For this week's posts and response, consider specific concepts that lend themselves particularly well to integration. We have discussed blending two areas in a lesson, but I want you to think of something that can blend three or more. You do not need to write a full lesson, just describe how you could integrate three or more disciplines. You can use two core content areas and integrate music, movement, art, etc. You can also decide to use art and movement with one core content area, etc. Mix and match and be creative. In your post, explain the concepts being covered and give a summary of what would be done.
This should take some reflection, since it is so important that students experience connections between disciplines, learning, and their world.
Length- this should be between 3-5 paragraphs. It may end up being a brainstorm for your integrated lesson later in this course.
Aubrey
I think it would be interesting to do science lesson on the topic of conservation. The teacher could read the Dr. Sues book, The Lorax. The teacher would lead a discussion on what student could do to help take care of the earth. The teacher could introduce the concepts of reduce, reuse and recycles. Then the student would write an earth poem using new paper cut-out. After they are finished student can use pastels to add design to their work. The teacher would explain that by using the newspaper cut outs to create art, the class was reusing.
ReplyDeleteIn this lesson student would learn the scientific concept of conservation. Student would also use writing skills to create a poem. Elements of visual representation could be added to the poem. I think this lesson would be best suited for grades second and up. It requires a bit of writing skills that may be challenging for younger students.
To further this concept the teacher could talk about the artist Picasso who used elements of collage at one point in his work. The student could play a movement game where they sort the items (placed about the room) into things that could be reused, recycled, or thrown away. Student could make an art journal out of recycled paper bags. I think there is something mathy that could be done here as well. I think this starting to sound more like a thematic unit then one lesson.
-Tana Rogerson
Hi Tana, I did a Lesson Plan on Recycling based on Dr. Seuss's The Lorax book. It was fun creating it and watching the students do it. It would be interesting to see a science lesson with the topic of conservation as it relates to Lorax. What I like most about your lesson plan is that it could focus on a lot of subjects. It covers Science, Writing, Poetry, Recycling, Conservation, Math, Art as well as Movement. Very well thought out!
DeleteRobin
Tana,
DeleteI like how your lesson relates to something relevant and meaningful to the students. Since the Lorax is a newer movie I think the kids would be enthralled in the book and the writing an earth poem using paper cut outs would be engaging and purposefully with the concept of the lesson being about recycling/reusing/reducing waste- conservation. I also liked how you can add to this lesson and make it a unit and adding even more integration to the lesson(s).
Tana,
DeleteI love Dr. Seuss so of course, right off the bat, I love this lesson. This lesson does a good job at not only incorporating multiple factors into the lesson, but in bringing in an important matter in most communities. I think you thought this out well and the students would enjoy learning about recycling in this way and would be excited to share this lesson with their parents because it is memorable.
Tana,
DeleteI like your ideas. How long do you think this would take?
Aubrey
Aubrey,
DeleteThanks. I don't know how long it would take. I could see it running from a couple of hours spread out over two days to being extended into a weeks worth of lessons.
Thanks Tanya,
DeleteI think your right it is a topic that is important. I also think that it could help student think about ways they can make a different in the world. which I think is important to be able to help student discover a sense of self empowerment.
Thank Robin,
DeleteHow did you lesson go? Dr. Seuss has such fun art it would be fun to connect that part of it as well.
Hi Tana,
DeleteVery fun lesson and all students can connect with Dr. Seuss making it memorable. How could you adapt your lesson if you were teaching a higher level grade, for example 5th grade?
Stephanie
This comment has been removed by the author.
DeleteTana,
DeleteI love your lesson. Great way to teach our students about conservation and recycling. this topic has the potential to lead into other areas having to do with earth science and environmental issues we are currently dealing with. Of course in a fun
Audrey
Hi Tana,
DeleteThe Lesson went great! However, I was not able to complete it because I had too many activities for them to do and we ran out of time.
Robin
Tanya,
DeleteI love this idea! I especially like that within the lesson you are sending the message you are teaching by reusing the materials to write the poems. I also really like your book choice!
This lesson will incorporate math, movement and drama in a 4th grade classroom. The lesson will reinforce the concepts of various mathematical symbols and order of operations through the game, Charades. It will allow students to apply math concepts and use their body to act out the definition of the math vocabulary to their partner. They will not be able to use words to act out the word.
ReplyDeleteStudents will begin the lesson by reviewing the different symbols used in their lesson. After reviewing the meaning of each symbol and its function, the students will do a small activity on their own to test their knowledge. They will then be divided into partners to play a mock game of Charades. Each partner will choose a small card out of a box (on their turn). The card will have the definition/function of the symbol on the card and the student will act out it out. The partner will have 10 seconds to guess what the word is and then will earn a point if they have gotten it right. If the partner does not guess the word, the card will go back into the box. This will continue to go back and forth until the time is up.
To ensure that the students have learned the information they will be asked to create their own game that would encourage the use of these symbols. It could be an art, movement, or music lesson of their choosing.
Tanya,
DeleteI think this is a great lesson. I think is very relevant and meaningful. I believe that after playing the charades students will be able to remember the mathematical symbols and order of operations better. I feel as though this will be engaging to the students as they must work together with a partner and act out the math vocabulary. I also liked how you incorporates an assessment to do on their own in order to make sure they grasped the concept.
Tanya,
DeleteWhat are your thoughts on the "small activity" they will do?
Aubrey
Tanya,
DeleteI really like the idea of your lesson because I know that math vocabulary is something that is often overlooked! My high school students still struggle with the concepts of sum, difference, product and quotient which makes Algebra extremely difficult. I think this idea is great and could be even more effective if the students have mnemonic devices for the vocabulary or even a song.
Kelsey
Tana,
DeleteThank you. I have always loved playing Charades so I thought it would be a fun way to get students interested in learning academic concepts without feeling the pressure of "studying" material.
Kelsey,
DeleteI have to admit, your lesson this past week fueled part of this idea. I thought it was fun for students to make up their own mnemonic device so I took it in another direction with the Charades game. :)
Hi Tanya,
DeleteWhat a great way to teach math symbols! Playing Charades will definitely help students remember the math symbols.
Robin
Blog Post #3 - Integrating Lessons
ReplyDeleteIn my classroom I want to make sure to provide meaningful and memorable experiences. I think that an area that is often overlooked is Social Studies where I have experienced and witnessed several teachers simply teaching out of a textbook and expecting the students to memorize places and dates. I think history is something that we need to experience whether it be through museum visits, guest speakers, recreating art, or even role playing events from that time. Due to these reasons I have chosen to incorporate social studies, writing (as a means to reflect upon their experiences), music, and movement in this lesson plan.
Fourth grade students are expected to understand the geographic features of the Pacific Northwest and I think since several of our students are from this area it would be a great opportunity to emphasize their knowledge. I would have students create a song, either rap, blues, pop, country, etc., that emphasizes the geographic features as well as the characteristics of the Pacific Northwest (for example if they want to include the Seattle Seahawks they are encouraged!). This song could be created in groups of 1-3 students and would be performed for the class. The rubric would include 5+ geographic features mentioned, group collaboration, and so forth.
After creating and singing these songs, we would have a grand discussion about why people would want to live in Washington. This would lead into our next activity which includes writing and movement. Each student would be given a number which would lead to the formation of 2 groups. Each group will receive an envelope that describes what they have, where they live, and what they need for survival. The groups would begin creating their shelters/resources and soon one of the groups would start trying to steal/barter/and remove the other group from their land. This "game" is actually a reenactment of colonization in the Pacific Northwest. Warning - this type of game does lead to anger and hostility for some students!! After completing the "game" the students would be asked to create an opinion piece about who they thought should get to keep the land and would support their information with reasons and information.
*Following lessons would include guest speakers from the Nisqually tribe; a research project about colonization, an artistic representation of the resources available in the northwest, and hopefully a local field trip to a museum!
SS EALR 4th Geography 3.2.3
Understands that the geographic features of the Pacific Northwest have influenced the movement of people.
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
http://www.corestandards.org/ELA-Literacy/W/4/
http://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx
Kelsey,
DeleteI liked how you incorporated Social Studies and literacy into this lesson along with music and movement. I believe the students would be engaged in this lesson as they work in groups to create a song about the geographic features of the Pacific Northwest. It is nice that you took the lesson further and had them do an activity that included literacy and movement and this gave the students knowledge of our resources and the history behind what happened to the Native Americans of the Pacific Northwest when their resources were taken away from them. I also like how you based your lessons off the standards.
Kelsey,
DeleteFirst of all, love you ideas for your lesson. This sounds like a lot of fun and very engaging! I am especially fond of the survival game. I can see students having a great time with it! I like how after they play they game you have them reflect on the experience. Great way to get their critical thinking juices flowing. What would you do for students that were really shy in your class for the song? It is a fun activity, but I know some students would be mortified to get up in front of class and sing.
Jenny
Kelsey,
DeleteYou are so right about social studies in the K-5 classroom. I would be particularly interested in seeing this fleshed out as an integrated lesson.
Aubrey
Alana,
DeleteThanks for your kind response! I found out from my practicum teacher that all WA schools are required to teach students about the nearest American Indian tribe so I thought this would be a great introduction. I think if you had the resources it would be even better to give the kids real life props (tents, food, furs, etc.) so that the survival game would be even more realistic!
Jenny,
DeleteI completely agree that performing a song can be very far out of students' comfort zones. I was once one of those kids believe it or not! I think that by allowing the kids to do it in groups, probably in 3, it would boost their confidence and make them not feel like they are the entire center of attention. I also think that by allowing students to choose the type of song it allows for a lot of freedom for how they express themselves and reduces stress. For example, I would still feel pretty uncomfortable making a techno song but I would be happy to do country or a rap :)
Aubrey,
DeleteI am still astounded by how many teachers think that history has to be a drill, memorize and test content area. I know that I had several of these teachers even when I was working on my undergraduate! I even had a discussion with a high school student today who expressed how annoying it was to be taught about "dead people". This expression alone tells me that she's not getting the education about why history is important, how it is still relevant to this day, and how things have changed over time! It's very frustrating to say the least.
Kelsey,
DeleteI am a little suprised that you were one of those shy kids! I was painfully shy in school, so I know what it is like. I do think doing it with groups would help out those types of kids a lot. I used to think doing groups of 4 was the best choice, but I am beginning to see the benefits of the magic 3 :)
Jenny
Kelsey, this is a really good Idea. I agree social studies is a rich subject that is particularly suited for arts integration. If you are talking about the native population an interesting angle maybe their art. There is a lot of patterns and symbolic pieces that could lend itself to math. I also like the idea of story telling.
DeleteKelsey,
DeleteWe could really get into integration here. When I have taught thematically, students were most engaged. If someone doesn't see connections and relevance, facts can seem isolated and unimportant.
Aubrey
Kelsey, hat an imaginative way to turn a boring content area into something that is fun and engaging, a you stated students do not do well in social studies because it all about information memorizing paces,dates, and event with no real application or connection to the students. I would love to see you do this lesson in a middle school or upper elementary.
DeleteAudrey
Kelsey,
DeleteThis is a really fun idea! I love that you are using the area the students live in for the content! I agree that Social Studies is often overlooked and it's such an important subject! I'm realizing it can integrate well into many different kinds of lessons.
My lesson would be for 3rd grade and would incorporate math, art, and literacy. The lesson is called Dream House. The first part of the lesson would include students brainstorming ideas of what they would want their dream house to look like, such as how may rooms, bathrooms, game rooms, recreation rooms, etc. They would then be given a piece of paper and a pencil to write an informative paragraph or two to explain and convey ideas and provide information about their dream house and make a sketch of their dream house.
ReplyDeleteStudents would then be given graph paper to draw their dream house on. They will start by drawing the outside walls and it will be required that the house be a compound figure with all right angles. They then would partition rooms into the house and each room will be required to be a rectangle. Students will then label and color each room. They will then need to record the area of each room.
This lesson will help students reach deeper understanding and will help students learn area concepts along with helping them form informative/explanatory texts. I feel as though this project will be fully engaging while leaning about math and literacy skills.
CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
VA:Cr2.3.1
Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
http://www.corestandards.org/ELA-Literacy/W/4/
http://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx
Hi Alana,
DeleteYour lesson is well thought out. I liked how you incorporated writing and math together. I know that some 3rd graders had a really tough time with the informative writing on the SBAC this year, so this would be good practice for them. Do you think this could be adapted for higher grades?
Sorry, forgot to sign my post.....Jenny
DeleteJenny,
DeleteYes, I think it could be adapted for higher grades. You could do this by letting them find the area of different shapes and angles that are more difficult.
Alana,
DeleteSounds engaging and meaningful.
Aubrey
Alana,
DeleteI absolutely love this idea! I have found that students tend to dislike math because there often isn't enough relevancy and I really think this would spark their interest. Just as an extra idea I recently did the "build your own business" Junior Achievement lesson with third graders and they LOVED it. This lesson has the students come up with a location, name, prices, employees, and has them learn about paying bills. The more relevant the better, amazing lesson plan!
Alana,
DeleteI think this activity would be a lot of fun! I remember as a child, I always had an idea of my "dream house" and could always picture it. I think this lesson gives students a fun way to understand the concepts of shape and even area/perimeter.
Kelsey,
DeleteThanks for the positive feedback. I like the idea of building a business and the students having to come up with ideas about there business. This would add even more critical thinking skills and of course relevance to the lesson. Thanks.
Alana,
DeleteChallenging...I love that you are having your students think architechtual while using their various cognitive skills at different levels. You also made the math lesson fun and personal. I think to design my dreamhouse I would run out of paper (even if you gave me an entire pad). :) I remember building houses out of popsicle sticks in elementary school, and that was fun too. It required organizing, measuring and the use of our motor skills while designing 3 dimensional shapes.
~Cybil
Alana,
DeleteThis is such a creative idea! I think students would really enjoy this activity and learn math, language and art in the process. I especially like how personal this could become to the students taste. A great way for students to get to know each other and create community.
Lifecycle of a Butterfly - 1st Grade
ReplyDeleteOne unit that looks like a lot of fun that I have always wanted to do is the Lifecycle of the Butterfly. This 1st grade unit is popular with teachers, so there is a lot of ideas online that can be used for inspiration to create lessons. Also, the concepts lend themselves particularly well to arts integration. To create an integrated lesson on the LIfecycle of the Butterfly, I would integrate ELA, art, and movement.
First, I would lead a discussion with the whole class about butterflies. Ask questions like have they ever seen a butterfly? Where do you see butterflies? Then I would read Eric Carles’ book to the class The Very Hungry Caterpillar to the class. The books describes the lifecycle and after reading the book we could review it as a class. I would show a diagram of the lifecycle with each stage to aid our discussion and help with the use of the terms for each stage.
Next, I would have students create their own 3-D Lifecycle of a Butterfly Art. Students would start out by looking at photographs of the stages of the monarch butterflies lifecycle. Student would then create their own lifecycle diagram. Students use a circle diagram and white rice and a green paper leaf for stage 1. Then they use pom poms to make the caterpillar for stage 2. Stage 3 is made using a twig and a brown paper bag to represent the chrysalis. Finally, in stage 4 a butterfly is made with colored paper.
Finally, we would finish of the lesson by having students choreograph their own dance to represent the Monarch Butterflies Lifecycle. First, we would discuss some ideas as a class on how we could represent the different stages. However, students would be free to make their own interpretations. In groups of four (a student for each stage) students will choreograph their own dance to music and then each group would share with the class.
Adapted from:
Punkoney, S. (2014). Eight bugs and butterflies preschool activities. Retrieved from http://stayathomeeducator.com/eight-bugs-and-butterflies-preschool-activities/
The dance of the butterfly. (n.d.). Retrieved from https://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Butterfly_Dance
Jenny,
DeleteThis lends itself to a perfect and appropriate integrated lesson. This lesson alone is a great stepping stone for their future Science education. As they progress, they will be learning more in depth about behavioral and structural adaptations and what animals need to survive in their environment. This will ever be filed away in their brain and they can pull from this experience to help them understand future lessons.
Stephanie
Stephanie,
DeleteI very much agree with you. I think it is important in incorporate things like science and social studies in the early grades to introduce concepts for later grades. From what I have observed these subjects often get pushed aside for math and reading.
Jenny
Jenny,
DeleteI have seen the lifecycle of the butterfly lesson done before in early elementary education not to this extent and it was highly effective. I like how well you incorporate extra visuals and props to assure student understanding. Love it!
~Cybil
Jenny,
DeleteIt's unfortunate but true at times. It's wonderful to be able to integrate on multiple levels so students can see the connection to what they are learning across different subject areas.
Jenny,
ReplyDeleteI ordered painted lady butterfly larvae and my daughter observed their life cycle firsthand. Your lesson idea sounds good. If you were doing this with students in spring, you could check this out: http://www.insectlore.com/butterfly-garden
Aubrey
Jenny,
DeleteI love your ideas! I think that the kids would have a great time getting to act out a butterfly, especially at that age. I know that in my 2nd grade class we each had our own butterfly larvae that we got to watch and it was the coolest thing ever! Getting to see the experience would make the dance even more realistic as well as their artistic creation. If you didn't have the resources, you could also show a video of the butterfly life cycle so that they could see the full effect.
Kelsey
Kelsey and Aubrey,
DeleteWhoa! I have never heard of those kits before! How cool is that?! Now that would be too much fun!
Jenny
Jenny!
DeleteI have seen so a lesson similar to this one and the students absolutely LOVED it! I am not sure why but incorporating butterflies into science lessons seems to be the most common and most influential lessons (in my opinion) to teaching Elem. students about the life cycle. Very fun idea!
Love love love.
DeleteThis is such a good idea Jenny. The kids really enjoy watch the caterpillars change into butterflies. I think this concept is perfect for art and movement. You could also have a conversation about symmetry, patterns, any number of art concepts.
Tanya,
DeleteYes, I think the lifecycle of a butterfly is an established part of the science curriculum at most schools. I like it for its versatility. Also, kids learn best when they are engaged and interested in what they are learning!
Jenny
Tana,
DeleteI didn't think about the symmetry aspect, but great idea!
Jenny
Integrating multiple subjects is a great way to get more students learning and engaged. I have always struggled with science and math when I was a student. For this assignment I wanted to challenge myself to come up with a lesson that incorporate both of these along with movement, art or music.
ReplyDeleteMy students will be creating structures with toothpicks and marshmallows. At first I will give them 5 toothpicks and 10 marshmallows and let them play around with that to see what they can make. Then they will get 5 more toothpicks and 10 marshmallows by joining another student. The pair will have a task of creating the tallest structure and measuring it.
This lesson will incorporate movement (and art?) science, and math. There are many ways I could take this lesson mathematically. We could make graphs for each pair’s structure height. Then we could compare those with fractions or add literacy by writing reflections about what they would do different next time.
Math
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Science
PS 4 2-3 APPA: Simple problems can be solved through a technological design process that includes: defining the problem, gathering information, exploring ideas, making a plan, testing possible solutions to see which is best, and communicating the results
Taylor,
DeleteThese kinds of activities are always so fun and challenging. I think it is good to have a little competition in the classroom! I like how you have students explore first and then get into pairs. Maybe the "making the plan" part from the standard could involve drawing out a design for their structure to incorporate art? Just a thought. Great lesson idea!
Jenny
I love the idea of using marshmallows but I can't help but wonder how you would prevent students from eating them. You know students get so excited when you take those out. However, I do like "playing with food" to learn more about many concepts! Very fuN!
DeleteTaylor,
DeleteI think this is a great idea. Kids love building and your right there are so many subjects that could be connected with this. I have seen something similar with spaghetti noodles, marshmallows and tap. As for wither the kids eat the marshmallows I think it depends on the age. The fifth graders I watch where pretty good about not eating it. I also think you could connect this lesson to real word jobs like architecture or scientist. I think those kind of connections can be valuable for students.
Taylor,
DeleteVery fun activity! I'm sure they would love to eat some afterwards. How would you incorporate Science into your lesson?
Stephanie
Jenny,
DeleteYes-friendly competition in the classroom is always interesting! Thank you for the suggestion incorporate drawing out the plan to add more art, I will add this if we use it in class.
Tanya,
DeleteI think with clear classroom expectations, students eating the materials shouldn't be a problem. Especially with the limited amount they are given!
Tana,
DeleteThis lesson can be done in so many ways. I've done it both and decided on toothpicks instead of spagetii noddles because of the size. With toothpicks, the structures can be saved and displayed, but noodles structures will be very big!
I like your suggestion of how I can connect this to real world job, thank you.
This comment has been removed by the author.
ReplyDelete4-5 LS1A
ReplyDeletePlants and animals can be sorted according to their structures and behaviors.
CCSS.ELA-LITERACY.W.4.6
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.
TTL1: 1.1.1
Generate ideas and create original works for personal and group expression using a variety of digital tools.
In my 4th grade introductory lesson I would integrate Science, technology, and writing (ELA). Students will learn how animals are grouped, based upon their structure. This 1 week lesson would allow for students to study animals with backbones (vertebrates) and without backbones (invertebrates). During the Science aspect, students will perform labs to investigate multiple species of animals and how their structures differ and analyze why. Students will learn the differences amongst different subgroups of animals within the two major groups: vertebrates and invertebrates.
As part of the activity for this lesson, students will create and publish a music video using iMovie. The ELA aspect of this lesson will require students to collaborate within groups to produce a song to represent the differences between the two major groups of animals. Using their knowledge gained from their Science lesson, students will write a 1-minute song highlighting key ideas of the two groups.
Once their song has been written and verified for correctness by the teacher, the students will record their song. Students will use digital tools, ie. cell phone recording app, iMovie, internet, to produce their music video. With guidance from the teacher, their song will be uploaded in the iMovie application, and students will edit and trim song while importing images as a background to their song to visually illustrate their piece. Once their music video has been completed, they will publish their video to the school’s website and share during an in class presentation.
What tools will you use to ensure all students in a group understand the purpose and expectations of the assignment?
DeleteAubrey
I love your ideas for your lesson ,but i am little concern the students might get overwhelmed. and what kind of scaffolding/support would you use to help your ELL students to make sure they are not being left out of the learning activities. I am making the presumption that you will be doing a lot of modeling with visual to support them.
DeleteAudrey
Hi Audrey,
DeleteYes, definitely modeling will be essential. Fortunately my students have a separate technology class in which they utilize these tools regularly. I think this is great for ELL because of the use of imagery and working collaboratively with other students.
Hi Aubrey,
DeleteI thinking useing the I do. We do. You do. approach is very effective. Modeling the use of programing etc. Expectations can be given orally and in writing with an accompanying rubric.
Sidewalk Definition Bingo
ReplyDeleteDefinition Bingo is played like regular bingo but with a twist. On the Bingo Board will be a list of English and Math vocabulary words. However, the students create the Bingo Board on the sidewalk. The Bingo Board will be big, about 8 or 10 feet vertically and 8 to 10 feet diagonally. Students will be in groups of 4 or 5. Each group will have one Bingo Board. Each group will compete against each other. Each group will be given index cards with definitions on them. The Bingo Caller (probably the teacher) will call out a word the students will collaboratively come up with the definition of the word. The Bingo Markers will be the definitions of the vocabulary word being called. (If it’s windy outside, place a rock or two on the definition index card.) Students in each group will take turns running on the Bingo Board to place the definition index card on the vocabulary word. The concept of this activity is to have the students become familiar with the vocabulary words that will be used in a thematic unit for the month.
This activity covers Art, Movement, English as well as Math.
This activity can be used with any grade level.
Robin
This sounds fun! How would you reserve your space to do this? How much open concrete area would be available?
DeleteAubrey
Hi Aubrey,
DeleteI was thinking about reserving the school's basketball playground area and then having the students clean the concrete when we finish.
Robin
I love bingo! This also teaches students to listen carefully, pay attention to detail and follow directions.
Delete~Cybil
Robin
ReplyDeletethis idea i can see me adapting concept across curriculum to teach students content vocabulary and meaning, especially for my ELL student. I would visual with my activity
Audrey
Thank you Audrey,
DeleteI had ELL students and students with disabilities in mind when I created it.
This fourth grade class has recently been working on a poetry unit analyzing four specific styles of poetry involving concepts like similes and metaphors. This class has also been doing a history unit involving characteristics of Neanderthal’s. Another piece of background knowledge for this group has been learning about intention in art and strategies artist use to send a message. Including technical skills shading etc.
ReplyDeleteTo start this lesson the teacher puts a piece of art from Neanderthal times on the smart board. The teacher engages the students in a conversation about the intention and style of the artist. The teacher gives the students more information about the time period the art was created. The teacher tells the students they are going to create a song about this art. The teacher tells the students the song must include information they have learned about the history of this time. The song also must use one of the four styles of poetry they have been working on. The teacher works collaboratively with the class to create a song about the image. Students are encouraged to use their notes about Neanderthal’s and their examples of poetry for this activity.
The students are each given a piece of art from Neanderthal time period. They are asked to create their own songs. Their songs need to follow the same criteria as the song we created together: using information they have learned about the history of the time period, analyzing the artistic style and using one of the four poetry models the class has been working on. Students are again encouraged to use their history notes and poetry examples. After they have completed the song students are asked to share their song with a buddy. Students who would like to share with the whole class are welcome to volunteer to do so. The teacher walks around observing the sharing and taking notes, afterward the teacher collects the songs.
This lesson is designed to integrate language arts, social studies, music and art.
CCSS.ELA-LITERACY.L.4.5.A
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts and/or primary sources in a paper or presentation.
EALR 2. Creates, experiences, and develops artworks and/or performances/presentations utilizing the creative process structure.
http://www.k12.wa.us/Arts/Standards/pubdocs/ArtsStandards.
http://www.corestandards.org/ELA-Literacy/
http://www.k12.wa.us/SocialStudies/EALRs-GLEs.aspx
Hi Shauna,
DeleteI really love poetry, reading it and writing it as well. Poetry can be kind of difficult to teach mainly because there are so many elements involved. I love your approach! I think it is an excellent idea to give them a piece of art work from a period in history that they are studying from. Writing a poem based on what they are learning will help the students to remember it.
Robin
Thanks Robin,
DeleteI've never actually taught poetry and it does seem difficult. I wonder at what age do we start teaching poetry?
Audrey Scott
ReplyDeleteThis third grade science lesson will integrate, Arts, Movement, Music
This will be a week long science lesson on insects. First we will read our science text and supplemental material on different insects, then we will watch a NETGO video on insects. We will review what have learned then the students will choose on insect to do and art project on.
Art: Students can choose any medium they want to create their insect: clay model, painting or drawing. The painting or model must include all of the body parts. The art piece should have a brief caption with some key fact about the insects. The object of the art project is to help the students make the connection between what they have read in the text and saw in the video. Activate that prior knowledge in their art, this will let the teacher know they actually understood and they are showing what they have learned
Movement and music: the students will work in a group of 3 -4 to choreograph dance movement to demonstrate the various insect’s movement using their body mechanics, facial expression while imitating the sounds the insects make to create a rhythm(Teacher will be playing music in the background to help them with their dance)
Hi Audrey,
DeleteI really like your project. I also like how you gave your students a choice of how they wanted to create their Art project. You are right, the art project is an excellent way for the students to connect what they have read from the text as well as what they have learned from the video. In the future, I will use this activity.
Robin
Fun idea! That is so creative to have the students move like the bug! I also like that the students had some choice in how they created the art. I think students could learn a lot from this project.
Delete3rd grade – English/ Language Arts, Reading, Writing, Literacy, Math, Art: “Happy!”
ReplyDeleteThe purpose of my lesson is to engage all level learners while incorporating something from their genre of music promoting the use of the four primary domains. Students will have fun interpreting their idea of the song Happy” by Pharrell while either dancing or acting out their interpretations working within groups.
Reading: Students will read the lyrics to the song Happy for comprehension. This teaches reading composition through introduction to modern music. In table groups, they will discuss their reactions, ideas and information gained from reading and interpreting this text. Students will also recognize perform melodic patterns (ie. repeat in lyrics) and demonstrate knowledge of the meaning behind music later on in the lesson.
Writing: Students will analyze the lyrics to the song “Happy” to determine literary meaning while discussing as a group through the use of social language.
Drama: Students will demonstrate the ability to respond creatively through directed movement activities and improvisation to the song “Happy.” Students can organize their thoughts using various props to create their interpretation of the song.
The teacher will record each group and take creative pieces of each performance to design a complete class video using the song “Happy.”
Finally, watching the final video students will develop, identify, describe, and compare performances to develop a personal statement at the end of this lesson.
Utilizing language proficiency and communication competence through interpretive art while focusing on the use of pedagogical techniques will get students interacting and working together to analyze the deeper meaning behind music and poetry. They will also build on their ability to recognize patterns, retell a story through verbal, written and physical examination. Self-interpretations making personal connection to develop the student’s basic interpersonal communication skills as well as their cognitive academic learning proficiency is a bonus.
*Dancing to the story is an option to this lesson to help struggling readers with decoding and fluency through movement. Students can manipulate their bodies to fluently share a story through movement.
This is a great idea! It's amazing how much you can do with just one song. I think the students could gain a lot from this lesson and it's a much more engaging way for certain types of learners to practice comprehension then using a text. I liked that there was an option for dancing as well!
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