COMMON CORE STATE STANDARDS corestandards.org Reading Standards for Informational Text: CCSS.ELA-Literacy.RI.4.1–4.10 Writing: CCSS.ELA-Literacy.W.4.1–4.10 Speaking and Listening: CCSS.ELA-Literacy.SL.4.1–10 Vocab Acquisition: CCSS.ELA-Literacy.L4.1–10 Math, measurement and Data: CCSS.MATH.CONTENT.4MD A.1–4 NATIONAL CORE ART STANDARDS nationalartsstandards.org CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. VA:Cr4.1.4a Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr4.1.4a Anchor
PHYSICAL THEATER RESOURCE: Activity Sheet
PREP ACTIVITY: Thinking Like A Cartographer
Set Up: Teacher or teaching artist is at front of room. Students gather in a space with a projector and open floor space. Each student has a clipboard, individual atlas, and pencil. Teaching Tip: Invite a map maker to read this prep exercise. Step 1: Introductions Teacher or teaching artist gives an intro on the
LESSON 1: Introduction to the Atlas
Before you begin… Each student should choose a building, location, or space in Portland to research as part of their Portland History unit. ie: Lincoln Park, Monument Square, Portland Observatory, Victoria Mansion Step 1: Draw Your Home Each student will make a map of their home and block. First, have students create a “mental map”
LESSON 2: Dividing Up the Map
Before you begin… Using Google Maps, pin each student’s special place to create a customized map. Cut watercolor paper into 7”x7” grid pieces. Step 1: Observe the map “How can we make a map of Portland? What if we divided it up into smaller parts and each person had one part—or section—to create?” Make a
LESSON 3: Painting the Map
Step 1: Notice colors on the map Begin with a conversation about the colors on the map and what they represent. “You are going to paint this map. What colors do we need?” (streets: gray, highways: red, parks: green, water: blue, buildings: your choice) Step 2: Mix colors Display the color wheel and ask students
LESSON 4: Assembling the Map
Before you begin… Glue painted map grid pieces onto a large piece of mat board in their correct locations and in grid form, with space left around each piece before class begins. Create a gluing station that can accommodate four students. Step 1: Cut and glue special places Invite four students at a time to
CELEBRATION OF LEARNING
Celebration Suggestions: Peer Map Challenge Have students add items to their classroom maps and place those items around the room. Pair each student with a peer, who must use the student’s map of the classroom to locate those items. Portland Field Trip Provide students with hand-held versions of their collaborative Portland map. Take a bus
CARTOGRAPHY: STANDARDS ADDRESSED
COMMON CORE STATE STANDARDS corestandards.org Reading Standards for Informational Text: CCSS.ELA-Literacy.RI.3.1–3.10 Writing: CCSS.ELA-Literacy.W.3.1–3.10 Speaking and Listening: CCSS.ELA-Literacy.SL.3.1–10 Vocab Acquisition: CCSS.ELA-Literacy.L3.1–10 Comprehension and Collaboration: CCSS.ELA-Literacy.SL.3.1A–D Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL3.4 Math, measurement and Data: CCSS.MATH.CONTENT.3MD.A.1–4 Social Studies: Time, Continuity and Change People, Places & Environment NATIONAL CORE ART STANDARDS nationalartsstandards.org CREATING Anchor Standard 1: Generate
LESSON 1: Composition
Step 1: Define composition Ask the students if they know the meaning of the term “composition.” Explain the various meanings and how it is used in many different media (music, painting, sculpture, drawing). Show examples of composition in other art forms. Teaching Tip: Before filmmaking: students should have already thoroughly researched the content of their chosen
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