Grade 4
Becoming Naomi Leon by Pam Munoz Ryan
This book invites students to explore identity and culture through literature and arts
integrated projects.
Overview
Students examine emotions and theme through an integrated arts experience with the
content focus being the development of reading comprehension skills and strategies based on
the Common Core State Standards. Becoming Naomi Leon has the main theme of the
challenges of living in an environment of culture, racial, and socioeconomic isolation. For the
project classroom teachers and specialists should work collaboratively, incorporating
journaling, poetry, drama, and visual arts in the understanding of literature.
Part One—A guide sheet of possible Literacy questions for classroom teachers.
Chapter One: A Paddling of Ducks, pages 3-15
CC.4.RL.4--On page 5, Naomi says, “And I mulled over my sorry situation at school, which was
three boys in my fifth-grade class who had decided that Outlaw was the funniest last name in
the universe.” What does she mean by mulled over?
Chapter Two: A Skulk of Foxes, pages 16-25
CC.4.RL.3--Who is the “fox” referred to in the chapter title? Be ready to support your answer
with quotes and examples from the text.
CC.4.RL.4--On page 25, Naomi says, “My thoughts dived into a jumble in the middle of my
mind, wrestled around until they were wadded into a fisted know, and attached themselves to
my brain like a burr matted in a long-haired dog.” Draw a picture of what Naomi’s thoughts
look like to you. Be sure to label the parts of your picture that link specifically to the text.
Chapter Three: A Lamentation of Swans, pages 26-33
CC.4.RL.1--On page 29, Gram says that the good and the bad of any situation are sometimes
the same. What does this mean to you? What do you think the good and bad of Skyla Jones’
return will be for Naomi and Owen? Be prepared to defend your answer with proof from the
text to support your prediction.
Chapter Four: A Memory of Elephants, Pages 34-42
CC.4.RL.4--On page 38, Gram says Skyla was “as temperamental as a bead of water on a hot
skillet.” Draw a picture of what this looks like. At the bottom of the picture write a paragraph
explaining what this tells you about Skyla’s personality.
Chapter Five: A Charm of Hummingbirds, pages 43-51
CC.4.RL.4--On page 48, Naomi says her mom’s touch was as if “…she was playing piano on my
head.” Draw a picture of what this looks like to you. At the bottom of the picture write a
paragraph describing what Naomi was feeling.
Chapter Six: A School of Fish, pages 52-60
CC.4.W.9—In chapter six we meet Blanca Paloma. Create a list you think Naomi might write in
her notebook about things she probably likes about Blanca.
Chapter Seven: An Unkindness of Ravens, pages 61-74
CC.4.RL.3--Was Owen “faking” his seizure? If your answer is “yes,” why would he do this? If
your answer is “no,” why would he lie?
CC.4.W.9—At this point we have gotten to know Owen a little better. Imagine you are Owen
and write an “I Am” poem describing Owen.
Chapter Eight: A Burden of Mules, pages 75-87
CC.4.RL.3—“It’s not going to start up no matter how hard we stare. A watched pot doesn’t
boil, although, Naomi, I’ve been sitting here watching you and you look like you’re going to
burst.” (Page 77) Naomi was furious at her mother for not showing up to the teacher
conferences. Become an illustrator for this book and draw a picture of what you think Naomi
looked like during this scene. Write a paragraph describing Naomi’s feelings.
Chapter Nine: A Shiver of Sharks, pages 88-106
CC.4.RL.3—List at least three ways the sharks circled Naomi and Owen in this chapter.
CC.4.SL.4—Write a Reader’s Theatre of the Thanksgiving dinner scene on pages 91-100. Use
the characters: Naomi, Gram, Clive, Skyla, Owen, & Mrs. Maloney. Perform the Reader’s
Theatre for your class.
CC.4.RL.7—“I headed for the cupboard to get the tablecloth. Maybe if I looked hard enough I
could find all eight cloth napkins that matched. I wanted us all to sit down and have dinner
like those families in Gram’s lady magazines. The ones in the photos, passing the food with
smiles on their faces and oozing politeness.” (Page 90) Most families don’t look like the ones
in magazines or on TV. Draw a picture of what a real family might look like eating dinner.
Write a paragraph describing that scene.
CC.4.W.9—Owen uses tape to comfort himself. What is it in your life that makes you feel
better or safe? Write a poem, song, or rap about it.
CC.4.RL.3—Do you think Skyla has started drinking again? What would you recommend
Naomi do with the information? Write a letter to Naomi giving her advice on this tricky
situation.
CC.4.SL.5—People say that names can’t hurt you, but that isn’t true. How have names or
name calling hurt you? How have you hurt someone by calling them names? Create a “No
Bully Zone” Poster that can be displayed in your town promoting the fact that name calling is
hurtful and people shouldn’t do it. Give this presentation to the class to persuade them not to
name call.
Chapter Ten: Schizophrenia of Hawks, pages 107-122
CC.4.RL.1—On page 114, the doctors call Owen a “FLK” (Funny Looking Kid). Skyla is annoyed
with this comment but tries to explain her view of him, a “Blem.” Create a Venn Diagram that
explains the similarities and differences between “FLK” and “Blem.”
Chapter Eleven: A Flight of Swallows, pages 123-136
CC.4.RL.4—Gram makes a very big decision. She decides to fulfill the prophecy she said to
Skyla years ago, “I’d go to the end of the Earth to protect the children.” Do you think it was an
easy decision to make? Write a paragraph explaining your thoughts of Gram’s decision. Do
you think Gram made the right choice?
CC.4.RL.4—On page 136, “A hundred birds sat on a telephone line, and in one instant they
released and lifted with stubborn determination, trailing across the sky toward somewhere.”
What do you think is the significance of the birds flying at the end of the chapter?
Chapter Twelve: A Drey of Squirrels, pages 139-153
Find the State of Oaxaca and Oaxaca City on a map of Mexico.
 Trace the route that Baby Beluga traveled.
 Use the legend at the bottom of the map to find out how many miles they traveled from
Lemon Tree to Oaxaca.
CC.4.RL.1—On page 152, Bernardo asked Naomi what was inside her bar of soap. How do you
think Naomi knew what was inside? Why do you think she always carved more than one of
her animals?
Chapter Thirteen: A sleuth of Bears, pages 154-166
CC.4.RL.1—Owen does not speak Spanish and Ruben does not speak English. How did they
communicate and become best friends?
CC.4.RL.3—Imagine you are Fabiola. What are your thoughts as you come to stay with your
sister’s family whom you haven’t seen in years, and you’re also trying to rescue your best
friend and her grandchildren.
Chapter Fourteen: A Leap of Leopards, pages 167-177
CC.4.RL.3—Write a paragraph explaining how Naomi looks like her father. Use the text to
support how she resembles him (pages 172-177).
CC.4.RL.4—On pages 168-169, Gram is pretty mad at Naomi and Owen. What did they do that
caused Gram to be so upset? They will have to “work off the error of their ways” Gram says.
Could you understand why Naomi did what she did? Have you ever gotten in trouble for doing
something you shouldn’t have?
Chapter Fifteen: A Piteousness of Doves, pages 178-188
CC.4.RL.3—Read from the middle of page 180 through the top half of page 181. Make a Tchart that compares the characteristics of Naomi’s mother (Skyla) with Ruben’s mother
(Graciela). Have a minimum of four items for each person.
CC.4.RL.4—Las Posadas had arrived and a piñata had been hung from a rooftop. All the
youngest children received a turn. “Owen swung and got a good crack. When everyone
whooped for him, he bowed, and the people laughed, but not making fun, like in Lemon Tree.”
(Page 185) What do you think is the reason for the difference in how Owen is treated?
Chapter Sixteen: A Team of Horses, pages 189-200
CC.4.RL.4—On page 192 Bernardo says, “It is for the joy of doing it, of participating, for the
prize, if you win.” Compare that with the phrase, “It’s not the destination, it’s the journey that
is important.” How are these two ideas different? How are they alike?
Chapter Seventeen: An Exaltation of Starlings, pages 201-210
CC.4.RL.1—Imagine you are Naomi. Write a paragraph describing your feelings as the festival
arrives and you have carved your animals and you have hopes of meeting your dad. Write
what you think you might say to your dad when you meet him.
CC.4.RL.1—Reread pages 204-206. Write a paragraph describing your reaction to this section.
Include any thoughts and/or feelings that came to mind in this scene.
Chapter Eighteen: A Pride of Lions, pages 211-217
CC.4.RL.4—On page 212, the author says, “When we stood up, there wasn’t a dry eye in
heaven.” What does this mean in this context? Be sure to support your answer with specific
details from the text.
CC.4.RL.4—On page 217, the author says, “And a waterfall of happiness had drowned my
nagging worries, at least for now.” Draw a picture of what a “waterfall of happiness” looks like
to you. Be sure to include details from the text to support your drawing.
CC.4.RL.1—Reread pages 212-213. Santiago barely spoke any words. Write a paragraph
describing how Santiago feels about his children and how you know.
The title of this chapter is A Pride of Lions. Who are the lions? Why do you think they are
proud?
Chapter Nineteen: A Cry of Hounds, page 218-226.
CC.4.RL.4—Naomi and her father are carving when she accidentally removes the leg of the
dong on which she is currently working. Santiago explains that some of the magic is left.
(Pages 219-220) In English we say, when life gives you lemons, make lemonade. How did
Santiago make lemonade from Naomi’s ruined carving? What are the lessons the author
wanted us to learn from this incident?
Chapter Twenty: A Crash of Hippopotami, pages 227-240
CC.4.RL.3—Make a T-Chart that shows the reasons the judge would have for ruling in favor of
Clive and Skyla and the reasons that the judge would rule in favor of Gram. At the bottom of
the chart write a paragraph explaining why you think the judge made the decision she did.
CC.4.RL.3—“I looked at Owen, who was on the other side of Gram. Gram had her arm around
him and he did not look sad or anything. If he found Skyla’s words upsetting, there was
enough tape plastered across his shirt to hold him together.” (Page 239) Throughout the
book Owen puts tape on his shirt when he is scared or nervous. The second quote reveals why
he does this. In your own words explain what the tape symbolized to Owen. What do you do
when you are scared or nervous?
Chapter Twenty-One: A Brood of Chicks, pages 241-243
CC.4.SL.5—Create a family tree for Naomi. Include a brief description of each person in her
life. Present the family tree to your class and be prepared to discuss how these people have
an impact on Naomi’s life.
CC.4.RL.3—Imagine what Naomi and Owen would be like ten years after the story ends.
Naomi would be out of college and Owen would be just starting. Where are they? What are
they doing? What are their lives like? Write three postcards as Owen or Naomi describing
your life. (One to Gram, one to Fabiola or Bernardo, one to Blanca or Ruben)
CC.4.W.9—Before Naomi went to Oaxaca she was so quiet and scared that she never shared
her talents and interests with her teachers. Write a list of things that you would like your
teacher to know about you that he or she doesn’t already know. (Just like Naomi’s lists!)
Section Three: A Murmuration of Tomorrows.
What does murmuration mean? How does that word make sense in that title?
If you were to write a chapter in Section Three, what would happen next to Naomi and Owen?
Write the first three paragraphs of that chapter.
RELATED ACTIVITIES
Make a List: Naomi keeps lists. She wrote down things she felt were important. She had lists
of “Things I am good at,” “Splendid Words,” and “Unusual Names,” just to name a few. Ask
the students what lists would help them in the classroom or in their own lives. Begin a few on
large paper that you can hang around the room. Allow the students to add suggestions to the
list as the year progresses.
CC.4.W.9.a--Create a New Ending: What if the judge granted Skyla’s wishes to have Naomi go
with her and Clive? How would the end of the story go? Or what if the children went to live
with Santiago in Mexico? Ask the students to choose a scenario and rewrite the ending to this
story. Allow them to share their new endings in small groups.
Part Two—Suggested Arts integration activities
Movement Theatre: Mime of Scenes
Common Core Standards:
CC.4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CC.4.RL.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words or actions).
CC.4.SL.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively and orally.
CC.4.SL.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CC.4.L.3a
Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose
words and phrases to convey ideas precisely.
Summary of Activity
Students will mime scenes from the book. Students will work together to select appropriate scenes to reenact. (Best
scenes are those fueled with strong emotion). The class works together to determine the characters in the scene, the
setting of the scene, the events of the scene in summary, and finally actors to play the roles. The scenes will be
reenacted. This can be done solely in the classroom or as a culminating performance.
Suggested Warm Up Activities:
1. Discuss the art of mime
2. Practice mime via any drama activity. Suggested ones include “Exchange it” and “Spoil the Picture”.
Exchange It- Have everyone sit in a circle. Mime holding a wrapped
players what it is. Now pass the imaginary package to one
present and tell
of the players. This player “unwraps” it
and uses mime to make it very clear that the present is, for instance, a vacuum cleaner. Encourage the player to show
whether she likes the present or not. If she does not like the present, she can pass it on to someone who ˆwill be
pleased with it and who enjoys doing the actions that go together with the object. Then it’s that person turn to pass a
new present to another player.
Spoil the Picture- When something goes wrong in a photo, it can be much
interesting (and certainly funnier) than a perfect picture. For
posing for its formal portrait in the park. Just
front of the group
more
example, a wedding party is
as the photographer snaps the picture, a Frisbee flies in
and a dog dives to catch it. Divide the group into teams of about five players
each. Each team thinks of a situation where a photographer can leader in advance of the posing) jumps up and joins
them, portraying someone who absolutely doesn’t belong in such a group. Click: photo! These emotions then become
“frozen” as the imaginary “photo” is taken.
If done as a formal presentation, students can be chosen to introduce the mimed scenes to the audience by
summarizing the events that will be watched. This activity can be combined with the Scenic Art Activity- See Notes.
Costume Design: Sketch of Characters
Common Core Standards:
CC.4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CC.4.RL.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words or actions).
CC.4.SL.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CC.4.SL.5
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
CC.4.L.3a
Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose
words and phrases to convey ideas precisely.
Summary of Activity
Students find descriptions in the text that detail the characters clothing, figures, complexions and facial features. For
time purposes or differentiation, teachers can provide page numbers for students to do their scans and searches
quicker. Using these descriptions, students will sketch costume designs for individual characters. This can be done in a
variety of scales from personal doodles/sketches to large sheets that are formally presented. It can also be done as a full
body sketch where the students trace their own bodies as templates for their designs.
If done as a formal presentation, students can be chosen to introduce the extension activity by summarizing the project
for the audience.
Scenic Art: Background Scene Sketches
Common Core Standards:
CC.4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
CC.4.RL.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words or actions).
CC.4.SL.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CC.4.SL.5
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
CC.4.L.3a
Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose
words and phrases to convey ideas precisely.
Summary of Activity
Students find descriptions in the text that detail the various scenes. Activity can be combined with the Miming Activity
as the particular scenes chosen can match those that will be performed in the miming activity. Using these descriptions,
students will sketch and color/paint the backgrounds to the scenes. This activity can be done in a variety of scales
ranging from individual doodles to large canvases drawn and painted by small groups. It is also possible to have multiple
groups build on each previous group’s work to have a 100% collaborative final project.
Theater Gesture Circle
Common Core Standards:
CC.4.RL.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the
text (e.g., a character’s thoughts, words or actions).
Summary of Activity
Students brainstorm characteristics of the main characters in the book. In a circle, one at a time each student creates a
gesture that communicates that characteristic. Then all the students repeat that gesture. Then as a group, students
crate a stage picture or statue to illustrate the characteristics. One student begins in the center, and then each student
adds to the statue. They must hold their pose, and their focus. They must also make a physical connection to another
student.
Theater Status Game and Discussion
Common Core Standards:
CC.4.SL.1C
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments and contribute to
the discussion and link to the remarks of others.
CT Arts K-12 Goals & Standards Theater K-8
6. Connections: Students will make connections between theatre, other disciplines and daily life.
1. Creating: Students will create theatre through improvising, writing and refining scripts.
Summary of Activity
Students are given a playing card. They cannot look at the card. The hold the card in front of their foreheads and walk
around the room and interact. They learn who they are based on the way the other students treat them. Student
respond to them based on their card-2 equals low status, ace equals high status. Students then line up in the order they
believe themselves to be based on the way they were treated. The group then has a discussion about status. Ask
students to recount the scene in the book where Owen gets picked on as he gets off the bus. Have a discussion about
STATUS, drawing examples from the book, and their lives.
Monologue Writing
CC.4.SL.4
Report on a topic or text, tell a story, or recount and experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
CC.4.W.4
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
CC.4.W.3b
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
CT Arts K-12 Goals & Standards Theater K-8
6. Connections: Students will make connections between theatre, other disciplines and daily life.
1. Creating: Students will create theatre through improvising, writing and refining scripts.
Summary of Activity
Students tell a partner a personal story about a time in their lives they were treated in a negative way based on another
person’s perception of them. After they tell the story, they write it as a monologue. They try to write as if they were
talking to someone in the “I” voice.
Students write a response to several prompts. The first is they are prompted to write 5 statements that begin with the
“I am”. They need not be literal, and students are encouraged to take risks.
Students are asked to make lists; Items found in their rooms, Items found in their homes; Items found in their yards,
neighborhoods; Street names; Family food served at gatherings, Family names; Sayings that student hear in their
homes (in the language that they are heard); Then students are asked to string these images together using the phrase
“I am from”. Students are encouraged to use similes to create specific images. (Also Core Standard CC.4.W.4)
Status Scene Writing
CC.4.W.3b
Write narratives to develop real and imagined experiences or events using effective technique, descriptive details, and
clear event sequencing.
B. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
CT Arts K-12 Goals & Standards Theater K-8
6. Connections: Students will make connections between theatre, other disciplines and daily life.
1. Creating: Students will create theatre through improvising, writing and refining scripts.
Summary of Activity
Students brainstorm situations personal situations where STATUS plays a part. School settings are brainstormed where
status is given or taken. Students then write a scene involving the shifting of status. The following format is used:
SETTING: BUS
BOY: Hi.
GIRL: Hey.
(The girl stumbles)
BOY: Are you Ok? (He reaches out to help her)
GIRL: Yeah. Thanks.
Visual Arts Wall Plaque
CC.4.RL.7
Make connections between the text of the story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the text.
CT Arts K-12 Goals & Standards 4th Grade Visual Arts
1: Media-Describe how different media, techniques and processes cause different effects and personal
responses
Summary of Activity
-Make a ball of clay (3-4" in diameter)
-Flatten it into a pancake shape (4-6" in diameter)
-Put a hole into the clay about 1/4-1/2" from the edge using a tool or unbent paper clip. This will be the top of
the plaque when it is hanging on the wall.
-Think of something you know about Mexico.
-Using a variety of carving tools (wooden tools, plastic picnic knives, paper clips, toothpicks), carve your image
onto the plaque
-Paint (if self hardening clay) or glaze & fire.
-Loop string or ribbon through the hole to hang the plaque.
Notes: Wall plaque project connects to descriptions of carving tools in the text, Becoming Naomi Leon on page
13 and discussions of the Oaxacan carving tradition throughout the book.
Wall plaques project addresses how different techniques create different effects by using a variety of carving
tools which reveal to the students the different types of lines and textures that can be created with each tool or
even using a different edge of the same tool.
Coil Pot Project
CC.4.RL.9
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths and traditional literature from different cultures.
CT Arts K-12 Goals & Standards 4th Grade Visual Arts
1: Describe how different media, techniques and processes cause different
effects and personal responses
3: Discuss a variety of sources for art content
4: Students will understand the visual arts in relation to history and cultures.
5: Analysis, Interpretation and Evaluation
Summary of Activity
-Start with a ball of clay (about 3" in diameter)
-Flatten into a pancake about 1/4-3/8" thick. This is the base of the pot.
-Slightly turn up the edges of the pancake to create a ridge to place your first coil.
-Make coils of clay by patting a ball of clay into a sausage shape and rolling the sausage into a coil or snake
using your flattened fingers and the palm of your hand. Use even pressure, rolling from the center of the coil
out to the ends. Try to keep the diameter of the coil even.
-Score (scratch) and moisten (with water or slip) the ridge on your pancake.
-Add one coil onto the ridge of your base. Use your fingers or a wooden tool to blend the coil and base
together.
-Continue to build the pot by scoring and slipping and adding coils on top of each other.
-Thoroughly blend the places where two coils meet and where the two ends of one coil come together.
-To widen the pot, set your coil slightly toward the outside edge of the previous coil. To narrow the pot (for
example, to create a neck) set your coil toward the inside edge of the previous coil.
-If the clay starts to sag, give it time to firm up before adding more coils.
-If you must leave the pot unfinished until your next class, cover it with damp towels and plastic.
-When the form is complete, add carved decoration. (Other options include handles, lids, molded additions
such as bugs, flowers, etc.)
-When dry, paint (if self hardening clay) or glaze & fire.
Notes: Coil Pot project connects to #9 by explaining to students that the method of coil building was used (and
still is used) by many traditional cultures in the Americas and Africa. Read to the students _The Pot That Juan
Built_ by Nancy Andrews-Goebel about the pottery tradition of Juan Quezada and Mata Ortiz in north western
Mexico. Point out the coil made, dung fired pottery of the Pueblo peoples in the South Western United States
and the carved pottery from African countries, like Ghana.
2: Describe how different expressive features, and ways of organizing them, cause different responses
Notes: Coil Pot project connects to CC.4.RL.9 by explaining to students that the method of coil building was
used (and still is used) by many traditional cultures in the Americas and Africa. Read to the students, The Pot
That Juan Built by Nancy Andrews-Goebel about the pottery tradition of Juan Quezada and Mata Ortiz in north
western Mexico. Point out the coil made, dung fired pottery of the Pueblo peoples in the South Western United
States and the carved pottery from African countries, like Ghana.
Coil pot project addresses Standard 2 by showing students that the addition of a handle, cover or sculptural
element (leaf, face, bug or animal) adds to and changes a piece (i.e. a handle suggest that you can drink or
pour from the piece).
Animalito Visual Arts Project
CC.4.RL.7
Make connections between the text of the story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the text.
CC.RL.9.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
evil) and patterns of events (e.g., the quest) in stories, myths and traditional literature from different cultures.
CC.4.SL.5
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
CT Arts K-12 Goals & Standards 4th Grade Visual Arts
3: Discuss a variety of sources for art content
4: Students will understand the visual arts in relation to history and cultures.
6: Recognize that works of visual art are produced by artisans and artists working in different cultures, times
and places.
Summary of Activities
-Using a small ball of clay, create animals by carving, pinching and molding the clay.
-Be sure any additions such as wings are carefully scored and slipped at the point of attachment.
-Create a hole or loop of clay to string ribbon for hanging
-Paint (if self hardening clay) or glaze and fire.
-String finished Animalitos with ribbon (Optional beads or other found objects)
-Animalitos can be displayed on a branch, painted silver or gold, stood in a bucket of rocks or
other heavy objects to support the branch.
Notes:
Animalito project supports CC#7 by creating a clay version of the Animalitos discussed throughout the book
Becoming Naomi Leon (pages pp. 13-15, 174, 188, 190-194, 219-220).
Animalito project supports CC#9 by engaging students in a discussion of other cultures that decorate their art
work with animals and the symbolic meanings those cultures attach to different animals.
Animalito project connects to CC #5 by creating a display using a branch (painted or natural), supported in a
decorated bucket on which students hang their Animalitos.
Animalito project emulates the wooden Animalito carving of Oaxaca.