recursal/Fanatic-Fandom huggingface dataset:
Make A Fact Mobile

## Created By

Sheila Gifford

2/10/12

## Standards

LAFS.3.RI.1.2: Determine the main idea of a text, recount the key details and explain how they support the main idea

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

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

## Lesson Objective

The student should be able to find the main ideas in a text

## Essential Question

What are the main ideas in the story *What Happens to Rocks* by Fred and Jeanne Biddulph?

## Materials

Pencil/pen, markers, crayons, construction paper, scissors, strong/yarn. paper hole puncher, plastic coat hanger

## Procedures

1. Read the book *What Happens to Rocks*
2. Find 4 main ideas and draw pictures for each main idea
3. Mount the paper on colored construction paper
4. Punch a hole in the middle of the sheet
5. Tie string to the picture
6. Tie the other end of the string to the coat hanger
7. Fold a piece of rock colored construction paper in half
8. Cut out the shape of a rock
9. Cut a half circle shape in the middle of folded line
10. Crumple up the rock to give it a 3D look
11. Put the hook of the hanger through the half circle opening
12. Hang your shape mobile for easy viewing in your classroom
13. Play a game where students pick a question and try to match the answer

## Assessment Strategies

Students can be assessed on the ability to find the main ideas. They can also be assessed on the ability to follow directions. The final assessment will be in the game. They will use text information to answer the questions

## Evaluation of Lesson (Reflection)

The students were really into the project and it helped students to try harder when getting information from the text. All the students were able to complete the project and answer the questions during the game. The project was a success.
Sensory Imagery and Vocabulary Development

## Created By

Kelly Atkin

Meant to be used by support facilitator/inclusion teacher

## Standards

LAFS.4.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

LAFS.4.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

VA.4.C.3.3: Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines

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

## Lesson Objective

Students will be able to incorporate vocabulary and descriptive language while developing their voice in personal poetry writing

## Essential Question

How can I use vocabulary and descriptive language to develop my personal voice in poetry?

## Procedures

1. Students will select an emotion and select a color that describes that emotion
2. Students brainstorm various ways to describe emotions. Teacher says "what does blue look like, taste like, smell like, feel like" or "let's brainstorm and generate a list of objects that are blue"
3. Students use their list to create an original poem
4. Students will type and print their poem
5. Students will paint/draw/sculpt a depiction of emotion

 Assessment Strategies

Collect writings and score with a teacher-made rubric

 Evaluation of Lesson (Reflection)

Students truly enjoyed personalizing their poems and displaying their creations. From this activity, students were able to enhance descriptive language in their writing. In a future lesson, I would like for the students to use juicier color descriptions and challenge them to find synonyms for their color to use in their poems.
Story Map Puzzle Hearts

## Standards

LAFS.2.RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

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

## Lesson Objective

Students will create, color, cut and assemble story map puzzle hearts to accompany the story *Love Splat* by Rob Scotton

## Essential Question

Students will identify the elements of story structure

## Materials

Heart graphic organizer, *Love Splat* by Rob Scotton, crayons, pencils, scissors

## Procedures

1. Read *Love Splat*
2. Review story elements, chart, and have students complete their heart organizers
3. Have students color and cut their organizers
4. They may trade with partners and practice solving one another's puzzles
Snowflake Bentley

## Created By

Shari R. Snyder

2/6/16

## Standards

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

VA.1.C.2.2: Use various media or techniques to learn how changes affect the completed artwork

## Lesson Objective

In this lesson, the children will listen to a story, interpret how the character feels, and create a snowflake to represent the discovery that the main character made

## Essential Question

How can you show the discovery that Wilson "Snowflake" Bentley made?

## Materials

*Snowflake Bentley* by Jacqueline Briggs Martin, white unlined paper, scissors, pre-cut example of a paper snowflake

## Procedures

1. Read the book *Snowflake Bentley* to the class
2. Have a discussion about the main character and the discovery he made
3. Lead the discussion towards how he felt when he discovered that all snowflakes are different
4. Ask the children if they would like to make their own unique snowflake, just like the ones that the main character discovered
5. Hand out the paper and have the children get out their scissors
6. Show the children how to fold the paper into a triangle and cut shapes and designs along the edges to create a snowflake when it is opened

 Assessment Strategies

Turn and talk with a partner about the feelings the main character had when he made his discovery. Did they create a snowflake without cutting the paper pieces that were unrecognizable

 Evaluation of Lesson (Reflection)

After completing this lesson, I realized that first graders may not have the dexterity to cut accurately with scissors. This led to frustration for some children. I also realized that while they did have fun creating the snowflakes, more explanation of the discoveries and how the snowflakes are different would have been helpful as I found that many of the children were trying to cut just like the person sitting next to them.
Presidential Puppets

## Created By

Marrissa Johns

3/23/20

## Standards

SS.K.A.2.4: Compare children and families of today with those in the past

SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage

LAFS.K.W.3.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

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

VA.K.S.1.2: Produce artwork influenced by personal decisions and ideas.

## Lesson Objective

To make a puppet that represents a president studied in class and list one fact

## Essential Question

What fact did you learn about your chosen president?

## Materials

Paper bag, cotton balls, paper, crayons, markers, glue, scissors, pencil, photos and books of taught presidents, ribbon, buttons, writing paper, pre-made presidential name labels and faces

## Procedures

1. After our unit on Presidents, students will choose one president and recall one fact.
2. Students will use writing paper to write their spoken fact(s) with guidance and support.
3. Students will choose their materials to design their presidential puppet. i.e. George Washington- student will choose his name label, his face, cotton balls for hair, colored paper to cut out a shirt, buttons for his shirt, crayons to color his face and name label.
4. Students will glue their parts on to the paper bag to make the puppet and attach their fact to the front of the bag.
5. Students will retell their fact by showing their puppet to the class and reading their writing to show what they’ve learned.

 Assessment Strategies

Teacher will assess based on student participation and retell from lessons taught.

 Evaluation of Lesson (Reflection)

The students were really engaged in this lesson. Every student was able to pick a president and retell at least 2 facts that they’d learned. We worked together to write and they worked alongside a partner to correct their writing. Students were eager to create their president using the materials provided. Some were slow to start but they picked up when they saw how abstract some others were. Every student could tell me why they chose the resources they used. All students were able to retell their facts to their partner in front of the class using their puppet to evade shyness and fear of speaking. All students enjoyed this lesson and asked to do another! I really liked creating these with the class. We even had a few guest students from other kinder classes due to class splits and they enjoyed it too.
A Balancing Act

## Created By

Marrissa Johns, Michelle Kitchens

11/18/10

## Standards

SC.K.N.1.5: Recognize that learning can come from careful observation

VA.K.C.2.1: Describe personal choices made in the creation of artwork

## Lesson Objective

To understand the difference between heavy and light on a balance scale

## Essential Question

Which object is heavy on the balance scale? Which object is light on the balance scale?

## Materials

Magazines, glue, scissors, crayons, copy of the teacher created balance scale

## Procedures

1. The students will color their balance scale with crayons
2. They will cut out 2 objects from the magazine, one heavy and one light
3. The students will then decide which object is heavy and light and glue them on the balance scale in the correct position

 Assessment Strategies

Students will describe their choice of objects and placement on the balance scale. Teacher evaluation of the end product

 Evaluation of Lesson (Reflection)

After observing students' hands on practice, this lesson as a great assessment tool. The students did everything for the project. They were actively engaged and demonstrated thorough knowledge of the balance scale lessons that were presented.
Fifth Grade

## 5th Grade Lesson Plans

Below are the current lesson plans for 5th grade arts integration. The lessons are sorted by subject: Math, ELA, Science, and Social Studies.

## Math

Integer Song

Math, Art And Abstraction

Division Chart

Simplifying Fractions Reader's Theater

You're an Architect

Division Cadence

Making the Math Connection with Tessellations

Divide by 1-Digit Divisors

Let's Talk Turkey

## ELA

Reader's Theater

Reading Cadence

Poetry Cafe

Gingerbread People

The Polar Express

I Am Going on a Leisure Walk

Making Play Dough and Ornaments

Create a Book Report

Potato: a Tale from the Great Depression

Art From Her Heart

Book Writing

Poetry and Writing

Reader's Theater for Teaching Reading Skills

## Science

Seasons Cadence

Crystal Creatures

Water Cycle Song

The Sun's Radiation

Energy Cadence

Forces Cadence

Matter Cadence

Art and Science

## Social Studies

Timeline Of A Character In Text

African Americans That "Had A Dream"

Picturing America Art Gallery Walk

The Jazz Fly
Drumming syllabication

## Created By

Chantelle Henderson

3/1/12

## Standards

LAFS.K.RL.2.5: Recognize common types of texts (eg., story books, poems)

LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables and sounds

MU.K.O1.1: Respond to beat, rhythm, and melodic line through imitation

MU.K.S.3.2: Perform simple songs and accompaniments

## Lesson Objective

Using drumming to illustrate the syllable distinctions in words

## Essential Question

How are rhythm and syllabication related?

## Procedures

1. Pre-lesson activity: students have been "echo reading" a story
2. Mini-lesson on syllables and identifying how many syllables are in a given word. Students were asked to find 8 words that had 2-5 syllables in them and to write each word on a file card.
3. All cards were posted on the board and students had to pick their 8 favorite words and create a 2-line poem with them, 4 words per line
4. Words were shared orally as we looked at each student's poem and then teacher rewrote words on labels and put them on construction paper for neatness and ease of reading
5. Students were given drums and each poem was drummed out, syllable by syllable (first with teacher model, then the author of the poem, then the whole group).
6. Students cut up original file cards into distinct syllables, and all syllables were mixed up and put on the floor. Students were told to make 8 nonsense words using whatever syllables they wanted. They wrote their new words on new cards and created the two-line poem again with the nonsense words.
7. The new poems were written neatly by the teacher for ease of reading, and students did the drumming activity again with the nonsense word poems

## Assessment Strategies

Assess if student was able to use the correct drum beats to match the syllables in the poem

## Evaluation of Lesson (Reflection)

Students learned the following:

* How to drum in concert with other students and stay on the beat
* How to drum in concert with the syllables rather than randomly and without a plan
* How to read single syllables that follow rules of spelling

How to decode unknown words using syllables
Hank Greenwood

Hanks Greenwood is the eldest child of Breas Greenwood and Nora Greenwood. His younger siblings are Bran Greenwood and Mags Greenwood-Paris. He has a young daughter, Ellie Greenwood.

He lives in his family home in Imforis, House Marvin

## Appearance

A tall broad man with messy dark hair and green eyes

## Personality

He is a rather relaxed and easy going, although. Hank is a cheerful, upbeat man who’s happy with his lot in life. He has his regrets and fears like anyone, but moves on from them to focus on other things. Although, there are things he should probably confront and deal with, rather than let fester. The only thing he doesn't have much patience for is his brother's shenanigans

## History

The eldest Greenwood child, and protective of his two siblings growing up. He, like the rest of his family, didn’t quite know what to do with Bran, even if he did get along with him. He was also extremely protective of Mags when she was young, and worried frantically every time she went into the Western Forest. She would always come back unharmed, and he learned to lessen his worry, but it never went away.

Unlike his two siblings, he remained in his family home, continuing with what the family were doing and offering to help around Imforis whenever anyone needed someone who was strong or good with their hands. He was happy doing what he had always done, he was good at it and felt no real need to seek adventure or move away from what he was good at.

As Imforis grew due to the Watch Outpost nearby, the Rúnach Hold the local market grew, and more people moved in, creating a nice cycle. Hank started to get a regular customer for his herbs and forest finds, named Fiona Flannail, and the two began to fall in love. They put off marrying, but still had a child, Ellie.

Fiona however, suffered from post-partum psychosis, which she mostly kept to herself. She tried to be good a mother, and succeeded, but something broke inside her and she just left as soon as Ellie no longer physically relied on her. To this day, no one know where she went.

He has help in raising Ellie, his parents being a great help, but he can’t help but feel like he drove her mother away somehow. He didn’t see that something was wrong in time and it cost them. By 1614 it still stings, but he’s just focused on bringing up Ellie, working with his parents and getting on with his life.

The Overnight Defence

All the Greenwoods were, for once, at home for the Winter Celebration. Sometime through it, they realised two things, one, Mags and Rena had gone missing. Two, Imforis was on fire.

Hank was torn at the time, but eventually went with Bran and Fiona to help find Mags. They didn't, she and Rena wandered back early in the morning in a daze.
How To Eat Fried Worms

## Created By

L. Kelsey

3/7/12

## Standards

LAFS.3.W.1.3: Write narratives to develop real or imagined experiences or events using techniques, descriptive details and clear event sequences

VA.3.C1.1: Use the art-making process to develop ideas for self-expression

VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks

VA.3.S.2.2: Follow procedures, focusing on the art-making process

## Lesson Objective

The goal if the lesson is for students to write an alternate ending to the story. They will also identify and make connections to the main character "Billy."

## Essential Question

How would I write an alternate ending to a realistic fictional story?

## Materials

**Students should be in pairs**

 Book *How to Eat Fried Worms*, Shoe boxes, clay (assorted colors), crayons, construction paper, glue, scissors

## Procedures

1. Over a three week period, read the story *How to Eat Fried Worms* to students
2. During the reading of the story, be sure to discuss the main character "Billy" in great detail
3. Have the students keep a journal of the major events that occurred in the story
4. After you have read the story to the students, ask them to create a worm that would gross out the main character
5. Have the students model the worm out of clay. They may use construction paper to draw the items to place on the worm such as ketchup, mustard, salt and pepper, etc
6. Next, have the students work in pairs to write an alternate ending to the story that includes the worm they created
7. Have the students talk about how Billy reacted to seeing the worm and smelling the worm in their ending. Was Billy able to eat this nasty creation?

 Assessment Strategies

Use the FSA writes rubric to assess the writing's completion. Was the writing complete? Did they fully describe the worm and Billy's reaction? Did they talk about if Billy was victorious in eating the worm or did he give up?

For the worm, create a rubric (ex. Was the worm made? Was the worm topped with weird toppings? Was the project executed neatly? Did the students work well together? Did they complete their worm by the deadline set?)

## Evaluation of Lesson (Reflection)

This lesson can be time consuming. The students really get into the story and want to continue it for several days to weeks if allowed. They really enjoyed creating a worm that Billy couldn't eat. It was challenging to them. Some of the students came up with very weird creations. The writing piece could have been better if the students' writing was close to grade level standard. I found myself doing a lot of corrections and rewriting. I would save this activity after major instruction on writing.
Gingerbread People

## Created By

Gale Fravel

12/8/10

Meant for ELL students

## Standards

LAFS.3.RL.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

VA.3.C.1.1: Use the art-making process to develop ideas for self-expression

LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

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

LAFS.5.RL.1.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)

VA.5.C.1.1: Develop a range of interests in the art-making process to influence personal decision-making

## Lesson Objective

An anchor lesson to teach compare/contrast and character development

## Essential Question

Students will recognize the format of compare/contrast and character development questions on standardized tests and be able to answer these questions

## Materials

Assortment of gingerbread boy books, people shapes, paint, strips of paper

## Procedures

1. On consecutive days, read different versions of the gingerbread boy
2. After first reading, make a character web where children have to back up their suggestions by referencing the text
3. After each reading of a different version, check with the web to see if any changes or additions need to be made
4. Start charting FSA-like questions after viewing old copies of diagnostics and FSA tests
5. The students will paint their own gingerbread boy, deciding which version they would like to create (man, boy, baby, girl)
6. Each student then must come up with two questions using the charted examples for reference, about the books read
7. They will place the question on one side of a strip of paper and place the answer on the other side
8. The strip will then be stapled to the hands of their gingerbread person
9. The final activity would be for the children to go from student to student asking their questions and receiving answers until they have talked to each student in the class

 Assessment Strategies

Teacher observation, photos videos

 Evaluation of Lesson (Reflection)

Level of questions asked, student participation, ability to answer other student's questions
Magazine Writing

## Created By

Mrs. Henderson

5/6/10

## Standards

LAFS.K.W.1.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual awareness

## Lesson Objective

Written interpretation of a picture from a magazine

## Essential Question

How can I write a story using magazine cutouts to develop a written story?

## Materials

Lined paper, magazine picture cut-outs, glue, scissors

## Procedures

1. Model writing of picture cutout as a whole group lesson
2. Select a picture using magazine or newspaper clippings
3. Select lined paper
4. Think about the picture
5. Write a story that correlates directly with the picture

 Assessment Strategies

4 point rubric with capital letters, spacing, and ending punctuation

 Evaluation of Lesson (Reflection)

Completion of assignment and at least 3 points on rubric to be considered successful
Imogene's Antlers

## Created By

Ms. Harvey

12/12/11

## Standards

LAFS.1.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, including some details regarding what happened, temporal words to signal event order, and provide some sense of closure

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 write a narrative about what they would do if they woke up with antlers to include a beginning, middle and end

## Essential Question

How does focusing on a topic help me write a narrative that includes a beginning, middle and end with supporting details?

## Materials

A copy of Imogene's Antlers, writing paper, brown construction paper from antlers (2), boy/girl pattern, sentence strips, chart paper, crayons, markers, pencils

## Procedures

1. Teacher will read the book Imogene's Antlers by David Small.
2. Discuss the story after reading and brainstorm feelings (write on chart paper)
3. Teacher models how to write a story related to the topic that has a beginning, middle, and end.
4. Students will develop a story about "If I woke up with antlers..."
5. Have students draw pictures that go along with their story. Students will then decorate a boy/girl pattern to look like themselves and glue antlers onto the pattern.
6. After they finish, have them glue their writing onto the pattern. Students can also make antler headbands
7. Take pictures of the students. Make a bulletin board with the title "We Woke Up with Antlers!"
8. Hang students' writing and pictures on the bulletin board

 Assessment Strategies

Use first grade writing rubric with the number scale 1 to 5, 5 being the highest

## Evaluation of Lesson (Reflection)

I enjoyed the lesson and thought it went well. The students enjoyed the lesson as well. They were able to get a better understanding of writing in sequential order
Babar's Travels

## Created By

Kelly Borjas

1/15/16

## Standards

SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements

SS.2.A.2.8: Explain the cultural influences and contributions of immigrants today

MU.2.H.2.1: Discuss how music is used for celebrations in American and other cultures

MU.2.C.1.2: Respond to a piece of music and discuss individual interpretations

## Lesson Objective

Students can describe immigration paths and how music influences culture

## Essential Question

How can I learn about a culture and their heritage through music?

## Materials

CD - *Babar* by Poulenc, shoebox designed as a treasure trunk, papers, pencils, The Story of Babar book, various CD's of many music styles

## Procedures

1. Read the book The Story of Babar and discuss the various travels of Babar the elephant. Map these travels on the board or using a map
2. Have a class discussion about where students' families came from. Students can gather information from home about where their families immigrated from
3. Listen to the piece *Babar* by Poulenc was affected in his travels by music from all areas of Europe. Have students describe how the music changes with each place Babar visits
4. After listening, place a large shoe box that has been decorated like a treasure box in the center of the room. Have students write down 2-3 genres of music (rap, classical, pop, etc.) or songs that they would bring with them in their treasure trunk on a journey to another country
5. Scan through the musical suggestions and find several pieces that fit in these genres to listen to for the next class. Have students listen for similarities and differences in each type of music
6. Design a map of where the class would like to travel and what music they would play at each other. Then, have them decide what things or music they would bring back with them. Place these ideas into their treasure trunk
7. Review the items in the trunk and discuss how people bring new ideas and items with them as they travel the world

 Assessment Strategies

Students will create a ravel mix of the music from student "travels" during your lesson. Students can then create a music map that shows what music is added in each location along with a narrative of one place that they "visited"

 Evaluation of Lesson (Reflection)

The students really seemed to enjoy the different genres of music. I think next time I would have them work in groups of 4 as opposed to the lesson being whole group. The maps they created showing their musical journey really impressed me. Perhaps next time they can follow up with a journal entry explaining the map and its meaning
Berry Bees Wiki

**Welcome to the Berry Bees Wiki!**

This is a wikia dedicated to the animated series Berry Bees, produced by Atlantyca Entertainment, SLR Productions, Telegael, and Cosmos-Maya Production.

The cartoon is based on the the book series of the same name by Cat Le Blanc.

This is purely a fan supported wikia, it has no official connection to the corporations or author.

## Important articles

BobbyJulietteLolaPrincesses Pose a ProblemMilk Shakey ShookClover

If you see this, your JavaScript might be disabled or DiscordIntegrator plugin isn't working. If the latter, please contact a wiki administrator.
The Jazz Fly

## Created By

Terrion F. Nelson

3/2/13

## Standards

SS.K.A.2.1: Compare children and families of today with those in the past

MU.K.H.1.1: Respond to music from diverse cultures through singing and movement

SS.1.A.2.1: Understand history tells the story of people and events of other times and places

MU.1.H.1.1: Perform simple songs, dances, and musical games from a variety of cultures

SS.2.A.2.8: Explain the cultural influences and contributions of immigrants today

MU.2.H.1.1: Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures

SS.3.G.4.4: Identify contributions from various ethnic groups to the United States

MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures

SS.4.A.8.2: Describe how and why immigration impacts Florida today

MU.4.H.1.3: Identify pieces of music that originated from cultures other than one's own

SS.5.G.2.1: Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes within the United States

MU.5.H.1.3: Compare stylistic and musical features in works originating from different cultures

## Lesson Objective

I can explore the music, sounds, and the instruments of jazz through literature

## Essential Question

What does jazz sound like? What do the instruments sound like?

## Procedures

1. Listen to the book on CD/YouTube
2. Show the pictures of the pages on the overhead if using CD OR Show YouTube video

 Assessment Strategies

Ask questions about the characters and the instruments. Name the sounds that described the instruments. Compare and contrast the two jazz stories

 Evaluation of Lesson (Reflection)

Students enjoyed listening to the story. They mostly enjoyed hearing and seeing the sounds that described the sounds on the instruments on the overhead.
Painting Map of Florida

## Created By

Veronica Silverman

11/2/15

## Standards

SS.1.G.1.1: Use physical and political/cultural maps to locate places in Florida

SS.1.G.1.3: Construct a basic map using key elements including cardinal directions and map symbols

SS.1.G.1.5: Locate on maps and globes the student's local community, Florida, the Atlantic Ocean, and the Gulf of Mexico

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

## Lesson Objective

Students will create a map of Florida using paint and sand, and attach labels to specific locations

## Essential Question

How can you identify your state and important locations around your state?

## Materials

Blue and green paint, sand, laminated labels of Tallahassee, West Palm Beach, Okeechobee, Key West, and Miami

## Procedures

1. Trace the state of Florida with a pencil
2. Glue on the compass
3. Trace the outside of the map with green paint to label the land fill in the land of Florida
4. Next, use blue paint to display the water
5. The next day, after the paint has dried, trace the outside of the map of Florida with glue and use sand to show the outside of Florida
6. Attach labels to Tallahassee, West Palm Beach, Florida Keys, Lake Okeechobee, Miami, Atlantic Ocean, and Pacific Ocean

 Assessment Strategies

Students will be given an outline of the map of Florida and a word bank. All names must be written in the correct location and a Compass Rose drawn with the four Cardinal directions

 Evaluation of Lesson (Reflection)

This lesson went very well. Students thoroughly enjoyed using paint and using sand to make their model of Florida. I would use this lesson again in the future.
Classmate's Traits

## Created By

Tara Oftedal

1/12/15

## Standards

LAFS.3.W.2.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks

## Lesson Objective

This lesson is an end of unit celebration where students will assign their classmates character traits and explain why they assign them that trait. This lesson will help students make a text to world connection that character traits are not just for characters in their books, but are traits that are used to describe real people

## Essential Question

What character trait best describes each of your peers?

## Procedures

1. Students trace their partners shadows to create a silhouette, which is glued onto construction paper
2. After it is dry, the students rotate around the classroom assigning traits to each of the other students in the class
3. A paper is attached at the bottom saying "you are  because . From  "
4. So students have to explain why they are choosing that trait for each person

 Assessment Strategies

I will read the attached paper and see if the students understand the traits they are assigning to their peers

 Evaluation of Lesson (Reflection)

I think the lesson went well. Overall, the students provided good explanations of why they thought their peers exhibited certain traits, and my students have continued to use the new traits in their work
The Story of Thanksgiving

## Created By

Terrion F. Nelson

1/14/16

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

SS.K.A.2.2: Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage

TH.K.H.3.1: Describe feelings related to watching a play

LAFS.K.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

SS.K.A.2.2: Compare life now with life in the past

TH.1.H.3.1: Identify similarities between plays and stories

## Lesson Objective

Students will dramatize the story of Thanksgiving

## Procedures

1. Ask students what Thanksgiving is and who celebrated the first Thanksgiving
2. Give out speaking parts for the story (Pilgrims, Indians, Turkeys)
3. Go over songs for the story
4. Teach movements for songs
5. Dramatize the story with songs

 Assessment Strategies

Students' ability to work together to create a production. Students' ability to answer questions of what happened in the story

 Evaluation of Lesson (Reflection)

Students really enjoyed having speaking parts and being able to come to the front of the room and read their parts. Those that were Indians enjoyed playing the drums with their song. It was something different I had not done in a long time, so it was great seeing the students enjoying themselves and telling the story. Next year, I would make it a two-week lesson to give students more time to be able to read their lines and learn the songs better. Maybe, it would be fun to have some simple costumes as well.
Collage Theme

## Created By

Cassie Koskinen

1/8/16

## Standards

LAFS.3.RL.1.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

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

VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks

VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks

## Lesson Objective

I can identify and explain the theme in a fiction text and create a collage to show themes, used as a culminating lesson after a fiction chapter book has been independently read

## Essential Question

How does knowing the theme or author's message help me understand the story?

## Materials

Fiction book of student choice (on their independent level), reading journal, various magazines, glue, scissors, poster paper/card stock

## Procedures

1. This should be done as a culminating activity after each student has independently read a fiction novel of their choice on their independent reading level and theme has been taught already. This is not an introduction activity
2. Have each student in their reading journal write about character, setting, events, problem/solution, character traits, and theme
3. Tell students that after they decide the theme that they will create collages on poster paper that represents the theme in their story. Show an example of a completed collage
4. Read through the student journals during conferring, making comments, and helping them to expand their ideas
5. While conferring, ask the students to pick just one theme from the story to create their collage
6. Hand out various magazines and let the students cut out photos that represent their theme (ex. teamwork - showing people working together)
7. When the student is done cutting out about 15-20 photos, give them a sheet of poster paper or card stock
8. Each student will get to portray their theme through visual representations. Let them students plan out where each photo will be before gluing each one
9. The title and author of the book are written in marker on top of poster paper
10. After each student has finished their collage, let them dry overnight
11. The next day, have each student present their collage and the other students have to guess the theme based on the chosen pictures

 Assessment Strategies

Students will independently work on an extended response question "What events or thoughts from one character in your story do you not agree with? Explain."

 Evaluation of Lesson (Reflection)

The students really enjoyed the lesson. They were able to take more ownership of the material learned as they were able to make connections to their real world experience
Jack and the Beanstalk

## Created By

Andrea Schlessel

12/14/15

## Standards

LAFS.3.RF.4.4: Read with sufficient accuracy and fluency to support comprehension

LAFS.3.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 *topics and texts*, building on others’ ideas and expressing their own clearly

LAFS.3.W.2.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied results

## Lesson Objective

Students will write their own version of "Jack and the Beanstalk" with a different ending

## Essential Question

How can I use what I know about classical tales to write and illustrate my own story?

## Materials

"Jack and the Beanstalk" classic tale (6 copies) and other classical tales, writing journals, drawing paper, colored pencils, markers, story books, board, dry erase markers, erasers, markers

## Procedures

1. Students will read and discuss various classical tales to build background knowledge, identify characteristics of classical tales, and make connection text-to-text
2. Students will make predictions before and during reading to strengthen comprehension
3. Students will use word-attack and self-monitoring strategies during reading

 Assessment Strategies

Student portfolios that include students' writing assignments, reading checklist, informal assessment results

 Evaluation of Lesson (Reflection)

The lesson went well, most of the students used word-attack and self-monitoring strategies and demonstrated understanding of elements of classical tales. They enjoyed creating their own artwork based on the story and brought personal experiences into their writing projects
Milk Shakey Shook

* General information
* Gallery

## Description

Unknown to most of their customers, the Milk Shakey Shook is secretly the headquarters of the Bee Intelligence Agency.

When the Berry Bees receive a remote signal on their Berry Bracelets, they come to the Milk Shakey Shook to receive their mission briefing and mission gadget.

Milk Shakey Shook interior.
Marshmallow Snowman

## Created By

Rachel Westman

1/18/12

## Standards

MAFS.K.G.1.2: Correctly name shapes regardless of their orientation or overall size

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, differences, parts and other attributes

MAFS.K.G.2.5: Model shapes in the world by building shapes from components

MAFS.K.G.1.3: Identify shapes as two-dimensional or three-dimensional

VA.K.C.1.1: Create and share personal works of art with others

## Materials

2D and 3D shapes, 3 sizes of marshmallows, candy corn, mini m&ms, icing, Popsicle sticks, plate, stick pretzels

## Procedures

1. Review the different shapes (2D and 3D) and have the children name the shapes
2. Take out a marshmallow and ask: is it 2D or 3D? What shape is it? Do the same with the candy corn and the m&m.
3. After they can name each shape and if it is 2D or 3D, read a snowman story (I like to use **Snowmen at Night** or **The Biggest, Best Snowman**, but any will do)
4. Show the students how to put together the snowman with the marshmallows
5. Ask which marshmallow size will be at the top/bottom
The Napping House

## Created By

Juslene Fleuricot

12/16/15

## Standards

LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

VA.2.S.2.1: Develop artistic skills through repeated experiences with art media, techniques, processes, and tools

## Lesson Objective

To use pictures to recreate the events of "The Napping House" in the proper order to demonstrate the ability to retell and sequence events in a story

## Essential Question

How can I retell events in a story with pictures that I cut out?

## Materials

The Napping House, picture of the napping house, pictures of the bed, pictures of the characters, scissors, glue sticks, crayons

## Procedures

1. Teacher read aloud the story to the class
2. Interactive teacher read aloud with focus on the events in the story
3. Orally recount events with students after reading story
4. Have students color, cut, and paste their house on construction paper
5. Have the students color, cut and paste the events in the house in the proper sequence

 Assessment Strategies

Teacher observation of students' creations. The students should be able to recount the events with little or no help from the teacher.

 Evaluation of Lesson (Reflection)

I like that this lesson has a hands-on activity and a lot of visual cues for ELL students. This lesson can be used to retell any story.
Angled Turning

## Created By

Guilfoose, Bechtold

10/30/10

## Standards

MAFS.4.MD.3.6: Measure angles in whole-number degrees using a protractor

MAFS.4.MD.3.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement

DA.4.S.1.1: Create movement sequences that are personally meaningful and/or express an idea

## Lesson Objective

I can identify turns 90 degrees (1/4), 180 degrees (1/2), 270 degrees (3/4), 360 degrees (4/4, full)

## Essential Question

Explain how degree of turn translates to a fraction

## Procedures

1. Define terms
2. Model turns (jumps/turn # of degrees) and students follow
3. Notes on concept
4. Independent practice

 Assessment Strategies

Observation, test questions

 Evaluation of Lesson (Reflection)

Self reflection, possibly add or remove ideas
Enriching a Story

## Created By

Sheila Gifford

5/11/10

## Standards

LAFS.K.W.1.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred

VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual awareness

## Lesson Objective

Integrate writing and reading to create a story using different art media

## Essential Question

Can I create a picture using different arts materials and write a story about the picture?

## Materials

Paper, crayons, markers, paint, colored pencils, scissors, collage materials

## Procedures

1. Create a picture and write a story that goes with the picture

 Assessment Strategies

4 point rubric with capital letters, spacing and punctuation

 Evaluation of Lesson (Reflection)

Teacher observation
Kindergarten

## Kindergarten Lesson Plans

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

## Math

Torn Construction Paper Art

Marshmallow Snowman

Math, Art And Abstraction

3-D Food

Leaf Pattern

My Fish Counting Book

## ELA

Nursery Rhyme Rally

Drumming Syllabication

The Mitten

"Wh" Comprehension Skills

The Laughing River

Collage Story

The Little Red Hen

Magazine Writing

Enriching a Story

Butterfly Art

Presenting Performances with Puppets

The Shelf Elf

Music and Reading and Movement

I Am Going on a Leisure Walk

A Frog Grows and Changes

The Three Bears

The Chicka Chicka Name Tree

Snowmen at Night

Color Resist

Potato: A Tale from the Great Depression

Art From Her Heart

Fairytale Puppetry

The Story of Thanksgiving

Rhyming Through Words

## Science

How Do Instruments Make Sound?

Vehicle Pictures

The Giving Tree

A Balancing Act

Art and Science

Seasons of Trees Through the Art of Vincent Van Gogh

## Social Studies

"I Have a Dream" Portrait

Christmas Tree Paper Plates

Presidential Puppets

The Jazz Fly
I Know an Old Lady Who Swallowed Some Snow

## Created By

Shari Snyder

12/16/15

## Standards

LAFS.1.RL.3.7: Use illustrations and details in a story to describe its characters, setting, or events

VA.1.S.2.2: Describe the steps used in art production

## Lesson Objective

The children will create a snowman based off of details from a graphic organizer that they produced from the story I Know an Old Lady Who Swallowed Some Snow

## Essential Question

How can using a graphic organizer help us when constructing art pieces and help us in understanding details in a story?

## Materials

Book: I Know an Old Lady Who Swallowed Some Snow, snowball themed graphic organizer (web style), crayons, markers, pencil, blank piece of paper

## Procedures

1. Read I Know an Old Lady Who Swallowed Some Snow and talk about the different things that the Old Lady swallowed to create a snowman
2. Following that, complete the graphic organizer with the class using the document camera
3. The word snowman should be in the middle of the web and the details about the snowman should be surrounding the word
4. Then, using the graphic organizer, the children will use the blank paper to draw (or create) the snowman, being sure to include all of the details that were on the graphic organizer

 Assessment Strategies

Through observation, the teacher should be able to tell if the child used all of the details in the story to fill in the graphic organizer. Also, the teacher should be able to see if all of the information from the graphic organizer was used in the creation of the snowman

 Evaluation of Lesson (Reflection)

The students enjoyed creating the snowman. They were also very excited to share out the details of the snowman when completing the graphic organizer.