Murals in my Neighborhood
By Alberto Romero, June 13, 2007
- High School
- City of Neighborhoods
- Language Arts
- Social Studies
Common Core Standards
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- utilize rubrics to grade/rate murals found around their city
- explore their city
- learn about design and presentation of murals
- make decisions about what murals they are able to identify with and what murals successfully represent their community
- rubrics for analyzing and rating murals (See attachment)
- Pass out copies of the rubric for rating/grading the murals. Each student should have one copy per mural.
- Review the rubric with the class and make sure all of the students know what they will be looking for in each mural. Tell the students that they will be taking a field trip to discuss various murals found in their city. Provide a map with all of the locations of the murals for the students.
- Take students on a walking tour to visit x number of murals.
- At each mural, instruct students to use the rubrics to grade what they see.
- In class, ask each student to share his or her rubrics and compare/contrast each mural’s rating.
- Brainstorm as a class what the students would want to see in a mural at their school.
- Also brainstorm as a class different ways that rubrics could be used in the classroom. Make sure that each student understands the rubric as a helpful tool.