Rationale: Students will learn about mask making and how expressions and emotions are apparent in everyday life through text.
Students Goals and Objectives:
Ã¢Â?Â¢ Use a variety of modes of communication to promote learning (8.2) Students will be reading, writing and speaking about the story to build on their understanding.
They will be able to relate the mask in the text to the one they create.
Ã¢Â?Â¢ Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both by themselves and with their classmates.
Ã¢Â?Â¢ Use their understanding of students to create connections between the subject matter and student experiences (4.2). Students will relate their prior knowledge of emotions and expressions to this text as well as the project.
Teacher Goals and Objectives:
Ã¢Â?Â¢ Use a broad knowledge base to create interdisciplinary learning experiences (1.2) Students will be using the areas of language arts and art to develop an artistic mask.
Ã¢Â?Â¢ Model a commitment to lifelong learning students (1.3) Students will develop an understanding of why characters and their emotions is crucial to their understanding in literature.
Ã¢Â?Â¢ Select instructional materials and resources based on their comprehensiveness, accuracy, ideas and concepts (2.3). The materials used to teach this lesson will be developmentally appropriate and will explain clearly about mask making.
Ã¢Â?Â¢ Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of mask making. It is hands-on to keep them actively engaged.
Ã¢Â?Â¢ Design instruction that accommodates individual differences (4.1). The project is well developed for all students, regardless of time needed or ability. Students will be learning hands-on and visually.
Ã¢Â?Â¢ Make appropriate accommodations for students who have learning differences (4.4) The project is well developed for all students, regardless of time needed or ability.
Ã¢Â?Â¢ Design lessons that extend beyond factual recall and challenge students to develop higher cognitive skills (5.1) Students will use higher-order thinking to develop their listening, reading, writing and creative skills.
Ã¢Â?Â¢ Use tasks that engage students in exploration, discovery and hands-on activities (5.5). The model lesson will keep the students actively engaged by using hands-on materials.
Ã¢Â?Â¢ Communicate clear expectations for achievement that allow students to take responsibility for their own learning (6.7). Students will know what they are being assessed on for successful achievement. The expectations will be clear to them.
Ã¢Â?Â¢ Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson.
Instructional Materials and Resources:
Ã¢Â?Â¢ Poster board
Ã¢Â?Â¢ Markers or other artistic supplies
Ã¢Â?Â¢ Popsicle sticks, to put the masks on
Ã¢Â?Â¢ Tape or glue
Learner Factors: This lesson incorporates Gardner’s Eight Intelligences. The subject matter will be discussed orally for those who leave from interpersonal and social methods. The demonstration will be hands on for those who do best with bodily and kinesthetic learning. The demonstration will also give those that do best introspectively a chance to express themselves using the creation of their art that they use. Worksheets will be provided for those children that feel they better express themselves on paper, as well as the use of discussion for those who are verbal and linguistic learners.
Students will be able to relate the concepts of emotions and expressions to their past experiences and everyday life. This will make the topic more real-life to the students.
This lesson will also do well for different levels of learners. Adequate time and attention will be given with the project and discussion. Help will be offered, at any time, to any students requiring it. Students will get the opportunity to work together and independently to maximize the opportunity to learn.
Environmental Factors: Students will work both collaboratively and by themselves. No significant changes will be needed for this lesson, but possibly the arrangement of students’ desks to provide more room.
Motivation: In order to complete this lesson, the teacher and students will review the story, The Ink Drinker, but you are able to adapt this lesson to any text with pictures. In particular, the facial expressions will be explored of the characters. Students will relate expressions and emotions both to their past experiences and everyday life. The discussion will also include how a reader can use an illustration in a text, as well as the storyline itself, to interpret how a character is feeling. Students will be allowed to express their own thoughts and ideas on these concepts.
Teacher Modeling: The teacher will explain the purpose of this activity before it begins, so that the students have an understanding why emotions and expressions are important. The teacher will give each student artistic supplies, posterboards and popsicle sticks. Then the teacher will explain how the masks shown an interpretation of one persons’ emotions. The students will also be told, both orally and in written form, how to complete their mask.
Guided Activity: The students will all choose a number that corresponds to a chapter in the book. At that point, they will design a mask based on the chapter they were assigned. Each student will reread his or her chapter in order to complete the project. They will also be allowed to share in their artwork afterwards. The students will do a group read-aloud, where they will take turns reading their chapter. After each chapter, the student will explain their design of the mask.
The teacher will help and assist students in the completion of the mask. All necessary supplies will be provided to the students. Creativity will be present in the artwork of the students.
Independent Activity: The students will also be offered the chance to show each other their completed artwork. This is a good exploration of creativity and actively engaging students in the activity.
Closure: When the activity is complete, students will explore the text and how it was reflected in their artwork. A review of expressions and emotions will be given and how they appear in literary works. Students will be provided an opportunity to write clearly what they have learned about the topic. The discussion will also include how a reader can use an illustration in a text, as well as the storyline itself, to interpret how a character is feeling.
Students will be actively engaged in-group discussion before and after the lesson. The teacher will examine their understanding both using oral and written means. Their participation in the lesson and within the group will also be recognized. Questions that will be asked during the course of this lesson include: “How are emotions and expressions used in this story?” and “Examine the artwork of your classmates. What do you notice? What emotions do you feel when you look at their mask?”