, with individual students or in small groups. Extra time
should be spent by the teacher with struggling writers to ensure they are prepared adequately with ideas prior to writing; students who struggle with writing could be
asked to record ideas using technology prior to writing or in lieu of writing; or they could create a PowerPoint or use Digital Storytelling software, i.e. animoto to
produce a final product with visual images and less formal writing.
Extensions: Students could extend this lesson by listening to and/or reading Roosevelt's Four Freedoms speech (available at
http://www.wwnorton.com/college/history/ralph/workbook/ralprs36b.htm) to better understand Rockwell's motivations and inspiration for the paintings. The speech
could be analyzed in terms of claim/rhetorical devices.
Students could compare and contrast "Freedom of Speech" to one or more of the other paintings in the series by Rockwell.
Students could write a persuasive essay on which freedom, based on Roosevelt's speech and Rockwell's paintings, is most important to them and why.
Students could be asked to highlight the 'best' part of their essays to share with a student or, if time permits, they could read their essays in their entirety to partners.
Partners could be asked to write comments on their partners' paper, answering the questions: What was the most effective part of the essay, Why? 1-3 students could
be asked to share their writing with the class as a whole. Student writing should be displayed in the classroom. Students could design an appropriate bulletin board with
images on which to display the writing.
Students could be asked to create a multi-media presentation or fine arts project (i.e., painting or collage with magazine images, or poster) representing what they
have learned from this unit, or how U.S. attitudes toward immigration is similar or different from past generations, or how immigration has affected them and/or their
family personally.
Students could share orally and display their works of art in the class or school in Art Gallery exhibition fashion. Other classes could be invited to visit and remark on
their work, or their work could be 'judged' in art show style by other teachers or students.
Other ideas for civics education resources regarding the responsibilities of citizenship can be found at this link.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector
Further Recommendations: Consider beforehand which students to pair in the Think-Pair-Share activity.
Have Rockwell's artwork downloaded and readily available/viewable on your computers or Interactive whiteboard.
page 3 of 4 Read background information provided on Rockwell and how his artwork stemmed from Roosevelt's Four Freedoms speech to provide students more insights as to that
era and what influenced Rockwell.
Additional Information/Instructions
By Author/Submitter
This lesson asks students to make thematic connections across texts (both literary, informational, and non-print). Students will synthesize ideas from poetry, photography, a
speech, and paintings in order to produce a short essay.
In lesson 1, students analyzed the poem "The New Colossus" along with photographs from the Ellis Island museum collection, and in Lesson 2 they analyzed the "Spirit of
Libery" speech of Judge Learned Hand. Both lessons have been attached as related CPALMS resources.
SOURCE AND ACCESS INFORMATION
Contributed by: Erin Cuartas
Name of Author/Source: Erin Cuartas
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RI.1.2:
LAFS.910.RL.1.2:
LAFS.910.W.1.1:
LAFS.910.W.2.4:
LAFS.910.W.2.5:
LAFS.910.W.3.9:
Description
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
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