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Chuck Close -- Reading, Informational Text, Language Arts Activity

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4 pages
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This is a four-page packet on the artist Chuck Close. Close creates portraits that are both abstract and yet realistic. I designed this text from reliable sources, and I tailored it to an upper-elementary/middle school reading level. I specifically use it for fourth grades.

The packet gives a two-page reading that includes a biography of Close. It details his struggles in life and his evolution of art.

There are bold words within the text that challenge students to decode based on context clues.

The third page of the packet asks students critical thinking questions. There are lines for students to respond using complete sentences. Questions include defining words, explaining both realistic and abstract art, and sequencing events.

The fourth page is a great language arts resource. Of the ten bold words within the text, it asks students to choose four of them. Using context clues, students should decode the meaning of each word they chose.

This packet is a great example of how to incorporate cross-curricular activities in art class and meet the CCSS.

Coordinating Chuck Close PowerPoint Found Here

See this product in action on my art education blog here: http://mrskart.blogspot.com/2014/06/chuck-close-self-portraits.html
Total Pages
4 pages
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to see state-specific standards (only available in the US).
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


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