recursal/Fanatic-Fandom huggingface dataset:
Equal Shares

## Created By

Amanda Sherwood

2/14/12

## Standards

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

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

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

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

## Lesson Objective

Students will demonstrate how to share items equally using fractional parts and mixed numbers

## Essential Question

Why do you need to know how to make equal shares?

## Materials

Pencils, construction paper (full sheets), construction paper (cut outs in rectangles), glue sticks, scissors

## Procedures

1. Each student receives a scenario of an object to share equally (ex. 4 children share 5 granola bars equally)
2. Students also receive construction paper cutouts of granola bars (or whatever food object is to be shared), and a blank sheet of construction paper to use as a background
3. When students receive the scenario, they must sketch it on one side of the construction paper using their pencil. For the scenario above, students should draw 4 people and 5 granola bars and depict how they would need to be cut or passed out equally
	1. To do this, we labeled each person with a letter and placed letters on different parts of the food pictures
4. If a whole granola bar could be passed out, the students did not need to show how to cut it, just place a single letter on the whole piece
5. Students would then cut the granola bars according to how many children there were (ex. 4 children = fourths)
6. After sketching the scenario, the student uses the opposite side of the paper to build it using their construction paper, still labeling appropriate parts, but this time actually cutting and gluing the pieces to give the people
7. At the conclusion, the students should recognize the fractional part that each person receives (ex. each child gets 5/4 granola bar or 1 whole and 1/4)

 Assessment Strategies

Use the completed depiction and sentence to determine if student grasped concept. Additionally, teacher observation during activity.

## Evaluation of Lesson (Reflection)

After a few previous days of practice, the students were able to appropriately pass out pieces of "food" to the people correctly. They also realized that the fractional part will always be represented by the "number of objects/number of people." Many students were able to recognize when there are more objects than people, each person will receive a whole and some part. All students could write the fraction greater than one to represent their scenario. Overall, the students grasped the concept of equal shares firmly.
Sam The Scarecrow

## Standards

LAFS.1.W.1.3: Write narratives in which they recount two or more appropriately sequenced events

LAFS.2.W.1.3: Write narratives in which they recount a well-elaborated event or short sequence of events

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 hear a story and repeat steps in building a scarecrow through reenactment

## Essential Question

How does sequencing and following directions help us in reading?

## Materials

Sam the Scarecrow, Newspaper, paper bag, scarecrow pieces, google eyes, yellow paper

## Procedures

1. Read Sam the Scarecrow
2. Create paper bag scarecrows (instructions below)
3. Write your own scarecrow story

## Directions

1. Stuff a paper bag with newspaper
2. Tape the top of the bag closed
3. Color the pieces that go on the scarecrow (smile - black, hat - brown, hat ribbon and bow - blue, nose - orange, leaf - red
4. Cut some strips of yellow construction paper
5. Glue the bow on the bottom of the bag. Glue a yellow square in the middle
6. Glue the smile above the bow
7. Glue on googly eyes so they are the same height as the top of the smile
8. Glue the nose in the middle
9. Cut the yellow construction paper different lengths and glue them on the top of the bag for hair
10. To make a hat, glue the blue strip to the tall rounded part of the hat. Then glue the brim of the hat on. Glue the red leaf on the side of the hat. Glue the hat on your scarecrow
11. Turn over to tell a scarecrow story.
	1. What is your scarecrow's name?
	2. Where does your scarecrow live?
	3. What does your scarecrow like to do?
	4. Does your scarecrow have any friends? Please explain.
	5. Make your scarecrow go on an adventure one night and write about it...

## Assessment Strategies

Teacher observation of reenactment, scarecrows, and student's story

## Evaluation of Lesson (Reflection)

The whole lesson was appropriate for both 1st and 2nd grade. The following of the directions to make the scarecrow was a great comprehension activity. I will give more input into the writing of their stories next year.
African Americans That "Had A Dream"

## Created By

Kathleen Palacio

2/10/12

## Standards

SS.3.A.1.2: Utilize technology resources to gather information from primary and secondary sources

LAFS.3.W.3.8: Recall information from experiences or gather information from print and digital sources

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

SS.4.A.9.1: Utilize timelines to sequence key events in Florida History

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

LAFS.4.W.3.8: Recall relevant information from experiences or gather information from print and digital sources

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

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

SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods

LAFS.5.W.3.8: Recall relevant information from experiences or gather information from print and digital sources

VA.5.S.2.1: Organize the structural elements of art to support planning, strengthen focus, and implement artistic vision

## Lesson Objective

To broaden the children's knowledge base about African American's dreams and how they accomplished these dreams. I realized that Martin Luther King Jr. and his dream is about all our students know about their race.

## Essential Question

Did other African Americans *"Have a Dream?"* Research the many African Americans who lived prior to Martin Luther King Jr.

## Materials

Biography organizer, oral presentation rubric for scoring their presentations, internet, media/books, copier for pictures, crayons, markers, poster boards

## Procedures

1. Research person chosen for biography
2. You may want the report to take a specific direction so create an organizer for them to use
3. Make copies of each African American info on the copier from the book. Start a notebook for future students to use and assist you with time
4. Teach students how to make a timeline for the poster
5. Minimize a map of the world and the United States to use on the poster. This shows the location of where they are born.

## Assessment Strategies

Checklist for poster and rubric for presentation

## Evaluation of Lesson (Reflection)

The children loved this project. They are totally unaware of the amount of knowledge they obtained while having fun. They learned about 11 people instead of just one person if they had done the project at home. They were able to use great technology available on our school's SAFE website.

## Extension Activity

Using a template from Dr. Flynn's book, we turned the projector into a Reader's Theatre. I videoed the students and the parents were able to watch their children perform the Reader's Theatre in my classroom, the evening of our African American Night. We also displayed our posters and research packet that evening.
Human Body Angles

## Created By

Genchi, Canneto

1/21/10

## Standards

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

DA.3.O.3.1: Translate words, pictures, or movements into dance to express ideas or feelings

## Lesson Objective

Students use their bodies to form right angles, acute angles, and obtuse angles

## Essential Question

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

## Procedures

1. Student use outstretched arms to form angles
2. Students work with partner to form letters with angles

 Assessment Strategies

Teacher observation

 Evaluation of Lesson (Reflection)

Students use arms and legs to form an uppercase letter

M - discover 3 acute angles

X - 2 acute angles, 2 obtuse angles, opposite angles are equal

L - forms right angle
Cork Trees

Cork Trees (specifically Cork Oak) are a mundane type of tree that used to make up a large portion of Duilintinn's natural forests, prior to the deforestation that took place during the Waldren Occupation.

Today, the groves of trees and small forests that remain in Duilintinn's eastern regions consist almost entirely of cork trees. In addition, many of the recent reforestation efforts have used cork trees.

While the cork trees in Duilintinn are rarely cut down or used for lumber due to the scarcity of Duilintinn's natural forests, their bark is harvested sustainably for various purposes, especially in House Brody, which uses it in their alcohol production.

## Cork in Tandeli

Cork oak plantations are usually found in and around the Southern Mountains, but at the same time further away from the rivers than the vineyards. These two plants being key parts of winemaking it makes sense for them to be found in a similar area.

Usually a cork oak plantation will be quite large, since the bark can only be harvested every 10 years or so. Therefore a plantation would rotate which trees to harvest the bark from each year.

Pigs are commonly kept in the cork oak orchards, where they often eat the acorns from the cork oaks. They keep the orchards tidy and can be used for meat once they get large enough, giving the plantation an extra source of income.

Lynx have historically had vinyards and cork plantations part of their territory, and have been hunted for it in the past, under the belief they might hunt the pigs. In truth, a full grown pig will have little problem with a single lynx, that said piglets are at some risk, although the sow will be a force to be reckoned with for a lynx. The practice of hunting has discontinued, especially since Head Advisor Thomas came to power, although some cork owners are still wary, and some have dogs for the express purpose of scaring off the now very illusive lynx.
Division Cadence

## Created By

Jan O'Halloran

11/30/10

## Standards

MAFS.5.NBT.2.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division

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

## Lesson Objective

Students will be able to understand the 5 steps to the division process

## Essential Question

What are the 5 steps to the division process?

## Materials

Students' voices, science text book, drum

## Procedures

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

 Assessment Strategies

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

 Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant
"Wish You Well"

## Created By

Jennifer Sharpe

3/7/12

## Standards

PD.B.c.2(c): Uses coordinated movements to complete complex tasks (e.g., cuts along a line, pours or buttons, buckles/unbuckles, zips, snaps, laces shoes, fastens tabs)

SED.C.2(b):Maintains friendships and is able to engage in pro-social behavior such as cooperating,compromising and turn-taking

SED.C.4(a): Able to take the perspective of others and actively respond in a manner that is consistent and supportive

SED.D.4(d): Identifies self as a unique member of a group (e.g.,class,school,family or larger community)

MT.D.1: Recognizes and names two-dimensional shapes (circle,square,triangle and rectangle) of different size and orientation

CETA.B.2: Expresses and represents thought, observations, imagination, feelings, experiences and knowledge in individual and group music activities

CETA.D.1: Expresses and represents thoughts, observations, imagination, feelings, experiences, and knowledge, verbally and non-verbally, with others using a variety of objects in own environment

## Lesson Objective

Students will place heart of absent child on a large classroom "Wish You Well" heart. Students will then sing the song, "Wish You Well" by Becky Bailey. Students will follow basic sing language motions to song.

## Essential Question

To develop empathy. To teach students that when a child is out sick, they can recognize the student's absence by thinking of them and wishing them well. To let the sick child know that his/her classmates are thinking of him/her while not in school.

## Materials

Hearts traced on different colored foamies, scissors, individual pictures of each student in the class, markers, glue, sparkles, sequins.

## Procedures

1. Students will choose a colored foamie sheet.
2. Cut out a heart traced on different colored foamies.
3. Each student will glue his/her picture to the center of the cut-out heart.
4. Students may then add sparkles or sequins to their individual heart.

## Assessment Strategies

To have students actively engaged in the art project and then to participate in the daily circle time activity

## Evaluation of Lesson (Reflection)

Students love this activity and look forward to it in our daily circle. I have now added this to our classroom job list. A select student is in charge of putting up the absent student's picture.
What is art integration?

### What is arts integration?

Arts Integration is an approach to teaching in which students construct and demonstrate **understanding** through an **art form**. Students engage in a **creative process** which **connects** an art form and another subject area and meets **evolving objectives** in both.

### K to 5th grade understandings in the arts

* Critical thinking and reflection
	+ Cognition and reflection are required to appreciate, interpret, and create with artistic intent
	+ Assessing our own and others' artistic work, using critical-thinking, problem solving, and decision making skills, is central to artistic growth
	+ The processes of critiquing works of art lead to development of critical thinking skills transferable to other contexts
* Innovation, technology and the future
	+ Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking
	+ Careers in and related to the arts significantly and positively impact local and global economies
	+ The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts
* Historical and global connections
	+ Through study in the arts, we learn about and honor others and the worlds in which they live(d)
	+ The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged
	+ Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields
* Organizational structure
	+ Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process
	+ The structural rules and conventions of an art form serve as both a foundation and departure point for creativity
	+ Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world
* Skills, techniques and processes
	+ The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art
	+ Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information
	+ Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques

### Vocabulary to use:

1. Color
2. Value
3. Texture
4. Line
5. Shape
6. Form
7. Respectful
8. Warm-Ups
9. Variation
10. Rehearsal
11. Work-in-progress
12. Unison
13. Harmony or Texture
14. Melody
15. Rhythm
16. Direction
17. Level
18. Tempo
19. Contrast
20. Emphasis
21. Pattern
22. Unity
23. Places
24. Movement
25. Phrase
26. Improvisation
27. Energy
28. Space
29. Body
30. Cue
31. Choreography
32. Time
33. Expressive qualities
34. Style
35. Balance
36. Safe
37. Personal "B.E.S.T."
What Scientists Do

## Created By

Jan Higi

12/18/15

## Standards

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

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

## Lesson Objective

Students will use observational skills to create a sort using properties of matter and art elements

## Essential Question

How can we use our observational skills to ask questions and make connections?

## Materials

Sorting mat, baggies of at least 20 items (ex. marbles, blocks, colored sticks of various sizes, glitter balls, etc.), writing paper, scientific texts for reading

## Procedures

1. Students get a sorting mat and a baggie
2. Next, they explore sorts gridded off using a mat pre-made by the properties of matter and art elements
3. Record their final sorts by drawing pictures and writing about the comparisons
4. Read relevant texts

 Assessment Strategies

Check their sots as being created and collect final reports

 Evaluation of Lesson (Reflection)

The students were very engaged during the sort. The progression of the lesson works well. I'll have them share their written reports and sorts next time.
Color Resist

## Created By

Sharlene E. Williams

2/9/15

## Standards

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

VA.K.F.1.2: Identify real and imaginary subject matter in works of art

## Lesson Objective

To make spelling words magically appear using a technique called color resist

## Essential Question

Can I make words magically appear? What is color resist?

## Materials

White construction paper, white crayon, tempera paint

## Procedures

1. I will explain that people use all kinds of visual art techniques to create a story
2. After reviewing our new weekly spelling words, we will use a white crayon to write the words on white construction paper and them paint the words with watercolor paint to make them appear
3. The paper should be folded so that it has six squares

 Assessment Strategies

Teacher observations and peer assessment

 Evaluation of Lesson (Reflection)

This was a fun filled lesson that taught the students many lessons involving the different ways in which Sight words can be used. They also learned what color resist means.
Harrowing Sea

The Harrowing Sea is the northernmost body of water surrounding the continent of Tíronar. It’s common tongue name originates from the Waldren Occupation, when

the ships of Haneul and the Island League began to terrorize any Waldren ships that had established a foothold in those waters. Unsurprisingly, older records seem to imply that in the earliest years of the Occupation Era, the ocean was simply named “The Northern Sea,” because Waldren stinks at names. Prior to that, the original name of the ocean is unknown, due to the destruction wrought upon the northernmost people groups of Tíronar during the Dragon War.
Potato: a Tale from the Great Depression

## Created By

Kathleen Palacio

1/2015

## Standards

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

VA.K.H.1.3: Explain how art-making can help people express ideas and feelings

LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

VA.1.H.1.3: Describe ways in which artists use their work to share knowledge and life experiences

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

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.H.3.1: Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms

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.H.3.1: Discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other content areas

LAFS.5.RL.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

VA.5.H.3.1: Discuss how skills learned through the analysis and art-making process are used to solve problems in non-art areas

## Lesson Objective

Students will learn what a tale is in literature. The interest shown by the students about how to grow potatoes in the story was used to create a class science project

## Essential Question

Will new potatoes grow by placing a potato in soil?

## Materials

2 potatoes, 4 pots, a bag of soil, water, sunlight, *Potato: a Tale from the Great Depression* by Kate Lied

## Procedures

1. Read the story to the class
2. Prepare pots with soil
3. Cut potatoes in half
4. Place the potato into the soil on the side that was cut
5. Cover the potato leaving only about an inch of the potato left above the soil
6. Water and place in a sunny pot
7. WAIT... this was the toughest part of the project as the students wanted instant results. As the vines started to appear the initial excitement started to reappear. There is no way for me to convey the joy when we unearthed the potatoes. I'd never planted potatoes before so I was equally excited

 Assessment Strategies

Completion of all the stages seen in the growth of the potato

 Evaluation of Lesson (Reflection)

Was a tremendous learning process that kept the students the whole time
Name that Shell!

## Standards

SC.1.L.14.1: Make observations of living things and their environment using the five senses

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

## Lesson Objective

To decorate a hermit crab shell using water colors and collage materials

To create a tableau about how the hermit crab might think, feel, or wish about his new shell

## Essential Question

If you were a hermit crab, how would you feel, think or wish about how you decorated your shell?

## Materials

A House for Hermit Crab by Eric Carle, water colors, collage materials, paper plates

## Procedures

1. I would review the picture of Hermit Crab from the book
2. I would pass out water colors and have the students paint their paper plates
3. While they are drying, I would have students tell me how they would think, feel or wish about how they decorated their shell if they were a hermit crab
4. I would write their sentences on the back of the paper plate for them
5. Next, we would use various collage materials to decorate our shells
6. Then, I would discuss and demonstrate that a tableau is a frozen picture where one student at a time talks
7. The students must also have a body part connected to each other
8. We would practice during the tableau a few times

 Assessment Strategies

I would assess the students on their unique sentences, their participation in the tableau and the communication of their sentences to the audience

 Evaluation of Lesson (Reflection)

The students loved decorated and showing off their shells. They learned how to speak to a group and work with a group to present their thoughts. Since they could read their sentences, they had a lot of confidence in speaking before an audience.
Jack o' Lantern

## Created By

R. Fuller

11/30/14

## Standards

MAFS.1.OA.3.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)

VA.1.F.1.1: Use various art media and real or imaginary choices to create artwork

## Materials

Large pumpkin, knife, poster board, bowl, newspaper, 18 sheets of construction paper, large spoon

## Procedures

1. Children created a hypothesis for the texture of the pumpkin inside and make a prediction of the number of seeds
2. Put the information on an anchor chart
3. Design jack o' lantern
4. Open pumpkin and scoop seeds out into bowl
5. Dry and clean seeds on newspaper
6. Carve jack o' lantern
7. Count the actual number of seeds and assess observation of actual texture
8. Write actual findings on the anchor chart for students to be able to reference
9. Compare and contrast was discussed while carving the pumpkin and how it is now called a jack o' lantern
10. Give each child 20 pumpkin seeds
11. Children made two equal groups of pumpkin seeds (2's, 3's, 5's and 10's)
12. They counted the first group then added the second group together in order to find the sum (At the same time, I taught how to make equal groups as well as double facts)

 Assessment Strategies

Teacher observes children's ability to make equal groups and count on to find the sum of the two groups

 Evaluation of Lesson (Reflection)

The children loved carving the jack o' lantern and handling the seeds. The hands-on experience helped them move on to more abstract thinking in finding sums.
Making Play Dough and Ornaments

## Created By

Sheila Gifford

1/27/11

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

LAFS.4.RL.1.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text

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

LAFS.5.Rl.1.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

VA.5.S.3.1: Use materials, tools, techniques, and processes to achieve expected results in two- and/or three-dimensional artworks

## Lesson Objective

The students will use a variety of strategies to comprehend grade level text

## Essential Question

What happens when you follow a recipe? Can you skip ingredients? What other things do you use a recipe?

## Materials

*The Christmas Cobwebs* by Terry Widener, *Legends of the First Christmas Trees* (1-5), 2 cups of flour, 1 tablespoon cream of tarter, 1 tablespoon of mineral oil, 1 cup of salt, 2 cups of water, food coloring (your choice), collage materials, making Christmas ornaments comprehension sheet

## Procedures

1. Students read story *The Christmas Cobwebs* by Terry Widener
2. Talk and read about the origin of *The First Christmas Tree*
3. Do oral reading and comprehension sheet
4. Make play dough
5. Make ornaments
6. Let dry
7. Decorate ornaments

 Assessment Strategies

Use oral reading comprehension sheet. Students will read and follow recipe for Play Dough. Write a reflection on what/how we made the ornaments

 Evaluation of Lesson (Reflection)

Use making Christmas ornaments comprehension sheet to answer 11 questions. Students should make 80% or above. The students were excited and all the students scored above 80%. The majority of the students scored above 90%.
Helen Keller Reader's Theater

## Created By

Lakeska Kelsey

1/4/11

## Standards

LAFS.3.RI.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

TH.3.S.1.2: Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life

## Lesson Objective

The students will read the biography of Helen Keller and then create a Reader's Theater depicting the accomplishments of Helen Keller and her unique journey to obtaining a normal life

## Essential Question

What were Helen Keller's major accomplishments? How did she overcome her life's struggles?

## Materials

Biography of Helen Keller for each student, writing paper, proprs for play (made by students), assorted construction paper, markers, rulers, pencils, glue, glitter, paper plates, forks, spoons, napkins (props for play)

## Procedures

1. Read the biography of Helen Keller with the students daily
2. Create a graphic organizer of Helen Keller accomplishments as we are reading, discuss themes, and lessons learned
3. After reading the biography, discuss Helen's accomplishments
4. Then place the students in groups of 4, depending upon how many characters from the biography will be in the scene
5. Give the students jobs to do as a member of the team
6. Conference with the different teams daily, assisting them with the writing of a Reader's Theater and creating props for it
7. Allow the students to perform their Reader's Theater to classmates and correct any mistakes
8. After cleaning up the Reader's Theater, have the students perform their plays for neighboring classes

 Assessment Strategies

Create a rubric for this particular Reader's Theater

 Evaluation of Lesson (Reflection)

My students really learned a great deal from reading the biography of Helen Keller. They learned how to work together to produce a good product such as a Reader's Theater play. The students learned that even though you may have obstacles in your life, don't let it prevent you from becoming the person you should be. Be generous and kind to others because they may be in your life to help you, not hurt you. The Reader's Theaters went well with their classroom performances.
Rufus Mason

Rufus Mason is a shepherd in a farm north of Slinad, House Brody. He lives and works there with his parents Aris Mason and Brian Mason, and his two younger siblings, Liam Mason and Lara Mason. His older sister Dunla Mason lives in Slinad proper.

## Appearance

A bit smaller than his father but taller than Ivy, well built with tanned skin and the Mason sandy blonde hair (worn long) and blue eyes. Usually in loose trousers, shirt and boots.

## History

The second oldest Mason child, he is pipped to take over the farm once his father dies, which he’s happy with. He loves working outdoors and swears he knows every single sheep individually. He definitely knows all the herding dogs, having training all of them by now, and he just *knows* when it’s time to plant or harvest. The only aspect of the farm he struggles with is the actual business side. He can cope if he sits down and gets on with it, but he really, really doesn’t want to.

Since Ivy was there longer than most farm hands (a combined total of approx. 2 years) he developed a lot of respect, and maybe a crush. He considered more than once asking her to stay (farms tend to be a family business after all) but never actually did.

He was 7 during the First Great Famine, and the event scarred him, leaving him anxious every harvest in came everything came up rotten again. This came true in autumn of 1608 for The Second Great Famine and he struggled during that time.

During the Overnight Defence, he met his sister Dunla as she came up the path. She was followed by two mysterious creatures who chased them up towards the house. They managed to get inside and after checking that all the windows were shut and bolted, it became apparent that Dunla had been injured on the way up to the farm.

Rufus joined his mother Aris and two farmhands to check on the dogs, who had been freaking out the entire time. They lost one dog to the creatures, but managed to bring the dogs inside. He spent the night standing watch in the house, along with Brian, Aris and Dunla. Thankfully the creatures did not make it inside the house.

When the raids began in March 1604 he was out most nights, and helped put together the system the farm used to combat the raids.

In early 1605, he got word of two things, one, Ivy was coming back to the farm, and two, a horse ranch not too far away had suffered from a fire in the raids, and there too many orphan foals to look after. He took one on and gave it to Ivy, and that's how Ivy and Firefly met.

He was happy to see Ivy back during planting season in 1612, as raids were back.
Little Text Features

## Created By

Mr. Fuller

12/18/15

## Standards

LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

WL.K12.AL.9.2: Create and present activities- in the target language- (i.e., drama, poetry, art, music) through a variety of media where communication is extended outside the classroom

## Lesson Objective

Song is to be used to teach and review text features to students

## Essential Question

What are text features of non-fiction books?

## Procedures

1. Teacher passes out "Little Text Features" song
2. Teacher models song
3. Students sing

 Assessment Strategies

Formal assessment - reading test. Informal assessment - teacher picks up on students understanding during whole group reading lesson

 Evaluation of Lesson (Reflection)

Students write a reflection piece on how much this helped them on their knowledge of text features
Florida State Symbol Mobiles

## Created By

Christine Spalding

1/31/11

## Standards

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

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.2.1: Revise artworks to meet established criteria

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

VA.4.S.1.3: Create artworks that integrate ideas from culture or history

VA.4.S.3.1: Experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and/or three-dimensional artworks

VA.4.O.3.1: Apply meaning and relevance to document self or others visually in artwork

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

## Lesson Objective

To be able to identify Florida's state symbols, including bird, flag, animal, flower, tree, and seal. Students must also be able to label the state map, including the capital, major rivers, oceans, Lake Okeechobee, Florida Keys, and West Palm Beach.

## Essential Question

What are important Florida state symbols? What are important features to label on a map?

## Materials

Yarn, crayons, hanger, state symbol pictures, construction paper

## Procedures

1. Students researched and printed out Florida's state symbols (tree, flower, seal, map, animal, bird, flag)
2. Students were then to color each symbol correctly to match the actual item
3. Students were then to label each symbol
4. Students were also required to label two major rivers, Atlantic ocean, Gulf of Mexico, Lake Okeechobee, and West Palm Beach on a state map
5. Students then attached each symbol to a hanger, to create the mobile, using yarn and construction paper
6. The students were then to write the state's name on the top of the hanger and including facts, such as the capital, major cities, population, location, and state motto

 Assessment Strategies

Each student was graded based on the attached rubric

 Evaluation of Lesson (Reflection)

The students had an enjoyable time learning about the state symbols and creating their mobiles. They were able to identify all the state symbols and enjoyed doing so. The mobiles are a beautiful addition to our classroom.
Writing and Illustrating Poetry

## Created By

Angela Peters

2/10/12

## Standards

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

LAFS.K12.R.1.2: Determine central ideas or themes of a text and analyze their development

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

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

## Lesson Objective

The student will pick a topic to write a poem about, then choose to write a haiku, a free verse, or limerick. After writing the poem, the student will illustrate the poem to enhance the meaning of the figurative language that was used

## Essential Question

What strategies do I use to write a haiku, limerick, free verse, or rhyming poem?

## Materials

Lined paper, pencils, a variety of different types of poetry, drawing paper, colored pencils, markers, crayons

## Procedures

1. After having taught students about different types of poetry and reading a myriad of examples, have the students brainstorm and pick a topic that they want to write about
2. Once a topic is chosen, the students then need to decide what type of poem they would like to write
3. The students will experiment with the different types of poetry until they find one that works with their topic
4. Show students how to write a poem, how to edit what they have written, and then rewrite the poem

 Assessment Strategies

Have the students identify the type of poem they wrote. They need to include figurative language in the poem. The student must be able to tell the number of lines and stanzas in their poem. Their illustration must enhance the meaning of the poem.

## Evaluation of Lesson (Reflection)

The students were able to write different types of poems. They used a variety of figurative language and were able to identify what type of figurative language they used
Let's Talk Turkey

## Created By

Kyle Young

12/17/15

## Standards

MAFS.5.NBT.1.3: Read, write, and compare decimals to thousandths

MAFS.5.NBT.2.5: Fluently multiply multi-digit whole numbers using the standard algorithm

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

VA.5.S.2.3: Visualize the end product to justify artistic choices of tools, techniques, and processes

## Lesson Objective

Students will be able to figure out how much a Thanksgiving dinner meal will cost for four people

## Essential Question

How much will Thanksgiving for a family of four cost?

## Materials

Grocery store advertising circular (if needed), newspaper (if needed), poster board, markers, any other material that a student feels they want to add to their poster for creativity

## Procedures

1. Students will come up with an estimate for how much a Thanksgiving dinner for four will cost
2. They will then decide whether they want to use a pre-prepared Thanksgiving meal from a grocery store, by calling a restaurant, using an advertising circular (most popular) or going to the grocery store with a parent to find out exact prices
3. All meals must include traditional Thanksgiving dishes like turkey, dressing/stuffing, mashed potatoes, gravy, sweet potatoes, green beans, cranberry sauce, hot rolls, pie, whipped cream
4. Students will then add up all the prices they found using addition of decimals, to find an exact cost of the meal
5. Students will then put that information onto the poster
6. They will then answer a few presentation questions that they should add to the poster as well
7. Students now can be as creative as they want on their poster to add some spice to it. Creativeness and neatness is important
8. Students will present their projects to the class

 Assessment Strategies

I graded these projects based on the rubric that was created. The parts of the rubric were the estimation, creativity, neatness/design, presentation, accuracy of addition, and if it was on time. It was out of 100 points.

 Evaluation of Lesson (Reflection)

This was my second year doing this project during Thanksgiving and overall my students loved doing it. It connected the chapter on adding decimals as well as art which most students love. Accuracy of the prices was the most important thing I looked for as it related to our math content. It also is a great parent to student team building project as most students needed help from an adult at some point of the project. I will definitely use this project again next year
Soil Components

## Created By

J. Carr, C. Maul

1/22/10

## Standards

SC.1.E.6.1: Recognize that water, rocks, soil and living organisms are found on Earth's surface

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

## Lesson Objective

Students will identify the components of soil

## Materials

Gravel, pebbles, humus, sand, hand lenses, paper plates, construction paper, glue, cups

## Procedures

1. Mix all the components of soil together
2. Give a cup of soil, hand lens, and a plate to each student
3. After pouring soil on plates, students will identify components using lenses
4. Students will produce a soil collage showing and labeling the components of soil

 Assessment Strategies

Students will produce a soil collage showing and labeling the components of soil

 Evaluation of Lesson (Reflection)

A diagram of the Earth's crust showing layers of different types of rocks is helpful
Aztec Stone Calendars

## Created By

Linda Tylka

5/12/09

## Standards

SS.3.A.1.3: Define terms related to the social sciences

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

## Lesson Objective

The students will create their own calendar stone self-portrait

## Materials

18" x 24" manila paper, markers, scissors

## Procedures

1. Draw large circle
2. Draw inner circle
3. Draw items of which represent you
4. Turn the circle to create patterns around the circle
5. Color
6. Cut the circle out

 Assessment Strategies

Which Aztec calendars represent the artist? Which calendars look goof no matter how they are turned?

 Evaluation of Lesson (Reflection)

Next time, I would spend more time preparing the students on the artwork of the Aztecs.
Collage Story

## Created By

Sharlene Williams

5/07/10

## 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

To help students develop a story using different art media

## Essential Question

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

## Materials

Lined paper, newspaper and magazine clippings, glue, pencil and/or crayons

## Procedures

1. Select a picture using magazine or newspaper clippings
2. Select lined paper
3. Think about the picture
4. Write a story that correlates directly with the picture

 Assessment Strategies

Independent writing lessons about the assignment
Suitcase Packing

## Created By

Kerry Donath

5/5/10

## Standards

LAFS.1.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

VA.1.F.1.1: Use various art media and real or imaginary choices to create artwork

## Lesson Objective

Students will use their creativity to create three items they would pack in their suitcase. They will use their items to write a paragraph about a trip to their favorite place.

## Essential Question

Does it help my students to create props and then use the props to create a paragraph with a topic sentence and 3 detail sentences?

## Materials

Markers, colored pencils, crayons, scissors, construction paper, Ziploc bags (1 gallon size), pencils, writing paper

## Procedures

1. Students will pick a place they would like to go to
2. Teacher will write the name on a Ziploc bag (bag will become suitcase)
3. Students will create 3 things they will take with them to put in the suitcase

 Assessment Strategies

Students will write a paragraph with a topic sentence about a place they would like to visit. The paragraph will include 3 sentences (details).

 Evaluation of Lesson (Reflection)

The students really enjoyed creating the objects for their suitcases. I believe the integration of art into the writing activity helped my students to organize their thoughts and successfully write their paragraphs.
Energy Theater

## Created By

Kareu Carroll

1/21/10

## Standards

SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.

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

## Lesson Objective

I can understand there are many forms of energy

## Essential Question

Students will be able to answer whether energy has the ability to work or cause change and exist in many forms

## Materials

Student/teacher developed script through multiple texts and websites and brainstorming

## Procedures

1. Students create a scripted scene that has a setting, characters, dialogue and printed text

 Assessment Strategies

Upon completion of script, students were assigned sections of script to develop: sounds, gestures, expressions, and presentation technique

 Evaluation of Lesson (Reflection)

Developing script from text was too difficult for the students.
Frisón oriental - estados de Alemania

* **DE** - **Düütsklound**; **Buundsrepublik Düütsklound** Alemania; República Federal de Alemania

1. **DE-BB** - **Brandenbuurich** Brandeburgo, Brandemburgo
2. **DE-BE** - **Berlin** Berlín
3. **DE-BW** - **Baden-Würtembierich** Baden-Wurtemberg
4. **DE-BY** - **Bayern** Baviera; Estado Libre de Baviera
5. **DE-HB** - **Bremen** Bremen; Ciudad libre hanseática de Bremen
6. **DE-HE** - **Hessen** Hesse, Hessia
7. **DE-HH** - **Hambuurich** Hamburgo; Ciudad Libre y Hanseática de Hamburgo
8. **DE-MV** - **Mecklenbuurich-Foarpommern** Mecklemburgo-Pomerania Occidental, Mecklemburgo-Antepomerania, Mecklemburgo-Pomerania del Oeste
9. **DE-NI** - **Läichsaksen** Baja Sajonia
10. **DE-NW** - **Noudrhien-Wäästfoalen** Renania del Norte-Westfalia, Renania Septentrional-Westfalia
11. **DE-RP** - **Rhienlound-Palts** Renania-Palatinado
12. **DE-SH** - **Släswiek-Holsten** Schleswig-Holstein
13. **DE-SL** - **Saarlound** Sarre
14. **DE-SN** - **Saksen** Sajonia; Estado Libre de Sajonia
15. **DE-ST** - **Saksen-Anhalt** Sajonia-Anhalt
16. **DE-TH** - **Thüringen** Turingia; Estado Libre de Turingia