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Painting: Morning,
Looking East Over the Hudson Valley
from the Catskill Mountains Goals: 1)
The students will learn that the western frontier of 1790 in the
U.S. divided
the land that was occupied by the settlers and the land occupied by the
North American Indians 2)
The students will learn that the North American Indians were
pushed westward
from their homelands when the European settlers crossed the frontier. 3)
The students will write poems using paintings from the Hudson
River School Collection Day
1: 1)
Introduce Frederick Church
from The Hudson River School 2)
Display reproduction of the painting 3)
In poetry journal,
record observations; create 2 columns to record observations before/after
discussions. 4)
Discuss background information of the painting http://www.albanyinstitute.org/collections/Hudson/church.htm Day
2: 1)
Display
reproduction of the painting 2)
Share journal entries 3)
Review background information (p.37 The Natural Palette) 4)
Read the poem: Song
of the Red Man (p.101 The Natural Palette) a.
discussion #1
(whole class) on p. 39 (The Natural Palette) b.
discussion #2 (small groups) on p. 39 (The Natural Palette) Day
3: 1)
Painting-Perfect
Sensory Poetry-
“A painting can say a thousand words, but poetry can capture a
painting in just a few!” a.
Display a reproduction of 5 different paintings from the Hudson
River School Collection http://www.albanyinstitute.org/collections/hudson_river.htm b.
Place paintings in different areas around the room. c.
Give a copy of the worksheet “Sentences
That Make Sense” to each student.
Have the students cut the strips. d.
Divide students into small groups and rotate them. e.
When a student arrives at a painting: (1)
Student looks at the painting (2)
Student fills out one of the strips with a phrase describing the
painting (The
phrase should relate to the sense pictured on the strip) (3)
Student leaves strip in a large
envelope by the painting
f) After
5 rotations, assign a painting to each group
g) Have
the students take the strips from the envelopes and arrange
them in any order h)
Have the students write the sentences in poetic form i)
Display each poem with its matching painting Day
4: Goal: Students will write Cinquain using Morning, Looking East Over the Hudson Valley from the
Catskill Mountains or
any other painting from the Hudson River School Collection http://jfg.girlscouts.org/How/make/cinquain.htm *Lesson
created by: Tere Wislous *Ideas
inspired by: 1)
The Natural Palette http://www.crizmac.com/natural.html 2)
The Mailbox Magazine, “A Patchwork of Poetry”, p.6 (Feb/Mar
1998)
Discuss
the following questions within your group members: 1)
What are the pros and cons of the settlement of North America by
the Europeans? 2)
What are some of the effects of European settlement on the
natural environment? 3)
What are some of the positive and negative experiences that might
occur for people seeking a new life in a new land? 4)
What are some similarities and differences between the first
settlers who came to North America and the people who come today from
other countries? *The Natural Palette, p.39 http://www.crizmac.com/natural.html
Discuss
the following questions within your group members: 1)
What are the pros and cons of the settlement of North America by
the Europeans? 2)
What are some of the effects of European settlement on the
natural environment? 3) What are some of the positive and negative experiences that
might occur for people seeking a new life in a new land? 4) What are some similarities and differences between the
first settlers who came to North America and the people who come
today from other countries? *The
Natural Palette, p.39 http://www.crizmac.com/natural.html
*The
Natural Palette, p.101 http://www.crizmac.com/natural.html
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