recursal/Fanatic-Fandom huggingface dataset:
Text Feature Project

## Created By

Dionne Rich/Christine Spalding

2/23/12

## Standards

LAFS.4.RI1.3: Explain events, procedures, ideas or concepts in a historical, scientific, or technical text

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

## Lesson Objective

Students will demonstrate their knowledge of and the use of various types of text features, while creating a newspaper layout about themselves

## Essential Question

How do I create an accurate newspaper article about myself?

## Materials

11x17 white paper, pencil, crayons, color pencils, markers

## Procedures

1. Using all the following text features, you will create a "Newspaper Page Layout" highlighting yourself
2. It must include
	1. Heading: you must create a newspaper title for your project. This title should be found at the top of the page
	2. Subheadings: throughout your project you will include subheadings that will identify each section of your newspaper article. Be creative with the subheadings, but make sure they describe the information in that section
	3. Illustration/caption: choose or draw at least 1 picture that tells about an important part of your life. It can be from when you were born, playing a sport, with family and friends, or a special occasion. Underneath the picture/illustration you must include a caption or bullet points explaining what is going on and why it is so important to you.
	4. Diagram/chart/table/graph: include at least two of these items that highlight a part of your life. For example, you can make a graph showing how tall you have grown, how much you have weighed, or your shoe size each year you have lived. You can also create a chart showing your age and the different schools you have gone to or where you have lived each year of your life. Or you can draw a diagram of your house, school, neighborhood, or aftercare and label each part
	5. Timeline: this timeline should start in the year you were born and end in the current year. Choose at least 5 important events and label them on the timeline. Make sure you put each event in the correct year!
	6. Text box: include a text box which adds additional information about you. Use bullets or numbers to set off this information. Include fun facts or favorite things you want the readers to know about you!

 Assessment Strategies

Students will be assessed based on their inclusion of the information listed on the rubric, their use of visual arts, and creative expression

## Evaluation of Lesson (Reflection)

This lesson/activity went well. Students were able to read at their own pace and express their creative side through the sandwich part of their project
How Do Instruments Make Sound?

## Created By

Marissa Johns

11/28/11

## Standards

SC.K.P10.1: Observe that things that make sound vibrate

MU.K.C.1.3: Identify, visually and aurally, pitched and unpitched classroom instruments

MU.K.F.1.1: Respond to and explore music through creative play and found sounds in the music classroom

## Lesson Objective

I can explain how musical instruments make sound

## Materials

Rubber bands, tissue boxes, rice, beans, plastic straws, plastic egg containers/film containers, coffee containers (plastic and tin), science notebooks

## Procedures

Engage

1. Play a musical instrument for the students (a recording or live music will do)
2. Discuss features of the instrument such as strings on a guitar move and make noise and the like

Explore

1. Put students into groups of 2 or 3
2. Allow students to create an instrument using the materials provided. This may take some time for them to discuss and create an instrument

Explain

1. The students will draw their instrument in their notebook, labeling the part that makes the vibration/sound

## Assessment Strategies

Teacher observation of students' discussion and creation

## Evaluation of Lesson (Reflection)

The students enjoyed creating their own instruments and hearing the sounds. They were able to identify high and low sounds that were created by vibrations
The Laughing River

## Created By

Terrion F Nelson

2/6/13

## Standards

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

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

LAFS.1.RI.1.1: Ask and answer questions about key details in a text

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

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

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

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

## Lesson Objective

Students will explore the music of Africa through literature

## Procedures

1. Listen to the story on tape
2. Discuss the characters in the story and compare how they lived
3. Explain the events in the story
4. How did the story end?
5. Discuss the music in the story
	1. Learn to sing
	2. Sing and perform African movement to the songs

## Assessment Strategies

Were the students able to recall the events in the story?

## Evaluation of Lesson (Reflection)

This lesson went very well. The pictures in the book are very beautiful and colorful, which keeps the students engaged. The African music playing in the background and the songs towards the end of the story entices the students to want to dance.
Snowmen at Night

## Created By

JaniLee Brazauskas

1/28/15

## Standards

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

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

## Lesson Objective

The students will be able to retell the events of a story they read, make an art project about the story, and to write about their project

## Materials

*Snowmen at Night* book,snowman template, crayons, scissors, glue, construction paper, pencils, writing paper

## Procedures

1. The teacher will begin by introducing *Snowmen at Night* and reviewing what an "event" is
2. The teacher will read the story to the students. The students will talk o their "turn and talk" partners about the events in the story, and about some other things they think snowmen might do at night
3. Some students will share their ideas with the whole group
4. Students will move to their tables and color their snowman parts
5. When finished, they will cut and assemble their snowman onto construction paper
6. Next, students will write about their snowman and what their snowman does at night

 Assessment Strategies

I will confer with each student and go over the writing rubric in their folders to check their writing piece when completed

 Evaluation of Lesson (Reflection)

The students loved the book and had so much fun making their snowman and writing about it. Some needed more prompting than others to add more detail. I was able to confer with every student to go over the writing rubric. This was a great project to display in the classroom. Next time, I will plan the project to take two days since I had to give the students an extra day to complete their writing.
Black History Research Project - Florida Highwaymen

## Standards

LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic

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.O.3.1: Use symbols, visual language, and/or written language to document self or others

## Lesson Objective

Students will research The Florida Highwaymen and create a display using facts, photographs and drawings

## Essential Question

How were Florida Highwaymen influential in bringing their artwork to the public? What was their process and progression in developing their artistic style?

## Materials

Chromebooks, printer, colored paper, colored index cards, crayons and markers and a display board

## Procedures

1. Students will Think, Pair and Share a section of a YouTube video in their groups.
2. They will share facts in their groups and present to the class.
3. The class will then watch the whole video.
4. Students will also be grouped to research biographies of 6 Highwaymen.
5. They will also use Images to look at the artwork.
6. They’ll design a display board to present their work.

## Assessment Strategies

A finished display board.  Notes on research
The Very Hungry Caterpillar Bracelet

## Created By

Ms. Harvey

10/23/15

## Standards

LAFS.2.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

VA.2.S.1.1: Experiment with tools and techniques as part of art-making processes

## Lesson Objective

Students will create a bracelet to help retell a story

## Essential Question

How does knowing the story structure help me understand what the story is about?

## Materials

The Very Hungry Caterpillar by Eric Carle, green construction paper, red construction paper, yellow construction paper, brown construction paper, writing paper

## Procedures

1. The teacher will read The Very Hungry Caterpillar to the class
2. After reading the story, have students retell what happened in the beginning, middle and end
3. Students return to their seats and write about the overall structure of the story

 Assessment Strategies

Students are able to write the overall story structure

 Evaluation of Lesson (Reflection)

My students and I really enjoyed the lesson. Retelling and then writing the overall structure of the story helped them to focus more on the key details
The Polar Express

## Created By

Linda Tylka

1/27/11

Meant for ESOL or ESE

## Standards

LAFS.2.RL.3.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot

VA.2.F.1.1: Use imagination to create unique artwork incorporating personal ideas and selected media

LAFS.3.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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

LAFS.4.RL.1.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)

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

LAFS.5.RL.3.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

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

## Lesson Objective

I can identify the setting and main idea of a story

I can use oil pastels to illustrate one setting of the story

## Essential Question

How can I illustrate one setting of The Polar Express?

## Materials

Black construction paper, white glue, oil pastels

## Procedures

1. The teacher will read the story by Chris Van Allsburg
2. The teacher will review the order of events, settings, and characters
3. The students will use pencils to draw their picture
4. The students will trace over their drawings with glue. Glue needs to dry
5. The students will use oil pastels to color their scene leaving some of the black paper. The sides of the oil pastel can be used as well as the paint

 Assessment Strategies

Which pictures convey the feeling of winter? Which pictures best illustrate a scene with characters from The Polar Express?

 Evaluation of Lesson (Reflection)

The students and I love this lesson. This lesson reinforces listening skills and then interpreting the story using oil pastels. The effect of the oil pastels on black paper sets the scene well.
Third Grade

## 3rd Grade Lesson Plans

Below are the current lesson plans for 3rd grade arts integration. The lessons are sorted by subject: Math, ELA, Science, and Social Studies.

## Math

Elephant's Sleepover

Equal Shares

Fraction Plates

Pattern Block Symmetry

Math, Art And Abstraction

Human Body Angles

Multiplication Houses

Journaling Predictions

Making the Math Connection with Tessellation

## ELA

Making Clay Idioms

How To Eat Fried Worms

Writing and Illustrating Poetry

Make A Fact Mobile

Story Map Puzzle Hearts

Personification

One Giant Leap

Tap, Tap

Helen Keller Reader's Theater

Poetry Cafe

Gingerbread People

The Polar Express

I Am Going on a Leisure Walk

Making Play Dough and Ornaments

Reader's Theater in Speech

Classmate's Traits

Potato: a Tale from the Great Depression

Art From Her Heart

Collage Theme

Little Text Features

Book Writing

Jack and the Beanstalk

## Science

Energy Theater

Butterfly Symmetry

Trees and Seasons

Art and Science

Rainforest Animal Research

## Social Studies

African Americans That "Had A Dream"

Picturing America Art Gallery Walk

Black History Research Project - Florida Highwaymen

Aztec Stone Calendars

Grant Wood Paintings

The Continents

The Jazz Fly

Landmarks
Landmarks

## Created By

Ina Lehman

12/14/15

## Standards

SS.3.G.2.3: Label the states in each of the five regions of the United States

SS.3.G.2.5: Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean

SS.3.G.3.1: Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean

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

## Lesson Objective

Identify the states in each of the five regions in the United States. Be able to describe the climate and vegetation in the United States. Identify natural and man-made landmarks in the United States' five regions.

## Essential Question

Describe the attributes of the natural or man-made resources and what effect it has on the region

## Materials

Clay, paper, crayons, markers, glue, tissue paper

## Procedures

1. Students will pick from one region in the United States and create a natural or man-made landmark that was directly taught from that region using the social studies text and journal writing
2. Students will design and create the landmark with art materials then write an informational text describing all the attributes about the region of choice and the landmark designed and created

 Assessment Strategies

Key details in writing assessment from journal notes and text. Correct description of landmark and how it came to be in the region

 Evaluation of Lesson (Reflection)

Writing reflects materials introduced and taught directly to students. Created landmarks correctly. Describe the attributes and how it was make.
I Am Going on a Leisure Walk

## Created By

Kennetn Kretschman

11/29/10

## 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, and provide a reaction to what happened

DA.K.C.1.1: Associate and identify words of action or feeling with watching or performing simple dances

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

DA.1.C.1.1: Identify and respond to the feelings expressed in movement pieces

LAFS.2.W.1.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure

DA.2.C.2.1: Decide which of two movements will express a desired result

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

DA.3.C.1.3: Identify and demonstrate changes made in various elements of a movement piece

LAFS.4.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

DA.4.C.1.3: Identify points within a dance piece at which mood, character, or meaning change abruptly or evolve

LAFS.5.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

DA.5.C.1.3: Demonstrate the use of time, space, effort, and energy to express feelings and ideas through movement

## Lesson Objective

Students will connect movements to their story of going on a leisure walk

## Essential Question

Will students be able to demonstrate their comprehension of their external surroundings through movement and language?

## Materials

"I Am Going on a Nature Hike" - Human Kinetics Classroom Activity DVD, whiteboard, markers, eraser

## Procedures

1. Show DVD section on "I Am Going on a Nature Hike"
2. Students will participate with both movements and language
3. Students will then have a discussion on our story topic of "I am going on a leisure walk"
4. Students will then read and act out their own story with movements and language that they created

 Assessment Strategies

Observation of group discussion will be assessed. Participation with the DVD presentation and the performance of the class story line will be observed. Peer teaching will be utilized for students having difficulty with any movements. Realia teaching will be employed (Show and Tell)

 Evaluation of Lesson (Reflection)

Lesson went very well with grades K-4. Classes were actively engaged with fantastic ideas and how to express these ideas. 5th grade thought it to be a bit cheesy. In the future, I would chose a different initial piece for comparison and contrast for 5th grade students
The Chicka Chicka Name Tree

## Created By

Julie Carr

2/4/15

## Standards

LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text

LAFS.K.RL.3.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts)

LAFS.K.RL.4.10: Actively engage in group reading activities with purpose and understanding

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

## Lesson Objective

I can decorate a coconut tree and put the letters in my name in the correct order

## Materials

*Chika Chika Boom Boom* by Bill Martin Jr., a print-out of a coconut tree, glue, Q-tips, paper plates, green, brown, and orange construction paper, foam letter stickers

## Procedures

1. Gather new kindergarten students on the carpet
2. Teacher will read the story *Chika Chika Boom Boom*, pausing to show the illustration/story connection
3. We will discuss and repeat the alphabet through song and the story
4. Teacher will model tearing construction paper to fit the tree printouts and how to glue using Q-tips to place the proper amount of glue (green paper on leaves, orange paper on coconuts, brown paper on the trunk)
5. Students will go back to their seats with their materials and begin their personal works of art
6. Upon completion of the tree, students will gather the foam letters in their name, using their name tags as a reference, and place the letters in the correct order on the tree trunk

 Assessment Strategies

Teacher observation of students retelling the letters in their name

 Evaluation of Lesson (Reflection)

The students were actively engaged throughout the lesson. They enjoy the story and the activity. Most students needed assistance with the letters in their names, but, with help, were successful.The students were very proud of their work and enjoyed showing it to their parents on Curriculum Night. In the future, teachers could have student names presorted in bags to help students that do not recognize the letters in their name.
Continents, Countries, and Oceans

## Created By

Jan Higi

12/15/14

## Standards

SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole

MU.2.S.3.1: Sing songs in an appropriate range, using head voice and maintaining pitch

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

## Lesson Objective

Students will be able to tell the difference from a continents and a country. Students will know where the continents and oceans are on a map

## Essential Question

Where are the continents and oceans of the world?

## Materials

Continent song (off of YouTube) and ocean song (teacher created), paper plates, blue paint, template of the world to be cut out

## Procedures

1. Students will sing the continent song
2. You have an open map displayed in the front of the room
3. Students take turns taking the pointer and pointing to the continents and oceans while the class sings the songs (can also be an evidence tool)
4. They paint the paper plates totally blue
5. Cut out the continents and place them on the map after marking the Equator and Prime Meridian
6. Have ocean names on small strips to cut and glue

 Assessment Strategies

Students should be able to write the names of continents and oceans now on a blank map. Next, they can get a passport and a Christmas Around the World book and travel to the countries on those continents

 Evaluation of Lesson (Reflection)

The lesson is wonderful and I added the Christmas Around the World this year. Time consrtraints are a big issue
Florida Map Project

## Created By

Dionne Rich

3/9/12

## Standards

LAFS.4.RI1.3: Explain events, procedures, ideas or concepts in a historical, scientific, or technical text

SS.4.G.1.1: Identify physical features of Florida

SS.4.G.1.2: Locate and label cultural features on a Florida map

SS.4.G.1.4: Interpret political and physical maps using map elements

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

## Lesson Objective

Students will demonstrate their knowledge and understanding of Florida by creating a map that includes Florida regions, land forms, bodies of water, and specific locations

## Essential Question

How can I create a detailed map of Florida?

## Materials

Florida fourth grade social studies textbook, Florida map project rubric, Florida physical map, Florida political map, white butcher paper, paint brushes, water cups, Styrofoam plates, paint (various colors), glue, beads, beans, rice, pasta (various types), yarn, sequins, glitter, stickers, buttons, markers

## Procedures

1. Before beginning this project, students must read and complete the review activities in the social studies textbook that cover the geography of Florida, including Florida land forms, water, and regions
2. Also, review map skills, including title, legend, compass rose and scale
3. Once that is completed, divide students into groups of four
4. Have each group take out their social studies textbook
5. Give each group one large sheet of white butcher paper (approx. 3x4 feet), a political map of Florida, a physical map of Florida, and a Florida map project rubric
6. Explain that they are going to create a map of Florida and must include all of the geographical information listed in their rubric
7. Give students between 3-4 days to complete this project

 Assessment Strategies

Students will be assessed based on their inclusion of the information that is listed on the rubric, their use of visual arts, and creative expression

## Evaluation of Lesson (Reflection)

This lesson/activity went well. Students were to demonstrate their knowledge of the geography of Florida while engaging in cooperative learning and creative arts
Add Fractions Using Models

## Created By

J. Schaefer

1/22/15

## Standards

MAFS.4.NF.2.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b

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

## Lesson Objective

Draw models to represent fractions and adding them together

## Essential Question

How can you add fractions with like denominators using models?

## Materials

Construction paper, markers, crayons, pencils

## Procedures

1. After teaching the math lesson on adding fractions, explain to students that they will make their own model on how to solve an addition fraction problem
2. Have students create models, such as their own fraction circles or drawings in order to figure out the sum of a fraction

 Assessment Strategies

Students will be assessed on the creativity of their final product as well as how well they participated in class

 Evaluation of Lesson (Reflection)

My students enjoyed the lesson. They were able to show their creative side
Butterfly Symmetry

## Created By

Gayle Genchi

4/9/10

## Standards

SC.3.N.1.6: Infer based on observation

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

## Lesson Objective

Students will color a butterfly showing symmetry and write 3 scientific/mathematics facts

## Essential Question

Which letters of our alphabet (uppercase) have cute, right and obtuse angles?

## Materials

Butterfly pictures, internet, markers, crayons, colored pencils, paper

## Procedures

1. Show students live butterflies on the internet
2. Show students many species of butterflies
3. Discuss how symmetry makes this insect unique
4. Students will draw their own symmetrical butterfly

 Assessment Strategies

Finished product; is the right side of the butterfly identical to the left side? Are their printed facts accurate?

 Evaluation of Lesson (Reflection)

The kids had a great time connecting math and art and science.
The Shelf Elf

## Created By

Kerry Rennie

5/4/10

## Standards

Using a shelf marker correctly in the library

LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text

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

LAFS.1.RL.1.1: Ask and answer questions about key details in a text

MU.1.S.3.1: Sing simple songs in a group, using head voice and maintaining pitch

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

MU.2.S.3.1: Sing songs in an appropriate range, using head voice and maintaining pitch

## Lesson Objective

To teach students the importance of using a shelf marker in the library and how to use it correctly

## Essential Question

How do I use a shelf marker in the library?

## Materials

*The Shelf Elf* by Jackie Mims Hopkins, shelf markers

## Procedures

1. Start by asking the students if they know what an elf is
2. Have them name a story that has an elf (ex. *The Shoemaker and the Elves*)
3. Have students predict what the story might be about by looking at the cover of the book
4. Introduce and read *The Shelf Elf* by Jackie Mims Hopkins
5. Ask the students if they think there's a shelf elf living in their library
6. Discuss where the shelf elf might live in their library and how they can help him take care of books
7. What do they think their shelf elf's name is?
8. Demonstrate how to properly use a shelf marker
9. Teach students the words and movements for *The Shelf Marker Song* to the tune of *The Hokey Pokey*

 Assessment Strategies

Students will participate in singing the song and using movements to portray the words. Students will practice using their shelf markers while checking out books.
Ocean Life

## Created By

Julie Carr

May, 2010

## Standards

SC.1.L.4.1: Make observations of living things and their environment using the five senses

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings and experiences

## Lesson Objective

Students will be able to identify various forms of plant and animal life that can be found in the ocean

## Essential Question

What are the characteristics of the different life forms in the ocean?

## Materials

Mural paper, paint, construction paper, sand, tissue paper, brushes, glue

## Procedures

1. Read several picture books about ocean life
2. Study the depictions of the fish, mammals, plants, etc. and discuss
3. Using materials listed and others as needed, make an ocean mural/collage

 Assessment Strategies

Compare our mural to the books we read

 Evaluation of Lesson (Reflection)

The more involved the students are in developing the mural, the more creative they are. Listen to their ideas and incorporate.
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.
Poetry Cafe

## Created By

Gale Fravel

Meant for ELL students

## Standards

LAFS.3.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding

TH.3.S.1.1: Demonstrate effective audience etiquette and constructive criticism for a live performance

LAFS.4.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding

TH.4.S.1.1: Exhibit proper audience etiquette, give constructive criticism, and defend personal responses

LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding

TH.5.S.1.3: Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances

## Lesson Objective

To increase fluency and accuracy with repeated readings

## Essential Question

Students' fluency will improve and the repeated readings will improve accuracy. They also gain confidence in speaking before a group in a safe space

## Procedures

1. Using the style of the '60's coffee cafes and beatniks of Greenwich Village in New York, we snap instead of clap - very cool!
2. Children choose a poem from selected materials and practice that poem with a partner through the week
3. On Friday, they have the opportunity to "perform" the poem in front of their peers
4. Teacher tapes the performance on a flip video camera
5. The class review the tapes on the big screen in the classroom and gives helpful suggestions for improvement (speak louder, slow down, or more practice)

 Assessment Strategies

Video clips, fluency probes, and RRR

 Evaluation of Lesson (Reflection)

Student participation (at ease in front of group), student fluency probes, rubric for performances
The Milk Shakey Shook

* Episode Information
* Gallery

**The Milk Shakey Shook** is episode 3a of Season 1 of Berry Bees.

## Summary

After the spy identity database is stolen from the BIA, the Berry Bees are sent to recover it from the thieves, but they don't know where to find the thieves' hideout.

## Characters

### Main

Bobby

Juliette

Lola

### Villians

Fauna Greenthumb

Cosmo Greenthumb

## Mission Gadget

* Rolling Pin
* 3 Eggs
* Portable Electric Handmixer
* Metal Gloves

## Goofs

* The rat Lola picks up is light grey, but when the same rat jumps on Juliette's head, the color is dark grey.
* When Bobby is watching Lola sneak through the weblines, her visor temporarily vanishes.

## Screenshots

Juliette is confused by the rolling pin,eggsand rolling pin. Are they going on a spy mission or baking a cake?Juliette sees all the ratsand faints.Bobby pointing out the rat sniffing Juliette's hair.Juliette leading the rat parade and not too happy about doing so.Juliette has a rat on her head!Juliette was nominated to carry the rat.Juliette, still the designated rat carrier.When making grand guestures, don't accidentally hit your friend in her face!
Picture Perfect Fractions

## Created By

Carol Gruber

5/7/10

## Standards

MAFS.1.G.1.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters

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

MAFS.2.G.1.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc.

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

## Lesson Objective

Students will use their knowledge of halves, fourths, and eighths to fold a circle and create a picture

## Essential Question

Will my students use what they know about fractions to help them create a plant or animal?

## Materials

Ed Emberley's book *Picture Pie*, construction paper, circles in many colors, glue, scissors, crayons, markers

## Procedures

1. Teacher will have taught a previous lesson on fractions
2. Teacher will demonstrate how to fold halves, fourths, and eighths using a circle and then cutting them out
3. Teacher will work with students and model how to make various figures of plants, animals or objects
4. Students will make their own figures
5. Students can look through Ed Emberly's book or create their own fraction pictures

 Assessment Strategies

Teacher observes students figures and students explain the fractions they used to create their picture.

 Evaluation of Lesson (Reflection)

Students will have a fun way to use fractions to create and extend their math skills
Estimating Length In Inches

## Created By

Daniel J. Fuller

3/8/12

## 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

MAFS.2.MD1.3: Estimate lengths using units of inches, feet, yards, centimeters, and meters

MU.2.C.1.1: Identify appropriate listening skills for learning about musical examples selected by the teacher

## Lesson Objective

Students will estimate the length of an object or line to the nearest inch

## Essential Question

How can you estimate the lengths of objects?

## Procedures

1. Teacher and students sing the "Estimation song" written by Mr. Fuller
2. Students and teacher draw 3 caterpillars at 1, 2 and 3 inches estimating the length of each
3. Students and teacher work in math text book and estimate the length of different objects, then complete problems on their own

To the tune of "farajaka"

Estimation, estimation

You want to be close

You want to be close

You don't have to be exact

To do this math

Just be close, just be close

## Assessment Strategies

Teacher observes students progress as they work on selected pages. Unit test given at a later date

## Evaluation of Lesson (Reflection)

Students enjoyed singing the "Estimation song". The well-known tune was stuck in their head and reminded them to be close but they did not have to be exact. Students achieved a high degree of success on a formal evaluation, 100% of students in two classes passed and 86% of students in a 3rd class passed
Multiplication Houses

## Created By

Canneto and Genchi

12/9/10

## Standards

MAFS.3.OA.3.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations

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

## Essential Question

How can I show multiplication facts using a construction paper house?

## Materials

Two sheets of construction paper, crayons, scissors, stapler

## Procedures

1. Choose one sheet of construction paper to be the front of your house
2. Draw a big house on the sheet with crayons. Make sure your house includes a front door and 13 windows. The windows can be anywhere on the house as long as they don't touch the edge of the paper
3. Label each window from 0-12. Then decide which multiplication table will "live" in your house
4. Write the name of the multiplication table on the front door. For example, if you choose the fives table, write HOUSE OF FIVES on the door
5. Carefully, cut each window along any three sides. Now your windows can open and close
6. Staple your house to the other sheet of construction paper
7. Open each windows and write the answer to the multiplication problem formed by the door and the front window. For example. in the HOUSE OF FIVES, the "3" window will need the answer 15 behind it (5x3)
8. After you have written the correct answer behind all 13 windows, use your house to test some multiplication facts on yourself or a friend

 Assessment Strategies

All multiplication facts must be correct. House needs to be put together neatly and correctly

 Evaluation of Lesson (Reflection)

Students loved making these house. I put them in a center for students to practice their facts. They were very creative decorating the outside of their houses
Making a Writing Prompt Come Alive

## Standards

LAFS.4.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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

## Lesson Objective

Students will be able to respond to a practice writing prompt using their creativity in art to spur their imagination

## Essential Question

For purposes of this lesson, students would be responding to a narrative prompt: tell a story about a day you woke up and you were 5 inches tall

## Materials

5 inch cut outs of gingerbread person, crayons or markers, small googly eyes from craft store, construction paper if you want to go nuts

## Procedures

1. Prior to prompt writing (day before), hand out cut out of person
2. Do not tell students that they are actually decorating themselves
3. Let students decorate person however they wish, just writing their first name on the front of their 'shirt'
4. On prompt day, fold 3x5 index card in half with a small fold at bottom to hold person
5. Hand out people and make it exciting. I called out, "Britney, please come get Britney"
6. Hand out prompt and hold up one of the people
7. Explain what they are writing about a day they woke up this big

 Assessment Strategies

Collect writings and score to FSA writing rubric 1-6

 Evaluation of Lesson (Reflection)

I could not believe the responses. I have used this prompt in the past and the art made their writings come alive! I plan on using an 'arts integrated prompt' (I just made that up) with other prompts. Examples might be:

1. Decorate a shell for a 'magic' shell
2. Draw a picture of what you would like to be doing right now with friends (for your favorite thing to do)
	1. Follow up: fold construction paper in thirds and have students draw their '3 reasons' why they like something
3. Decorate a small rectangle of material for a magic carpet ride
4. On the same subject, but with music. I played the old classic "Ally Oop" song (Google it if you need to and you too can have it in your brain all night). Students wrote about a day they spent with the caveman Alley Oop. Great writings!!
Book Writing

## Created By

Gayle Genchi

12/18/15

## Standards

LAFS.1.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings

LAFS.2.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

VA.2.O.2.1: Use personal experience to convey meaning or purpose in creating artworks

LAFS.3.W.2.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

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

LAFS.4.W.2.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting

VA.4.O.2.1: Use a variety of resources and art skills to overcome visual challenges in personal artworks

LAFS.5.W.2.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting

VA.5.O.2.1: Use a variety of sources for ideas to resolve challenges in creating original works

## Lesson Objective

Write, create and publish a book based on a circular story pattern

## Essential Question

How do I create a visual setting for each page in the book with proper perspective?

## Materials

Computers, printer/ink, tagboard, markers, colored pencils, scissors, paper, glue sticks

## Procedures

1. Familiarize the students with Laura Numeroff's series of books If You Give a Moose a Muffin, If You Give a Pig a Pancake, If You Give a Dog a Donut, etc.
2. Discuss "chain reaction" as it applies to the events in the story
3. Discuss "exaggeration in text and art
4. Have students choose a title for their book using the alliteration that the author uses
5. Plan out a circular story which comes back to the beginning
6. Teach students how to put a clipart folder together on the computer and how to use a flash drive to save and edit
7. The setting for each page must match the text
8. Create a book vertically or horizontally and how that affects the perspective of each scene
9. Students plan their story which much include exaggeration, transition, and distraction
10. Students type their story and teacher prints, cuts, and provides materials for students to create their book

 Assessment Strategies

Ongoing assessment and final product

 Evaluation of Lesson (Reflection)

It's very time consuming and students need a lot of redirection and review
The Very Hungry Caterpillar

## Created By

Stacy Caceres

2/16/12

## Standards

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

DA.1.F.1.1: Create dances, with or without manipulatives, which imitate animated shapes, letters, animals, and/or storybook characters

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

Retell a piece of literature through the art of movement

## Essential Question

Can you retell a story in the order it occurred through movement?

## Materials

The Very Hungry Caterpillar by Eric Carle, paper, pencil, human bodies, construction paper, markers

## Procedures

1. The teacher will read aloud the story The Very Hungry Caterpillar.
2. The teacher will perform a think aloud through the story, questioning what is occurring and why
3. The class will discuss what they learned in the story
4. Create a class flow-chart of the sequence of the story. Allow students to break into groups of 3-4. Assign each group 2-3 pages of the story. Have them write in simple sentences a retell of what occurred on their assigned pages
5. The teacher will review with them to make sure each group has focused on supporting details from their pages to portray their portion of the retell
6. Once each group has been approved, allow them 5-10 minutes to work together to determine movements that they can have their body do that will explain their summary.
7. Start with the first group. Have them perform their retell for the class. Stop after each group and discuss what they did well and why, and how they can improve
8. Let the students critique each other and help give input on how their movement could better explain their summary. Do this with each group
9. Once each group has had a turn and been critiqued, allow them time to rehearse and revise, and make props if necessary.
10. If you would like, pick one person to be the narrator and read the summary sentences the groups created their movements from

 Assessment Strategies

Have students organize their groups in the sequence of the story and perform for the teacher as one continuous story summary. This will show the teacher that the groups understood how to summarize and organize details, and gained the ability to use their bodies to retell a sequential story through movement. If able, allow students to perform for other classes

## Evaluation of Lesson (Reflection)

The students had a blast from writing the summaries to creating their movements. They made props to represent the different foods. Next time, I think I might include costumes or puppets depending on which book we decide to dissect and retell.
Reader's Theater for Teaching Reading Skills

## Created By

Patrick Iles

11/19/15

## Standards

LAFS.5.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently

LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension

TH.5.S.3.3: Use elements of dramatic and technical performance designed to produce an emotional response in an audience

## Lesson Objective

Students will learn to use reading strategies to determine the main idea, inference, compare and contrast, and summarize. Students will also have improved reading fluency.

## Essential Question

Did the students' fluency improve in a measurable manner upon completion of reader's theater lesson? Were students able to infer the reading from context clues?

## Materials

Reader's theater script (individual copy with highlighted parts), props

## Procedures

1. Review each skill and give a strategy example
2. Practice the skill
3. Assign reading parts
4. Practice the script (identify and discuss unknown words)
5. Students read the script

 Assessment Strategies

Tally chart of fluent readers, verbal question and answer session

 Evaluation of Lesson (Reflection)

Students were actively engaged in the reading of the script and read with enthusiasm. Overall, it was a fun way for them to learn about different reading skills