Guiding Question/Grade Level: How can comparing story elements through arts integration help us develop a deeper appreciation for literature and the arts?/ 5" grade Content Area: Standards: English Language Arts (Reading) ELAGSESRI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Art Area {Project 2) VA5.CR.1 Engage in the creative process to generate and visualize ideas by Theater (Project 2) using subject matter and symbols to. communicate meaning. (Project 1) VAS.CR.2 Create works of art based on selected themes. Visual Arts (Project 1) (Project 2) TAS.CR.1 Organize, design, and refine theatrical work, Focus Artist(s): Zarco Guerrero- mask maker and sculptor (project 1) ELA Connection ‘Students will read a fictional story that has story elements that they can compare and contrast. Vocabulary Reading Vocabulary- Compare, Contrast, Character Traits, Plot/Events, Setting Art Vocabulary- (Project 1) Zarco Guerrero (Mask Artist), Line, Shape Texture, Space Subject Matter (Project 2) Narration, Storytelling, Character, Feelings, Facial Expressions, Pitch Lesson Components 1. Content Area: English Language Arts 2. Art Area: Project 1 is visual arts and Project 2 is theater Project 1 Anticipatory Set- 1. Show students a picture of two different characters from a familiar story and ask them to identify the differences between the two characters. 2. Display a visual representation of a mask from Zarco Guerrero and ask students what they think masks can tell us about a character's personality and traits.Lesson Components. Direct Instruction: 1. Introduce the concept of comparing and contrasting characters by explaining that it involves identifying simifarities and differences between two or more characters. 2. Show examples of different masks from Zarco Guerrero that represent different character traits (e.g. a happy mask, a sad mask, an angry mask) and discuss how these masks can represent different emotions and personalities. 3. Discuss the importance of visual arts in expressing thoughts, emotions, and character traits. Practice Assignment: 1, Provide students with a short reading passage or story and ask them to identify the similarities and differences between two characters. Ask them to compare and contrast the characters by drawing appropriate masks to represent their traits. 2. In pairs or small groups, have students choose a character from a story they have read and create masks that represent the two characters’ traits. One half of the mask will represent one character and the other half will be a different character. They can use art materials such as paper, markers, and craft supplies to create their masks. 3. Ask students to write a short paragraph explaining the choices they made for their masks and how they represent the characters’ traits. They will then write another paragraph comparing the two halves of the mask and the characters. Formative Assessment Measures: 1. Walk around the classroom and observe students' engagement and understanding du sections. 2. Use a checklist to assess students’ ability to compare and contrast characters through their mask creations and written explanations. 3. Conduct a group discussion to assess students’ understanding of the characters in their assigned stories and their ability to explain how the masks represent the characters' traits. Possible Discussion Questions: 1.How can visual arts, such as masks, help us understand and represent character traits? 2.Why is it important to compare and contrast characters in a story? 3.How can comparing and contrasting characters enhance our understanding of the story and its themes? the lessonCreativity and 3 points: The mask 2 points: The mask 1 point: The mask Representation of Traits | creations accurately creations somewhat creations show minimal represent the traitsof | representthe traits of | effort to represent the the chosen characters | the chosen characters, | traits of the chosen with clear visual cues but with some characters or lack and creative use of inconsistencies or lack of | creativity. materials. creativity. Written Explanation of | 3 points: The written 2 points: The written 1 point: The written Mask Choices explanation clearly and | explanation partially ‘explanation lacks clarity effectively explains the | explains the choices or does not effectively choices made for the made for the masks and | explain the choices masks and how they how they representthe | made for the masks and represent the characters’ traits. It how they represent the characters’ traits. It demonstrates some characters’ traits, shows a deep understanding of the understanding of the characters and their characters and their personalities. personalities. Comparison of 3 points: The written 2 points: The written ‘point: The written Characters comparison paragraph | comparison paragraph | comparison paragraph effectively compares and | partiallycompares and | lacks clear comparison contrasts the two halves | contrasts the two halves | or does not effectively of the mask and the of the mask and the highlight the similarities characters, showcasing a | characters, but with and differences between clear understanding of | some inconsistencies or | the two halves of the their similarities and lack of clarity. mask and the characters. differences.Project 2 Anticipatory Set: 1, Show students images of different characters from well-known books and ask them to identify the characters and their traits. 2. Display pictures of various settings and ask students to describe the setting and its significance in a story. 3. Read aloud a short story and ask students to identify the main events in the plot. Direct instruction Strategies: 1. Begin by reviewing the definition and examples of story elements such as characters, setting, and plot. 2, Present a short play or scene from a play that showcases the different story elements and discuss them with the students. 3. Introduce the concept of comparing and contrasting story elements and provide examples using familiar stories. Practice Assignments: 1. Provide students with a worksheet containing different story elements from one text. Ask them to compare and contrast the elements. 2. Assign students to read a story independently. Have them create a chart to compare and contrast the story elements. 3. Ask students to write a short paragraph comparing and contrasting the characters, setting, and plot from the story they have read. Team-Based Activities: 1. Divide students into small groups and assign each group a different story. Instruct them to create a short skit that highlights the story's characters, setting, and plot. 2. Have each group perform their skit in front of the class and encourage the audience to identify and discuss the story elements portrayed. 3. Conduct a class discussion where students compare and contrast the different skits, focusing on how each group interpreted and presented the story elements. Formative Assessment Measures: 1, Observe students' participation and engagement during the discussions and activities. 2. Review students’ completed worksheets, Venn diagrams, and written paragraphs for accuracy and depth of analysis. 3, Use questioning techniques to gauge students’ understanding of story elements and their ability to compare and contrast them effectively. Deep Questions: 1. How do the characters in different stories contribute to the overall plot and theme? 2. What impact does the setting have on the development of the story and the characters? 3. How does comparing and contrasting story elements help us better understand the messages and lessons conveyed in the texts?