Crossing Borders/Breaking Boundaries The Arts of India, 1556-1658 June 23 - July 1, 2008 |
Unit of Study: English for Speakers of Other Languages Discipline: English for Speakers of Other Languages, Intermediate Level Time Period: Seven 90-minute class periods Abstract: This lesson focuses on descriptive writing of architectural structures, yet requires students to create their own architectural model to describe. Students will use the forms and designs found in the Mughal Empire style of architecture, or they may elect to use forms and designs found in another culture/time period. Once they have completed their structures, they will then write a short composition describing their unique piece of architecture. Background: Prior to this unit, students will have completed several descriptive writing activities based on a description of the Taj Mahal that is included in our composition text. The reading and subsequent activities focused on descriptive writing and included specialized vocabulary, useful adjectives, and the concept of spatial order. Materials: Composition Practice, Book 3 by Blanton; Taj Mahal by Arnold & Comora; Muraqqa: Imperial Mughal Albums from the Chester Beatty Library; PowerPoint Presentation “Mughal Architecture: Details in Design”; video visualizer/overhead projector, small and medium paperboard boxes of all shapes, flat white paint, paint brushes, markers (fine point), pencils, tracing paper, colored pencils, hot glue guns, scissors, clothes pins, rulers, water, paper towels. Resources: Arnold, Caroline & Comora, Madeline – Taj Mahal Blanton, Linda Lonon - Composition Practice, Book 3, 3rd ed. Muraqqa: Imperial Mughal Albums from the Chester Beatty Library or website for Muraqqa images: artstor.org (search for Mughal Akbar) http://en.wikipedia.org/wiki/Mughal_architecture Standards/Learner Outcomes: Fine Arts Standards – Voluntary State Curriculum Visual Arts Goal 2 – Historical, cultural, and Social Context: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience. Visual Arts Goal 3 – Creative Expression and Production: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art. Content Standards – Prince George’s County English Core Learning Goal 2 - Composing in a Variety of Modes: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. English Core Learning Goal 3 - Controlling Language: The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. Objectives/Skills: Fine Arts Objectives – the student will differentiate among works by artists representative of different times and cultures; the student will create images and forms from observation, memory and imagination. Content Objectives - The student will compose to describe, using prose and/or poetic forms; the student will compose texts using the pre-writing, drafting, and revision strategies of effective writers and speakers. Keywords/Vocabulary:
Motivator: My teenage students always show a lot of interest in the great love story that surrounds the Mughal ruler Shah Jahan and wife, Mumtaz Mahal. However, the descriptive writing piece in our Composition text only briefly mentions this love, focusing instead on describing the Taj Mahal. The picture/story book entitled Taj Mahal, presents a wonderful, detailed version of the story of their love, and I will use this book to draw the students further into the history and architecture of the Mughals. Scope and Sequence: Activity One (45 minutes) Teacher Directed Small Group Individual Practice Activity Two (45 minutes) Small Group Teacher Directed Activity Three (45 minutes) Teacher Directed
Activity Four (90 minutes) Guided Practice
Activity Five (90 minutes) Teacher Directed Teacher demonstrates Stage Two of the project:
Guided Practice After teacher demonstrates each step of Stage Two, students follow along, completing steps a, b and c. Teacher circulates and assists as needed. Independent Practice Students continue to assemble their structure on their own until it is completed. Let structure dry thoroughly, preferably overnight. Activity Six (Two 90-minute periods) Teacher Directed On the board, the teacher shows how to create a pre-writing plan for the composition. The teacher should “think out loud” in order to demonstrate writing strategies. (Composition Practice Book 3 is referenced here: the descriptive composition of the Taj Mahal and pages 11 and 12, which focus on organization and spatial order). The teacher begins to compose a descriptive composition of his/her sample structure. Guided Practice
Independent Practice Students write a descriptive composition of their completed structure, creating a pre-writing plan, a rough draft (revised) and a typed final draft. Assessment: Informal assessment occurs continuously throughout the unit, with the teacher giving guidance and clarification where needed. Completed architectural structures are graded using a rubric (Project Construction and Rubric Handout). Completed compositions are graded using a rubric (Mughal Project Composition Rubric). Closure/Reflection: Students arrange the various structures together inside of a large shallow box in order to create a shared community. Each student writes a brief paragraph, reflecting on what they have learned from these lessons on the Taj Mahal and the architecture project. The teacher will write a reflection paragraph as well. |
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