UNIT X UNIT 3 | 117 FORMATIVE ASSESSMENT Ask and answer: Patterns in art Look at three pictures of Pueblo pottery. Find at least one acute angle, one obtuse angle, and one pair of parallel lines. Ask and answer in pairs: How do they make Pueblo pottery? DIFFERENTIATED INSTRUCTION Scaffold Explain to students that traditional art can help us connect to our roots. Ask: What does your design say about you? Have a class discussion. Amplify Ask students to generate an artist statement to accompany their pottery sketch. An artist statement is a brief written description of why the artist has created the work of art and what its themes are. Ask: What do you want someone to feel when they view your drawing? What theme are you portraying? What is important to you about your design? Instructional Routine: Art p. Txxxiv Pottery Design A • Build background knowledge Display examples of Native North American pottery or refer to the pictures in the book. Ask: What do you notice about these ceramics? Explain that all are products of Native Americans and are part of their roots. • Learn content vocabulary Play the audio for students. Write pottery and designs on the board. Ask: What is pottery? Point to an example on the page. What are designs? Point to a design on the pottery pictured. Essential Question: How can useful objects also be art? Have students discuss the Essential Question in pairs. Then ask them to share their answers with the class. ANSWERS Sample answer: Handmade objects can be useful for household activities, such as cooking and cleaning, but they can also be beautiful and creative in their design. Art can make everyday objects beautiful and creative. B Brainstorm Give students time to brainstorm their pottery designs. Guide them to think about angles, lines, and curves. Tell them to be creative with their own ideas and not copy what they find in their books. Then have them sketch, decorate, and color their piece of pottery. C Use academic language to share ideas Call on volunteers to show and describe the angles they see in their pottery sketch. Then have students work in pairs to share and discuss their pottery sketches. Monitor students’ work and supply vocabulary and sentence frames as needed. This design has a(n) ______ angle. (acute, obtuse, right) ANSWERS Sample answer: I see triangles, stars, and flowers. I see acute and obtuse angles. Practice Book p. 64 EXPLORE AND LEARN PRACTICE COMMUNICATE UNIT 3 / CONNECT TO ART Pottery Design A Read the informational text. B Draw a piece of pottery with geometric designs. 1. Sketch a pot. Make it fill a piece of paper. 2. Draw designs on the pot. Make shapes and acute, obtuse, and right angles. 3. Color the pot with black and brown colored pencils, crayons, or markers. Leave some white spaces. C Making connections Exchange your pictures of pottery with a classmate. What shapes do you see? What types of angles do you see? Pueblo Pottery The Pueblo people started making pottery over 1,000 years ago. Pueblo pottery is popular today. It is still made in the same way it was long ago. Pueblo pots are made by hand. Potters use clay from the earth. First, they make a flat base. Then, they coil long ropes of clay around the base. Next, they press the coils together and make the sides smooth. After that, they paint designs on the pots. Traditional Pueblo designs often include shapes and angles. The colors are usually black and white, or sometimes they are black, white, and brown. Finally, the potters put the pots in a fire or very hot oven. Pueblo pottery is very popular today, and one pot can cost hundreds or thousands of dollars. How can useful objects also be art? ? ESSENTIAL QUESTION UNIT 3 117 CONNECT TO Art
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