Concepts: Understand the meaning of the words art and artist; describe what an artist can do; explain why artists inspire people.

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1 DY 1 Concept & Vocabulary Development Grade 5 Unit 3 Question of the Week: How do artists inspire future generations? To introduce and discuss concepts and vocabulary related to art and artists. Use: Student ook, pp CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To use words to describe art and artists. To have students write a sentence(s) about how nsel dams inspired others. What kind of artwork inspires you? like. t inspires me. for the Week (* = cademic Vocabulary) landscape*, photographer*, achieved, generations*, midst, preserve, nsel dams was a talented, who took pictures of nature. E spectacular, talented, artistic, E nsel dams took pictures of photography mountains, canyons, and waterfalls. E like. t inspires me because the artist is so. [Student discussion may include a reason or reasons.] like. t inspires me because the artist is so and the work is. [Student discussion may include a reason or reasons.] inspires me because the artist is so and the work is. [Student discussion may include a reason or reasons.] The kind of artwork that inspires me is because the artist is so and the work is. [Student discussion may include a reason or reasons.] black-and-white, artist, artwork, work, famous, fame, environmental group, pictures, photographs [List other content vocabulary that students generate.] ELD Standard R: Use content-related vocabulary in discussions and reading. How did nsel dams inspire others? sk students to think of an artist or someone artistic they know who inspires them. E nsel dams wanted to nature by taking pictures. nsel dams wanted to beautiful. nsel dams used his to show people the he wanted to protect and. Who inspires you? How does he or she inspire you? Compile an illustrated vocabulary list of student generated ideas for students to use as reference. Skill Check: Practice ook, p. 91 KEY = Prompt or Question CELDT Levels = eginning/level 1 E = Early ntermediate/level = ntermediate/level 3 E = Early dvanced/level 4 = dvanced/level 5 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 3 Page 66

2 DY Word nalysis To recognize and use Greek and Latin roots. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To decode and encode Greek and Latin roots. To have students write a sentence(s) about art and artists. Use some words with Greek and Latin roots to talk about different types of art. spect = to look at Write about one kind of art and the artist who does this kind of art. Some talented artists make art. philo = to love, loving n artist who takes pictures is a photographer vid/vis = to see and uses a camera. E inspect, spectacular, spectator, spectacle, Some talented artists make art. philosopher, philosophy, philharmonic, E n artist who plays music is a musician and Painting and photography are arts. video, vision, visual, evidence, invisible uses a musical instrument. Some talented artists make art. n artist who draws cartoons is a cartoonist and Painting and are arts. uses paper and pencil. E photography, instrument, cartoon, cartoonist, artist, brush, canvas, E n artist who paints pictures is a painter and movement, rhythm, talented, look uses a brush and canvas. Some artists make art. Painting and are arts. spectator can at this art closely for a long time. rtists who work with art include painters and photographers. These are arts that a spectator can at closely for a long time. [Create a chart showing the meanings of different Greek and Latin roots.] n artist who dances is a dancer and uses movement, space, and rhythm to dance. ELD R 4: Use knowledge of English morphemes, phonics and syntax to decode and interpret meaning of unfamiliar words. Revisit the concepts of art and artists. Have students tell about a classmate s artwork or the artwork of an artist who has inspired them. Have partners share ideas and, if they have written sentences, have them take turns reading their sentences to each other. Skill Check: Practice ook, p. 9 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 3 Page 67

3 DY 3 Comprehension Skills & Strategies To use compound sentences to summarize. To understand main idea and details. Use: Student ook, pp E E How can you summarize the photography of nsel dams? n summary, nsel dams helped to save nature with his. n other words, nsel dams used his photographs to protect. ndeed, nsel dams was a great who inspired people. n other words, nsel dams inspired people because he loved and. ndeed, nsel dams is one of the most famous in the. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To build comprehension by using details and a main idea that summarizes. summarize, main idea, details, supporting details, in summary, in other words, indeed goal, planet, photography, preserve, nature, landscapes, world, Earth [List other content vocabulary that students generate.] To have students write a sentence(s) to summarize what they think of nsel dams. E E Write a sentence that summarizes a main idea about nsel dams. nsel dams took spectacular pictures. n other words, he was a talented. nsel dams took spectacular pictures. ndeed, his work inspired many. nsel dams inspired future generations to nature. n summary, he achieved his goal to protect the Earth. nsel dams s inspired future generations to nature. n summary, he achieved his goal to protect the. nsel dams s inspired future generations to nature. ndeed, he his goal to protect the. ELD R 11: Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details. Have students talk about how nsel dams was an artist who inspired people. Have partners take turns discussing how an artist might inspire them. Skill Check: Practice ook, p. 93 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 3 Page 68

4 DY4 Grammar & Conventions To have students use principal parts of regular verbs correctly. Use: Student ook, p. 98 E E Tell what nsel dams took photographs of, and why. Change the verb in your sentence to a different form. [Students should restate their sentences using a correct form of the verb they have used.] nsel dams took pictures of nature so that people could see the beauty in nature. nsel dams used his photographs to protect nature. nsel dams took photographs of landscapes because he thought they were beautiful. nsel dams has taken many beautiful photographs to show people that photography is an art. nsel dams has used his photographs to show that it is important to preserve nature. CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To recognize and use principal parts of regular verbs. past, present, past/present participle, helping verb present: past: present participle: past participle: paint painted is/are painting has/have painted [Create a chart listing regular verbs in their present, past, present participle, and past participle forms, including the helping verb. dd verbs that students suggest.] paint, preserve, achieve, photograph (as noun), use, take, inspire, spectacular, landscapes, beautiful, preserve To have students write a sentence(s) about what nsel dams photographed using principal parts of regular verbs. E E Why did nsel dams mostly take photographs of spectacular landscapes? He thought they were. nsel dams thought the landscapes were. nsel dams wanted to inspire people to them. nsel dams took of landscapes because he wanted to people to them. Wanting to people to nature, nsel dams took of. ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud. Have partners create sentences using an active verb in the forms discussed today present, present participle, past, and past participle. They may use the following as a starter: rtists achieve great things. Skill Check: Practice ook, p. 94 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 3 Page 69

5 DY5 Writing To guide students to express their understanding of concepts and skills in writing. Use: Student ook, p. 99. E E Talk about an artist or piece of art that has inspired you. like because. [Student should give a reason.] My favorite piece of art is. t inspires me because. [Student should give a reason.] have been inspired by because. [Student should give a reason.] think that inspires me because. [Student should give a reason.] am inspired by because. [Student should give a reason.] CONNECT: Form & Function WRTE: Daily Writing CHECK: Progress Monitoring To have students use vocabulary learned this week to discuss how artists inspire others. Display, review, and refer to all the vocabulary and vocabulary charts generated this week. Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus. To have students write five or six sentences about an artist or a piece of art that has inspired them. E E Write about an artist or a piece of art that has inspired you. Student writes five or six basic sentences with support. Student writes five or six sentences and includes some concept vocabulary. Student writes five or six sentences and includes some concept vocabulary. Student writes five or six well-constructed sentences and includes most concept vocabulary. Student writes five or six well-constructed sentences and includes most concept vocabulary. ELD Standard W: egin to use a variety of genre in writing. Group related ideas, and maintain a consistent focus using sentence patterns and simple sentences. Have students build fluency by reading their completed writing to partners or the class. Skill Check: Practice ook, p. 96 Copyright Pearson Education, nc., or its affiliates. ll Rights Reserved. Grade 5 Unit 3 Page 70