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Learners then create positive graffiti-style art tied to an uplifting principle or message while teachers model active listening to strengthen critical thinking and discussion skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/graffiti-art-or-crime-art-as-expression/422465/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/graffiti-art-or-crime-art-as-expression/422465.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",14,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What question does this lesson focus on about graffiti?","Question",{"text":63,"@type":64},"It asks whether graffiti is art or a crime, especially in relation to permission and the creator’s intent in public spaces.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What reading activity do students do in the lesson?",{"text":68,"@type":64},"Students read “A Brief History of Graffiti in the United States,” write down three things they learned, and then share and compare responses with a partner.",{"name":70,"@type":61,"acceptedAnswer":71},"What kind of graffiti-style art do students create?",{"text":72,"@type":64},"Students create positive graffiti-style art connected to an uplifting principle or message.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},422465,1790695061,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":108,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Graffiti: Art or Crime?  \nART AS EXPRESSION  \n\n| Overview\u003Cbr>This lesson asks students to think about issues of permission and a graffiti creator’s intent in relation to public spaces: Is graffiti always vandalism? Can it ever be considered art?\u003Cbr>Goals\u003Cbr>As a result of this lesson, students will be able to:\u003Cbr>• analyze visual examples and written information as they consider and discuss the question,“Is graffiti art or a crime?”\u003Cbr>• identify main ideas and key details in a text about graffiti’s history in the United States\u003Cbr>• connect meanings of words or phrases with design elements seen in graffiti-style art\u003Cbr>• create positive graffiti-style art that relates to an uplifting principle or message As a result of this lesson, teachers will be able to:\u003Cbr>• build on students’ prior interests and background knowledge with lesson topics to support development of new interests and skills\u003Cbr>• create trust in the classroom by modeling active listening techniques during discussions\u003Cbr>• support development of students’ critical thinking skills\u003Cbr>Lesson Materials\u003Cbr>IN YOUR CLASSROOM\u003Cbr>• Paper and pencils or pens\u003Cbr>• Art supplies, such as markers, crayons, colored pencils, or paints in a variety of colors\u003Cbr>• Chalkboard and chalk or whiteboard and markers\u003Cbr>• Optional: Projector for displaying images; tape or putty to hang pictures; sticky notes\u003Cbr>• Clock or timing device\u003Cbr>PROVIDED WITH THIS LESSON PLAN\u003Cbr>A. Graffiti examples (photos)\u003Cbr>B. “A Brief History of Graffiti in the United States” reading text\u003Cbr>C. The Four Hip-hop Principles templates\u003Cbr>D. Exit tickets\u003Cbr>E. Key vocabulary glossary | \u003Cbr>\u003Cbr>\u003Cbr>Photo: H Benucci (CC0)\u003Cbr>\u003Cbr>(CC0) |\n| --- | --- |\n\n\n| TESOL Focus: Student-Centered Learning Preparation\u003Cbr>1. This lesson utilizes student-centered learning techniques to facilitate students’ development of critical thinking and analysis skills. If possible, brainstorm about, observe, or research examples of graffiti where you live. Do people have both positive and negative opinions about graffiti? Why? It may be helpful to collect relevant images or information about local graffiti artists to share with the class. Do any local graffiti artists create pieces to raise awareness about important issues, to inspire people, or for other positive or interesting reasons?\u003Cbr>2. Review the Procedures and Lesson Materials sections, then determine the formats you will use for the Lesson Materials.\u003Cbr>• Many items can be photocopied, enlarged, or projected onto the board or a wall. More suggestions for formatting and sharing these materials are in the Procedures steps and notes.\u003Cbr>• After selecting the formats for the activities, prepare the required number of materials to suit your class size, considering how many groups or individuals will participate in each lesson stage.\u003Cbr>3. Read the Skills and Language Topics and Key Vocabulary lists below. Review the glossary (Lesson Materials-Item E) to see how Key Vocabulary terms are used in this lesson. Will you need to activate prior knowledge, pre-teach, or otherwise provide scaffolding (support) for your students beyond the suggestions in the Procedures section? See the Variations and Extensions section for ideas. |  |  |\n| --- | --- | --- |\n| Skills and Language Topics\u003Cbr>• Reading for main ideas and details\u003Cbr>• Creativity in action: planning and creating images\u003Cbr>• Critical thinking: using a flexible mindset along with visual and textual analysis to consider and discuss a complex question |  | \u003Cbr>\u003Cbr>(CC0) |\n| Key Vocabulary\u003Cbr>• destructive\u003Cbr>• “fill” [graffiti term; noun]\u003Cbr>• graffiti\u003Cbr>• hip-hop\u003Cbr>• permission\u003Cbr>• principle | • public space\u003Cbr>• to raise awareness\u003Cbr>• sparkle\u003Cbr>• spray paint\u003Cbr>• to tag – tagger\u003Cbr>• vandalism\u003Cbr>• unity |  |\n\n\n| Procedures |  |  |\n| --- | --- | --- |\n| TIME | STEPS | NOTES |\n| 10 min | 1. Warm-up: Is graffiti art?\u003Cbr>• Write the word graffiti on the board. Ask students if they have heard or seen the term before. Ask students ","cbCaioChocZvUUON","https://ap.wps.com/l/cbCaioChocZvUUON","pdf",2729707,16,"English","# Overview\n## Goals\n## Lesson Materials\n# TESOL Focus: Student-Centered Learning Preparation\n# Skills and Language Topics\n# Key Vocabulary\n# Procedures\n## Warm-up: Is graffiti art?\n## Reading: A Brief History of Graffiti in the United States","[{\"question\":\"What question does this lesson focus on about graffiti?\",\"answer\":\"It asks whether graffiti is art or a crime, especially in relation to permission and the creator’s intent in public spaces.\"},{\"question\":\"What reading activity do students do in the lesson?\",\"answer\":\"Students read “A Brief History of Graffiti in the United States,” write down three things they learned, and then share and compare responses with a partner.\"},{\"question\":\"What kind of graffiti-style art do students create?\",\"answer\":\"Students create positive graffiti-style art connected to an uplifting principle or message.\"}]","Graffiti: Art or Crime - ART AS EXPRESSION | PDF",1790627544]