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Created with TaskStream Arts Integrated Lesson

Author: Rose Morris and Vanessa Garcia


Classroom Number: 202
Grade/Level: Grade 2
Time of Lesson: 8:45-9:30
Subject(s)
Art, Language Arts (English)
Concept
Space of composition/Point of view (Art)
Comprehension and retelling details (Reading)
Standards
NC- North Carolina Essential Standards (2011)
Subject: Arts Education
Concentration: Visual Arts
Grade: Second Grade
Strand: Visual Literacy
Essential Standard:
2.V.2 Apply creative and critical thinking skills to artistic
expression.
Clarifying Objective:
2.V.2.2 Use personal point of view of the environment as a
source of imagery.
USA- Common Core State Standards (June 2010)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 2 students:
Content Area: Literature K5
Strand: Reading
Domain: Integration of Knowledge and Ideas
Standard:
7. Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its
characters, setting, or plot.
Strand: Speaking and Listening
Domain: Comprehension and Collaboration
Standard:
2. Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Objective(s)
Students will be able to make connections to the story Jamaica Louise James through a
realistic drawing that reflects the drawings Jamaica creates in the story.

Students will be able to portray themselves and their classmates in a real setting (the
classroom) from their personal point of view with close attention to detail such as
individual characteristics of their peers (shirt design, necklace, haircut and color, etc.) and
attention to detail in the classroom (small objects included)
Assessment
Students will create a painting of their classroom as they see it from their point of view
by showing what they see looking straight ahead from their seat
Students will communicate effectively in a class discussion by asking and answering
questions about key ideas in the text.
Prerequisite Knowledge
Students must have basic knowledge of how to paint
Students must be able to read and understand 2nd grade level text
Materials
Paper to paint on for each student
Paint for each student
Paintbrush for each student
1 Cup of water for every 2 students
1 Paper towel for each student
1 Reading text book per student
Basal reader for teachers
1 "good example" painting and 1 "bad example" painting
Prior Preparation
Prepare 1 painting that provides a good example for the student (shows close attention to
detail and represents personal point of view) and one bad example painting (lack of
attention to detail)
Have all materials ready in the front of the classroom (to be handed out after reading the
story as a class)
LESSON:
Hook/Before
Ms. Garcia will read "Jamaica Louise James" aloud to the class. They will be reading
along in their textbooks. Along the way, Ms. Garcia will stop and ask guiding questions.
Model/Guided Practice/During
To wrap up the reading, we will have a teacher-led class discussion about the story asking
questions about the setting, characters, and plot.
We will also allow students to ask any questions they may have.

Next, Ms. Morris will explain to the students that they will be creating their own painting
just like Jamaica Louise James. Just like Jamaica drew what she saw in front of her, we
are going to draw what we see in the classroom from a different classmate's point of view
(from where they sit). First, we will practice point of view from our own seats. The
students will be instructed to close their eyes, keep their head looking straight foreward,
and then open their eyes. What they see straight ahead is their point of view. Next, we
will tell the students which classmates they will be switching seats with and give them a
minute to do so. After they are in their new seats, Ms. Morris will show the students two
examples she prepared prior to the lesson of paintings that she created from her point of
view (sitting at home on her sofa. She will explain that this was her point of view when
she was making the painting). 1 will include close attention to detail (good example) and
the other will only include main objects and will lack detail (bad example).
Before beginning painting, we will watch this video to explain skills in watercolor
painting : https://www.youtube.com/watch?v=IxmvZL9pgO8&sns=fb (We may skip
around to the important parts to save time)
Teachers will ask students to take a few minutes observing what they see looking
foreward from their seat. They will explain that point of view is what you see and explain
that anything you don't see looking forward is not included in your "point of view".
Students will be asked to pay attention to objects on the walls and floor, classmates they
see, etc. While they are doing so, the teachers will be handing out the paper, paint, and
cups of water. Students will use the materials to paint the classroom from their point of
view.
Closure/Evaluation/After
Students will share and compare their paintings to see what their point of view looks like
compared to their classmates. If time permits, we will do a gallery walk.
Accommodations
Students who need extra help paying attention to detail will receive teacher guidance