10 TEACHER’S GUIDE Jackson Pollock en...
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Number of Words: 1309 LESSON 10 TEACHER’S GUIDE Jackson Pollock en acción by Barbara Tillman Fountas-Pinnell Level R Biography Selection Summary Jackson Pollock pursued his passion for art in high school and at the Art Students League in New York. He studied the work of artists he admired and eventually developed his own style of abstract art. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32607-8 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Biography Text Structure • Narrative text organized in five short chapters. • Details help the reader understand the author’s purpose. Content • Abstract art • How Pollock became an artist • Reactions to an artist’s work Themes and Ideas • Artists can be inspired by their surroundings. • An artist’s work communicates his own thoughts, feelings, and ideas. • Abstract art appeals to some, but not all, viewers. Language and Literary Features • Descriptive language • Conversational tone Sentence Complexity • Longer complex sentence structures with embedded phrases and clauses • Sentences with parenthetical material Vocabulary • Many art terms, some of which might not be familiar, such as composición, mural, técnica Words • Many multisyllable words some of them challenging, such as reservas, muralista, atractivo • Phonetic pronunciation provided Illustrations • Illustrations support text and add interest. Book and Print Features • Eleven pages of text with a timeline at the end • Table of contents with easy-to-read chapter headings • Captions and text box support text. © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of 10 TEACHER’S GUIDE Jackson Pollock en...
Number of Words: 1309
L E S S O N 1 0 T E A C H E R ’ S G U I D E
Jackson Pollock en acciónby Barbara Tillman
Fountas-Pinnell Level RBiographySelection SummaryJackson Pollock pursued his passion for art in high school and at the Art Students League in New York. He studied the work of artists he admired and eventually developed his own style of abstract art.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32607-8 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Biography
Text Structure • Narrative text organized in fi ve short chapters.• Details help the reader understand the author’s purpose.
Content • Abstract art • How Pollock became an artist• Reactions to an artist’s work
Themes and Ideas • Artists can be inspired by their surroundings.• An artist’s work communicates his own thoughts, feelings, and ideas.• Abstract art appeals to some, but not all, viewers.
Language and Literary Features
• Descriptive language• Conversational tone
Sentence Complexity • Longer complex sentence structures with embedded phrases and clauses• Sentences with parenthetical material
Vocabulary • Many art terms, some of which might not be familiar, such as composición, mural, técnicaWords • Many multisyllable words some of them challenging, such as reservas, muralista,
atractivo• Phonetic pronunciation provided
Illustrations • Illustrations support text and add interest.Book and Print Features • Eleven pages of text with a timeline at the end
• Table of contents with easy-to-read chapter headings• Captions and text box support text.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
cargar – llevar, p. 5debut – la primera vez que un
artista se encuentra con el público, p. 5
desanimarse – perder las esperanzas, p. 4
frontera – límite o borde, p. 4gira – recorrer distintos
lugares con una muestra o espectáculo, p. 9
lúgubre – triste, p. 7permiso – autorización para hacer
algo, p. 5
sobrepasar – estar por encima de algo, p. 9
terco – que no cambia de idea fácilmente, p. 5
triunfo – victoria o éxito, p. 9
Jackson Pollock en acción by Barbara Tillman
Build BackgroundHelp students use their knowledge of art, and in particular painting, to visualize the biography. Build interest by asking a question such as the following: ¿Qué clase de cuadros les gusta mirar? Read the title and author and talk about the cover photograph. Point out the chapter heads and the timeline. Tell students that this is a biography, so it describes events in a real person’s life, written by another person.
Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 4: Explain that Jackson Pollock’s early experiences likely inspired his interest in art. Suggested Language: Pollock se crió cerca del Gran Cañón, el que se ve en la foto. Ask: ¿En qué aspecto el Gran Cañón pudo habe sido una inspiración para Pollock?
Page 5: Tell students that Pollock moved to Los Angeles with his family. En Los Ángeles, Pollock obtuvo permiso para entrar en la Escuela Secundaria de Artes Manuales.
Page 6: Tell students that next, Jackson went to study in New York. Have students look at the painting. En la Liga de los Estudiantes de Arte, Pollock analizaba el trabajo de otros pintores, a la vez que buscaba su propio estilo. Ask: ¿Cómo describirían el estilo de Pollock?
Pages 8–9: Explain that several life changes helped Pollock fi nd his own technique. Pollock se enamoró y se fue a vivir al campo, donde disfrutaba explorando la naturaleza. En su estudio, empezó a dejar gotear la pintura sobre las telas. Ask: ¿En qué se diferencia la técnica de Pollock de la de los demás pintores?
Page 14: Explain that the timeline lists important events in Pollock’s life and career.
Ahora, vuelvan al comienzo de la biografía y averigüen cómo fue la vida y la carrera de Jackson Pollock.
2Grade 4© Houghton Mifflin Harcourt Publishing Company
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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Analyze/Evaluate Strategy and to think about the text and form an opinion about it.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the biography.Suggested language: Imaginen que son críticos de arte. ¿Qué ven, piensan o sienten cuando ven un cuadro de Jackson Pollock? ¿Estaban equivocados los críticos a los que no les gustaban sus trabajos? ¿Por qué sí? ¿Por qué no?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Jackson Pollock studied art in school and on his own.
• Jackson Pollock noticed, and was inspired by, the natural world around him.
• Jackson Pollock became known for his unique style of abstract painting.
• Artistic expression is personal.
• While an artist wants others to like his work, he must fi rst please himself.
• The style and color of the chapter headings fi ts with the theme of artistic expression.
• The descriptive language helps the reader “see” what the author describes.
• The author includes phonetic pronunciations to help readers pronounce diffi cult names.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to participate in a readers’ theater. Encourage them to
use punctuation and content as signals for pausing, and to read at a pace that is appropriate to the text and purpose.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many longer words have Greek or Latin roots. The prefi x ad- in the word admiraba on page 6 is also a Latin word that means para or hacia. Other words that use this prefi x include admitir, adición, adquirir, and aditivo.
3Grade 4© Houghton Mifflin Harcourt Publishing Company
Lesson 10: Jackson Pollock en acción
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Writing about ReadingCritical ThinkingHave students complete the Razonamiento crítico questions on Hoja reproducible 10.7.
RespondingHave students complete the activities at the back of the book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillAuthor’s Purpose
Target Comprehension Skill Remind students that they determine an author’s
purpose for writing a selection by examining details from the text. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
En la página 9, la autora dice que Pollock vendió quince óleos y varios trabajos en papel a un precio de entre 25 y 750 dólares en la galería de Peggy Guggenheim. En la página 11, dice que en un artículo publicado en una revista sobre arte se mencionó a Pollock junto a Picasso, un pintor muy famoso. Estos detalles sustentan el propósito de la autora de demostrar que Pollock fue un gran artista.
Practice the SkillHave students share their examples of another biography in which the author’s purpose was to show readers how important that person was.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• The main purpose of this biography is to
________________________________________________________________.
• Which sentences from the biography show that moving to The Springs was good for Pollock and his work?
• What can readers tell about the reaction to Pollock’s show from the fi rst paragraph on page 12?
4Grade 4© Houghton Mifflin Harcourt Publishing Company
Lesson 10: Jackson Pollock en acción
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Por qué era tan especial la primera
exhibición de Jackson Pollock en la galería de arte Guggenheim?
2. Piensa dentro del texto ¿Por qué Harold Rosenberg llamó a Pollock
un “pintor de acción”?
3. Piensa más allá del texto ¿Has visto o has oído hablar sobre las
obras de algún otro artista abstracto? ¿Qué opinas del arte moderno?
4. Piensa acerca del texto ¿Cómo muestra la autora que ser artista
podría ser algo difícil?
Hacer conexiones El trabajo de Pollock fue recibido con críticas variadas. ¿Qué consejo le darías a un artista que haya recibido una crítica negativa?
Escribe tu respuesta en tu Cuaderno de lectura.
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Jackson Pollock en acción
Razonamiento crítico
Lección 10H O J A S R E P R O D U C I B L E S 1 0 . 7
Razonamiento crítico © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Grado 4, Unidad 2: ¿Entiendes lo que quiero decir?
Nombre Fecha
La exhibición de Pollock fue la primera exhibicion de un solo artista
estadounidense en la galería.
Llamó a Pollock un “pintor de acción” para describir su enérgica
presencia y sus movimientos mientras pintaba.
He visto los cuadros de Rothko. Me gusta el arte abstracto porque creo
que es más interesante que las pinturas realistas.
La autora explica que los críticos de arte que critican a los artistas
pueden ser duros si no les gusta el arte. Los museos también pueden
rechazar nuevos estilos de arte. Artistas como Jackson Pollock trabajan
mucho físicamente.
Respuestas posibles.
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¡A escribir!
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Responder Propósito de la autora
¿Cuál fue el propósito de la autora al escribir este libro? ¿Qué detalles utiliza para apoyar su propósito? Copia y completa el siguiente cuadro.
El texto y tú Escribe dos párrafos sobre un músico o artista a quien admires. Describe a la persona y presenta detalles para persuadir a los lectores de que compartan tu opinión.
Detalle del textoEl gobierno le pagaba a Pollock para que hiciera arte durante la Gran Depresión.
Detalle del texto?
PropósitoMostrar a los lectores que Pollock fue un gran artista.
Detalle del texto?
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5Grade 4© Houghton Mifflin Harcourt Publishing Company
Lesson 10: Jackson Pollock en acción
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Nombre Fecha
Jackson Pollock en acciónPensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en dos párrafos.
Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo.
La autora explica que la exhibición de Pollock recibió críticas tanto positivas como negativas. ¿Por qué crees que ocurrió esto? ¿Qué nos dice esto acerca del trabajo de Pollock? ¿Qué nos dice acerca de cómo era el mundo del arte en la década de 1940?
6© Houghton Mifflin Harcourt Publishing Company
Grade 4 Lesson 10: Jackson Pollock en acción
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto ¿Por qué era tan especial la primera
exhibición de Jackson Pollock en la galería de arte Guggenheim?
2. Piensa dentro del texto ¿Por qué Harold Rosenberg llamó a Pollock
un “pintor de acción”?
3. Piensa más allá del texto ¿Has visto o has oído hablar sobre las
obras de algún otro artista abstracto? ¿Qué opinas del arte moderno?
4. Piensa acerca del texto ¿Cómo muestra la autora que ser artista
podría ser algo difícil?
Hacer conexiones El trabajo de Pollock fue recibido con críticas variadas. ¿Qué consejo le darías a un artista que haya recibido una crítica negativa?
Escribe tu respuesta en tu Cuaderno de lectura.
7© Houghton Mifflin Harcourt Publishing Company
Grade 4 Lesson 10: Jackson Pollock en acción
Jackson Pollock en acción
Razonamiento crítico
Lección 10H O J A S R E P R O D U C I B L E S 1 0 . 7Nombre Fecha
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1415
992
Estudiante Fecha
Jackson Pollock en acción • NIVEL R Jackson Pollock en acción
Registro de lectura
Lección 10HOJAS REPRODUCIBLES 10 .10
Behavior Code Error
Read word correctly ✓lobo 0
Repeated word, sentence, or phrase
®lobo
0
Omission lobo 1
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 1
page Selection Text Errors Self-Corrections
5 Después de mudarse a Los Ángeles en 1928 con su madre
y sus dos hermanos mayores, Charles y Sanford, Pollock
obtuvo permiso para entrar en la Escuela Secundaria de Artes
Manuales. Allí, Pollock aprendió lo que es el arte abstracto,
que se concentra en la forma y los colores, en vez de las
ilustraciones realistas. Este tipo de arte le resultó atractivo al
joven pintor, posiblemente porque le permitía expresar sus
propios sentimientos e ideas.
Pronto Charles partió a Nueva York para estudiar en la Liga
de los Estudiantes de Arte. ¡Él también tenía talento artístico!
A los 18 años, Jackson Pollock abandonó la escuela
secundaria.
Comments: Accuracy Rate (# words read correctly/105 ×
100)
%
Total Self-Corrections
8© Houghton Mifflin Harcourt Publishing Company
Grade 4 Lesson 10: Jackson Pollock en acción
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