Animals: Mola Artwork
ACTFL Standards:
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
2.2 Cultures: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and social studies)
4.1 Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Objectives:
1. TSWBAT create two-dimensional artwork from a different culture.
2. TSWBAT learn about the Kuna culture from Panama.
3. TSWBAT know the names of the animals in Spanish.
4. TSWBAT describe artwork using colors, shapes, numbers, and animals.
Context and Rationale:
This lesson is important for students because it talks about a different culture than their own. Animals will be discussed to teacher about this culture which is very relevant to the students as they tend to be really interested in animals. This lesson will be done after learning letters, numbers, colors, and shapes so they talk about those aspects in the artwork in addition to animals.
Vocabulary:
~Animals: Dog, Cat, Horse, Turtle, Iguana, Fish, Bird, Spider, Butterfly, Rat
Materials:
~Animals for the "Park" (Poster illustrating different animals)
~Book about Molas
~Black Construction Paper
~Colored Construction Paper
~Scissors
~Glue
~I Can Do Statements
Pre-Activity: Learning Animals (Standards: 1.2,4.1 Objective: 3)
The students will learn the names of popular animals. Then they will go on an adventure to the “park” and see what animals they can find. They will be asked what colors, shapes, and how many of each they see.
During Activities: Kuna Artwork (Standards: 1.2,2.2,3.1 Objectives: 2,4)
The students will then learn about the Kuna people from Panama who make Molas that represent different animals because animals are very important to their life. They will be asked to describe certain artwork of the Kuna using colors, shapes, numbers, and animals.
Mola Animals (Standard: 3.1 Objectives: 1,4)
The students will then make their own Molas using an animal and many shapes and colors in their artwork. Once they are done they will be asked to describe their artwork using vocab they have learned from this unit.
Post-Activity: I Can do Statements (Standard: 1.2 Objectives: 3,4)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can say at least 5 animals in Spanish.
~I can describe an animal using colors, shapes, and numbers in Spanish.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson.
Assessment:
Students will be assessed throughout mainly on participation and their ability to remember the names of the different shapes. Students will also be observed while they are creating their art project to see if they understand what is going on.
Differentiation:
This lesson applies to multiple learners. There will be many visuals available for students while they are learning the animals. Having the children find the different animals and other characteristics in the artwork will help them practice on their orally skills. The art project will also help the students to be able to use movement to further develop these concepts.
1.2 Communication: Students understand and interpret written and spoken language on a variety of topics.
2.2 Cultures: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.1 Connections: Students reinforce and further their knowledge of other disciplines through the foreign language. (visual arts and social studies)
4.1 Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Objectives:
1. TSWBAT create two-dimensional artwork from a different culture.
2. TSWBAT learn about the Kuna culture from Panama.
3. TSWBAT know the names of the animals in Spanish.
4. TSWBAT describe artwork using colors, shapes, numbers, and animals.
Context and Rationale:
This lesson is important for students because it talks about a different culture than their own. Animals will be discussed to teacher about this culture which is very relevant to the students as they tend to be really interested in animals. This lesson will be done after learning letters, numbers, colors, and shapes so they talk about those aspects in the artwork in addition to animals.
Vocabulary:
~Animals: Dog, Cat, Horse, Turtle, Iguana, Fish, Bird, Spider, Butterfly, Rat
Materials:
~Animals for the "Park" (Poster illustrating different animals)
~Book about Molas
~Black Construction Paper
~Colored Construction Paper
~Scissors
~Glue
~I Can Do Statements
Pre-Activity: Learning Animals (Standards: 1.2,4.1 Objective: 3)
The students will learn the names of popular animals. Then they will go on an adventure to the “park” and see what animals they can find. They will be asked what colors, shapes, and how many of each they see.
During Activities: Kuna Artwork (Standards: 1.2,2.2,3.1 Objectives: 2,4)
The students will then learn about the Kuna people from Panama who make Molas that represent different animals because animals are very important to their life. They will be asked to describe certain artwork of the Kuna using colors, shapes, numbers, and animals.
Mola Animals (Standard: 3.1 Objectives: 1,4)
The students will then make their own Molas using an animal and many shapes and colors in their artwork. Once they are done they will be asked to describe their artwork using vocab they have learned from this unit.
Post-Activity: I Can do Statements (Standard: 1.2 Objectives: 3,4)
At the end of the lesson for the today, students will receive a piece of paper with I can do statements that say:
~I can say at least 5 animals in Spanish.
~I can describe an animal using colors, shapes, and numbers in Spanish.
All of these will have columns for no help, some help, and help. The teacher will collect these to get student feedback on what they need to work on for the next lesson.
Assessment:
Students will be assessed throughout mainly on participation and their ability to remember the names of the different shapes. Students will also be observed while they are creating their art project to see if they understand what is going on.
Differentiation:
This lesson applies to multiple learners. There will be many visuals available for students while they are learning the animals. Having the children find the different animals and other characteristics in the artwork will help them practice on their orally skills. The art project will also help the students to be able to use movement to further develop these concepts.