Name: Megan Ford-Eubanks

Grade: Gifted 6

Unit Title: Perceptions

Contextual Characteristics: Community, district, school (e.g., geographic location, population number, socio-economic profile, and race/ethnicity) Olentangy Liberty Middle School is located in Powell, OH, a northern suburb of the state capital Columbus, OH. Population estimates of Powell, OH are 11,500, with an average household size of 3.24, and a median household income of $92,000+ (serving upper to upper-middle class families predominately). The Olentangy Local School District is compromised of 95 square miles, most of which falls into Delaware County. The district includes 3 high schools, 5 middle schools, and 15 elementary schools combined. Total middle school students at Liberty is 838. Of the students in the district, the race and ethnicity of the population is 86.7% white/Caucasian, 3.7% African-American, 7.0% Asian, and 2.6% 2 or more races combined. Canal Winchester Middle School is located in Canal Winchester, OH, a southeastern suburb of Columbus, OH. The population of Canal Winchester is approximately 33,897, and a median household income of $61,252. Canal Winchester Schools is unique in the fact that it straddles two counties: Fairfield and Franklin. There are two elementaries, one middle school, and one high school. In Canal Winchester Middle School, the total number of students is approximately 918. The race/ethnicity rates are 71% white/Caucasian, 17% African-America, 7.7% mixed race, and the other 5% combined with Asian Pacific Islander and Hispanic.

Classroom: (e.g., physical features, availability of technology) At Olentangy, as the classroom is used for only gifted education, set up is completed at the beginning of the day before students arrive. In the classroom, the teacher has an individual computer and telephone at her desk. The size of the space is large enough to accommodate the needs of all students and projects involved. There is access to electricity and technology equipment when it will be necessary. When using technology, we will use a projector cart. The students have room to complete their work since the space is only for the gifted clustered students I will be working with. In Canal Winchester, students are set up in a cluster setting. This takes place in a regular classroom. Within the classroom there is an overhead projector wall mounted, a Bright Link EZ Teach (similar to a SmartBoard), four student computers, and availability to access two laptop carts. There is an adequate amount of hallway space and an extra room off of the gifted classroom since this team operates in the middle wing of the building, which stretches much farther than the other side halls. There is plenty of space for students to stretch out and store things if needed.

Students: (e.g., age, gender, race/ethnicity, special needs, developmental levels, prior learning assumed, interests or what these students want to learn) The Olentangy classroom consists of all 6th grade students. The students come to me at the end of the day for what is called Academic Assist. All gifted students will come during their scheduled day of the week last period of the day. I only see the students during this time once a week. Throughout the week, the schedule of the groups is as follows: Monday-9 total students (4 male and 5 female), Tuesday-12 total students (6 male and 6 female), Wednesday-15 total students (8 male and 7 female), Thursday-5 total students (5 male), and Friday always varies. Our class race/ethnicity consists of predominately Caucasian students. All students have been identified as gifted. The Canal Winchester classroom is an all 6th grade class. The students come to my class every day for both language arts and social studies in a back-to-back block-style setting. There is also a STAR period that is an extension period for 30 minutes at the start of every day. Gifted students come to me two out of five days, with flexibility to come to me a third day as well. There are 29 students within this gifted cluster class, 16 male and 13 female. The racial/ethnic make up of this class is predominantly Caucasian, but with two African-Americans, two mixed race, one of Middle Eastern descent, and one Pacific Islander. All students have been identified as gifted. During the pre-assessment exercise we did with the students for ELA, Social Studies and Science, we wanted to create an extension with several standards in mind and opening up dialogue among the students. Implications: (of contextual characteristics for learning objectives, assessment, and instruction) Learning objectives are that students will display real value in discussing the process of analyzing art work and openness in sharing the developmental ideas. In addition to the knowledge students will gain in class, a variety of individual experiences and skill levels will be beneficial in providing different

Name: Megan Ford-Eubanks

Grade: Gifted 6

perspectives, which will aide in the assessment of the final understandings throughout the lesson. Certain students will naturally lead and inspire other students to express during group discussions and activities planned. This will provide the teachers an opportunity to promote the idea of everyone has a good idea to share and there are no wrong answers: its OK to make mistakes. Students often remain engaged during visual and participatory activities, which we focus on allowing them time to absorb new material we plan on presenting about art interpretation. During our discussions, I hope knowledge of new material is evident and understandings seem genuine. Students will be able to show connectivity through their ELA classroom by discussing the tone, mood, and imagery as related to the analysis of art work. They will be able to demonstrate an understanding of how various concepts in language arts apply to various mediums out in the real world, including such concepts as listed above, as well as figurative language, symbolism, inference, perceptions etc.

Name: Megan Ford-Eubanks

Grade: Gifted 6 Unit Title: Perceptions

RELEVANT STANDARDS: Content Standard: Perceiving/Knowing (PE): 7.4PE Observe a variety of artworks noticing details, themes, and ideas and group them into pattern categories. Content Standard: Producing/Performing (PR): 6.3PR Generate ideas and engage in thoughtful planning when solving a visual art problem. Content Standard: Responding/Reflecting (RE): 6.1RE Explain what makes an object a work of art using a range of criteria. 6.4RE Defend artistic decisions using appropriate visual art vocabulary. 7.2RE Compare and contrast diverse viewpoints about works of art. Content Standard: Reading Literature (RL): 6.4RL Determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 6.7RL Compare and Contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, visual, or live perspective. Content Standard: Reading Informational Text (RIT): 6.7RIT Integrate information presented in different media or formats, as well as in words, to develop a coherent understanding of a topic or issue. Content Standard: Writing (W) 6.2W Write informative/explanatory texts to examine a topic and convey ideas, information, and concepts through relevant content. 6.4-6.6W Production and Distribution of Writing 6.7W Conduct short research projects to answer a question, drawing on several sources, and refocusing the inquiry when appropriate. Content Standard: Speaking and Listening (SL): 6.1SL Engage effectively in a range of collaborative discussions with diverse partners, building on others ideas and expressing their own clearly. 6.2SL Interpret information presented in diverse media and formats, and explain how it contributes to a topic, text, or issue under study.

ESSENTIAL QUESTIONS: What cultural implications can be derived from the artists work? How does this demonstrate the use of language arts concepts (tone, mood, imagery, symbolism, etc.) in different mediums of art and in everyday life? What are some values, traditions, and beliefs of cultural groups? How do they compare and contrast with our own?

CREATING A POSITIVE ENVIRONMENT (Managing individual & group behavior with strategies for encouraging positive social interaction, active engagement in learning, and self-motivation): Begin experience with clear expectations and goals for the classroom and field trip experience. Ensure respect during introduction activity and throughout the class and field trip. Encourage critical thinking and question-based learning when presenting images, poetry, art works, and group discussions. Use experimentation to introduce democracy into the classroom. Connect with students individually to gain appreciation of their thoughts and views with the perspectives of others.

Name: Megan Ford-Eubanks

Grade: Gifted 6

Pre-Field Trip Lesson: Interpretations English/Language Arts Connections to Prior Knowledge: Students have just finished a unit of study on segregation in the 1950s and a close study of the novel The Lions of Little Rock. Students have studied an in-depth background of events related to segregation as a result of this novel by doing mini bouts of research over Brown vs. Board of Education, Plessy vs. Ferguson, the Little Rock Nine, passing for white, and many other Civil Rights Movement major events. Estimated Time and Materials: 4-5 class periods, laptop cart, website (listed below), paper for recording discussions, ear buds, individualized costumes and props dependent upon the creative application Hook for extension: Students will be asked to participate in discussion as to whether some of these same stereotypes and prejudices still exist in our society today. Pre-Field Trip Lesson Procedures: Students will then be lead through an exploration and analysis of Life Every Voice and Sing by James Weldon Johnson (also known as The Black National Album). http://artsedge.kennedy-center.org/educators/lessons/grade-5/Lift_Every_Voice_and_Sing.aspx#Overview 1. Students will work in pairs or groups of three with the student laptop cart. They will begin by viewing the slide show on the above website of the poem by Mr. Johnson. Students will be asked to discuss and record their ideas based on the following questions: Choose two parts of the poem that are great examples of imagery. Describe the images they may have conveyed during the Civil Rights Movement and compare/contrast them to images they might portray in todays society. Explore the connotations of the words used in the two parts you chose to explore with the first question. Are they portraying a positive or negative connotation? How could the words be changed to provide a feeling in the opposite way? Describe the tone and mood of one section of the poem. Choose 5 lines of the poem that utilize figurative language. What kinds of figures of speech are used? What do you think they were intended to mean at the time they were written? How do you think they might be changed to fit the interpretation of todays society? STANDARDS MET: 6.4RL, 6.1SL, 6.2SL 2. Next, students will view the music video version of the poem, taken from the same website. They will answer the following questions: How does the music affect the mood and emotion of the lyrics? What do you think the singer(s) wants listeners to feel when they hear the song? What emotions or feelings to you hear? Joyfulness, sadness, anything else? How does one person singing (solo) compare to a group of people singing together? Why do you think people sing together, such as in a choir? Defend how this could be a form of imagery. (Questions taken directly from the above website resources.) STANDARDS MET: 6.7RL, 6.1SL, 6.2SL

Name: Megan Ford-Eubanks

Grade: Gifted 6

3. Application: Students will be applying what theyve taken away from their discussions today by creating their own interpretation of James Weldon Johnsons poem in a modern version twist. Students will re-write the poem using language, words, and imagery related to todays societal views of African American culture. They will choose a relatable song in which to perform their interpretation to as background music, and practice it to perform in front of the class. Students will be further encouraged to wear modern day clothing and use modern day props that relate to their interpretation of the poem. *This will translate into contemporary applications in which they will be seeing more of in the Field Trip Lesson. STANDARDS MET: 6.7RL, 6.7RIT, 6.4-6.6W, 6.1SL, 6.2 SL Field Trip Lesson: Cultural Comparisons and Personal Preceptions English/Language Arts & Visual Arts Connections to Prior Knowledge: Students have just finished a unit of study on segregation in the 1950s and a close study of the novel The Lions of Little Rock. Students have studied an in-depth background of events related to segregation as a result of this novel by doing mini bouts of research over Brown vs. Board of Education, Plessy vs. Ferguson, the Little Rock Nine, passing for white, and many other Civil Rights Movement major events. In addition, students will be applying what theyve taken away from their discussions in Pre-Field Trip Lesson when they created their own interpretation of James Weldon Johnsons poem in a modern version twist. Students re-wrote the poem using language, words, and imagery related to todays societal views of African American culture. They picked a relatable song in which to perform their interpretation, and practiced it to perform in front of the class. Students were encouraged to wear modern day clothing and use modern day props that related to their interpretation of the poem, which will directly tie into contemporary artist Kehinde Wiley. Estimated Time and Materials: 1 class for Field Trip to Columbus Metropolitan Museum of Art, paper for sketching and recording artwork, artist statement sheets created by teacher for cultural background knowledge of several art works we will be viewing during the field trip. Hook for extension: Changing the existing cultural stereotypes of African Americans and a brief look at other cultural beliefs, traditions, and values in art work. (Other groups in which will be presented during the tour are Hispanic, Indian, and Asian)-just as an overview to think about other cultures. Field Trip Lesson Procedures: Students will then be lead through the museum looking a various cultural art forms throughout the museum. At each represented art work they will be asked the Global Perceptions questions in order to gain some more background knowledge of the groups. When we arrive in the American Gallery, we will gather around the Portrait of Andries Stilte II by Kehinde Wiley. 1. Students will be asked to include the teacher provided Artist Statement Sheet to their journals. Students will be asked to discuss and record their ideas based on the following questions: Choose two parts of the art work that are great examples of imagery. Describe the images they may have conveyed during the

Name: Megan Ford-Eubanks

Grade: Gifted 6

masterpiece he used for inspiration? Compare/contrast them to images they might portray in todays society. Explore the connotations of the painting. Is the artist portraying a positive or negative connotation? How could the image be changed to provide a feeling in the opposite way? Describe the tone and mood of the painting. What was the artists intentions as far as perception of the African American culture? STANDARDS MET: 7.4PE, 7.2RE, 6.1SL, 6.2SL Global Perceptions Questions to consider: Think about the beliefs of the African American culture. How do they compare to your own? What are some traditions of the African American culture? How do these compare to other cultural groups? Are there certain values that are associated with the African American culture? What makes these values different than our own? STANDARDS MET: 6.2W, 6.4RE, 7.2RE, 6.2SL 2. Application: Students will be applying what theyve taken away from their knowledge base today and will tie into the ELA and Art Post-Field Trip Lesson. 3. Assessment: Students will be asked to share one fact they learned with the teacher before returning to the bus. Each student will reflect on the Global Perceptions Questions mentioned earlier. Post-Field Trip Lesson: Personal Perceptions English/Language Arts & Visual Arts Connections to Prior Knowledge: Students have just finished a unit of study on segregation in the 1950s and a close study of the novel The Lions of Little Rock. Students have studied an in-depth background of events related to segregation as a result of this novel by doing mini bouts of research over Brown vs. Board of Education, Plessy vs. Ferguson, the Little Rock Nine, passing for white, and many other Civil Rights Movement major events. In addition, students will be applying what theyve taken away from their discussions in Pre-Field Trip Lesson when they created their own interpretation of James Weldon Johnsons poem in a modern version twist. Students re-wrote the poem using language, words, and imagery related to todays societal views of African American culture. They picked a relatable song in which to perform their interpretation, and practiced it to perform in front of the class. Students were encouraged to wear modern day clothing and use modern day props that related to their interpretation of the poem. We have just completed a day-long Field Trip to the Columbus Metropolitan Museum of Art. While visiting the museum, we have been introduced to contemporary artist Kehinde Wiley. We observed his work titled Portrait of Andries Stilte II. Students were asked essential questions, Global Perception questions, responses, and artist statements in their journals for review and further discussion for this lesson. Estimated Time and Materials: 4-5 class periods, laptop cart, Prezi, journals for recording discussions, and notes from Field Trip Lesson.

Name: Megan Ford-Eubanks

Grade: Gifted 6

Materials for Choice #1: Paper, pencil, computer for research, printer to copy art work, computer and printer to complete final draft. Materials for Choice #2: Paper, charcoal, colored pencils, markers, paint, water cups, camera, printer for photo proof, oil pastels, chalk, and any other supplies the student may need for artmaking portion; computer for research, printer to copy art work, and computer and printer to complete final draft. Materials for Choice #3: Paper, pencil, computer for research, printer to copy art work, computer and printer to complete final draft. Hook for extension: Students will be asked to participate in discussion about stereotypes and prejudices that still exist in our society today. Further reflection on their perceptions of other cultural groups will be explored. Post-Field Trip Lesson Procedures: Perception Choice Activity Students will review artist and art work from the museum trip. 1. Students will begin by viewing the Prezi about other artworks from Kehinde Wiley. They will watch a brief video about the artist statement and intent. Students will be asked to discuss and record their ideas based on the following questions: Choose two parts of the art work that are great examples of imagery. Describe the images they may have conveyed during the masterpiece he used for inspiration? Compare/contrast them to images they might portray in todays society. Explore the connotations of the painting. Is the artist portraying a positive or negative connotation? How could the image be changed to provide a feeling in the opposite way? Describe the tone and mood of the painting. What was the artists intentions as far as perception of the African American culture? Has your perception changed given the artist personal statement? Now that you know the intent of the art work? STANDARDS MET: 7.4PE, 7.2RE, 6.1SL, 6.2SL 2. Next, students will be asked to pick one of the Choice Perception Activity for a grade (based on the rubric attached): Choice #1: Poetry Inspired by Kehinde Wiley Students will use Kehinde Wileys work as inspiration to create their own poem using the one of his pieces as inspiration. They must create a poem that relates to tone, mood, artistic intentions, cultural stories, cultural representations, and figurative language. The student must include focusing on connotation of word choice to convey tone, mood, and imagery, as well as use examples of similes, metaphors, and/or personification in their poem. See Rubric #1 STANDARDS MET: 6.4RL Choice #2: Art Inspired by Kehinde Wiley Students will use Kehinde Wileys work as inspiration to create their own piece of art using whatever medium they want to work with (photography, oil pastels, paint, or chalk). They must create work inspired by Wiley but not limited to it. They may create a fictional character, a portrait of a classmate, or a self-portrait as the subject. The student must set tone, mood, artistic intentions, cultural stories, cultural representations, and other imagery details within the work. The student must complete a full artist statement explaining the details mentioned. See Rubric #2

Name: Megan Ford-Eubanks

Grade: Gifted 6

STANDARDS MET: 7.4 PE, 7.2 RE, 6.1SL, 6.2SL. 6.7RIT, 6.2W, 6.3PR Choice #3: Writing Reflections Comparing/Contrasting Students will use Kehinde Wileys work as inspiration to create a reflective writing piece using the Field Trip Experience as inspiration. How did this experience effect you? How did it effect your peers? What changes have you made in your perceptive on other cultural groups? In what ways does the art work help explain some of things that may be difficult to express otherwise? In order to answer such questions, the paper must focus on comparing and contrasting the differences between gaining these experiences through a poem or song vs. through a specific piece of artwork. See Rubric #3 STANDARDS MET: 6.2-6.7W, 6.7RL, 6.2SL

3. Application: Students will be applying all prior knowledge from Pre-Field Trip Lesson and Field Trip Lesson to the choice project that will complete for this lesson. Reflection will take place on the unit. 3. Assessment: Students will be graded on the completion of their Choice Perception Activity. They will pick one choice and complete the activity. Rubric for choice activities is attached.

Name: Megan Ford-Eubanks

Grade: Gifted 6

Application Choice #1: Wiley Inspired Poem Tone, Mood and Imagery 6.4RL Intervention (1 point)
The poem attempts to show one example of either tone, mood, or imagery conveyed through the writing.

Progressing (2 points)
The poem correctly explains two examples of correct use of tone, mood, or imagery.

Benchmark (3 points)
The poem correctly explains three or more examples of tone, mood, and imagery to create more depth of understanding. At least three similes, metaphors, and/or personifications are used to show cultural representations in the poem with a beginning of a demonstration of deeper understanding. The connotations and poetic devices show at least three or more uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding. Such connections attempt to show a deeper meaning. The quality of work presented shows effort provided, evidence of proofreading, no more than three spelling and grammatical errors, etc. Total Points Earned:

Advanced (4 points)
The poem correctly explains in a manner of great depth and connectivity, three or more examples of tone, mood, and imagery used in their creations. More than three similes, metaphors, and/or personifications are used to show cultural representations in the poem with a demonstration of deeper understandings. The connotations and poetic devices show at least four or more uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding and a deeper meaning of each connection is conveyed. The quality of work presented shows effort above and beyond the norm, evidence of careful proofreading, no more than one spelling and grammatical error, etc. _________/16

Use of Figurative Language 6.4RL

Similes, Metaphors, and Personification are not clearly developed to show cultural representations in the poem.

At least one Simile, Metaphor, and/or Personification is attempted to be used to show cultural representations in the poem.

Cultural Connections 6.4RL 6.7RIT

The connotations and poetic devices attempt to show cultural connections (statements, stories, representations, clothing, music, etc.), but such uses do not demonstrate a clear understanding.

The connotations and poetic devices show at least two uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding.

Quality of Work 6.2-6.6W

The quality of work presented shows very little effort, no evidence of proofreading, multiple spelling and grammatical errors, etc.

The quality of work presented shows some effort provided,little evidence of proof reading, several spelling and grammatical errors, etc.

Comments:

Name: Megan Ford-Eubanks

Grade: Gifted 6

Application Choice #2: Wiley Inspired Artwork Tone, Mood and Imagery Intervention (1 point)
The artwork and the artistic statement attempt to show one example of either tone, mood, or imagery conveyed through the pieces.

Progressing (2 points)
The artwork and artistic statement correctly explains two examples of correct use of tone, mood, or imagery.

Benchmark (3 points)
The artwork and artistic statement correctly explain three or more examples of tone, mood, and imagery used in their creations and attempts to explain with more depth of understanding. The statement gives at least three reflective pieces on personal intentions, as well as perceptions and reactions of peers. It also begins to show a depth of cultural perceptions expressed through the art work. The artwork and artistic statement shows at three or more uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding. Such connections attempt to show a deeper meaning. The quality of work presented shows effort provided and quality artistic form.

Advanced (4 points)
The artwork and artistic statement correctly explain in a manner of great depth and connectivity, three or more examples of tone, mood, and imagery used in their creations. The statement gives four or more reflective pieces on personal intentions, as well as perceptions and reactions of peers. It also shows a depth of cultural perceptions expressed through the art work. The artwork and artistic statement shows at four or more uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding and a deeper meaning of each connection is conveyed. The quality of work presented shows effort above and beyond the norm with excellent quality of artistic form. _________/16

6.4RL 7.4PE Artistic Intentions

The statement begins to attempt a reflective piece on personal intentions on their original piece of art. It also touches on cultural perceptions expressed through the art work. The artwork and artistic statement attempt to show cultural connections (statements, stories, representations, clothing, music, etc.), but such uses do not demonstrate a clear understanding. The statement provides one reflective piece on personal intentions, as well as perceptions and reactions of peers. It also touches on cultural perceptions expressed through the art work. The artwork and artistic statement shows at least two uses of cultural connections (statements, stories, representations, clothing, music, etc.), demonstrated with a clear understanding.

6.7RIT, 6.2W Cultural Connections

6.7RIT 6.4RL 7.2RE Quality of Work 6.2-6.6W 6.3PR Comments:

The quality of work presented shows very little effort and messy artistic form.

The quality of work presented shows some effort provided and a basic artistic form.

Total Points Earned:

Name: Megan Ford-Eubanks

Grade: Gifted 6

Application Choice #3: Intervention (1 point) Wiley Reflections Compare/Contrast Paper Tone, Mood and Imagery 6.4RL
The paper attempts to compare and contrast how tone, mood, and imagery is conveyed within the two different experiences.

Progressing (2 points)

Benchmark (3 points)

Advanced (4 points)

The paper demonstrates one comparison and one contrast of how tone, mood, and imagery are conveyed within the two experiences.

The paper demonstrates two comparisons and two contrasts of how tone, mood, and imagery are conveyed within the two experiences, focusing on moving towards a deeper understanding within analysis. The paper gives at least three reflective pieces on personal perceptions and reactions, as well as perceptions and reactions of peers. It also begins to show a depth of cultural perceptions expressed through the pieces analyzed. The paper demonstrates two comparisons and two contrasts of how cultural connections and figurative language are conveyed within the two experiences, focusing on moving towards a deeper understanding within analysis. The quality of work presented shows effort provided, evidence of proofreading, no more than three spelling and

The demonstrates more than two comparisons and more than two contrasts of how tone, mood, and imagery are conveyed within the two experiences, demonstrating a greater depth of understanding within the analysis. The paper gives four or more reflective pieces on personal perceptions and reactions, as well as perceptions and reactions of peers. It also shows a depth of cultural perceptions expressed through the pieces analyzed. The demonstrates more than two comparisons and more than two contrasts of how cultural connections and use of figurative language are conveyed within the two experiences, demonstrating a greater depth of understanding within the analysis. The quality of work presented shows effort above and beyond the norm, evidence of careful proofreading, no more than

Reflections on Perceptions 6.1SL 6.7RIT

The paper begins to attempt a reflective piece on personal perceptions and reactions, as well as perceptions and reactions of peers. It also touches on cultural perceptions expressed through the pieces analyzed. The paper attempts to compare and contrast cultural connections and figurative language are conveyed within the two different experiences.

The paper provides one reflective piece on personal perceptions and reactions, as well as perceptions and reactions of peers. It also touches on cultural perceptions expressed through the pieces analyzed. The paper demonstrates one comparison and one contrast of how cultural connections and use of figurative language are conveyed within the two experiences.

Cultural Connections and Use of Figuarative Language 6.4RL 6.7RL

Quality of Work 6.2-6.7W

The quality of work presented shows very little effort, no evidence of proofreading, multiple spelling and

The quality of work presented shows some effort provided,little evidence of proof reading, several spelling and

Name: Megan Ford-Eubanks

Grade: Gifted 6

grammatical errors, etc. Comments: grammatical errors, etc. grammatical errors, etc. Total Points Earned: one spelling and grammatical error, etc. _________/16