Nashville Preservation Trunks Program – Lesson Plan Setting the Scene with Building Descriptions Class: _Middle School Language Arts (Grades 5-8)_ Class Date: ______________ Language Arts: SPI 0501.3.8 Select vivid and active words for a writing sample. Language Arts: CFU 0601.3.3, CFU 0701.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters, memos, e-mails, and reports that employ the techniques: Use graphics and illustrative material effectively to support ideas in the text as appropriate to content and medium. Tennessee State Standards
Language Arts: CFU 0601.3.6, CFU 0701.3.6 Develop relevant details in a manner that meets the needs of the audience and purpose. Language Arts: SPI 0801.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain). I can set the scene of a story by describing an environment using examples from my community. Writing Standards: Text Types and Purposes – Grade 5 • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Common Core State Standards
Language Standards: Knowledge of Language – Grade 5 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing Standards: Text Types and Purposes – Grade 6 Write arguments to support claims with clear reasons and relevant evidence. Writing Standards: Production and Distribution of Writing – Grade 6 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Essential Questions (Bloom’s Taxonomy)
Key Vocabulary
1. Identify important buildings and spaces to set the scene of a story (Knowledge) 2. Write a building description using appropriate vocabulary (Synthesis) 3. Explain why setting the scene in a story is important to a reader (Evaluation)
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Architecture: The art and science of designing the interiors and/or exteriors of structures, living/environmental spaces, and/or cities. Community: A region where a group of people live.
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Description: A statement that represents something in words. Scene: The place where some action occurs.
Presentation
http://prezi.com/u0vnfpe0gqum/middle-school-language-arts-setting-the-scene-withbuilding-descriptions/
HOOK (Prime Directive)
60-Minute Class 1. Introduction: (5 minutes) 2. Lesson/Instruction: (15 minutes) Using the prepared presentation, the instructor will discuss the importance of setting the scene when writing a story. How is being able to describe a building and a setting an important skill? Students will learn important vocabulary to describe buildings in Nashville. 3. Project Instruction: (5 minutes) Divide the students into groups of two or three students. Provide each group with a printed image (provided) of a building in Nashville with the landscape included. On a sheet of notebook paper, each group should spend five minutes brainstorming by identifying the important parts of the building and its surroundings. • The instructor will pass around the provided samples of brick, copper, glass, granite, wood, limestone, marble, and metal. The purpose of these teaching aids is to provide students with hands-on experience with building materials. 4. Independent Practice: (20 minutes) With prompting and assistance from the teacher, students will complete handouts in their small groups on one of the following buildings: 1. The Parthenon 2. The Hermitage 3. The AT&T Building 4. Frist Center for the Visual Arts 5. Ryman Auditorium 6. Tennessee State Capitol
Guided Practice Independent Practice
5. Presentations: (10 minutes) Individually or in groups, students will present their final building descriptions to the class. One student will hold up the printed image of the building while another student reads the description to the class. 6. Closing: (5 minutes) Was it difficult to describe these buildings? What are some common words that all of the groups used in their presentations? How is being able to describe a building and a setting an important skill? Assessment (Formal and Informal)
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Informal Assessment: With prompting from the teacher, students will answer the questions on the provided presentation.
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Formal Assessment: (20 minutes) With prompting and assistance from the teacher, students will complete handouts in small groups on one of the following buildings: ▪ The Parthenon ▪ The Hermitage
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Closure
Required Materials
The AT&T Building Frist Center for the Visual Arts Ryman Auditorium Tennessee State Capitol
Class Discussion: (After presentations) Was it difficult to describe these buildings? What are some common words that all of the groups used in their presentations? How is being able to describe a building and a setting an important skill? Printed photographs of Nashville buildings (The Parthenon, the Hermitage, the AT&T Building, Frist Center for the Visual Arts, Ryman Auditorium, Tennessee State Capitol), accompanying handouts, presentation, projector, stopwatch, notebook paper, brick samples, copper samples, glass samples, granite samples, wood samples, limestone samples, marble samples, and metal samples