japanese koi scrolls -...
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LargeNineKoiFishWallScroll
Artistand/orCulture
Ou-YangGuo-De,Guilin (SouthChina)
Date 2014
Medium/Form Mocha colortea-stainedxuan(rice)paper,paint
ApproximateSize 60¼”x27"
Function/Purpose Aestheticallypleasing,appreciationofnature
IntendedAudience Everyone
SupportingArtworksorImages
YingYangFishPortrait,YuGong-Quan(MaoZhi) ClassicKoiFishWallScroll,Yu
Gong-QuanLargeNineAbstractKoiFishWallScroll,Ou-yangGuo-De
ProjectDescription/CentralFocusStudentswillexaminetheimportanceofnature,specificallythekoifish,intheJapaneseculture.ThestudentswilllearnsomeofthetechniquesusedbyOu-YangGuo-Detocreatetraditionallookingartwork.Wewilllookatdyingricepaperwithteaandusingsumi brushestopaintkoifish.BeforepaintingthekoifishthestudentswilllearnsomeofthesymbolismthatgoesalongwithkoifishintheJapaneseculture.
ArtworkChoiceRationaleRationalefortheimportanceofthisartworkassubjectforstudy:1.ThisartworkdisplaysacommonJapaneseillustrationofalegend.
2.ThescrollshowstheappreciationofnaturethattheJapanesehold.
3.Thesubjectofthepiece,koifish,holdadeepandinterestinghistory.
4.Theartistisacontemporaryartistcreatingworkthatlookslikeitisfrommanyyearsago,hebridgesthegapbetweentraditionalandcontemporaryChina.
Selectedhistorical/ContextualInfothatisappropriateformystudents,andenrichesmylesson:1.TheartistOu-YangGuo-DeisfromSouthernChina.2.Guo-Dewasinatrainaccidentwhenhewasyoungerandlostbothofhislegsandoneofhisarms.Ratherthanbecomingabeggar,asiscommoninChinawhenapersonisdisabled,heworkedinaparasolfactory,wassenttoartschool,andbeganpaintingdesignsontheparasols.3.InJapaneseartwhenakoifishisdrawnswimmingdowntheyareapproachingastruggleorproblemsinlife.Whentheyaredrawnswimminguptheyhavepassedthestruggleintheirlife.4.Ou-YangGuo-Demakeshisownricepaper,andhanddyesitwithmochacoloredtea.5.KoifishholdmanymeaningsintheJapaneseandChineseculture,includingwealth,strength,andprosperity.6.KoifishoriginatedinChinaandweresimplybredasfoodonricefarms.TheJapanesefoundsplashesofcolorandbeganselectivelybreedingthemtocreatehundredsoftypesoffish.7.KoiistheJapanesewordforcarp,whichisafamilyoffish,notaspecificfish.Thecommoncarpiswhatweknowasthekoifish.8.Koifishcangrowtobe2-3feetlong,35poundsandupto200yearsold.9.ThereisacommonChineselegendaboutthekoifishanditsstrength.Itsaysthatalargeschoolofkoifishdecidedtoswimupstreamandgainedstrengthastheyswam.Eventuallytheymadeittothebottomofawaterfall.Manyofthefishdecidedtoturnaroundandletthecurrentcarrythemaway.Somedecidedtotryandjumpupthewaterfall.Localdemonssawandmadefunofthefish.Theyraisedtheheightofthewaterfalltomaketheirjumpevenmoredifficult.After100yearsofjumpingonefishfinallymadeittothetopofthewaterfall.Thegodsnoticedhistriumphandperseverance,theyturnedthefishintoagoldendragon,thesymbolofstrengthandpowerinChina.10.Thewellknowyinyangsymbolissupposedtorepresenttwokoifish,amanandawoman.Thedotsaretheireyes,showingtheyarealwayswatching.Theyinyangorkoifisharrangedinthatshapeareoftenusedtorepresentahappymarriageorbalance.
ImportantArtHistoryFacts
Miss$Nelson$ 6th$Grade$ Fall$2015$
Ou8Yang$Guo8De$(Oo8Yang$Ghee8O8Day)$
$
$ The$koi$is$a$multicolored$fish$that$many$people$
like$to$keep$as$pets$in$their$ponds.$However,$their$
origin$dates$back$many$years$ago.$The$popularity$of$of$
the$koi$fish$began$about$2,500$years$ago$when$a$black$
koi$fish$was$given$as$a$gift.$An$important$philosopher$
in$Chinese$culture,$
Confucius,$had$a$son$and$
the$king$gave$his$son$the$koi.$After$this$gift$was$presented$to$
his$son$many$artists$began$painting$koi$fish$in$their$artwork.$$
$ While$the$koi$fish$originated$in$China$it$was$brought$to$
Japan.$The$Japanese$are$responsible$for$creating$the$koi$fish$
we$all$know$now.$The$original$koi$fish$long$ago$in$China$were$
not$multicolored.$The$fish$were$brown$and$were$considered$
common.$The$word$koi$is$actually$a$Chinese$word$meaning$
carp.$Carp$is$a$broad$term$meaning$a$family$of$fish$that$the$
“koi”$belongs$to.$In$Chinese$the$fish$are$actually$called$Nishikigoi.$
$ In$China$koi$fish$were$raised$in$rice$paddies$for$the$
farmers$to$eat.$Koi$fish$can$grow$to$be$2$to3$feet$and$up$
to$35$pounds!$They$usually$live$between$50$and$70$
years$but$have$been$known$to$live$to$be$200!$After$the$
fish$were$brought$to$Japan$the$farmers$noticed$that$
some$of$the$fish$had$splashes$of$color$on$them.$They$
then$selectively$created$the$colorful$fish$we$know$
today.$There$are$actually$13$basic$types$of$koi$fish$which$
have$multiple$varieties$within$those$categories.$The$
popularity$of$the$koi$fish$remained$in$Japan$until$the$1900s$when$it$came$to$Europe$and$
North$America.$$
$ In$Japan$and$China$the$koi$fish$has$many$symbolic$meanings.$We$will$discuss$these$
different$meanings$throughout$our$lesson.$
ImportantArtHistoryFacts
StudentNeedRationalesContentAppeal:Thesubjectofthescrollthatwearefocusingoniskoifish.Theseholdaveryintriguingandmysticalhistory.Therearemanydifferentlegendsandinterpretationsthatgoalongwiththefish.Theartistalsohasaninterestingpast.
CognitiveChallenge:StudentswillneedtounderstandthesymbolismofkoifishandbeabletoapplythecontentofJapaneselegendstotheirownworks.Theywillalsoberequiredtosimplifytheoverallshapeofkoifishtocreateanabstractedshapeoffish
CreativeThought/Personalization:Studentswillinvestigatehowtheywishtomakethefishlookasthoughtheyareswimmingaswellasdeterminewhatarrangementtheywouldlikethefishtoappearin.
Observationand/orFineMotorSkills:Thestudentsmustbeabletorecallhowtocreatetransparentandopaquelinesandshapes.Thestudentsmustthenbeabletoexecutetheseskillsintheirpaintings.Studentswilldiscoverhowtouseatoolfromanothercountrytocreatefishwithsectionsoftransparencyandopacity.
AestheticStretch:Studentswillhavetomoveoutsidetheircomfortzoneofnaturalismtoportraykoifishasabstractedsymbols.
Socio-emotionalorself-controlgrowth:Studentswillbeworkinginteamswithdailyleaders,theymustbeabletocarryoutdirectionsandworkwiththeirclassmatesinarespectfulmanner.
InterdisciplinaryConnections:ThislessonfocusesonthetraditionalsubjectmatterofJapaneseScrollsandtheimportanceofkoifishtotheirculture.
Whyisthislessonappropriateforstudentsofthisageand/orabilitylevel?
2.1VocabularyandKeyConceptsmystudentswilllearnandusetodiscussandmakeart
NatureandCu
lture
Descriptive Vocab PrinciplesVocab MediaUseEffectsVocab
Koifish(blackandred) MovementRepetition
TransparentOpaque
ElementsVocab ComplexCompositionalTacticsVocab SpecialVisualOpsorEffectsVocab
LineShape
“s”compositionalstructureBird’seyepointofview
Flatness
2-3PrimaryInterpretiveunderstandingsIwantstudentstoget,basedonthisvisualevidence(from“Column5”):1)IntraditionalJapanesescrollswhenfisharedepictedswimmingdowntheyareapproachingstruggle,andthoseswimminguphavealreadyfacedtheirstruggle.Inthecentralartworkonefishisseenswimmingup,whiletherestarestillswimmingtowardsthebottomofthepage,showingthatonlyonehassurpassedtheirstruggle.
2)Theoverall“s”compositionofthepiece,andofeachfish,givesthescrollagreatdealofvisualmovement,whilealsoexemplifyingtheflatnesscommoninJapanesescrolls.Thevisualmovementandcurvesofthefishmakethepiecefeellivelylikethekoiareflickingtheirfins.
3)Thetransparencyofthetailscomparedtotheopacityofthebodyhelpstocapturethedelicacyofrealfishtails.Thisattentiontodetailshowsthecarefulobservationandappreciationofnature.
ChangetextcolortoBLUEfor“brick”(art)wordsthatwillbeassessed.ChangetextcolortoGREENforMOSTIMPORTANT“mortar”(other)wordsthatwillneedtobeunderstood,andmightbeassessed.
2.3 LanguageFunction(s)tobeassessedThestudentswillbelearningaboutthesymbolicmeaningofthedirectionkoifishswimonscrolls.Afterdoingsothestudentswillberequiredtocreatetheirowncompositionapplyingthisinterpretationtotheirownwork.Theywillthenwriteabouthowtheyappliedthisinformationandwhattheirarrangementmeans.
2.4AdditionalLanguageDemand(s)thatwillbetaughtandassessedq Syntax:orderandstructureoflanguage q Discourse:styleoflanguageofdifferent
fields
2.2Disciplinaryapproachestowork(cognitiveskillsusedinartmaking)thatmystudentswillpractice/use“21st Century”SkillsCritical,Creative,SocialandSelf-MonitoringCognitiveProcessesEmphasizedinThisLesson
Observecarefully,Investigate,practiceandbuildsensoryperception,playpurposefully,postponeinterpretation*,workcollaboratively
Thinklongtermandpreviewpotentialoutcomes,symbolicallythink,Interpret*,sustainfocus
Uncoverlayersofmeaning, explainandjustifywithpreciseinfo*,communicatemoreeffectively*,criticallyreflect*
Concept/Vocabulary“Map”Days Day1 Day2 Day3 Day4ArtworkInformation• Title,Date• Artist• Media
LargeNineKoiFishWallScroll,2014Ou-YangGuo-DeMochacolor tea-stainedricepaper,paint
Ying-YangFishPortraitandClassicKoiFishWallScrollbyYuGong-Quan,LargeNineKoiFishWallScrollbyOu-YangGuo-DeRicepaper,blackandredacrylicpaint
LargeNineKoiFishWallScroll,2014byOu-Yand Guo-DeRicepaper,acrylicpaint
Yin-Yang FishPortrait,Mao-Zhi
Culturaland/orHistoricalContext• Style,Function,
etc.• 1-2majorfacts
fortheday
Guilin,SouthChinaAestheticallypleasingOu-YanGuo-Dehanddyed hispapertomakeitlookold.
SignificanceofthedirectionofthefishTraditionalChineselegend
HistoryofartistAlternativearrangementsoffish
Reviewofarrangementsandsignificance
BigIdea(s) NatureandCulture NatureandCulture NatureandCultureVisual“Stuff”• Descriptive
vocab• Elementsvocab
Line Line,Shape Shape,line,balance Line,shape
VisualOrganization• Principles• Complex
Compos.• Tactics• SpecialVisual
Operationsand/orEffects
Transparent,opaque Movement,“s”compositionalstructure,transparent,opaque
transparent Movement,composition
MediaEffectsVocab(inprimaryartwork)
Tea-stainedricepaper
Meaning-Making• Interpretation• Whatmeaningis
theartistaskingustothinkabout,investigate,etc.?
Transparenttails toopaquebodiesshowsgreatobservationandappreciationofnature
“S”compositional structuremirrorslivelinessoffish,directionofthefishgivingmeaningtothescroll
ArtMedia&Tools+TechniqueVocabthatstudentswillemploy
Practice,brushstrokes,tea,dilutedacrylicblack paint,widebrush,thinbrush,ricepaper
Practice,brushstrokes,dilutedacrylicblackandredpaint,sumibrush,ricepaper
Scissors,glue,ricepaper,watereddownacrylicpaint,sumi brushes
Scissors,glue,ricepaper,coloredpencils,patternedbackgrounds
VisualLearningSupports• PPTs,
worksheets,books,posters,etc.
Handout,tri-foldboard tri-foldboard Worksheet,tri-fold board PowerPointactivity,tri-foldboard,handout,self-assessment
Day1Objectives,inbriefStudentswillbeabletosuccessfully…1. Generate avarietyoflinesandshapesthroughexperimentationwithdifferentbrushesandacrylicpaint.2. Discover newtechniquesforcreatingartworkfromanotherculturebyusingthatculture’stoolstoaccuratelyrepresenttheirstyle.3.Listentoandexecutedirectionsproperly.
Day1 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking?
Pre-Test Informal Formal Formati
veSummat
ivePost-Test
1. ReadabriefhistoryontheChineseandJapaneseculture Teacher x
2. Exploreandpracticedifferenttechniquesfordyingthericepaper Teacherandstudents X X x
3. Dye finalpieceofbackgroundpaperinpreparationfornextweek’slesson Teacher
4. Experimentwithdifferentbrushestocreatedifferenttypesoflinewithteacherinstruction simultaneously
Teacherandstudents X x
5. Cleanupmaterials- putawaypaintandbrushesinbin,storepaintings,andthrowawayplates.
Teacher
6. Discussnewtechniques learned Teacherandstudents X
Day2Objectives,inbriefStudentswillbeabletosuccessfully…1.Generate avarietyoflinesandshapesusingpaintbrushesthroughsimultaneousgroupworkwithteacherdirection2.Createmultiplefishshapesinblackandredpaint3.Integrate newlydiscoveredtechniquestocreateshapeswithtransparentandopaqueareas4.Listentoandexecutedirectionsproperly
Day2 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking?
Pre-Test Informal Forma
lFormati
veSummat
ivePost-Test
1. Recall facts they read about koi fish from the last lesson, as well as discuss new information
Teacher andstudents x x
2. Get into their teams from last lesson to prepare for lesson Teacherandstudents
3. Quickly review how to make thin, thick, transparent and opaque lines Teacher x x
4. Watch and participate in a demonstration on how to paint koi fish Teacherandstudents x x
5. Paint 4-7 fish on pieces of rice paper Teacher
6. Share with their group one thing they learned or discovered Teacherandstudents x x
Day3Objectives,inbriefStudentswillbeabletosuccessfully…1.Understandhowtocreate atransparenteffectbypaintingtailswiththinnedpaintandusingcarefulbrushtechniquetocompletethekoifishbodiesthey startedlastweek.2.Planandpreparefornextweekbycuttingouttheirkoifishandthinkingabouthowtoarrangetheirfishreferencingarthistorylearnedearlier.3.Improveproceduralprecisionbylisteningtoandexecutingdirectionsproperly.
Day3 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking? Pre-Test
Informal Formal Formati
veSummat
ivePost-Test
1. Reviewlastweek’sstepsquicklyandgetintotheir teams Teacherandstudents x x
2. Watchandparticipateindemonstrationonhowtopaintthetransparentpartofthekoifish tail
Teacherandstudents x x
3. Complete3-5koifishwithtransparenttails Teacher
4. Participateindiscussionabouttheartist’slife,arthistory;andinterpretmeaningoftheplacementanddirectionofdifferentfisharrangements.
Teacherandstudents x x
5. Cutoutthe koifishandthinkabouthowtoarrangetheirfishfornextweek. Teacherandstudents x x
6. Discusswithapartnertheirideasforarrangingtheirfish andofferfeedbacktotheirpartner.
Teacherandstudents x x
Day4 Toachievetoday’sobjectives,studentswilldothefollowing… Who’sChecking? Pre-Test
Informal Formal Formati
veSummat
ivePost-Test
1. Reviewlastweek’sstruggleswithtailsquicklyandgetintotheirteams Teacherandstudents x x
2. Outlineshapeoftailtoredefinetailshapeforcutting Teacherandstudents x x
3. Carefullycutoutfishandthinkaboutpossiblearrangementsof fish Teacher x x
4. Gluedownkoifishonpreparedricepaper.Glueartworktopatternedpaper. Teacherandstudents x x
5. Clean upmaterials;glue,scissors,paperscraps Teacherandstudents
6. Filloutselfevaluation(andsharewiththeirgroupsiftimeallows) Teacherandstudents x x x
Day4Objectives,inbriefstudentswillbeabletosuccessfully…1.Createmeaningintheircompositionsbyarrangingtheirfishinacompositionliketheoneinourfocusworkofart.2.Reflectontheirownartwork tofinditsstrengthsandweaknesses,byfillingoutaself-evaluation.3.Improveproceduralprecisionbylisteningtoandexecuting directionsproperly.
DifferentiationinInstruction
WholeClass
IEPs,504Plans,Particularcases
Day1Visualimages,demonstrationstostudents,touchedvocabwordsasIsaidthem,studentleadersthatassistedtheirmediateams,startingwithmediafirst
Day2Visualimages,verbaldiscussion,wholeclasspracticetogether,demonstrationtostudents,demonstrationwithstudentparticipation,studentdirecteddemonstration,touchedvocabwordsasIsaidthem,hadstudentsusevocabwordsinsentences,studentleaders
Day3Visualimages,verbaldiscussion,demonstrationtostudents,demonstrationwithstudentparticipation,studentdirecteddemonstration,touchedvocabwordsasIsaidthem,hadstudentsusevocabwordsinsentences,studentleaders
Sam- Hasmoreopportunitiestoparticipateindemonstrations.Holdsaleadershiproletokeephimoccupied.
Day4Visualimages,demonstrationstostudents,demonstrationswithstudents,touched,vocabwordsasIsaidthem,studentleadersthatassistedtheirmediateams,wholeclasspracticetogether
DifferentiationinOutcomesAllstudentshadthefollowingrequirements:
RequiredCriteria:q 1.Dyericepaperwithteaq 2.Create6koifishq 3.Opaquebodieswithtransparenttailsq 4.Adherekoifishtoricepaper
PersonalChoices- indicate(whenapplicable)differentdifficultylevels:q 1.Howmanyfishareblackandredq 2.Thesizesofthefish
Allstudentshadthefollowingchoices:
ModificationsforstudentswithIEPsor504plans,orexceptionalneeds:
MajorFormativeAssessmentsListthemajor,plannedformativeassessmentopportunitiesbyday.Givepurposeofeach.
Strategy NameandBriefDescription Day Purpose
Brushcontrol 1 Practiceusingthenewmediaandnewtoolstogetacquainted.
Discussion(plannednotattained) 1 Toshareany newtechniquesortipsthestudentslearnedwiththeirclassmatesandseeinwhataspectstheyarestrugglingwith.
Groupbrush practice 2 Toemphasize thetechniqueswetalkedaboutlastweekandmakesuretheypracticetheintendedskills.
Checkin groupbygroup 2 Make sureeachstudentcanexecutetransparentandopaqueshapesintheirwork.
Groupdiscussionwithinteams 2 Tomakesure theyareputtingthoughtintohowtheyarrangetheirworkandsotheycaneasilyrecalltheiranswerlater.
ParticipationingroupPowerPointactivityaboutcomposition 4 Check toseeifthestudentscancreateacompositionandseehowthemeaningcanchangebasedonarrangement.
Listplannedsummativeassessmentopportunity(ies). AshortlessonusuallyonlyhasONEsummativeassessment,butunitssometimeshavelessersummativeassessmentsattheendofmajorlessonswithintheunit,thenafinalsummativeassessmentattheveryend.Strategy NameandBriefDescription Day Purpose
Handoutwith sentencestems 4 Toseetheirthoughtprocessandwhattheyhavelearned.
SummativeAssessment(s)
Standard#1- Creating,Performing,andParticipatingintheArtsStudentswillmakeworksofartthatexploredifferentkindsofsubjectmatter,topics,themes,andmetaphors.Studentswillunderstandandusesensoryelements,organizationalprinciples,andexpressiveimagestocommunicatetheirownideasinworksofart. Studentswilluseavarietyofartmaterials,processes,mediums,andtechniques,anduseappropriatetechnologiesforcreatingandexhibitingvisualartworks.• experimentandcreateartworks,inavarietyofmediums(drawing,painting,sculpture,ceramics,printmaking,video,andcomputergraphics),basedonarangeof
individualandcollectiveexperiences.• developtheirownideasandimagesthroughtheexplorationandcreationofartworksbasedonthemes,symbols,andevents.• understandandusetheelementsandprinciplesofart(line,color,texture,shape)inordertocommunicatetheirideas.• revealthroughtheirownartworkunderstandingofhowartmediumsandtechniquesinfluencetheircreativedecisions.• identifyanduse,inindividualandgroupexperiences,someoftherolesandmeansfordesigning,producing,andexhibitingartworks.
Standard#2- KnowingandUsingArtsMaterialsandResourcesStudentswillknowanduseavarietyofvisualartsmaterials,techniques,andprocesses.Studentswillknowaboutresourcesand opportunitiesforparticipationinvisualartsinthecommunity(exhibitions,libraries,museums,galleries)anduseappropriatematerials(art reproductions,slides,printmaterials,electronicmedia). Studentswillbeawareofvocationaloptionsavailableinthevisualarts.• understandthecharacteristicsofvariousmediums(2-D,3-D,electronicimages)inordertoselectthosethatareappropriatefortheirpurposesandintent.• developskillswithelectronicmediaasameansofexpressingvisualideas.• knowaboutsomeculturalinstitutions(museumsandgalleries)andcommunityopportunities(artfestivals)forlookingatoriginalartandtalkingtovisitingartists,to
increasetheirunderstandingofart.• giveexamplesofadultswhomaketheirlivingsintheartsprofessions.
Standard#3- RespondingtoandAnalyzingWorksofArtStudentswillreflecton,interpret,andevaluateworksofart,usingthelanguageofartcriticism.Studentswillanalyzethevisualcharacteristicsofthenaturalandbuiltenvironmentandexplainthesocial,cultural,psychological,andenvironmentaldimensionsofthevisualarts. Studentswillcomparethewaysinwhichavarietyofideas,themes,andconceptsareexpressedthroughthevisualartswiththewaystheyareexpressed in otherdisciplines.• explaintheirreflectionsaboutthemeanings,purposes,andsourcesofworksofart;describetheirresponsestotheworksandthereasonsforthoseresponses.• explainthevisualandothersensoryqualities(surfaces,colors,textures,shape,sizes,volumes)foundinawidevarietyof artworks.• explainthethemesthatarefoundinworksofvisualartandhowtheartworksarerelatedtootherformsofart(dance,music,theatre,etc.)• explainhowideas,themes,orconceptsinthevisualartsareexpressedinotherdisciplines(e.g.,mathematics,science,literature,socialstudies,etc.)
Standard#4- UnderstandingtheCulturalDimensionsandContributionsoftheArtsStudentswillexploreartandartifactsfromvarioushistoricalperiodsandworldculturestodiscovertherolesthatartplaysinthelivesofpeopleofagiventimeandplaceandtounderstandhowthetimeandplaceinfluencethevisualcharacteristicsoftheartwork. Studentswillexplorearttounderstandthesocial,cultural,andenvironmentaldimensionsofhumansociety.• lookatanddiscussavarietyofartworksandartifactsfromworldculturestodiscoversomeimportantideas,issues,andeventsofthosecultures.• lookatavarietyofartworksandartifactsfromdiverseculturesoftheUnitedStatesandidentifysomedistinguishingcharacteristics.• createartworksthatshowtheinfluenceofaparticularculture.
NYSVisualArtsLearningStandards- Elementary
NewYorkStateP-12 CommonCoreLearningStandardsfor Grades6-8 LiteracyforHistory/SocialStudiesandScience/TechnicalSubjects
Reading Standards for Literacy inHistory/SocialStudies
KeyIdeasandDetails1. Citetextualevidencetosupportanalysisofprimaryandsecondary
sources.2. Determinethecentralideasorinformationofaprimaryorsecondary
source;provideanaccuratesummaryofthesourcedistinctfrompriorknowledgeoropinions.
3. Identifykeystepsinatext’sdescriptionofaprocessrelatedtohistory/socialstudies(e.g.,howabillbecomesalaw,howinterestratesareraised/lowered).
CraftandStructure4. Determinethemeaningofwordsandphrasesastheyareusedina
text,includingvocabularyspecifictodomainsrelatedtohistory/socialstudies.
5. Describehowatextpresentsinformation(e.g.,sequentially,comparatively,causally).
6. Identifyaspectsofatextthatrevealanauthor’spointofvieworpurpose(e.g.,loadedlanguage,inclusionoravoidanceofparticularfacts).
Integration ofKnowledgeandIdeas
7. Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)withotherinformationinprintanddigitaltexts.
8. Distinguishamongfact,opinion,andreasonedjudgmentinatext.9. Analyzetherelationshipbetweenaprimaryandsecondarysourceon
thesametopic.
RangeofReadingandLevelofTextComplexity
10. Bytheendoftheyear,readandcomprehendliterature,includingstoriesdramas,andpoetry,inthegrades6-8textcomplexitybandproficiently.
Reading Standards for LiteracyinScienceand TechnicalSubjects
KeyIdeasandDetails1. Citetextualevidencetosupportanalysisofscienceandtechnicaltexts.2. Determinethecentralideasorconclusionsofatext;providean
accuratesummaryofthetextdistinctfrompriorknowledgeoropinions.3. Followpreciselyamultistepprocedurewhencarryingoutexperiments,
takingmeasurements,orperformingtechnicaltasks.
CraftandStructure
4. Determinethemeaningofsymbols,keyterms,andotherdomain-specificwordsandphrasesastheyareusedinaspecificscientificortechnicalcontextrelevanttogrades6-8textsandtopics.
5. Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothewholeandtoanunderstandingofthetopic.
6. Analyzetheauthor’spurposeinprovidinganexplanation,describingaprocedure,ordiscussinganexperimentinatext.
Integration ofKnowledgeandIdeas
7. Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).
8. Distinguishamongfacts,reasonedjudgmentbasedonresearchfindings,andspeculationinatext.
9. Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.
RangeofReadingandLevelofTextComplexity
10. Bytheendofgrade8,readandcomprehendscience/technicaltextsinthegrades6-8textcomplexitybandproficiently.
Writing Standards,cont’d
Production andDistributionofWriting4. Produceclearandcoherentwritinginwhichthe
development, organization,andstyleareappropriatetotask,purpose, andaudience.
5. Withsomeguidance andsupportfrompeersandadults,developandstrengthenthewritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.
6. Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasclearlyandefficiently.
Research toBuildandPresentKnowledge7. Conductshortresearchprojectstoanswera
question(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.
8. Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.
9. Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
RangeofWriting10. Writeroutinelyoverextendedtimeframes(timefor
reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline- specifictasks,purposes,andaudiences.
Writing Standards
TextTypesandPurposes1. Writeargumentsfocusedondiscipline-specificcontent..
a. Introduceclaim(s)aboutatopicorissue,acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.
b. Supportclaim(s)withlogicalreasoningandrelevant,accuratedataandevidencethatdemonstrateanunderstandingofthetopicortext,usingcrediblesources.
c. Usewords,phrases,andclausestocreatecohesionandclarifytherelationshipsamongclaim(s),counterclaims,reasons,andevidence.
d. Establishandmaintainaformalstyle.e. Provideaconcludingstatementorsectionthatfollowsfromtheargument
presented.
2.Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.
a. Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategoriesasappropriatetoachievingpurpose,includingformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.
b. Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.
c. Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.
d. Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.
e. Establishandmaintainaformalstyleandobjectivetone.f. Provideaconcludingstatementorsectionthatfollowsfromandsupportsthe
informationorexplanationpresented.
3.Notapplicable,seenote:Note:Students’narrativeskillscontinuetogrowinthesegrades.TheStandardsrequirethatstudentsbeabletoincorporatenarrativeelementseffectivelyintoargumentsandinformative/explanatorytexts.Inhistory/socialstudies,studentsmustbeabletoincorporatenarrativeaccountsintotheiranalysesofindividualsoreventsofhistoricalimport.Inscienceandtechnicalsubjects,studentsmustbeabletowritepreciseenoughdescriptionsofthestep-by-stepprocedurestheyuseintheirinvestigationsortechnicalworkthatotherscanreplicatethemand(possibly)reachthesameresults.
Speaking andListeningStandards(Gr.6)
ComprehensionandCollaboration1. Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-
led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.
a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.
b. Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.
c. Poseandrespondtospecificquestionswithelaborationanddetailbymakingcommentsthatcontributetothetopic,text,orissueunderdiscussion.
d. Reviewthekeyideasexpressedanddemonstrateunderstandingofmultipleperspectivesthroughreflectionandparaphrasing.
e. Seektounderstandandcommunicatewithindividualsfromdifferentculturalbackgrounds.
1. Interpretinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.
a. Usetheirexperienceandtheirknowledge oflanguageandlogic,aswellasculture,tothinkanalytically,addressproblemscreatively,andadvocatepersuasively.
1. Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.
PresentationofKnowledgeandIdeas4. Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,
anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.
5. Includemultimediacomponents(e.g.,graphics,images,music,sound)andvisualdisplaysinpresentationswhenappropriatetoclarifyinformation.
6. Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.(Seegrade6Languagestandards1and3onpage66forspecificexpectations.)
TherearenoSpeakingandListeningStandards,orLanguageStandardsintheGrades6-12LiteracyforHistory/SocialStudiesandScience/TechnicalSubject listings.
TheseSpeakingandListeningStandardsarefromtheGrade6CommonCoreLearningStandardsforEnglishLanguageArts&Literacy.
TheyshouldprovideadequateguidelinesforgeneralneedinanArtclassroom,Grades6-8.Grades9-10shouldreferenceCCSSforELA&Literacy.
Language Standards(Gr.6)
Conventions ofStandardEnglish1. Demonstratecommandoftheconventionsofstandard Englishgrammarandusagewhenwritingorspeaking.
a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).b. Useintensivepronouns(e.g.,myself,ourselves).c. Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.*d. Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).*e. RecognizevariationsfromstandardEnglishintheirownandothers'writingandspeaking,andidentifyandusestrategiestoimprove
expressioninconventionallanguage.*
2. DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.a. Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.*b. Spellcorrectly.
KnowledgeofLanguage3. Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.
a. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.*b. Maintainconsistencyinstyleandtone.*
VocabularyAcquisitionandUse4. Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongradelevelreadingandcontent,choosingflexiblyfrom
anarrayofstrategies.a. Usecontext(e.g.,theoverallmeaningofasentenceorparagraph;aword’spositionorfunctioninasentence)asacluetothe meaningofa
wordorphrase.b. Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordor
determineorclarifyitsprecisemeaningoritspartofspeech.c. Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextor in a
dictionary).
5. Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a. Interpretfiguresofspeech(e.g.,personification)incontext.b. Usetherelationshipbetweenparticularwords(e.g.,cause/effect,part/whole,item/category)tobetterunderstandeachofthewords.c. Distinguishamongtheconnotations(associations)ofwordswithsimilardenotations(definitions)(e.g.,stingy,scrimping,economical,
unwasteful,thrifty).
6. Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledge whenconsideringawordorphraseimportanttocomprehensionorexpression.
NYSSocialStudiesStandardsAND/ORSocialStudiesCoreCurriculumContentMatch• A.Gathering,InterpretingandUsingEvidence
– 5.Identifyimplicitideasanddrawinferences,withsupport.
• B.ChronologicalReasoning– 1.Identifywaysthateventsarerelatedchronologicallytooneanotherintime.
• E.EconomicsandEconomicSystems– 1.Explainhowscarcitynecessitatesdecisionmaking;employexamplesfromtheEasternHemisphere
toillustratetheroleofscarcityhistoricallyandincurrentevents;comparethroughhistoricalexamplesthecostsandbenefitsofeconomicdecisions.