This literature plan involves reading the book "Picture a Tree" by Barbara Reid to students. The teacher will read sections of the book aloud, pausing to ask questions about the illustrations. Students will then make a list of descriptive words for trees and create a 2D or 3D collage depicting a tree using various materials. Finally, students will write descriptions of their collages and share them in small groups. The plan aims to help students identify descriptive words and collaborate while promoting a variety of learning strategies through an art-integrated activity. However, the teacher questions if splitting the activity across multiple lessons may reduce student interest and engagement.
This literature plan involves reading the book "Picture a Tree" by Barbara Reid to students. The teacher will read sections of the book aloud, pausing to ask questions about the illustrations. Students will then make a list of descriptive words for trees and create a 2D or 3D collage depicting a tree using various materials. Finally, students will write descriptions of their collages and share them in small groups. The plan aims to help students identify descriptive words and collaborate while promoting a variety of learning strategies through an art-integrated activity. However, the teacher questions if splitting the activity across multiple lessons may reduce student interest and engagement.
This literature plan involves reading the book "Picture a Tree" by Barbara Reid to students. The teacher will read sections of the book aloud, pausing to ask questions about the illustrations. Students will then make a list of descriptive words for trees and create a 2D or 3D collage depicting a tree using various materials. Finally, students will write descriptions of their collages and share them in small groups. The plan aims to help students identify descriptive words and collaborate while promoting a variety of learning strategies through an art-integrated activity. However, the teacher questions if splitting the activity across multiple lessons may reduce student interest and engagement.
This literature plan involves reading the book "Picture a Tree" by Barbara Reid to students. The teacher will read sections of the book aloud, pausing to ask questions about the illustrations. Students will then make a list of descriptive words for trees and create a 2D or 3D collage depicting a tree using various materials. Finally, students will write descriptions of their collages and share them in small groups. The plan aims to help students identify descriptive words and collaborate while promoting a variety of learning strategies through an art-integrated activity. However, the teacher questions if splitting the activity across multiple lessons may reduce student interest and engagement.
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Learning from/with Literature
ED 3503 2014 JKL and PQR (Winsor)
Learning with Literature Plan
Name : Angela McPeake
Section: PQR Literature (at least one book from Booktalks)
Title: Picture a Tree
Author: Barbara Reid Publisher and Date: North Winds Press, an imprint of Scholastic Canada Ltd., 2011 Other Literature/Text and Other Learning Resources Employed (if any) Resource #1: Book: Extra Yarn Author: Mac Barnett Illustration: Jon Klassen Resource #2: Book: The Incredible Book Eating Boy Author: Oliver Jeffers Introductory Activity How will you introduce the literature: Key point of introduction: This book explores the different visual Have students individually imagine the different representations and uses of a tree. Trees are all shapes, sizes, and colors of trees. We can think of so different shapes, sizes, and colors depending on many different ideas! the time of year (season). Were going to read some of the ideas Barbara Reid has about trees. How will the literature be read? The literature will be read orally by the teacher; taking brief pauses to ask the students if anyone had imagined the same ideas as the book author, Barbara Reid. Procedures: Presentation of Literature and Follow-Through Activity Examples: If teacher reading aloud, include questions to be asked during reading. If reading only selections, indicate what is being read/viewed. If students reading silently, state purpose(s) for reading. State any specific strategies used. Follow-through: Activity should involve more than one of the six language arts and may make links to other literature and one or more subject areas. Describe the procedures so another teacher could implement your plan. You might organize in steps -- Step 1 etc. Step 1: Read the cover of the book Picture a Tree and let all students view the illustration. Have students think quietly in their head of the different trees they have seen. Question: What shapes, sizes and colors are they? Did the trees have animals in them? (pause for 30-60 seconds, depending on when focus is being lost among the students). Step 2: Read page 2, show picture. Ask students to observe the tree in the
GLO 1: EXPLORE: 1.1 EXPRESS IDEAS AND DEVELOP UNDERSTANDING Apply prior knowledge and personal experiences to the oral reading to create a deeper understanding.
Learning from/with Literature
ED 3503 2014 JKL and PQR (Winsor)
illustration. Step 3: Read page 5, show picture. Ask students (hands up) what kind of shape, size, and color the tree is? What season must it be? The branches are wavy/ curvy, there are lots of little branches coming off the big branches, the tree is big, there are no leaves, and there is a white background (snow), the season is winter.
1.2: CONSIDER OTHERS IDEAS,COMBINE IDEAS,
EXTEND UNDERSTANDING Ask students to orally identify their ideas and observations. Collaborate students oral ideas. Clarify and restate observations.
Step 4: Continue through pages 6-22 orally
reading, pause briefly at each page to show the illustrations. Remind students to observe the trees and their environment. Step 5: Pause at page 22. Ask students, What does it mean when by A wild goodbye party.? Ask students to observe the tree: The leaves are falling and on the ground, the colors are yellow/ orange/ red, season is autumn (fall) A wild goodbye party. Is references the change of seasons. Remind students that some trees change and appear different through the year (seasons). Ask students what season will come after Autumn? WINTER (students verbally answer together). Flip to page 24: point out the snow falling. Note this book is in the same order of the seasons.
GLO 2: COMPREHEND AND RESPOND:
2.1 REFERENCE PRIOR KNOWLEDGE Share ideas related to experiences and discuss the relation to the new ideas and information. Extend sight vocabulary to include phrases and words which relate to the language use. Use the illustrations to help identify what the text means.
Step 6: Continue reading, pause on last
page (Page 30). Picture a tree. What do you see? This is a question to ask the students. Reflection on their previous knowledge combined with their observations from the book. As a group, have each student say a descriptor word of a tree. This is an opportunity for students to reflect and collaborate ideas as a group.
2.2 EXPERIENCE RELATED TO TEXT
Connection of personal experiences and background knowledge in relation to the orally read book. Identify the comparisons used in the book between the text and illustrations. Each description creates a different mental-image. 2.3 UNDERSTAND FORMS AND GENRES Understand and discuss distinguishing features of the oral reading and text Discuss how the visual images convey meaning, connect to the text. Discuss and identify how the messages are enhanced by the illustrations. 2.4 GENERATE IDEAS Experiment with other ways to represent and record ideas.
Learning from/with Literature
Step 7: Have students make a list of a
minimum of ten descriptor words of trees. They may consider the categories of; shape, size, color, texture (bark, needles, leaves).
Follow-up Activity: Step 8: Using the list of tree descriptor words, Students will construct a 2D/3D collage based tree (this is open ended according to how they want to depict their tree). Materials provided will consist of all different types of fabrics/textiles, variety of paper, popsicle sticks, cotton balls, pipe cleaner, and any other resources the teacher may have available. An option can also be to have students bring in found materials that they can use and share with others. Resource 1: The Book Extra Yarn will be read before the students begin their collage. During this reading students will be asked to observe the illustrations in the book and discuss as a class how the author has depicted the trees, how the author changes the appearance of the trees (by adding colorful yarn around the trees), and what descriptor words would describe the trees in the book Extra Yarn.
ED 3503 2014 JKL and PQR (Winsor)
GLO 3:MANAGE: 3.1 PLANNING Use of self-questioning to identify information needed to support and enhance personal knowledge and understanding of the topic. Identify facts, main ideas, and details through print. 3.3 ORGANIZE Organize and manage ideas; using list or diagram Record ideas and themes INTEGRATING ART CURRICULUM: EXPRESSION: Component 10 (iii) Media and Techniques D. SCULPTURE: Continue to make two- and threedimensional assemblages from found materials, reaching for more sophistication leading to specifics, such as collage. Continue exploring paper sculpture as a means of making three-dimensional forms.
Resource 2: The Book The Incredible
Book Eating Boy can be shown and accessible to the students as an example of how the author has used collage in the book. Students may look over this book on their own time. Notice the mixed materials, how the materials and papers overlap, and the pencil markings over the pages. Step 9: Have students create a written description of the tree collage they have made. Their descriptor words should associate with the collage materials they
GLO 4: ENHANCE: 4.1 EXPAND KNOWLEDGE Explain relationships among words and concepts
Learning from/with Literature
ED 3503 2014 JKL and PQR (Winsor)
associated with topic of study.
Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral and print. 4.2 ATTEND TO CONVENTIONS Grammar and usage Spelling
have chosen. This is a short writing; it should average about have a page.
Step 10: Students will form small groups.
Share their tree collage works, and orally read their short descriptive writings to their group members.
GLO 5: RESPECT, SUPPORT, COLLABORATE:
5.1 APPRECIATE DIVERSITY Describe similarities between experiences portrayed in oral, print, and art work Identify and discuss similar ideas or topics within stories from oral, print and other media text. Celebrate accomplishments; record and acknowledge individual and class accomplishments. Demonstrate respect for the ideas and language use of others. 5.2 WORK WITHIN A GROUP Work cooperatively with others Contribute ideas and information Provide feedback
Reflection Strongest attribute(s) of the learning activity, how it promotes learning, and why that is valuable to students: This learning activity helps students gain confidence and understanding of identifying descriptor words in text and illustrations. This is a valuable activity for students because it promotes a variety of learning strategies, the opportunity to collaborate and work with peers, and also the chance to work individually. What might be a challenge to successful learning with this literature and activity, or what reservations or questions do you have about this learning activity: This learning activity would be extended over multiple lessons, and there are multiple activities included. I would question if the activity may be too spread out and if students would hold their interest long enough to continue all the parts of this lesson. Other comments about any aspect of teaching/learning with literature: I would like to have more suggestions of exemplar books which had themes of collage workings. Teacher Resources Alberta. Alberta Learning. Curriculum Standards Branch. Illustrative examples for English language arts, kindergarten to grade 9. (2000) http://education.alberta.ca/media/307134/grade3.pdf Alberta Art Curriculum: Elementary Program of Study. (1985) C.8 https://education.alberta.ca/media/312998/elemart.pdf
