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Grades/Level: Lower Elementary (K–2), Upper Elementary (3–5), Middle School (6–8), High School (9–12), Adult Learners |
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Lesson Overview |
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This lesson focuses on people at work depicted in a work of art. Students practice using vocabulary related to people and work. Activities emphasize oral and written descriptions of the people portrayed in the work of art, using job-related vocabulary and adjectives to describe feelings. Students are challenged to infer what job individuals are doing, based on such clues as their pose. |
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Learning Objectives |
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Students will be able to: |
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Materials |
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Reproduction of Empire State Building, New York by Lewis Wickes Hine |
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Lesson Steps |
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1. Display a reproduction of Empire State Building, New York. Invite students to share what they see in the photograph. Write their responses on the board. Add to the list any relevant new vocabulary, such as rivet, mallet, or overalls. (See the Information for Teaching about Empire State Building, New York by Lewis W. Hine.)
5. Distribute the handout "Who Am I?" Reinforce students' understanding of the present progressive by having them individually fill in the blanks on the handout. 6. Display a reproduction of Three Young Artists in a Studio. Inform students that this is a drawing and provide the definition. Invite students to share what they see in the drawing. Write their responses on the board. Add to the list any relevant new vocabulary, such as canvas, paintbrush, and sketchbook. (See the Information for Teaching about Three Young Artists in a Studio by Louis-Léopold Boilly.) 7. Invite three students to take the poses of the three artists in the drawing. Give the students the painting, paintbrush, and sketchbook that you brought to class, and have the students pose with them. Ask the students who are posing the following questions:
8. Ask students which job they would like better—the construction worker or the artist. Why? 9. Tell students they will silently act out a task they do at work or would do in a job they want to have one day. First, model how to act out various tasks (e.g., a cook making a meal, a firefighter putting out a fire). Next, ask student volunteers to silently act out a job and related task. For each task, ask the class to guess what job the student has or wants to have. As the class guesses each job, write the job and its related task on the board. 10. Write the following sentence frames on the board and model how to complete the sentences to simulate a job interview. Then tell students to work in pairs and take turns interviewing each other for the job they have or would like to have. Ask students to fill in the blanks based on the job chosen: Student #1: I am applying for the _______________ job. Student #2: What is your name? Student #1: My name is _______________. Student #2: Do you know how to _____[verb 1 related to the job]_____? Student #1: Yes, I know how to _____[verb 1 related to the job]_____? Student #2: Great! Do you know how to _____[verb 2 related to the job]_____? Student #1: Yes, I know how to _____[verb 2 related to the job]_____? Student #2: That's wonderful! When can you start? Student #1: I can start next _____[day of the week]_____. |
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Extensions |
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Standards Addressed |
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Common Core Standards for English Language Arts |
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