In the classroom/library:
Grade Level: 3
Subject: Reading Comprehension, Connection, and Reflection
Overview: In this lesson, students will use book, Forbidden Talent,
as a means of distinguishing between art and graffiti. The students
will also learn about the importance of respect for their elders, themselves,
others, and private property. They will create a drawing that reflects
their personal connections to the story. At the end of the lesson, the
students will share their drawings with their peers and explain what
1. Learn the difference between art and graffiti
2. Use drawings to express their feelings about the story
3. Be able to make a connection in their lives to the main character
4. Realize the importance of working hard at what they are good at
5. Understand the importance of respect for their elders
Reading Standards: 3rd Grade
Strand 2: Comprehending Literacy Text
Concept 2: Historical and Cultural Aspects of Literature · Recognize
and apply knowledge of the historical and cultural aspects of American,
British, and world literature. (3-R2-C2)
PO 1. Compare events, characters and conflicts in literacy selections
from a variety of cultures to their experiences.
Reading ELL III:
The student will:
· Acquire English language vocabulary and use it in relevant contexts.
· Analyze text for expression, enjoyment and response to other related
content areas. (ELL-R-5)
Forbidden Talent by Redwing T. Nez author and illustrator, as
told to Kathryn Wilder.
Books, "canvas" paper, pencils, pens, markers, crayons, scissors, glue,
and any other needed art supplies.
Students will be asked questions to activate prior knowledge about art
Students will create artwork related to the theme of story.
Students will begin to learn about the difference between art and graffiti.
Students will consider the importance of respect for themselves, others,
Students will reflect on their connections to the story and their worlds.
Read Forbidden Talent then ask students to reflect on what they
learned. Ask the students to brainstorm on their connection to the book.
They write their ideas down or come up with questions about the story.
Students will be asked what are situations where something can be considered
art or graffiti? Where in their neighborhoods have they seen art or
graffiti? Students will be asked to think about the relationship between
the boy and his grandfather and make connections to their lives. Students
will be told about the importance of respecting themselves, others,
and personal property.
Create a painting of instructor's own connection to the story. Instructor
will also talk about self-respect and the importance of respecting elders.
Instructor will demonstrate the difference between a piece of art and
Check for Understanding:
Re-read the ideas listed on our brainstorming.Ask children to talk situations
where they gave respect to others. Also ask the students if they know
the difference between art and graffiti. The students will use pre-writing
in order to prepare for drawing their pictures. Students will write
their ideas down as a means of brainstorming what they will draw. The
students will then create a drawing of their own and share their feelings
within their group.
Observe students as they draw their pictures. They will be asked to
share what they are creating with their group. Teacher and helpers will
ask students questions to see if they understand the meaning of respect,
art, and graffiti.
Review students' drawings and have them look for examples of art and
graffiti in their everyday lives. Have a few volunteers tell a story
about the drawing they made. Students will be given high-fives as praise
and encouraged to use their new skills at home and at play.
Engage in conversations about their drawings at the end of the lesson.
Students will be encouraged to share their feelings about their work
and connections to the book.
Students will continue to create new drawings and dwell upon the differences
between graffiti and works of art.