• Explore various art reproductions (narrative art) through discussion
• Observe the way that art tells a story
• Interpret several narrative works of art
• Participate in a Describe and Draw activity
• Draw a sketch that interprets the description partner dialogue
• Practice language skills while describing artwork

• What is the person (character) doing?
• What is the person wearing?
• Where is the person?
• Is there any object that seems important in the picture?
• Does the object represent something different than what it means- this is a symbol(s) ?
• What do you see in the background ?
• What does the title tell you about the picture?

Step 3: Hands-on Activity-Describe and Draw Activity (20-30 minutes)

Teacher will give each pair two different artwork reproductions. One student will describe the painting while the other student draws it with a pencil. Tell students that their partner cannot see the artwork, but must draw it by listening to their partner's description.

Encourage the students to begin to describe the artwork before the other person draws. Give students an example by modeling the activity first with one of the students. For example, "There is a man in the front of the painting. He is wearing glasses. He has black hair. He is looking down at a book. In the background ..."

One student will draw as the other tells what she or he sees in the painting. After the first student draws, instruct the partners to exchange the reproduction for a different artwork. The partners will trade roles in order to give each student the opportunity to practice language art vocabulary, listening and drawing skills.



Step 4: Oral Practice (15 minutes)

Students will interact by sharing their drawings and choices that they made while interpreting their partner's descriptive instruction.

The teacher will reinforce vocabulary by asking students to describe their drawing s to the class or in pairs. The teacher will ask students to identify the various elements of their drawing s by asking them questions like the ones asked in Step 2.

Step 5: Preparing for the Personal Narratives (15 minutes)

The teacher will tell the students that they will create their own narrative artwork in the next class session. Assist them to brainstorm ideas, and encourage the students to include elements of art that have been presented. Write new words on the board.

The teacher will encourage the students to create a narrative that tells their own story. The handout provided will help with brainstorming ideas and present important elements to think about. See Narrative Handout: Develop a Theme. Students complete this handout at home and bring it to the next session.

Step 6: Conclusion (5 minutes)

The teacher will praise student participation and lay out the agenda for the following art sessions.

The teacher will encourage students to plan their own narrative paintings at home before the next class by answering the questions on the Narrative Handout to choose the story they wish to paint.

• Were the students able to use art-related vocabulary while learning about the visual arts? (Observation of labeling, group discussion and partner discussion.)

• Were the students able to practice drawing/art skills during the Describe and Draw activity?

• Were the students able to draw a sketch that interprets the description of the partner dialogue? (Observation of hands-on activity.)

1. What is the character doing?
   
2. What is the person wearing?
   
3. Where is the person?
   
4. Is there any object that seems important in the picture?
   
5. Does the object represent (a symbol) something different than what it means?
   
6. What do you see in the background ?
   
7. What does the title tell you about the picture?
   

1. Where are you from? (Where were you born? Where did you grow up?)
   
2. What do remember and miss about your country?
   
3. What do you like about America? Nashville? Your community?

1. What was the event? Action
2. Where did the event take place? Place
3. Who was involved? Characters
4. How did you feel about this event? What was your mood?
5. Will you draw a realistic story or will you use symbols to represent your story?
6. How will you use various elements of art (color, line, etc.) for expressive purposes?
7. How can you vary size?
8. What will you show in the foreground, middle ground, and background?

• Identify the narrative in two (2) works of art
• Look for details of character, symbols, and themes.
• Observe visual elements in the work of art that tell the story more effectively
• Create a unique painting describing personal history
• Practice language skills through oral presentation of their paintings to the group, pointing out elements of art or principles of design and describing narrative

Step 1: Uncovering the Story (15 minutes)

Students will look at two different narrative works of art. By reviewing the questions from Lesson 1 and introducing new vocabulary, the participants will be encouraged to uncover the story told by the artists.

The teacher will encourage student participation by asking:

• What story does this tell?
• What details in the painting help tell the story? (Students should talk about character, place, events, and elements of art such as color and line).
• The artist sometimes wants to draw your attention to a specific place in the artwork known as the focal point ? What is the focal point ?
• What do you see in the foreground, middle ground and background ?
• How does the artist make you feel? What mood does the artist create in the work?
• What symbols do you see in the painting? What do they represent?
• What title would you give to this art?

Step 2: Painting Demonstration (10 minutes)

Students will be given materials to start their project . The teacher will carefully monitor and model what the students should do.  

1. Provide plenty of water and paper towels before the painting begins.
2. Set out the paint in the plastic containers.
3. Select a sheet of Bristol Board.
4. Decide what direction you want your paper- horizontal or vertical.
   Select your background (setting).
5. Demonstrate proper painting techniques.
6. Sketch lightly with pencil where you want to place the people in the event. Remind the students that the painting does not have to be a realistic drawing; they can use stylized people and images.

The teacher will demonstrate how to use oil pastels. The oil pastels can be used before or after painting. If the pastels are used before painting, add water to the acrylic paint so it will be thin enough to resist the oil. If they are used after, be sure the painting is dry.

Encourage students to use the whole paper to tell their stories . Remember the main characters and images of people will help describe the event and tell the narrative.

Step 3: Art Production Activity (40 minutes)

Students will begin to create expressive paintings that tell their own stories. The teacher will assist by helping students individually.

Step 4: Telling the Story in Words/Oral Presentation (30 minutes)

Each student will be encouraged to tell the group the title of the work and discuss the narrative. (Note: If time does not allow each person to present to the group or if the participants are hesitant about speaking, the teacher should put the students in pairs.)

The students and teacher will ask questions and make comments, as time permits, concerning elements and principles that have been employed. The comments and questions will be helpful to the students as they continue to write the narratives for their paintings.

The teacher can prompt the following questions during discussion to reinforce concepts and vocabulary from the previous sessions. The teacher should complete the narrative rubric during the discussion. The teacher should try to elicit original and spontaneous answers from students:

• What details in the painting help tell the story? (Students should talk about character, place, events, and elements of art such as color, line, and gesture.)
• What is the focal point?
• What do you see in the foreground, middle ground, and background?
• What mood does the artist create in the work?
• What symbols do you see in the painting? What do they represent?

• Were the students able to complete Narrative Handouts and use the handouts for ideas for their paintings? (Completion of Narrative Handouts)
• Were the students able to use materials provided to begin the narrative work of art? (Observation of hands-on activity)
• Were the students able to use vocabulary learned in previous sessions to discuss personal narratives? (Observation of individual presentation and group comments)
• Were the students able to discuss personal narratives with the group and answer questions about their works of art? (Observation of individual presentation of group discussion)

• Be familiar with the art museum layout, rules, and information
• Be able to visit the art museum again
• Be able to complete an application to the art museum
• Access and navigate a Web site
• E-mail portfolio to a friend or family member

Step 1: Tour of Frist Center for the Visual Arts Exhibitions (30-45 minutes)

Step 2: Explore Project Access Web Site (30-45 minutes)

Type the title of your artwork on the first line.


Type your name on the second line.


Type the name of your country on the third line.


Type your narrative.


Check your spelling and grammar.


Save your narrative.


Compare and check your narrative with a partner.


Make changes to your narrative.


Save your narrative.

Step 3: E-mail Portfolio

Step 4: Go on a Museum Scavenger Hunt

1. What time does the museum open on Tuesdays?
   
2. What time does the museum close on Saturdays?
   
3. How much does a child's admission cost?
   
4. What is the current exhibition?
   
5. What can children do at the museum?
   
6. How much does parking cost?
   

• Were the ELLs able to use vocabulary in previous sessions to ask and answer questions on the docent-led tour?
  
• Were the ELLs able to use a computer to access and navigate a Web site? (Observation of ELLs accessing the Project Access Web page)
  
• Were the ELLs able to access portfolios and add personal narratives? (Observation of ELLs and portfolios through Project Access Web site)
  
• Were the ELLs able to e-mail their portfolios? (Observation of activity)
  

• Become familiar with basic library vocabulary and library services
• Become familiar with the library layout and resources
• Access some of the library's resources such as books
• Ask questions about where to find things in the library
• Apply for a library card
• Use a computer to access Project Access Web site and student home page to type in narrative

"Is this your first visit to the library?"
(The teacher should demonstrate and have students raise their hands.)
"How many times a year do you come to the library?"
(For students who have raised their hands, ask them.)

• Were the students able to complete their library applications and check out a book? (Observation of students checking out a book)· Were the students able to complete their library applications and check out a book? (Observation of students checking out a book)
• Were the students able to match vocabulary words to a picture of the word? (Observation of students using the library scene to match words to the picture)
• Were the students able to complete the Map the Library handout? (Observation of students completing activity and sharing with a partner)
• Were students able to complete personal narratives?
• Did students check out materials from the library?

• Become familiar with the online library catalog
• Be introduced to the resources of special interest to ELLs
• Locate resources in the library
• E-mail portfolio to a friend or family member
• Complete final evaluation
• Discuss program and be awarded certificates

• Are written by the same person
• Are of the same subject
• Have similar call numbers
• Are fiction/non-fiction

Step 6: Locate Resources of Interest in the Library and Check Out (15 minutes)

The teacher will instruct ELLs to locate the resource from the Online Catalog Scavenger Hunt and bring it back to the classroom.

ELLs will locate the resource in the library and bring it back to the classroom (if available). If the item is not available, teacher or librarian should assist student in requesting the item

Step 7: Review Portfolio (10 minutes)

ELLs will review teacher comments and e-mail their portfolios to a friend or family member with the teacher's help.

• Were ELLs able to identify the similarities between two books? (Observation of warm-up activity)
• Were ELLs able to access and use the online card catalog? (Observation of On-line Catalog Scavenger Hunt questions 1-3)
• Were ELLs able to find resources of interest to them? (Observation of online catalog personal search and observation of resources brought back to classroom)
• Were ELLs able to complete quizzes testing their library knowledge? (Observation of quizzes online)
• Were ELLs able to send portfolios via e-mail?

1. Choose one thing you want to find in the library and write below.

a. A book by _________________ (name of author)

b. A book about _________________ (subject)

c. A book named _________________ (title)

2. Do a search of the online catalog for the resource you selected in step one.
   
   What is the call number of the resource you selected? __________________



3. Where in the library is your book located?
   
1. Adult fiction section
2. Nonfiction section
3. Children's section
4. Audiovisual section
5. Periodicals section
6. Special collections section


4. Is the resource available to check out? If not, how can you request the next available copy?
   
   
   
5. Is the resource available in this library? If not, how can you request the resource be delivered to this library?
   
   
   

1. Who do you ask if you have a question about checking out an item?
   1. Library staff
   2. Library customer
   3. Students
   
   
2. What are some of the main sections of the library?
   1. Due date, late fine, renew
   2. Application, librarian, drop box
   3. Children's, adult, young adult
   
   
3. What identification do you need to have to check out books?
   1. Passport
   2. Library card
   3. Checkbook
   
   
4. What resources can you check out of the library?
   1. Reference books
   2. DVD players
   3. Movies
   
   
5. What is the cost of using computers at the library?
   1. No cost
   2. $1.00 per hour
   3. 10 cents per minute
   
   

1. What is the easiest way to find a library book on your own?
   1. Use the online catalog
   2. Walk around until you see it
   3. Ask ELLs.
   
   
2. Which is not a way to search for a book using the on-line catalog?
   1. By author
   2. By character
   3. By title
   
   
3. For how many weeks are you allowed to borrow a library book?
   1. 2 weeks
   2. 3 weeks
   3. 4 weeks
   
   
4. What service is offered for children at the library?
   1. Storytime
   2. Babysitting services
   3. Children's video games
   
   
5. Which resources cannot be checked out of the library?
   1. CD's
   2. Fiction books
   3. Reference books
   
   

1. How can you request an item to be sent from one library to another?
   1. Write a letter to the library
   2. Use the on-line catalog
   3. Go to the bookshelf
   
   
2. If you want to keep an item longer, what can you do?
   1. Just keep it
   2. Put it in the drop box
   3. Renew the item online
   
   
3. How much do you pay for late library books?
   1. 10 cents a day with a maximum of $4.00 per adult book & $2.00 per children's book
   2. 20 cents per day with no maximum
   3. There are no fines
   
   
4. How much do you pay for late videos and DVD's?
   1. There are no fines
   2. $5.00 each
   3. $2.00 per day with a maximum of $10.00 per item
   
   
5. Where can you return library items?
   1. Any bookstore in Nashville
   2. Any public library location in Nashville
   3. At the Post Office
   
   
6. By looking at your personal record online, what information will you not find?
   1. The number of items you have checked out and when they are due
   2. Your late fines
   3. Library hours
   
   

1. Where is it appropriate to talk loudly or on a cell phone at the library?
   1. Anywhere in the library
   2. In the lobby or outside the library
   3. In the reference section
   
   
2. What should you do with a book or resource when you are finished with it?
   1. Reshelve it
   2. Put it on the floor
   3. Leave it on a table
   
   
3. Where can you eat / drink at the library?
   1. Outside the library or in a designated area
   2. At the computers
   3. In the Adult Fiction area
   
   
4. When should young children be supervised by a parent or guardian?
   1. Sometimes
   2. Never
   3. Always
   
   
5. When is it okay to ask the library staff for help?
   1. When you need help finding materials
   2. When you have a reference question
   3. All of the above