recursal/Fanatic-Fandom huggingface dataset:
Triti

Triti is the capital city of Tandeli, where the Head Advisor, their Advisors, and the Council meet on a monthly basis. Triti is a melting pot of the four Tierra’s, hosting museums, galleries, theatres, it’s own section of the guard, hospitals, archives and more.

A lot of the architecture is still Waldren, although the people from Creagín quickly changed the colour scheme, followed by Catuela and Eticora. Most of the people of Mélgica weren’t that concerned, they’re still functional buildings.

It is placed almost in the exact centre of Tandeli, just north of the Calorona Desert, so most of the southern buildings have the southern style of being predominantly subterranean. The rest is Waldren style, with limestone and sandstone with shale roofs.

Almost directly in the centre stands the Old Castle, where the previous rulers of Tandeli resided. It is currently a museum of history, art, and architecture with ongoing herbological research. The upper rooms were used by Thomas and his Council during the construction of a new building and the revamping of the Old Castle.

Their new base of operations is very close by, built-in lime and sandstone, patterned red tile and grey shale roofs, wooden frame and external décor, gargoyles and large expensive glass windows.

## Location and History

The reason a city this far from a river ever survived is possibly down to pure luck. During the Dragon War many of the Dwarven tunnels under Tirónar collapsed or caved in due to the massive destruction the dragons were causing. It is likely when a certain tunnel collapsed, the damage opened the way to an underground spring, and the water reached the surface. As such there are deep wells dotted all around Triti, with the main and oldest one sitting the centre.

Just before the Occupation and when Waldren landed, the navigators that Waldren initially hired said that this spot was the centre between the forest, the seas, and the mountains. Waldren never quite forgot that.

Being not far north of the desert there was already a community of glassblowers and navigators, more as a stopping off point for travellers than a city at this point, but when Waldren didn’t leave and couldn’t get Grancinco, they made Triti the capital of their Southern Arm.

The city grew and roads were built connecting it to the other major cities, allowing for the trade needed for it to survive.

## Guilds:

* The Crafters Guild
* The Clothes Makers Guild
* Kingdom's Kitchen
Animal Habitat Diorama and Nonfiction Book

## Standards

SC.1.L.17.1: Recognize that all plants and animals need basic necessities of air, water, food, and space or habitat.

LAFS.1.W.2.5: Students will write informative texts in which they name a topic, supply some facts about the topic and provide some sense of closure.

VA.A1.1.1: Visualize and demonstrate outdoor spaces or habitats for one or more animal groups.

## Lesson Objective

This is a culminating activity that integrates Science, Writing and Art. It will commence after our Animal Unit in Science and our Nonfiction Writing Unit. Students will choose one animal to research and create a diorama of their habitat and write their own nonfiction book about this animal.

## Materials

Shoe box, clay, twigs, branches, sand, paint, glue, construction paper, tissue paper, tape, paint brushes, cotton balls, writing booklets.

## Procedures

1. Students will complete a science unit on Animal Classification
2. Students will complete a writing unit on Nonfiction Writing
3. Students will choose an animal to research using PebbleGo
4. Students will check out books from the media center
5. Students will write a nonfiction book about their animal
6. After writing their nonfiction book students will create their diorama
7. Students will present their book and diorama to the class

## Assessment Strategies

A rubric will be used to assess the diorama and the Palm Beach County Writing rubric will be used to assess the nonfiction book.

## Evaluation of Lesson (Reflection)

This lesson was very successful. The students were highly engaged throughout the process and were excited to research their animal and become an expert on the animal. They were creative when constructing their habitat and used materials they found around the school to incorporate into the diorama. This project integrated Science, Writing and Art in an exciting way for the students and I will definitely use this lesson again next year.
Translation Magic

Translation magic is magic specifically dealing with the translation of spoken or written words once they have been sent from the mind of their creator to the rest of the world. This includes anything from code decryption to language interpretation.

This is an important distinction; translation magic is not the same as similar magical skills that deal with internal communication on the soul-level, such as animal communication magic and magical aids for people with mutism. These would fall under the category of the magical field of Soul Magic, while translation magic is a skill that falls under Life Magic.

Translation Magic is popular among Mages with a focus themed around understanding, sharing, revealing, communicating, etc.

## Process

Translation magic requires a similar amount of preparation to animal communication magic; you must have a bare minimum level of understanding of the “speaker” before it will work.

However, while, most people can read an animal’s body language to a certain extent, this can be a big limitation for translating languages, requiring the mage to put in the effort to get to know the culture and basic language of the speaker the old-fashioned way before magic can start filling in the gaps.

## Scholarly Collaboration

Thankfully, there is a loophole. If a mage with an applicable focus works together with someone who already has the minimum understanding of the culture and language, the mage will have to learn less than they would have on their own.

The idea seems to be that the mage is learning about the culture on the spot due to their companion’s input. In the end, the mage will come out with the same level of understanding they would have needed to do it on their own, but instead of learning it all ahead of time, they learned it on the job.

We don’t fully understand why this is the case, but many believe that because magic is so tied up with your intentions and the constant molding of your personality as your soul lives and grows, it somehow sees the desire to learn as equal to the actual knowledge you gain.
Winged Peaks

The northernmost mountains in Tirónar, (yellow on map) passing through The Edge mountain range (red). On the northeast side of the Winged Peaks is Halennor, the northwest side is Lantraeth. Southeast of the mountains is Haneul and southwest is Borrike

## Names

In the Common Tongue, the mountains to the far north of Tirónar are called the Winged Peaks, so named because the sharp, towering heights of these mountains form a silhouette shaped like the clawed wings of a
dragon.

In the native language of Haneul, these mountains are called Yong Sanmaeg (용 산맥), or the Dragon Mountains, while in the native language of Borrike, they’re called the Draksköld, which means Dragon Shield.

Clearly, the dragons were the primary feature of these mountains before the Dragon War. Even the common name, which was given to the ridge long after their extinction, is a reference to the mountains’ former occupants.
Brownies

Brownies are a type of Fae Folk according to mortal labels. Like all "types" of Fae Folk, brownies are no different from other members of the Fae except in their personal preferences in shapeshifting and activity within the Mortal Realm.

Bear in mind that most descriptions of these subcategories of Fae Folk are generalizations at least in part; like mortal souls, Fae Folk are each unique individuals with their own goals, personalities, and traits.

## Traits

Brownies are solitary caretakers of homes and farms, like little invisible helpers that few people notice. Depending on the regional variants of the tale, Brownies love children. They’re often associated with death; many tales say they are formed from a dead soul who once cared for whatever home or fields once were in their habitat. Most are described as devoted, protective, and mischievous. In addition, if a brownie feels like it isn’t being treated properly in their household, they’ll leave, and take the prosperity of the house with them.

If significantly hurt or angered, a brownie might "turn" into a boggart (i.e. shapeshift into something scary and start acting angry). Boggarts will supposedly follow a family around forever, pursuing and bothering them until it is somehow banished.

## Symbolism

Brownies are the symbol of House Brody. This is *fascinating*symbolism when you consider a) that House Brody is the source of most resources and food supplies within Duilintinn and would cause major chaos if it left and b) the actions of Lady Brody and the subsequent effect on her husband.  There's something equally significant about the boggart transformation detail, and I think everyone who knows anything about Lord Brody knows why this fact is a punch to the gut. So yeah, this creature could not be more perfect for House Brody and is probably the choice I am the most proud of.
Watch Patrols of Cordoire

Fort Stiofán also deploys teams of Watchers to patrol the city from the ground, taking into account the lack of protection that the moat offers to those living within the urban sprawl outside of the city walls. After all, it’s been over a decade since a direct attack upon the city, and with The Enemy’s moves against the king growing more and more subtle, it is useful to have eyes and ears on the ground as well as upon the walled ramparts. These patrols divide the area surrounding Cordoire into seven segments, each approximately 4 miles long, with permanent campsites located between every other sector. Each day is divided into three 8-hour shifts, with each team moving on to patrol/rest at the next section when the next team arrives. There are three types of patrols: Sunrise shifts, which patrol from 4am to 8pm; Sunset shifts, which patrol from 12pm to 4am; and Moonlight shifts, with patrol from 8pm to 12pm. Teams are usually informed of their shift type a few days before leaving Fort Stiofán, giving them time to adjust their circadian rhythm in advance. A full patrol route around the city and back to Fort Stiofán takes approximately one week, with two weeks of rest at the garrison to help the team recover from those grueling 16-hour workdays\*. For you visual learners out there, a typical patrol route would look something like this:

* Fort Stiofán to Cordoire: Travel 30 miles in just under 1 day, with time to rest and get supplies.
* Section 1: Patrol a 4 mile area for 8 hours
* Section 2: Patrol a 4 mile area for 8 hours
* Campsite: 8 hours of rest
* Section 3: Patrol a 4 mile area for 8 hours
* Section 4: Patrol a 4 mile area for 8 hours
* Campsite: 8 hours of rest
* Section 5: Patrol a 4 mile area for 8 hours
* Section 6: Patrol a 4 mile area for 8 hours
* Campsite: 8 hours of rest
* Section 7: Patrol a 4 mile area for 8 hours
* Cordoire Starting Point: Rest for the rest of the day
* Return to Fort Stiofán: Travel 30 miles in just under 1 day

It’s important to note that a patrol will not move on to the next sector/campsite until the next patrol arrives to relieve them. This ensures that no part of the city border remains unprotected. While the patrol from Fort Stiofán will always leave at the exact same time each shift, this domino effect of shifting patrols will mean that the time a “shift” begins and ends will become later and later as a patrol migrates around the city. The time of each shift is not nearly as important as the assurance that there is always a patrol in every sector of the city wall. When the patrol at the final sector of the city is finally able to return to Fort Stiofán, each sector will have been filled with a new patrol.
Rename And Model A Fraction

## Standards

MAFS.4.NF.3.5: Express a fraction with denominator 10 as a equivalent fraction with denominator 100

MAFS.4.NF.3.6: Use decimal notation for fractions with denominators of 10 or 100

VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in personal works of art

VA.4.S.2.1: Organize the structural elements of art to achieve an artistic objective

## Lesson Objective

I can rename and model a fraction as a decimal and percent

## Essential Question

 How are fractions, decimals, and percents related?

## Materials

100 block graph paper, crayon, construction paper, glue, scissors, index cards

## Procedures

1. Review the process of changing fractions with denominators of 10 and 100 to decimals, process of changing fractions with denominators other than 10 and 100 to decimals, process of changing decimals 100ths to percent, and simplest form of fractions
2. Hand out 100's models
3. Students need to create a model spaceship, any shape they want, out of the 100's model. They must cut on the lines and can have no partial squares
4. Glue spaceship on construction paper background with no overlapping squares
5. The spaceship must have at least 4 parts: engines, wings, body, and pilot area. It must be colored at least 4 different colors
6. On index cards, students must label the colored parts of their spaceship as a percent, decimal, and fraction in simplest form and attach it to the paper
7. Students can then decorate the outer space background

 Assessment Strategies

Rubric score:

20 pts Model cut and colored (neatness is 10 pts)

20 pts Glued to decorated background (neatness is 10 pts)

20 pts Percent labels

20 pts Decimal labels

20 pts Fraction labels
Echo And Choral Reading

## Created By

Shari Snyder

3/7/12

## Standards

LAFS.2.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings

MU.2.F.1.1: Create a musical performance that brings a story or poem to life

## Lesson Objective

The goal of this lesson was to introduce the terms "echo" and "choral" and use these terms to assist in fluency

## Essential Question

Why is it important for me to understand what I am reading?

## Materials

Copies of nursery rhymes, the same nursery rhymes should be broken down into stanzas and lines ot be placed later into a center

## Procedures

1. Introduce the terms echo and choral with their definitions
2. Review nursery rhymes (previously practiced from other lessons)
3. Break into groups according to tables
4. Hand out nursery rhymes to tables and give time to review
5. Put nursery rhymes on document camera
6. Instruct the class to echo back the first nursery rhyme
7. Instruct the class to chorally sing the second nursery rhyme

## Assessment Strategies

This will be an oral assessment to see if they understand the concepts of echo and choral. This will also be an oral assessment of fluency

## Evaluation of Lesson (Reflection)

While I was instructing this lesson, I was reminded of the lack of knowledge of nursery rhymes that these children have. I will take the nursery rhymes that I used in this lesson and make it into a center for pocket charts. The children were, however, able to remember the terms echo and choral along with their definitions.
Fall Leaves

## Created By

E. Dembrow

1/20/12

Meant for ESE students

## Standards

LAFS.1.RL.2.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

TH.1.C.2.2: Identify elements of an effective performance

VA.1.S.2.1: Practice correct use of tools with various art media, techniques, and processes

LAFS.2.RL1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

TH.2.S.2.1: Collaborate with others to perform a scene and solve challenges

VA.2.S.1.2: Use diverse resources to inspire expression of personal ideas and experiences in works of art

## Lesson Objective

Students will tell about the changes that happen to trees in the fall months

## Essential Question

 Will students be able to show their comprehension of a text through movements of a play and painting a picture of a poem?

## Materials

 The play: *Fall Leaves*, the poems: *Falling Leaves* (1st grade) and *Leaves in Autumn* (2nd grade)

## Procedures

1. Read aloud the books *A Tree for All Seasons* and *Autumn Leaves*
2. Use Mondo chart #27 "Children in Leaves" for a group discussion
3. Put students ideas on post-it notes and display on the chart
4. Pair up students to practice and perform the play *Fall Leaves*
5. Use watercolor paints to show meaning of the content in poems on their grade level

 Assessment Strategies

Watercolor pictures and performance of the play

## Evaluation of Lesson (Reflection)

I liked this lesson and so did the students. Only the higher students could read the play so I will work on a reader and an actor for the lesson next year.
Speaking About a Historical Figure

## Created By

Ellen Reno

12/18/15

## Standards

LAFS.2.RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud

VA.2.C.1.1: Use the art-making process to communicate personal interests and self-expression

## Lesson Objective

Students will speak and dress in the period of a chosen historic figure

## Essential Question

I can choose and dress and speak in the time period of the historic figure chosen to show that I understand their point of view

## Procedures

1. The teacher and the students demonstrate and practice reading and speaking in an appropriate voice of different characters as they read
2. Each student will speak and dress as their character choice in the voice of the chosen character

 Assessment Strategies

Observation

 Evaluation of Lesson (Reflection)

The unit of study was a success because all the students enjoyed demonstrating a person and time period of their choices
Make And Use A Ruler

## Created By

Crystal Parson

2/13/12

## Standards

MAFS.2.MD.1.1: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools

VA.2.H.3.1: Describe connections made between creating with art ideas and creating with information from other content areas

## Essential Question

Why is using a ruler similar to using a row of color tiles to measure length?

## Procedures

1. Use a color tile to separate the inches on a paper strip
2. Use alternating colors to shade each inch on their paper strips
3. Color the parts that are each about 1 inch long
4. Students can use their ruler to complete the "on your own" activity -> measure the length and count the inches

## Assessment Strategies

By constructing the ruler, this gives the students a deeper understanding of the attributes of length and of the size of an inch

## Evaluation of Lesson (Reflection)

The lesson went well; the students enjoyed making their own ruler. Some students did say: why not just use a ruler.
3-D Food

## Created By

Rachel Westman

1/21/10

## Standards

MAFS.K.G.2.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities and differences

MAFS.K.MD.2.3: Classify objects into given categories

VA.K.O.1.1: Explore the placement of the structural elements of art in personal works of art

## Lesson Objective

Students will learn to identify 3-D shapes and categorize them

## Procedures

1. Sort foods
2. Students will think about a place they'd like to be
3. Using icing as glue, they will make the place they thought of

 Assessment Strategies

Observe as they categorize. Ask what shape things are.

 Evaluation of Lesson (Reflection)

Went well!
Making the Math Connection with Tessellations

## Created By

Gayle Genchi

1/12/15

## Standards

MAFS.1.G.1.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development

MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes

VA.2.O.1.1: Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process

MAFS.3.G.1.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category

VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work

MAFS.4.G.1.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts

VA.4.O.1.1: Use the structural elements of art and organizational principles of design to understand the art-making process

MAFS.5.G.2.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category

VA.5.O.1.1: Use structural elements of art and organizational principles of design to develop content in artwork

## Lesson Objective

Recognize tessellations in the world around us including nature, architecture and food

## Essential Question

Can each student identify whether they used the "slide", "rotation", or "flip" method to tessellate across the plane?

## Materials

Card board, pencil, markers, scissors, tape, colored pencils

## Procedures

1. Review vocabulary: tessellation, flip, slide, rotation, polygon, vertex
2. Introduce/familiarize students with the artist M.C. Escher
3. Provide many examples of tessellations found in our world
4. Show some "patterns" that are not tessellations and ask students why they do not meet the criteria of a tessellation
5. Students will create 3 tessellation: one with foam geometric shapes, one on paper, and one created from their own abstract shape cut from tag board

 Assessment Strategies

Observation

 Evaluation of Lesson (Reflection)

Some students with high IQ's struggle with fine motor skills. Some were easily frustrated and asked others for help.
Skip Counting

## Created By

Crystal Parson

1/25/10

## Standards

MAFS.2.NBT.1.2: Count within 1000; skip-count by 5s, 10s, and 100s

MU.2.S.2.1: Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory

## Essential Question

Can students learn how to skip count by singing?

## Materials

Paper, pencil, Discover Streaming Skip Counting Song

## Procedures

1. Choral skip counting by 2s, 5s, and 10s

 Assessment Strategies

Teacher observation

 Evaluation of Lesson (Reflection)

Lesson went well. Students enjoyed the skip-counting song.
Presenting Performances with Puppets

## Created By

Sharlene Williams

1/2/10

## Standards

LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story

TH.K.C.1.1: Create a story about an everyday event involving family members and/or pets using body movements, sounds, and imagination

## Lesson Objective

Improvise dialogue to fit the character and tell the story, develop presentation skills, such as concentration, listening, and responding to the other performers, and appropriate volume and vocal variety

## Essential Question

How do students interact socially while developing communication skills?

## Materials

A variety of puppets (finger puppets, animal puppets, stick puppets, sock puppets), theater stage with curtains

## Procedures

1. Have a group of 2-3 students select a different puppet
2. Students should find a character for each puppet
3. Give students a prompt and have them create a scene
4. Act out the story

 Assessment Strategies

Observe interactions between students, observe if story line is being deployed sequentially, observe how shy students socially interact, observe if the students' concentration is good, and observe if students stayed in character.

 Evaluation of Lesson (Reflection)

Students are always very excited about the puppet show center. Each week, the students have a different prompt (ex. eating healthy, brushing your teeth, helping mom or dad in the kitchen, going grocery shopping with parents, helping siblings, etc.). I consistently observe students that rarely speak in class or get involved in conversations with other students, open up while performing with the puppets; they are listening to one another and responding to one another. It allows shy students to succeed because they are not visible to the audience. From an ESOL perspective, the development of linguistic skills is the same for everyone, although second language ELL students are still developing lingual skill through social interaction.
Retelling With Stick Puppets

## Created By

Ms. Spann

3/8/12

## Standards

LAFS.1.RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes

VA.1.S.1.1: Experiment with art processes and media to express ideas

TH.1.S.3.1: Use simple acting techniques to portray a person, place, action or thing

TH.1.O1.1: Demonstrate how the parts of the story go together by acting out a story with a beginning, middle and end

## Lesson Objective

Students will be able to retell a poem in sequential order using stick puppets

## Essential Question

How does understanding sequencing help me retell a poem?

## Materials

Animal templates: fish, owl, and turtle, wooden craft sticks, glue, scissors, copy of the poem "Over the Meadow" for each student, glitter (optional)

## Procedures

1. The teacher will read the poem. Make sure to read the poem with rhyme. The kids will remember the poem better if read to a beat/rhythm.
2. The teacher will reread the poem a second time, this time allowing the students to chime in.
3. The teacher will explain sequencing and the importance of retelling a story/poem in order
4. The teacher will pass out the templates (one for each animal) and three wooden craft sticks to each child
5. Next, the kids will color their animal templates, cut them out, and glue them on wooden craft sticks. I put a little glitter on some of the fish to give them some sparkle.
6. The teacher will assign students a partner
7. The students will use their puppets to retell the poem "Over the Meadow" in sequential order

 Assessment Strategies

The teacher will observe the interaction between the students and if retelling is being done sequentially

## Evaluation of Lesson (Reflection)

The students loved making their puppets. The students really enjoyed the poem and had the poem partially memorized by the end of the various activities.
The Earth's Features Layered Book

## Created By

Crystal Parson

12/15/15

## Standards

SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations

SC.2.E.6.1: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes

VA.2.S.3.1: Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works

## Lesson Objective

The students will observe and compare their nearby environment with other physical features of the Earth through making models, drawing pictures, and creating a layered book of the Earth

## Materials

Construction paper, sand, glue, scissors, glitter

## Procedures

1. Put an additional white strip on first page that says MY EARTH HAS
2. Fringe the top to resemble prairie grass
3. Assemble the pages and staple along the side so it can be read as a book
4. Make the sentence cumulative on each page and underline the features that applies to that page
5. Plug appropriate animals on each page of the book

 Assessment Strategies

Students must have all the components of the book completed to be proficient

 Evaluation of Lesson (Reflection)

The lesson is time consuming, but was enjoyed by all
Pattern Block Symmetry

## Created By

Rich Lampe

3/1/12

## Standards

MAFS.K12.MP.7.1: Look for and make use of structure

MAFS.3.G.1.1: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category

VA.3.S.3.1: Use materials, tools and processes to achieve an intended result in two- and/or three-dimensional artworks

## Lesson Objective

Students will understand how plane shapes are placed together to create a symmetrical object/polygon

## Essential Question

How can you identify which two shapes that have symmetry?

## Materials

Pattern blocks, pencils, construction/manila paper, crayons

## Procedures

1. Go over rules regarding the use of pattern blocks and then distribute paper for students to place blocks on. Then distribute pattern blocks
2. Have an example ready to show the students and explain how you pieced together different shapes to make the polygon
3. Then talk about how it is symmetrical or what you need to do to make it symmetrical
4. Allow the students 5-10 minutes to create their own polygons of something that relates to them
5. Have them trace the final outline of the polygon
6. Remove the blocks and find the line of symmetry

 Assessment Strategies

Peer to peer review, class examples

## Evaluation of Lesson (Reflection)

Complexity of polygon, question asked, and student participation and effort
Tap, Tap

## Created By

Ellyn Dembrow

4/29/10

## Standards

LAFS.3.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade 3 text complexity band independently and proficiently

LAFS.3.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words

VA.3.F.1.1: Manipulate art media and incorporates a variety of subject matter to create imaginative artwork

TH.3.C.2.2: Discuss the meaning of artistic choice to support development of critical thinking and decision-making skills

## Lesson Objective

Each student will get copies of 5 pages from the boo. They will summarize their portion of the book. We will combine the summaries and write a reader's theater from them. After finishing the reader's theater, we will design a "tap-tap" and paint it, including characters and items from the book. We will perform this for the ESOL parents.

## Essential Question

How can we integrate reading and comprehension of a book about Haitian culture with the Arts (Visual Arts and Dramatic Arts) while enhancing fluency?

## Materials

Book:  *Tap, Tap* by L. Williams, butcher paper, paints, paper plates, eyes, yarn, markers, reader's theater scripts created by students

## Procedures

1. Read book
2. Have students summarize 5 pages each from the book
3. Put summaries together
4. Write a script for reader's theater
5. Dramatize
6. Make a large depiction of a "tap-tap" using paints and other art supplies
7. Practice and perform reader's theater and display painting for performances

 Assessment Strategies

Assess students' summaries of their book section

Assess fluency of individual's reading

Assess work done during art portion

Assess dramatization of reader's theater

 Evaluation of Lesson (Reflection)

The lesson was valuable and successful. The students read fluently, loved doing the art portion of the project, they wanted to take their scripts home to practice reading difficult words and improving their fluency, and they were extremely excited about performing for their parents. I plan on doing more of these kinds of projects with my ESOL students.
Math Masks

## Standards

MAFS.4.G.1.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure

VA.4.C1.1.: Integrate ideas during the art-making process to convey meaning in personal works of art

## Lesson Objective

Students will be able to correctly model a line of symmetry, fractions, and tessellations

## Essential Question

How can you combine shapes to make a tessellation?

How do you find lines of symmetry?

## Materials

White paper plate for mask, crayons, marker, hole punch, colored raffia to tie through holes

## Procedures

1. If you have a math text book with lines of symmetry, use it with this lesson
2. After completing any of the lessons, allow students to work on their masks

 Assessment Strategies

Observation of the students' participation, creativity in choosing their patterns and colors. Students will show and explain about their masks to the class

## Evaluation of Lesson (Reflection)

The students enjoyed making these masks. Next year, I will incorporate more patterns on the mask along with brighter colors
Fourth Grade

## 4th Grade Lesson Plans

Below are the current lesson plans for 4th grade arts integration. The lessons are sorted by subject: Math, ELA, Science, and Social Studies.

## Math

Math Masks

Rename And Model A Fraction

Math, Art And Abstraction

Angled Turning

Add Fractions Using Models

Making the Math Connection with Tessellations

## ELA

Text Feature Project

Book Report Sandwich

The Last Egret

Personification

Creating a Reader's Theater

Making a Writing Prompt Come Alive

Poetry Cafe

Gingerbread People

The Polar Express

I Am Going on a Leisure Walk

Making Play Dough and Ornaments

Sensory Imagery and Vocabulary Development

Potato: a Tale from the Great Depression

Art From Her Heart

Weight in Words

Book Writing

Character Trait Reader's Theater

## Science

Crystal Creatures

Rainforest Animal Research

Art and Science

## Social Studies

Florida Map Project

African Americans That "Had A Dream"

Picturing America Art Gallery Walk

Native American Clay Artifacts

Florida State Symbol Mobiles

Chinese Calligraphy

Floridian Silhouette

The Jazz Fly

Floridian Symbols
Rainforest Animal Research

## Created By

Tonya Tucker

10/25/10

Gifted

## Standards

SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs

VA.2.S.3.1: Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works

SC.3.L.14.1: Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction

VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks

SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them

VA.4.F.1.1: Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art

## Lesson Objective

Create a diorama that depicts the researched rain forest animal in its natural habitat

## Essential Question

How can I explain to my audience the information that I have learned about my rain forest animal by using a diorama that I have made?

## Materials

National Geographic Theme Set Books (Rain forest Animals), internet, shoe boxes, colored construction paper, glue, pencils, crayons, paint, photographs of animals, a variety of art decorations

## Procedures

1. Discuss and read with your students about the various habitats of animals that live in such environments as the desert, ocean, forest and rain forest
2. Complete behavioral adaptation/physical adaptation foldable graphic organizer with students (located in the National Geographic Theme Set Books)
3. Distribute the rest of the art materials to the students and demonstrate the various ways to make their diorama

 Assessment Strategies

Use a rubric as an assessment tool with the number scale being from 1 to 4, 4 being the highest. Please see the attached rubric for this assignment

 Evaluation of Lesson (Reflection)

I thought the lesson went very well! The students loved it! They liked creating and sharing their dioramas with each other.
Elephant's Sleepover

## Created By

Mrs. Genchi

3/2/12

## Standards

MAFS.3.G.1.2: Partition shapes into parts with equal areas.

MAFS.3.NF.1.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts

VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge and experience

## Lesson Objective

Review fractions; practice fluency; use expressive language

## Essential Question

What happens when you take an object and continue to share it with more people?

## Procedures

1. Read *The Doorbell Rang*
2. Students will see how 12 cookies can be divided equally among 2, 4, 6 or 12 children
3. They will understand that 'the more people you share with, the fewer cookies each person gets'

 Assessment Strategies

The students will divide a group of counters into halves, fourths, sixths, and twelfths

## Evaluation of Lesson (Reflection)

Some kids come out their 'shell' when they take the stage. Others who usually seek attention become a bit inhibited sometimes. This little project helps develop a sense of humor among the students.
Picturing America Art Gallery Walk

## Created By

Rennie

2012

## Standards

SS.3.A.1.1: Analyze primary and secondary sources

VA.3.H.1.2: Describe the importance of displaying suitable behavior as part of an art audience

VA.3.S.1.4: Choose accurate art vocabulary to describe works of art and art processes

SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida History

VA.4.H.1.2: Identify suitable behavior for various art venues and events

VA.4.C.3.1: Use accurate art vocabulary when analyzing works of art

SS.5.A.1.1: Use primary and secondary sources to understand history

VA.5.H.1.2: Use suitable behavior as a member of an art audience

VA.5.S.1.4: Use accurate art vocabulary to communicate about works of art and artistic and creative processes

## Lesson Objective

Students will study an image in detail and give their own perspective on the artwork. They will learn museum behavior

## Essential Question

How do I behave when examining artwork in a museum?

## Materials

Picturing America Poster set from media center (teacher manual available), pencils, forms with art questions

## Procedures

1. Explain museum behavior/rules to students
2. Students will work in pairs in the media gallery while observing the 10 paintings/posters
3. Students will answers the questions on their papers:
	1. What is the setting of this image?
	2. What is the subject or focal point of this image?
	3. What actions are occurring in this image?
	4. What is the story that the artist is telling?
	5. Using the elements of art (line, shape, color, texture and space), how can you describe this work of art?

## Assessment Strategies

Observing student behavior in "gallery setting." Complete and correct answers on forms

## Evaluation of Lesson (Reflection)

Students enjoyed working in pairs and traveling around the room. Most students behaved appropriately. Some very reflective answers were given.
Creating a Reader's Theater

## Created By

Gwen Seipel

1/4/10

## Standards

LAFS.4.RI.3.7: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears

TH.4.S.2.1: Collaborate with others to share responsibility for a production

## Lesson Objective

Students will be able to identify and explain the purpose of non-fiction text features. Students will demonstrate strengthening fluency and prosody through repeated and choral reading

## Essential Question

What features are implemented in non-fiction text and how do they help the reader comprehend the text?

## Materials

Chart paper, marker, anchor chart, samples of non-fiction text, lined paper, pencils

## Procedures

1. Introduce features of non-fiction text using an anchor chart
2. Students will scavenger hunt a non-fiction text for these features and label them with post-its
3. Referring to anchor chart and notes, students will help write a script about the features of non-fiction next. The teacher will scribe on chart paper
4. Students will write simultaneously on lined paper
5. Students will pick parts
6. Teacher will type up script for students to use during rehearsals
7. Students will suggest and add gestures and sound to script
8. Students will practice 10 to 15 minutes for several days until they feel ready to perform

 Assessment Strategies

Systematic observation during rehearsals and the final taping, a formal quiz about the features of non-fiction text and the purpose of each one

 Evaluation of Lesson (Reflection)

I think the lesson went way better than I thought it would. The students were very engaged because they had ownership in writing the script and crating the gestures and sounds attached to each part. I tried all year to teach the features of non-fiction text and I always felt like every review of like starting all over. The quiz demonstrated the students' understanding of this concept. I will be using reader's theater in my classroom as part of regular instruction, I believe it really worked and the students really enjoyed it.
Pardon Me!

## Created By

Inga McIntosh

1/12/15

Meant for Speech students

## Standards

LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

VA.2.C.1.2: Reflect on and discuss various possible meanings in works of art

## Lesson Objective

Students will improve pragmatic skills and understand the importance of having friends. Discuss social cues/body language and words that promote or dismiss conversation

## Essential Question

Why is it important to have friends? What non-verbal/verbal cues/language help us make and lead us to sustaining friendships?

## Materials

*Pardon Me!* by Daniel Miyares, paper discussion questions, handout, dry-erase board, pencils, crayons

## Procedures

1. Introduce/preview the book, examine the cover, and identify the main character on the cover
2. Discuss the expression on the main character's face (frown), emotions that accompany a frown (anger, sadness)
3. Discuss the phrase "pardon me", a polite way to initiate conversation
4. SLP will then read the story and converse with students about the main characters attitude, facial expressions, and language he uses throughout the book and how other characters react
5. At the end of the story, discuss the moral/theme/main idea of the story (the importance of having friends, friends can save each other's life)
6. Students will draw a scene/event from the story and explain their drawing using complete sentences

 Assessment Strategies

Student performance: can they determine the main idea/theme of the story/recognize the importance of friends and identify non-verbal/verbal cues/language/social skills that help promote/maintain friendships

 Evaluation of Lesson (Reflection)

The students enjoyed the activity and liked explaining their drawing to the group
Story Elements

## Created By

Ms. Maud

3/8/12

## Standards

LAFS.1.RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

LAFS.1.RL.1.3: Describe characters, settings, and major events in a story, using key details

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Lesson Objective

Students will be able to create a plot hanger mobile including sections for the character(s), setting(s), problem and solution of their favorite story

## Essential Question

How does understanding and mapping out story elements help good readers to retell a story they have read?

## Materials

Plastic or wire hanger, various colors of construction paper, crayons, markers, colored pencils, scissors, glue, ribbon or string, pictures copied from the story, any craft materials for students to be creative

## Procedures

1. Teacher will allow students to choose and read their favorite story independently.
2. Once students have completed their story, on scratch paper, they will identify the characters, settings, problem, and solution
3. Next, students will create and assemble their mobiles
4. First, the student will create a decorative title to be placed in the open space for the hanger.
5. Next, students will then use a variety of craft materials to make a mobile section for each element.
6. After each section is created, students will attach them to the bottom of the hanger using ribbon or string.
7. Students can then present their plot mobiles to the class

 Assessment Strategies

Review students' mobile sections for accurately identified characters, settings, problems and solutions

## Evaluation of Lesson (Reflection)

My first graders really enjoyed this activity and showed outstanding creativity. Students also showed exceptional understanding of the various story elements. The great thing about this activity is that it can be used as an in-class lesson extension (hangers will have to be brought in from home) or as a homework assignment
Sequencing Non-Fiction Events

## Created By

Cory A. Friesss

1/21/10

## Standards

LAFS.2.RI.1.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

VA.2.C.1.1: Use the art-making process to communicate personal interests and self-expression

## Lesson Objective

By the end of the lesson, the students will be able to sequence 5 out of 5 events from the story "My Special Day" in a comic strip format.

## Essential Question

Why is sequencing important to understand?

## Materials

Packs of crayons, comic strip templates, reading textbooks, pocket chart, sentence strips

## Procedures

1. The teacher had the students sequence a morning routine
2. The students will read the story "My Special Day"
3. The students will work with the teacher to sequence the events of the story using sentence strips and a pocket chart
4. The students will create a comic strip in events order, using the events from the story

 Assessment Strategies

The teacher will review the students' comic strips to ensure that they placed the events of the story in order, while incorporating color, sketches, and other artistic elements

 Evaluation of Lesson (Reflection)

It is my belief that this lesson went very well. The students were able to sequence the events of the story "My Special Day" correctly. The students really enjoyed this lesson, which prompted them to utilize their artistic/creative sides
Forces Cadence

## Created By

Trina Arnold

11/30/10

## Standards

SC.5.P.13.1: Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects

MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies

## Lesson Objective

Students will be able to understand the 3 different types of forces

## Essential Question

What are the 3 different types of forces?

## Materials

Students' voices, science text book, drum

## Procedures

1. Read text book
2. Write chant based on information from text book
3. Practice in classroom
4. Demonstrate around campus while using the beat of the drums

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

 Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant