This project in class cross curricular in design combining Arts and Humanities with 7th grade English Language arts. Literary arts and visual and performance art both reflect time, place, and society and offer a mirror to the human experience. The powerful communication qualities of this assignments relationship to the arts also enables students in developing cooperative learning, self expression and elements and principles of design including literary and technical performance. Each of these standards combine to make the perfect cross curricular project that illustrates several factors that can drive the human experience.
7th Grade E.L.A English Standards were Key Ideas and Details, Craft and Structure listed below:
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
The following Processes in the Arts standards that are in alignment with this are the following:
1. Grade 7 Arts and Humanities Skills and Concepts: Students are actively involved in creating, improvising and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance
2. Grade 7 Skills and Concepts Drama/Theatre: Students will write, refine and record dialogue, monologues, and action.
3. Grade 7 Skills and Concepts – Visual Arts Students will be actively involved in selecting media, techniques, subject matter and processes for creating artworks for specific purposes, applying the elements of art and principles of design
Teacher should show any district approved video that is emotionally appropriate for their age group or class that focuses on background information about 9/11. Recommended: Students should watch a video from the History Channel (Google: 911 video attack for students Or YouTube it as well).
Students will write a short paragraph reflection to the video as well as comment on their peers reflections as they stand up and individual speak out and share interpretations. Student can also simply conduct a turn and talk activity without having to write it down.
Students will discuss the events of 9/11. After reading the short OPENING informational article (Attached in LESSON) as a class, the students will discuss the meaning of any unknown words in order to determine the meaning as well as their importance to the day’s topics. Students will then analyze the POWERPOINT and poem “Too Giant”, for various figurative language and use the graphic organizer to analyze the impact each section has on the meaning of the poem.
Students as a extension can use appropriate downloaded royalty free images by the teacher (not attached) of the world trade center buildings and construct their own poem in groups. Using the images they draw and or download as the background of their poem which establishes the visual tone of their artwork. Students are required to write a poem that demonstrates the emotion that was expressed during that day in history with emphasis on figurative and connotative meanings that explores how the poems form and structure contributes to the overall tone and their interpersonal interpretation of what happened on the day of 911. This can be a two day project or the second portion of the activity can be left out altogether.