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The plan centers on essential questions about symbolism, identity, cultural meaning, and how close looking can expand creative possibilities. It specifies teacher and student materials, includes standards and practice, outlines Engage-Explore-Explain-Elaborate steps, and guides students to create a “See Hinhanska—See Me” portrait with reflection, critique, and rubric support.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/5-es-lesson-plan-template-lesson-hinhanska-white-owl-part-3-see-hinhanskasee-me/358671/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/5-es-lesson-plan-template-lesson-hinhanska-white-owl-part-3-see-hinhanskasee-me/358671.png","ImageObject",442,249,{"name":88,"@type":89},"Blitz","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-25","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the Part 3 objective for Hinhanska (White Owl)?","Question",{"text":109,"@type":110},"To use images, symbols, and art elements/principles for self-expression through visual art.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Which essential questions guide students in this lesson?",{"text":114,"@type":110},"They explore how portrait symbols relate to identity, how close looking opens new creative possibilities, how artists use traditional cultural symbols to convey meaning, and how culture adds meaning to a visual art piece.",{"name":116,"@type":107,"acceptedAnswer":117},"What will students create during the Explain step?",{"text":118,"@type":110},"Students will create a “See Hinhanska—See Me” portrait, using close-look elements and principles of art, and incorporating ideas connected to Snowy Owl (Hinhanska) and Lakota cultural perspectives. If artwork is not original, they must cite “Inspired by (artist’s name)”.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},358671,1791480813,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":76},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| 5 E’s Lesson Plan Template |  |  |  |\n| --- | --- | --- | --- |\n| Lesson: Hinhanska (White Owl) Part 3 “See Hinhanska—See Me”\u003Cbr>Part 3 Objective: To use an image, symbols, and art elements-principles for self-expression through visual art\u003Cbr>Note:\u003Cbr>Lesson: Hinhanska (White Owl), Part 1 sets the foundation for this lesson and for Lesson: Hinhanska (White Owl) Part 2, although any of the three lessons can stand-alone. |  |  |  |\n| Essential Question(s): |  |  |  |\n| 􀁸 How can symbols in a portrait help one think about identity?\u003Cbr>􀁸 How can a close-look of visual art open the mind to new creative possibilities?\u003Cbr>􀁸 How do artists use traditional cultural symbols to convey meaning?\u003Cbr>􀁸 How does culture—yours or someone else’s—add meaning to a visual art piece? |  |  |  |\n| Materials/Resources |  |  | Essential Vocabulary |\n| Teacher:\u003Cbr>􀁸 Attachment A—“About the owl  ”\u003Cbr>􀁸 Art Supplies for drawing\u003Cbr>􀁸 Elements and Principles of Art-YouTube\u003Cbr>[https://www.youtube.com/watch?v=qIOfbozTIY8](https://www.youtube.com/watch?v=qIOfbozTIY8)\u003Cbr>􀁸 Practice Looking at Art\u003Cbr>[https://www.mfah.org/learn/practice-looking-art](https://www.mfah.org/learn/practice-looking-art)\u003Cbr>􀁸 Strategies: Look, Describe, Think, and Connect\u003Cbr>􀁸 Snowy Owl\u003Cbr>[http://www.dawnhawk.org/prints-i.html](http://www.dawnhawk.org/prints-i.html) |  | Student:\u003Cbr>􀁸 Snowy Owl Pictures, Paintings, Sculpture (Internet Search to see interesting owl images)\u003Cbr>􀁸 Internet Search for symbols (ideas)\u003Cbr>􀁸 Rubric Provided by teacher (Attachment C) | 􀁸 Elements and Principles of Art\u003Cbr>􀁸 Hinhanska\u003Cbr>􀁸 Composition |\n| Learning Experience |  |  |  |\n| Standards and Practice:\u003Cbr>OSEU: Identity and Resiliency | Anchor Standard 2: K-12.Cr.2: Organize and develop artistic ideas and work. 6-8.VA.Cr.1 and 6-8.VA.Cr.2.3\u003Cbr>Anchor Standard 3: K-12.Cr.3: Refine and complete artistic work. 6-8.VA.Cr.3.1 |  |  |\n\n\n| Cultural Integration: | Students discover more about their own culture, personal behavior and identity while learning about Snowy Owl (Hinhanska) traits related to aspects of Lakota culture. |\n| --- | --- |\n| I Can Statement(s): | 􀁸 I can identify more of my behavioral traits.\u003Cbr>􀁸 I can see how snowy owl, hinhanska, fits in Lakota culture.\u003Cbr>􀁸 I can understand how traditions and culture shape identity. |\n| Engage: Activating Strategy/Hook: | \u003Cbr>Snowy Owl\u003Cbr>By Arthur Short Bull, Oglala |\n| Explore: Learning Experiences | Students conduct visual exploration by spending one minute silently observing Snowy Owl, Hinhanska, in the painting above.\u003Cbr>Discuss how an artist explores a topic through art.\u003Cbr>Students respond to the questions below, in groups, and record responses. Then, each group will bring the responses to the whole class for discussion:\u003Cbr>􀁸 What do you see in this work of art?\u003Cbr>􀁸 List everything you see, paying careful attention to where these details are located within the image (balance) .\u003Cbr>􀁸 What do you think the work of art is about? What elements of the artwork make you think so?\u003Cbr>􀁸 How does this artwork reveal what may be important to the artist orthe cultural group represented? Cite evidence from the artwork. Attachment A, can be used to respond to this question.\u003Cbr>􀁸 How can background information about the artist, the owl symbol, and art techniques help interpret, find meaning, in the Snowy Owl image found at: [http://www.dawnhawk.org/prints-i.html](http://www.dawnhawk.org/prints-i.html) Family history on the site may be helpful.\u003Cbr>List other information for interpreting Snowy Owl, such as owl behavior. (See Attachment A.) How does the artist view the concept of identity? What is the Lakota relationship to owls? Share key pieces of information from your list of helpful information for class discussion. Then, identify at least one new idea or interpretation of Snowy Owl (Hinhanska) that class discussion revealed. |\n\n\n| Explain: Learning Experience\u003Cbr>Teacher : Share See Hinhanska—SeeMe Rubric on Attachment C with students | Activity. Students","cbCaiaJ6TmBKrOXH","https://ap.wps.com/l/cbCaiaJ6TmBKrOXH","pdf",453566,7,"English","# Lesson: Hinhanska (White Owl) Part 3 “See Hinhanska—See Me”\n## Part 3 Objective and Essential Questions\n## Materials/Resources and Essential Vocabulary\n## Learning Experience: Standards and Practice\n## Engage: Activating Strategy/Hook\n## Explore: Learning Experiences\n## Explain: Learning Experience and Activity\n## Elaborate: Extending/Defining","[{\"question\":\"What is the Part 3 objective for Hinhanska (White Owl)?\",\"answer\":\"To use images, symbols, and art elements/principles for self-expression through visual art.\"},{\"question\":\"Which essential questions guide students in this lesson?\",\"answer\":\"They explore how portrait symbols relate to identity, how close looking opens new creative possibilities, how artists use traditional cultural symbols to convey meaning, and how culture adds meaning to a visual art piece.\"},{\"question\":\"What will students create during the Explain step?\",\"answer\":\"Students will create a “See Hinhanska—See Me” portrait, using close-look elements and principles of art, and incorporating ideas connected to Snowy Owl (Hinhanska) and Lakota cultural perspectives. If artwork is not original, they must cite “Inspired by (artist’s name)”.\"}]","5 E’s Lesson Plan Template - Lesson: Hinhanska (White Owl) Part 3 - See Hinhanska—See Me | PDF",1790134918]