Joseph Raffael, The Next Step. Oil on canvas, 50 x 32 inches. Collection of the Nasher Museum of Art at Duke University.
English Language Arts
Kindergarten
5: The Great Big World
2 60-minute lessons
inferences
How do we use literature and informational texts to learn about the world?
I can discuss what I learned about Japan.
I can describe details about a work of art.
I can write about my favorite work of art or book.
I can write a story using a work of art as illustration.
Focus Skill: responding
Visual Thinking Strategies, or VTS, is consistently used throughout Words & Pictures classroom lessons and museum visits. VTS is a facilitated conversation about a work of art that uses open-ended questions.Show a short video clip of Japanese singers from children’s show as energizer. Have students follow along to the motions that the dancers are doing. After, ask who they think these people are:
We are going to learn more about this country, Japan. Display a map of Japan.
Read Japan, an informational text. Discuss various aspects about photos and text.
Display a traditional painting or drawing from Japan. Ask students: “Thinking about what we just read and learned about Japan, what do you see that makes it look like it is in Japan?”
Continue to discuss using open-ended questions:
“Write about this painting. Use your imagination to tell what you think is happening in this painting.” This writing could be extended to 2-3 sessions.
Show 2 min. video clip of Japanese singers from children’s show as energizer, similar to day one. Have students follow along to the motions that the dancers are doing. After, ask, “How is this video like the one we did yesterday?” Which one did you like the best?
Yesterday, we read and learned about Japan. What are some things you remembered from the book, Japan? Have students do a think-pair-share about things they remember about Japan.
“Today, we will read a fictional story about Japan and look at another painting.”
Read Suki’s Kimono by Chieri Uegaki. Have students ask and answer questions about key details in the story.
Display The Next Step. Question to ask: Thinking about the story we just read and what you have learned about Japan, what do you see in this painting that may tell you that it could be in Japan?
Continue to discuss painting using open-ended questions:
Ask the students if this painting was an illustration to a story, what do you think the story would be about? Could Suki be in this story?
“Now, think about all that we’ve discussed about this painting and write about your favorite part. What do you like most about this painting?”
Beyond Grade Level: Day 1: Describe what is happening in this painting. Write about your favorite part and explain why it is your favorite.
Day 2: Write a story about this painting. Remember to include a character and a setting. Describe your character and setting. Be sure your story has a beginning, middle and end .
At Grade Level: Day 1: Draw and describe your favorite part of the painting.
Day 2: Write about the painting describing what could be happening in it. Write at least 3-5 sentences.
Below Grade Level: Day 1: Draw a picture of what you liked most about the painting. Label and write a sentence about your picture.
Day 2: Draw a picture of the painting, The Next Step. Label and describe what is in it.
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image or print of traditional Japanese artwork
Japan, waves, island, kimono
Joseph Raffael, The Next Step, 1986. Oil on canvas, 50 x 32 inches (127 x 81.3 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Gift of Richard Aron, 2008.18.1. © Joseph Raffael. Photo by Peter Paul Geoffrion.