FRAME THE LESSON
TEACHER:
Grade 2
LESSON DATE:
August 31-September 4
The Arts in Texas
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
15A :identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage
15B: explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage
19B: create written and visual material such as stories, poems, maps, and graphic organizers to express ideas
Objective/Key Understanding:
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Identify and explain the significance of selected stories, poems, paintings,
and statutes by Texas artists.
Create a poem to express and share ideas.
Vocabulary:
heritage
Stop & Check for Understanding—High Level Questions
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Who has ever written a story, or poem, painted a picture or made something out of clay?
What do you know about heritage?
What arts do you think may be part of your heritage?
Does anyone remember what the word anthem means?
What do you think the word waltz means?
How do you think Buck Ramsay feels about being a cowboy?
Why did Theodore Gentilz come to Texas?
What country did Theodore Gentilz come from?
Why do you think he wanted to paint pictures of American Indians, Mexican ranchers, and Spanish churches?
Based on the painting by Gentilz, how do you think some people traveled in the 1800s?
What could you paint that would show the heritage of our school or community?
What country did Elisabet Ney come from?
Use what you read in the first paragraph to tell what a sculpture is.
Why do you think Elisabet Ney was asked to make the statues of Sam Houston and Stephen Austin?
What is something you learned about one of these men?
Critical Writing Prompt:
If there was one thing about your culture you wanted the world to know 50 years from now, what would it be? Why?
Pearson –My World
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Small
Group Purposeful Talk Question Stems: (English Language Proficiency Standards p. 4)
Use the following questions to differentiate instruction for children
 Beginning: Before children meet with their partners , for the activity, write the word heritage on the board. Say the word aloud and have children repeat it. Review the meaning,
and point out the pictures of art in the lesson that are a part of Texas’s culture and heritage.
 Intermediate: after they read the first two pages of the lesson, have partners take turns completing these declarative sentence frames: the poem tells about _____. The painting
shows_____. They are a part of the _____ of Texas.
 Advanced: have students work with their partners to orally ask a question and make a statement about the poem and the painting as part of the heritage of Texas.
 Advanced High: have partners work together to summarize the first two pages of the lesson to tell how stories, poems, and paintings are part of the heritage of Texas.
Teaching Point and Activities
~Tell students they will learn about Texas artists in this lesson.
Prepare to Read (p. 3)
 Preview the lesson with children. Allow volunteers to read aloud the headings.
 Point out the different kinds of art that are named in the headings.
Introduce Vocabulary (p.3)
 Read aloud the word heritage. Ask students what they know about heritage.
 Explain that heritage means the traditions, customs, beliefs, and achievements in the history of a group, family, or nation.
 Share examples of sentences: The quilts my grandmother made are part of my heritage. My love of storytelling is part of my family’s heritage.
Begin to Read (p. 3)
Use the questions listed on page 3 in TE to model active reading and learning as children work through the lesson in the Worktexts.
 Does anyone remember what the word anthem means?
 What do you think waltz means?
 How do you think Buck Ramsay feels about being a cowboy?
Visual Art (p. 4)
Use the following questions to develop students’ understanding of visual art presented on page 4.
 Why did Theodore Gentilz come to Texas?
 What country did Theodore Gentilz come from?
 Why do you think he wanted to paint pictures of American Indians, Mexican ranchers, and Spanish churches?
 Based on the painting by Gentilz, how do you think some people traveled in the 1800s?
Concept Maps (p. 4)
Review with children that Gentilz painted the people and places he saw around him, and that Carmen Lomas Garza paints pictures of her family doing everyday activities such as
cooking or enjoying special occasions. Have children form groups of three. Provide a graphic organizer for a concept map. Have children write “painting” in the center circle. Then
have them think of scenes around them in school or their neighborhood that they could paint. An example might be having lunch in the cafeteria, playing a game at recess, or
attending a neighborhood block party.
 What could you paint that would show the heritage of our school or community?
Sculptures (p. 5)
Use the following questions to develop students’ understanding of sculptures presented on page 5.
 What country did Elisabet Ney come from?
 Use what you read in the first paragraph to tell what a sculpture is.
 Why do you think Elisabet Ney was asked to make the statues of Sam Houston and Stephen Austin?
 What is something you learned about one of these men?
Evaluate (p. 4-5)
 Students are to complete questions 3and 4 in their Worktexts to demonstrate mastery.