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Lesson Plan
Art History & Criticism:
Enrichment Exercise in Author's Purpose
Course: World Literature & Composition
Unit: Nonfliction
Overview: This lesson is part of the second unit in a semester-long course on World Literature and Composition. This lesson will focus on three types of nonfiction, each with a different purpose: writing to inform, writing to persuade, and writing to analyze. To test students' understanding of the different purposes, they will create a brochure for an art exibit that features informative, persuasive, and analytical writing. Students will study and read about artwork from around the world, and then choose one artist to research in depth. They will then imagine that a museum in town is hosting an exibit of that artist, and you are responsible for creating a brochure to promote it. The brochure must include obvious examples of persuasive writing (i.e., convincing people to come to the exibit), informative writing (i.e., factual details about the artist), and analytical writing (i.e., detailed description and analysis of the meaning of a work of art).
Objectives: Students will (a) distinguish purposes of nonfiction writing to inform, persuade, and analyze, (b) survey the history of art, (c) learn new vocabulary and art terminology, (d) research an artist in depth, and (e) write about an artist in three different ways.
Georgia Professional Standards: ELA10RL4, ELAWLRC2, ELAWLRC3, ELAWLRC4
Materials:
- Pop Quiz: Author's Puprose I.D.
- Art Brochure Project: Steps for Students
- Art PowerPoint
Procedures:
1.
Review the four types of literature (Fiction, Nonfiction, Poetry, Drama), and remind students they are studying a unit on Nonfiction.
2.
Ask students how Nonfiction is similar to and/or different from Fiction.
3.
Identify the purpose of a text as the primary element that differs between Fiction and Nonfiction. Whereas as the purpose of Fiction is primarily to entertain, the primary purpose of Nonfiction is actually one of three things: (1) to inform, (2) to persuade, or (3) to analyze.
4.
Compare/Contrast examples of informative, persuasive and analytical nonfiction. Informative nonfiction includes newspaper articles, reference books, maps and directions, instruction manuals, bio/autobiographies, scientific journal articles, and the like. Persuasive nonfiction includes newspaper/magazine editorials, political speeches, tv/radio advertisements, etc. Analytical nonfiction includes any detailed study, reflection, critical evaluation, and writing about an ideas, events, works of literature and other things open to interpretation.
5.
Administer Pop Quiz: Author's Purpose I.D. This is to make sure students can identify the purpose of different types of nonfiction. The quiz contains descriptions of nonfiction texts that student have to identify as either informative, persuasive, or analytical.
6.
Assign Art Brochure Project. Explain that the primary purpose of this project is for students to demonstrate solid understanding of the different types of nonfiction for the purpose of informing, pursuading, or analyzing.
7.
 Show Art PowerPoint. This presentation teaches basic art terms and surveys the most popular movements.
8.
 Teach students how to talk/write about art in informative, persuasive, and analytical ways. Informative writing would include factual details about the artist and a description of the work of art itself. Persuasive writing would include whether you liked it or not and why. Analytical writing would include trying to figure out the meaning of the work of art. Practice talking/writing about works of art in various ways by showing and discussing some paintings.
9.
 Guide students through the remainder of the prjoject as needed.
10.
 Show and tell.
Evaluation:
Teaching Standard(s):

T.A.P.P. Outcome #4: Teacher will demonstrate knowledge of the history and  philosophy of education. This lesson demonstrates my knowledge of educational psychologist Howard Gardner's theory of multiple intelligences, which is the idea that people have individual strengths and weaknesses beyond their performance on traditional paper-and-pencil assessments. The seven multiple intelligences and how this lesson appeals to them are as follows: (a) Visual/Spacial intellegence, insofar as appreciating a painting involves looking at and analyzing the visual and spacial arrangement of colors, shapes, and objects on a canvas, (b) Musical Intelligence, insofar as music is a type of art, and student could choose a musician as the subject of this project and analyze his/her work in a similar way one would analyze a work of art, although in this case the critiquer would listen rather than look, (c) Verbal/Linguistic Intelligence, insofar as this lesson includes writing, (d) Logical/Mathematical Intelligence, insofar as the project requires the design and layout of a brochure, (e) Interpersonal Intelligence, insofar as time during class allotted for working on the project allows students a chance to talk and interact with each other while working, (f) Intrapersonal Intelligence, insofar as the project is inherently an individual assignment, and (g) Bodily/Kinesthetic Intelligence, insofar as the creation of a brochure is a hands-on activity.

T.A.P.P. Outcome #15: The teacher will demonstrate appropriate use of technology. This lesson includes a lively PowerPoint presentation in the lecture portion.