Lesson Plans
Session I & Session II

Age Group: Intermediate Elementary Focus, but easily adapted to younger or older students

Approximate Completion Time: 2 class periods

Assessment:*KWL Chart
*Choice of image to represent Appalachian Folk Art/persuasive writing to support the image choice of the student.

Differentiation:
*Small group investigations, sharing, KWL charts
*Whole group share of information
*Diverse examples of art
*Student choice of image and open-ended written entries

Literacy Connections: Picture book resources

Resources: Links to web/ book sources/reference to Google search for current sites

Suggested Craft Projects: *quilting *weaving (tapestry, basket)*dolls (corn husk, fabric, yarn)*wood or found material sculpture*pottery*miniature hand painted furniture*still life of collected Appalachian, Native American, and African Artwork—compare and contrast folk characteristics of each

Content Connections:
*Social Studies/History—Timeline linking to Art images/KY History/American History

Session One
Materials needed for lesson:
*KWL Chart (link KWL to chart)
*Expert Investigation Packet: (one packet per small group)
*Map of Appalachia and photos of the people during different time periods (on web site)
*Gather various documents, book references, actual Folk Art forms, and web site references to Folk Art (suggested resources given).

1.Complete KWL Chart. The students will use the KWL chart to record notes about the data collected. Encourage them to take careful notes and record important information they learn from the images they will examine, documents they will read, and what others express. Their group participation, completed chart, and persuasive writing piece will be used as assessment. They will use the data they collect to write a persuasive writing at the end of their exploration.

K-The “what you already know” section can be filled in as a whole group activity or in small groups. (approximate completion time: 5 minutes)

W-The “what I need to know” section can be filled in as a whole group activity or in small groups, making sure that the students are aware of the information necessary to answer the final question. After they spend some time suggesting what they need to research on the subject, it might be helpful to suggest some essential questions to help focus their search: (approximate completion time: 10 minutes)

What are some characteristics of Folk Art? What/Where is Appalachia? What are some characteristics of Appalachian Folk Art? What can you gather about the people from the artwork and information?

2.Break the students into small groups and have them explore the Expert Investigation Pack as a group. The students are to gather and record the information needed to the “what I learned” section of their chart. Encourage them to become detectives, investigating the information in the packet for clues about the artwork, people, and places (approximate exploration time: 20 minutes).

3.After the groups have gathered information from their packets and recorded the research on their individual charts, it is time to share what they know. Encourage the students to listen to their new group mates, analyzing and recording any new information that might help them answer the problem: What are some characteristics of Appalachian Folk Art? How does the artwork represent characteristics of the Appalachian people? (Approximate completion time: 10 minutes)

4. Collect the KWL charts to save for the next class period. It may help to glance over the collected charts to notice missing information or misconceptions that might have developed during the group discussions.


Session Two
Materials needed for lesson:
*Completed KWL charts from previous lesson
*Expert Investigation Packets for student reference
*Copies of the Folk Art images from the Expert Investigation Packets to hang on board for students to view
*Display the Culminating Activity on the board. *Display board to record the shared information from the group findings
*Paper for persuasive writing/culminating entry
* Rubric persuasive culminating entry

1.Pass out the completed KWL charts from the previous week. As a whole group, share what they learned. Record the information they share on a board or chart. Help clear up any misconceptions that arise. Encourage the students to take more notes as they find new information pertinent. (Approximately 20 minutes) *If student questions or comments arise while they share their information, the teacher can record them to the side. The questions or comments can serve as a guide toward future research investigations or relationships to other lessons.

2.Display the Culminating Activity on the board. Each student should choose one or two images to become a visual reference to represent Folk Art. It should be used to help them answer the investigation questions: What are some characteristics of Appalachian Folk Art in the piece you have chosen? How does the artwork represent characteristics of the Appalachian people? Why do you feel the image you chose represents Folk Art? They should record the identification information of the image at the top of their paper.

3. The student will write a persuasive entry using the information on their KWL chart, the information on the board, and the image they choose. (Approximately 20 minutes) *Hang the images and display the written entries near the appropriate image. Rubric

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