“Homecoming” - Los Angeles Music Center · Our Homecoming theme encompasses playing, learning, celebrating, creating, presenting and performing! Everyone is both a creator and

“Homecoming” Very Special Arts Festival

5 Lesson Plans for Grades K-8

Photo: Macy Day Parade - 2018

Los Angeles County Office of Education

& Los Angeles Unified School District In Preparation for the 41st Annual

Very Special Arts Festival November 8th, 2019

Lesson Plan Introduction

“ Every child is an artist. The problem is how to remain an artist once he (or she) grows up.”

- Pablo Picasso

The 41st celebration of the Very Special Arts Festival will be held on November 8th, 2019 at The Music Center in Downtown Los Angeles

with the theme “Homecoming.” This year, The Music Center Plaza welcomes back the Very Special Arts Festival - a true Homecoming. Hurrah! This year’s VSAF theme captures the joy we all feel when a person or group returns home. The Music Center is our home and The Plaza is our special space within that home. The Festival is a time to share feelings of fellowship and a joyful reunion with others. It is a time when we can strengthen our humanity by being together. Our Homecoming theme encompasses playing, learning, celebrating, creating, presenting and performing! Everyone is both a creator and a supportive audience for others. Maria Montessori says, “Imagination does not become great until human beings, given the courage and the strength, use it to create.” This is the hope for our collective futures. Included in this curriculum are five lesson plans that were crafted to help teachers explore various themes related to “Homecoming.” Each lesson is standards-based and employs various aspects of Universal Design for Learning. We have also provided rubrics for the assessment opportunities. Although many scaffolds are already included, feel free to adapt these lessons to best serve the needs of your students. Teachers may wish to incorporate some of these ideas into their existing curriculum. We ask all of you to participate in the Festival by preparing a piece of art, or a performance, that illustrates this year’s theme for you.

“HOMECOMING” K-8 LESSONS

Photo credit: Jon McCoy

Rhythms of HOMECOMING

Lesson 1


RHYTHMS OF HOMECOMING

I. Subject and Grade Level: Language Arts/Music & Dance, Grades K-8

II. Topic: RHYTHMS OF HOMECOMING

III. Instructional Objective(s): After reading/listening to Footloose by Kenny Loggins*, students will:

a) identify the main emotion(s) being conveyed b) ask and answer questions about the text (Footloose or teacher selected) -

“What is the main idea of the text/song?” c) create an emotion board with supporting text/lyrics from the musical selection d) express an emotion through music and or/dance

IV. Vocabulary

Rhythm Blues DJ Hip-Hop Tango Celebration Emotion

V. Materials Needed: Footloose (text)*

Footloose (digital, YouTube read aloud)* Footloose (audio track)* Emotion visuals Projector & laptop computer (for displaying digital version of story, as needed) Digital media player, audio player, CD player (for playing audio track) Dance cards Cardstock or construction paper (9x12) Crayons or markers Emotion icon set for each student (for use with Guided/Independent Practice B)

*Text and music may be substituted with any other celebratory or culturally relevant music at the teacher’s discretion

VI. Technology/Literature Connection:

1. The Story Footloose by Kenny Loggins 2. Online Version of Footloose

https://www.youtube.com/watch?v=RejlELkwy1o

https://www.youtube.com/watch?v=RejlELkwy1o

VII. Standards:

ELA: ELA: Reading/Writing/Listening & Speaking K-5 (please refer to your own grade level standards). CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text.

New CA Arts Standards - Art/Music/Theatre/Dance/Media Creating (Cr) Performing/Presenting/Producing (Pr) Responding (Re) Connecting (Cn)

Note: The Anchor Standards (AS) will be highlighted.

Creating (Cr) and Performing (Pr) in Dance ● AS #1 - Generate & conceptualize artistic ideas & work. ● AS #2 - Organize & develop artistic ideas & work. ● AS #3 - Refine & complete artistic work. ● AS #6 - Convey meaning through the presentation of artistic work.

Responding (Re) and Connecting (Cn) i n Music

● AS #7 - Perceive & analyze artistic work. ● AS #8 - Interpret intent & meaning in artistic work. ● AS #9 - Apply criteria to evaluate artistic work. ● AS #11 - Relate artistic ideas & works with societal, cultural & historical context to

deepen understanding.

VIII. Procedure - Instruction 1. Motivation for Learning: Teacher will play celebratory music ( Footloose or other selected song and will display emotion cards (provided in appendix). 2. Teacher will ask students how they feel after hearing the song and/or when they celebrate (birthdays, accomplishments, homecoming, special days, etc.) Students may respond orally, using emotion cards, using augmentative or alternative communication device (voice output device)eye gaze, or other preferred communication method. 3. Teacher will then introduce the story Footloose by Kenny Loggins by conducting a picture walk. Teacher will model matching emotions of characters in emotion cards. Students will then discuss emotions observed and can match emotions in story to emotion cards using preferred communication method, as described above. 4. Teacher will then introduce the story Footloose, by Kenny Loggins, with intonation and and expression. Alternatively, teacher can have students attentively listen to story as it is projected using the provided link. 5. After students listen to the story, teacher will again display emotion cards and solicit responses from students as the following questions are asked: “What emotion or emotions did you observe in the story?” “What is the main idea of the story?” 6. Teacher uses graphic organizer to list main ideas identified by students. Students may have identified main idea verbally or using their preferred communication method. 7. Teacher says: “We have identified these main ideas from the story.” (Verbally list, point to) 8. Next, teacher will list emotions students identified on left side of chart (Appendix). Teacher says: “We will work to show how the emotions we identified support what we stated is a main idea.” Supporting the Main Idea 9. Teacher: “What emotions in the story tell you about the main idea?” Teacher models using graphic organizer to match emotions identified and the main idea.

• Teacher uses sentence frame, “One main idea of Footloose Is _______. For example, in the text _________. Strong supporting evidence from the text is ______________.

• Teacher models pulling information from graphic organizer to complete the frame. Example: “One main idea of Footloose is celebrating together. I know this because the . animals are dancing excitedly.”

10. Students practice expressing the main idea with supporting details with a partner. Partners can use a small graphic organizer to share ideas or the larger graphic organizer used by the teacher. Students many communicate using their preferred communication mode and may use pictures to complete the sentence frame, as needed.

Check for Understanding 11, Now that students have interacted with, and discussed, the content, the teacher can informally check for understanding. 12. Teacher will call on partner pairs to share out their findings (main idea) and will ask each to share out supporting evidence. If teacher finds that any partner pair had difficulty with connecting ideas with supporting evidence, the following strategies may be used: • Revisit the content in small groups: reread the story (or use the digital version) and have

students focus on one main idea. Model pairing the main idea with supporting evidence and have students do the same.

• Use the attached rubric to score students and compare against their established baseline.

IX Practice - Guided Practice - Option A- Responding and Connecting in Music

13. Play Footloose audio track and display the emotion cards. Teacher: “What emotion do you feel when you listen to Footloose? Have students describe what they feel when they listen to Footloose , or another, upbeat song. Students may respond verbally or using their preferred method of communication. 14. Teacher: “We may feel different emotions during differentparts of the song. Next we will tell and show each other how the song makes us feel.” Teacher will display song lyrics or use electronic book reading to display lyrics. Students will indicate, by raising their hands or using their preferred method of communication, what part of the song makes them feel the emotion they indicated. Example: Three students indicated the song makes them feel happy, 4 students indicated the song makes them feel excited, and 7 students indicated the song makes them feel silly. Students can form groups based on their choices or can sit with their emotion card displayed in front of them. Teacher will read or play the story while displaying the lyrics and ask,”If you said the song makes you feel silly, raise your hand (or use words for preferred method of communication) when you hear the part that makes you feel silly.” Level 3 Level 2 Level 1 Students will select a Students will select a Students will select a movement (from the movement (from the . . . movement (from the movement list or movement list or movement list or self-selected) and self-selected) and self-selected) and move along to as move along to as move along to as Footloose* is played. Footloose* is played. Footloose* is played. Students at this level Students at this level Students at this level will complete this activity may need accommodations may need modifications independently or with i.e., additional modeling such as making choices minimal support. of movements & verbal from reduced options and visual support.

Level 3 Level 2 Level 1 Students will select an Students will select an Students will select an emotion icon from chart emotion icon from chart emotion icon from chart movement list and movement list and movement list and decorate their 9 - 12 decorate their 9 - 12 decorate their 9 - 12 cardstock with the lyric or cardstock with the lyric or cardstock with the lyric or storyline that evokes emotion. storyline that evokes emotion. storyline that evokes emotion, Footloose* is played. Footloose* is played. Footloose* is played. Students at this level Students at this level Students at this level will complete this activity may need accommodations may need modifications independently or with i.e., word banks, fewer such as selecting from a minimal support. choices. field of 2 or adapted materials used to decorate.

X. Evaluation

Rhythms of Homecoming Rubric: Discussion Participation

5 I understand and

can model for someone else

4 I can do this by myself in new

situations

3 I can do this by

myself in familiar

situations

2 I understand but I

need help

1 This is new for me and I and

need help

Comprehension Consistently summarizes the main ideas and is able to retell

important details in the text. Asks

and answers questions about

the text.

Summarizes the main ideas and is able to retell

important details in the text. Asks

and answers basic questions about the text.

Summarizes the main ideas with supports and

simple cues and is able to retell some details in the text. Asks and answers

basic questions about the text.

May summarize main ideas with

modeling and use of

accommodations. May participate in discussions with

the use of supports such as frames, visuals,

and similar supports.

May summarize main ideas with

explicit modeling,

through use of errorless choice,

or may be developing consistent

response to comprehension

activities.

Connections Makes connections from

text-to-self, self-to-text, and text-to-world.

Makes connections from text-to-self and

self-to-text.

Makes connections

from text-to-self and self-to-text

with support and/or

examples, or simple cues.

May make connections with

modeling and use of





explicit modeling,


or may be developing consistent response.

Critical Response

Connects ideas in text to

author’s purpose and asks

questions about what they are

reading (is critical about

source, author, etc.).

Connects ideas in text to

author’s purpose and asks


reading (questions may

be at a beginning level of inquiry).

Connects ideas in text to self

and asks questions about what they are

reading (questions may

be at a beginning level

of inquiry).

May provide critical response with modeling

and use of accommodations. May participate in discussions with



May provide critical response

with explicit modeling,


or may be developing

consistency in response activities.

Analysis Connects text to a message, describes

meanings in text, provides

Connects text to a message,

describes simple meanings in text,

provides

May connect text to a

message with support and/or

examples,

May analyze with modeling and use

of accommodations. May participate in

May analyze with explicit modeling,


alternatives for word choice and

supports with rationale.

alternatives for word choice but may not support with rationale.

describes simple

meanings in text, provides

alternatives for word choice but

may not support with

rationale.

discussions with the use of

supports such as frames, visuals,



response to analytical activities.

Rhythms of Homecoming Rubric: Footloose Emotion Board

5 I understand and



situations

3 I can do this by

myself in familiar situations


need help


need help

Composition Consistently displays strong knowledge of

content presented as evidenced by

composition of final piece.

Displays knowledge of



Displays basic knowledge of




content the with modeling and

accommodations. Composition of

final piece created with the use of visuals



content the with explicit modeling, through the use

of errorless choice.

Composition of final piece

created with the use of visuals, models, and

similar supports.

Execution Planning is evident in

execution of project, student

incorporated concepts learned.

Planning is evident in


incorporated some concepts

learned.



incorporated some concepts learned, may

need examples, guides.

Planning is completed with

accommodations, student


need examples, guides, visuals.


explicit modeling, errorless choice.

Student incorporated

some concepts learned with

direct assistance.

Planning Student worked to create plan

and persevered through

difficulties encountered.

Student worked to create plan

and persevered through many


Student worked using model to create plan and

persevered through many



persevered through plan with the provision of supports and

accommodations.

Student worked using model and direct assistance

to create plan and persevered

through plan with the provision of

supports.

Application of Concepts

Application of concepts learned

is evident throughout

project.


is evident throughout most

of project.



of project.



of project.



of project.

Rhythms of Homecoming Rubric: Getting Footloose

5 I understand and



situations

3 I can do this by

myself in familiar situations


need help


need help













final piece created with the use of visuals



content the with explicit modeling, through the use




similar supports.







learned.










explicit modeling, errorless choice.

Student incorporated

some concepts learned with

direct assistance.












accommodations.

Student worked using model and direct assistance


through plan with the provision of

supports.




project.



of project.



of project.



of project.



of project.

Emotion Icons

Main Idea Emotions

Make up a “Homecoming” dance

Use the Footloose music, or other music you like. Create a partner or group dance that expresses your ideas on Homecoming. Here are a few basic dance steps you can use. Try them out to see how they feel, Then, pick two or more of the; and combine them into a simple dance sequence to practice and perform. If done in partners or groups, each pair or group can teach their dance to the rest of the class. Also, Different sequences can be combined to challenge students to learn longer sequences. Express the emotions you feel about “Homecoming.”

Dance Steps

Try these steps: you can do them in personal space; lines or single/ double circle(s)

1. Reach arms up and down. Then reach full body up and down. Try this

using 4 counts up and 4 counts down; then in 2 counts; then 1 count.

2. Tap one foot to side and back to center (out & in)several times. Switch to other leg. Try a patterns of 4 taps out & in; 2 taps out and in to each side; and then one tap out and in to each side.

3. Do a walking, 4 step turn to the R. Repeat to the L. One R and 1 L.

4. Walk forward 4 counts; clap 4 x; walk backward 4 counts; clap 4 x.

5. Select jumps, hops, swaying, step-together-step-touch movements to

each side.

6. Everyone do free form movements (choice) for 8 counts. Freeze, holding still for 4 counts. Try moving for 8; 4; 2;1 counts - alternating movement and Freeze shapes.

7. Put these ideas together, improvised or set, and perform with music.

I am Unique HOMECOMING

Lesson 2


I AM UNIQUE

I. Subject and Grade Level: Math, Geometry/Visual Arts, Self-Portraiture, Grades K-8

II. Topic: I AM UNIQUE - HOMECOMING

III. Instructional Objective(s): After reading Picasso by Mike Venezia (1988), students will:

a) identify geometric shapes used in the various portraits and images b) ask and answer questions about how Picasso’s paintings changed and

reflected who he was at different periods of his life (emotions, styles) c) create a self-portrait using various geometric shapes and angles d) express how the shapes and colors in their self-portrait represents them

IV. Vocabulary

1. Shape 2. Realist 3. Abstract 4. Self-portrait 5. Unique 6. Angle 7. Two-dimensional 8. Three-dimensional 9. Emotions

V. Materials Needed: 1. Picasso (text) 2. Picasso (digital, YouTube read aloud) 3. Projector & laptop computer (for displaying digital version of story, as needed) 4. Construction paper (12x18) 5. Geometric shape cutouts (construction paper) 6. Digital camera 7. Student photos (to fit 12x18 construction paper) 8. Mirrors 9. Glue 10.Scissors, as needed 11.Shape cards

VI. Technology/Literature Connection:

1. The Story Picasso by Mike Venezia 2. Online Version of Picasso

https://www.youtube.com/watch?v=r1BdaC_PwC0

https://www.youtube.com/watch?v=r1BdaC_PwC0

VII. Standards:

ELA: ELA: Reading/Writing/Listening & Speaking K-5 (please refer to your own grade level standards): CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text. Math (Grade 4 - please refer to your own grade level standards): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (Two-dimensional shapes should include special triangles, e.g., equilateral, isosceles, scalene, and special quadrilaterals, e.g., rhombus, square, rectangle, parallelogram, trapezoid.) New CA Arts Standards - Art/Music/Theatre/Dance/Media The Anchor Standards (AS) will be highlighted

Creating (Cr) and Presenting (Pr) in Visual Arts ● AS #1 - Generate & conceptualize artistic ideas & work. ● AS #2 - Organize & develop artistic ideas & work. ● AS #3 - Refine & complete artistic work. ● AS #4 - Select, analyze & interpret artistic work for presentation ● AS #5 - Develop & refine artistic techniques & work for presentation. ● AS #6 - Convey meaning through the presentation of artistic work. ●

Responding (Re) and Connecting (Cn) in Visual Arts ● AS #7 - Perceive & analyze artistic work. ● AS #8 - Interpret intent & meaning in artistic work. ● AS #9 - Apply criteria to evaluate artistic work. ● AS #10 - Synthesize & relate knowledge & personal experiences to make art. ● AS #11 - Relate artistic ideas & works with societal, cultural & historical context to


VIII. Procedure -- Instruction: 1. Motivation for Learning: Teacher will display various Cubist portraits (can

display through projector, display as prints, or from available books). Use images and portraits that display use of geometric shapes such as examples from John Metzinger, Juan Gris, and Marcel Duchamp.

2. Teacher will ask students what they see in each image, what shapes they see, and what feelings they see conveyed by the image. Students may respond orally, using shapes or shape cards, using augmentative or alternative communication device (voice output device), eye gaze, or other preferred communication method.

3. Teacher will then introduce the story Picasso by Mike Venezia by conducting a picture walk. Teacher will model thinking by noting shapes observed, discussing how the images display feeling, and reacting to key points of Picasso’s life. Students will respond to story when prompted using preferred communication method, as described above (i.e. “What do you think Picasso was feeling when he made this painting?”)

4. Teacher will then read the story Picasso by Mike Venezia with intonation and expression. Alternatively, teacher can have students attentively listen to story as it is projected using the provided link.

5. After students listen to the story, teacher will solicit responses from students as the following questions are asked: “What style is this painting?”, “What feelings or emotions do you see in this painting?”

Possible student responses: “What style is this painting?”: Responses: cubist or realist “What feelings or emotions do you see in this painting?”: “This painting is sad. I know because it uses the color blue.”, “This painting is happy. I know because it uses many bright colors.”

6. Teacher says: “We have identified the style and feelings of this painting.” (Verbally list, point to). 7. Teacher says: “Next, we will look at some different paintings and discuss the style.” 8. Display various paintings (realist and cubist, attached) 9. Teacher: “What style painting is this?” “How do you know?” Teacher models

• Teacher uses sentence frame “This is a ______ painting. I know because _________.”

• Expanded sentence frame: “This is an example of a _______ painting. I see evidence of _________ and ________. I also see __________.”

Check for Understanding 10. Now that students have interacted with and discussed the content, the teacher can informally check for understanding. 11. Teacher will assign individual students an art style discussed (either realism or cubism). Teacher will have students use physical movement to identify the style of paintings as they are displayed (i.e. “Jump/wave/blink/etc. if this is your style of painting” as a cubist painting is displayed). If teacher finds that any partner pair had difficulty with connecting ideas with supporting evidence, The following strategies may be used:

• Revisit the content in small groups: review the painting style using both the example paintings and through the use of the story Picasso (or use the digital version). Have students interact further with the content by labeling a cubist painting using the vocabulary as “landmarks” to mark features of the painting.


IX. Practice

Guided Practice - Communication and Expression Through Original Works of Art 12. Display a Picasso painting (from Cubist era) and have students recall what style

the painting is in and what emotions the painting conveys. 13. Teacher: “Picasso made many paintings throughout his lifetime. Some paintings

he made were realist paintings and others were cubist paintings. We will explore more about cubist paintings and make our own cubist artwork.”

14. Display “Features of Cubist Paintings” chart/handout (teacher may elect to make charts for each student, groups of students, or a large chart for the entire class). List lesson vocabulary to review:

1. cubism 2. abstract 3. angle 4. two-dimensional 5. three-dimensional

15. Have students use mirrors to view their faces and share out what elements they see or would like to incorporate into their self-portrait. (Example: “I see 2- and 3 dimensional shapes”, “I see different angles.”) Students will be encourage to use this language as they work on their self-portraits. Students may respond verbally or using their preferred method of communication.

Independent Practice The independent Practice portion of the lesson includes suggested differentiation tips.

Preparation Have prepared copies of photos of each student (black and white, high contrast images will suit this project best). Photos can be printed on regular bond paper as students will be pasting items over the photos. Students can draw their faces in lieu of using printed photos.

Level 3 Level 2 Level 1

Students will use their pre-printed image and 9x12 cardstock (or construction

paper) to construct their cubist self-portrait (using the

elements they identified during the guided practice activity). Students will layer shapes

(geometric, abstract, 2 dimensional or 3

dimensional/raised) to create their portrait using the photo as a guide. Students at this

level will complete this activity independently or with minimal

support.


paper) to construct their cubist self-portrait (using the elements

they identified during the guided practice activity).

Students will layer shapes (geometric, abstract, 2

dimensional or 3 dimensional/raised) to create

their portrait using the photo as a guide. Students at this level may need accommodations

such as pre-cut shapes.


paper) to construct their cubist self-portrait (using the

elements they identified during the guided practice activity). Students will layer shapes

(geometric, abstract, 2 dimensional or 3

dimensional/raised) to create their portrait using the photo as a guide. Students at this

level may need modifications such pre-cut shapes, adapted

materials (scissors, paper), and/or physical

assistance/prompting.

X. Evaluation I am Unique Rubric: Realism or Cubism

Homecoming

5 I understand and



situations

3 I can do this by

myself in familiar

situations


need help


need help

Comprehension Consistently displays

knowledge about the content. Asks


the content presented.

Displays knowledge about the content. Asks



Displays some knowledge about the

content. Asks and answers

basic questions about the content

presented.

May display knowledge about the content with modeling and

accommodations. Asks and answers

questions about the content

presented with the use of

supports such as visuals and

similar supports.

May display knowledge about the

content with explicit

modeling, through the use

of errorless choice, or may be developing

consistent response to

comprehension activities.


art-to-self, self-to-art, and art-to-world.

Makes connections from

art-to-self, self-to-art.

Makes connections

from art-to-self, with support

and/or examples, or simple cues.

Makes connections from art-to-self, with

modeling and use of





explicit modeling,



Critical Response

Connects ideas in artwork to

artist’s purpose and asks


seeing (is critical about source,

etc.).


artist’s purpose, may ask


seeing

May connect ideas in artwork

with support and/or

examples, describes

simple meanings in artwork, but

may not support with rationale.

May connect ideas in artwork with modeling

and use of accommodations.

May describe simple meanings in artwork with







consistency in response activities.

Analysis Connects artwork to a

message,

Connects artwork to a message,

describes

May connect artwork to a

message with

May analyze artwork with

modeling and use


describes meanings in art,

provides alternatives for

word choice and supports with

rationale.

meanings in art and provides


support and/or examples, describes

simple meanings in art,

provides alternatives for word choice but may not support with rationale.

of accommodations. May participate in discussions with






I am Unique Rubric: Self-Portrait Homecoming

5 I understand and



situations

3 I can do this by

myself in familiar

situations


need help


need help





content presented as evidenced by composition of

final piece.



final piece.




final piece created with the

use of visuals and similar supports.


content the with explicit





similar supports.







learned.










explicit modeling,

errorless choice. Student


learned with direct

assistance.









difficulties


persevered through plan with the provision of

Student worked using model and

direct assistance to

create plan and persevered

encountered. supports and accommodations.

through plan with the

provision of supports.




project.



of project.

Application of concepts learned is evident

throughout most of project.



of project.

Application of concepts learned is

evident throughout most

of project.

Realist and Cubist Paintings

The Stone Breakers (1849-50)

Goustave Courbet

Symphony in White, no. 1 (The White Girl) (1861-62) James Whistler

The Gleaners (1857) Jean-François Millet

Weeping Woman

Pablo Picasso

Houses at L'Estaque (1908)

Georges Braque

L'Homme au Balcon, Man on a Balcony (Portrait of Dr. Théo Morinaud)

Albert Gleizes (1912)

Features of Cubist Paintings

geometric shapes

color

multiple angles

abstract shapes

shows more than one view at a time

2 dimensional

3 dimensional

Celebrating Friendships

HOMECOMING Lesson 3

Photo Credit: Jon McCoy

I. Subject and Grade Level: Language Arts, Social Skills, Visual Arts, Portraiture, Grades K-5

II. Topic: CELEBRATING FRIENDSHIPS - HOMECOMING

III. Instructional Objective(s): After reading Owen & Mzee by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu (2006), students will:

a) identify qualities about Owen and Mzee that made them good friends b) ask and answer questions about Owen and Mzee and what made them good

friends c) create a portrait of one of their friends d) express the qualities that make this person a good friend

IV. Vocabulary

1. Herd 2. Hippo 3. Rescue 4. Tortoise 5. Friendship 6. Portrait 7. Qualities 8. Compliment

V. Materials Needed: 1. Owen & Mzee (text) 2. Owen & Mzee (digital read aloud) 3. Projector & laptop computer (for displaying digital version of story, as needed) 4. Ball or other object to pass around 5. Construction paper (12x18) 6. Crayons or markers (for drawing portraits) 7. Pre-cut circles (cardstock, 2-3” diameter each) 8. String (cut to 4-5” in length, 5 pieces for each student) 9. Tape 10.Scissors (as needed)

Technology/Literature Connection:

1. Owen & Mzee by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu 2. Online Version of Owen & Mzee

https://www.rif.org/literacy-central/material/owen-mzee-read-aloud-video

https://www.rif.org/literacy-central/material/owen-mzee-read-aloud-video

Standards:

ELA: ELA: Reading/Writing/Listening & Speaking K-5 (please refer to your own grade level standards): CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text.


● The Anchor Standards (AS) will be highlighted.

Creating (Cr) and Presenting (Pr) in Visual Arts ● AS #1 - Generate & conceptualize artistic ideas & work. ● AS #2 - Organize & develop artistic ideas & work. ● AS #3 - Refine & complete artistic work. ● AS #6 - Convey meaning through the presentation of artistic work.

Responding (Re) and Connecting (Cn) in Visual Arts



VI. Procedure -- Instruction: 1. Motivation for Learning: Teacher will display a photograph of a friend (personal

friend, school staff), label this person as a friend. Post the photograph under a heading titled “Friend” and list aloud qualities that make this person a friend. List the qualities underneath the heading. Model thinking aloud for the students - why is this person a good friend?

2. Teacher will make a separate heading, also titled “Friend”, and ask the students what qualities they think make a good friend (list).

3. Teacher will then introduce the story Owen & Mzee by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu by showing the cover of the book. Teacher will read the title aloud and ask “Who are Owen and Mzee?” (Students may respond “They are friends”, “Animals”, “A hippo and a turtle”, etc.). Acknowledge and validate all responses. Students will respond to story when prompted using preferred communication method, as described above.

4. Teacher will then read the story Owen & Mzee by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu with intonation and expression. Alternatively, teacher can have students attentively listen to story as it is projected using the provided link.

5. After students listen to the story, teacher will solicit responses from students as the following questions are asked: “Who are Owen and Mzee?”, “Were your predictions using the information on the front cover correct?”, “Do you think Owen and Mzee were good friends?”, “Why? What details tell you they were good friends?”

Possible student responses: “Who are Owen and Mzee?”:

Responses: Friends, animal friends, buddies, etc.

“Do you think Owen and Mzee were good friends?”, “Why? What details tell you they were good friends?”: “I think Owen and Mzee were good friends. I know they were good friends because Mzee shared with Owen.”

6. Teacher says: “We have identified qualities that make a good friend and read about Owen and Mzee who became good friends.” (Review list of qualities that make a good friend).

7. Teacher says: “Next, we will complete an activity with our friends in the class.” (Continue on to Check for Understanding).

Check for Understanding

8. Now that students have interacted with and discussed the content, the teacher can informally check for understanding.

9. Teacher: “We have learned some information about what makes a good friend. Next, we will play a game to check to see if we understand what

makes a good friend. We will play a game of red light, green light.”

10. Have students line up in a row facing the front (or same side) of the classroom or open space. Give the following instructions:

• You have learned about the qualities that make a good friend. These are our “green lights”. Move forward if you hear a “Good Friend” quality.

• If you hear a quality that would not make a good friend, do not move forward.

• Do not move forward if there are no instructions or qualities being stated.

• Only move forward once (not multiple paces) for each quality.

• We will see if we all end up in the same, even line at the end of the game.

11. If students agree on the qualities that make a good friend, they should end up in an even line (no students in front of or behind another). If students do not agree on what qualities make a good friend, some students will be steps ahead and others will be steps behind.

12. Engage students in a discussion on why they selected whether a quality makes a good friend. Review each quality and have students reflect and respond. Some questions to ask:

• “Why is it important to pick friends that are helpful?

• “Why should we spend time with friends that want to spend time with us?”

• “How do you think Owen and Mzee felt having a good friendship?”

• “How do you feel when you have a good friend?”

• “What can you do to be a good friend?” (Refer back to book and prompt statements.)

13. If teacher finds that any partner pair had difficulty with identifying qualities that make a good friend, the following strategies may be used: Revisit the content in small groups: review the qualities that make a good friend using both the story and through modeling. Then,use the attached rubric to score students and compare against their established baseline.

VII. Practice

Guided Practice 14. Teacher: “We have learned some information about what makes a good

friend. Next, we will practice complimenting our friends, or saying something nice to our friends about the qualities that make them a good friend.”

15. Have students form a circle or groups of small circles (5-6 students). Students will use a ball (or other passing object) to select students to compliment. Students may pass or roll the ball to each other. A statement about a positive quality that makes that student a good friend is given when the ball is passed or rolled to that student. There may also be more than one ball or object used to prevent attention from being focused on solely one student. The use of several small groups may aid with this as well.

16. Model passing the ball or object and giving a compliment and/or stating a positive quality before having students begin activity.

17. Teacher may elect to use music or a timer to time activity. Independent Practice

The independent Practice portion of the lesson includes suggested differentiation tips. Students should work in triads if possible.


Students will draw a portrait of a friend using crayons or

markers on 9x12 cardstock (or construction paper). Students

will then write qualities that make that person a good

friend into each of the paper circles (5). Circles will be hung from portraits. Students at this level will complete this activity independently or with minimal

support.



will then write qualities that make that person a good friend

into each of the paper circles (5). Circles will be hung from

portraits. Students at this level may need accommodations

such as word banks, models, reduced number of choices (in

icons or lyrics/story text)



will then write qualities that make that person a good

friend into each of the paper circles (5). Circles will be hung from portraits. Students at this level may need modifications such as selecting an qualities from a field of 2 or errorless choice, and use of adapted

materials to create their portrait.

Prompt Statements

Listens Is entertaining/funny Says mean things Is helpful Teases you Is honest Cares about how you feel Does not trust you Plays games with you

Shares with you Lies to you Spends time with you Does not want to be with you Cheers you up

The Earth Around Us HOMECOMING

Lesson 4


I. Subject and Grade Level: Language Arts/Music & Dance, Grades K-5

II. Topic: EARTH AROUND US - HOMECOMING

II. Instructional Objective(s): students will:

e) identify the main colors of organic & inorganic objects(s) from environment f) ask and answer questions about the names of objects & their colors- “What

are the names of the colors?” g) create a print or art work using either the art style of realism or cubism h) express what the colors you used mean to you

IV. Vocabulary nature colors (aqua, beige, cardinal, blush, burnt orange, etc. art styles realism cubism organic & inorganic color chart pattern imprint print

V. Materials Needed: color chart photos of cubism and realism styles of art 9” x 12” cardstock, or construction paper selection of both organic & inorganic material for print images selection of paint rolling pins plastic bubble wrap sheets

VI. Standards: NGSS - LS3.B:

Variation of Traits Different organisms vary in how they look and function because they have different inherited information. (3-LS3- 1) The environment also affects the traits that an organism develops. (3-LS3-2)

Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)



Creating (Cr) and Presenting (Pr) in Visual Arts ● AS #1 - Generate & conceptualize artistic ideas & work. ● AS #2 - Organize & develop artistic ideas & work. ● AS #3 - Refine & complete artistic work. ● AS #6 - Convey meaning through the presentation of artistic work.

Responding (Re) and Connecting (Cn) in Visual Arts



http://www.nap.edu/openbook.php?record_id=13165&page=160

VII. Procedure -- Instruction: 1. Motivation for Learning: Teacher will take students on a nature/campus walk as

is feasible. Teacher will ask students to name the colors they see while introducing color words less used (see vocabulary list above). Tell students “The Earth presents many different colors for our eyes to see along with many shades, from dark to light. We will discuss colors that we find in different objects today.”

2. Upon return from the nature/campus walk, teacher will ask students to recall the color terms they used to describe what they saw on their walk and list them (on chart paper, board, or similar). Tell students “We saw these colors in many different objects such as leaves, buildings, airplanes, and trees.” (Insert objects seen by the group). Some of the objects we saw were organic objects, such as leaves (or object mentioned), and others were inorganic, such as the airplane (or object mentioned.” We will further discuss colors on the Earth and the inorganic and organic objects we see these colors in.

3. Have students watch the online video: Planet Earth II: Official Extended Trailer BBC Earth https://www.youtube.com/watch?v=c8aFcHFu8QM Students will note the colors they see using the color words they have listed and others, as they observe them. Students can make a written list, circle colors they see from the color chart (attached), or indicate to a partner what colors they see using the color chart.

4. After students watch the video, ask the students to chart the colors they observed in the video using as many color words as they can (from the chart or their own words).

5. Teacher says: “We have observed the many colors of the Earth. Next, we will discuss different objects and their colors.” Share various objects with students (organic and inorganic). Have students explore the objects, discuss the colors of and properties of each. Teacher: “What kind of object is this?” (Hold up either organic or inorganic object) “How do you know?” Teacher models

• Teacher uses sentence frame “This is a(n) _________ object. I know because _________.”

• Expanded sentence frame: “This is an example of a(n) _______ object. I see evidence of _________ and ________. I also see __________.”

Check for Understanding

Now that students have interacted with and discussed the content, the teacher can informally check for understanding. Teacher will assign individual students an art style discussed (either realism or cubism). Teacher forms groups of students and hand out sets of organic and inorganic items. Students will sort the items into organic and inorganic by placing the items into sets into bins or trays, as available. If teacher finds

https://www.youtube.com/watch?v=c8aFcHFu8QM

that any group had difficulty with connecting ideas with supporting evidence, The following strategies may be used:

• Revisit the content in small groups: model thinking out loud as teacher reviews the properties of organic and inorganic materials/items for the group.


VIII. Practice

Guided Practice - Communication and Expression Through Original Works of Art 6. Display sample prints (either made beforehand or those provided) and show

students prints made using organic and inorganic materials using a variety of colors. Model thinking out loud for students as a new print is made. What colors are complimentary to organic items? Inorganic items? What patterns do organic materials make? Inorganic materials?

7. Teacher: “Each of the items we will explore with today makes a unique pattern or imprint. I will explore how each item interacts with the paint, color, and paper as I make a print.”

8. List lesson vocabulary to review: 1. organic 2. inorganic 3. color/s 4. color words (aqua, beige, blush, cardinal, cerulean, ebony, umber, etc.) 5. pattern 6. imprint 7. print

9. Proceed to making a sample print for students to view.

Independent Practice The independent Practice portion of the lesson includes suggested differentiation tips.


Students will select organic and inorganic material to

create 2 prints using various colors on 9x12 cardstock (or construction paper). Students at this level will complete this activity independently or with minimal support, while using

the learned vocabulary.

Students will select organic and inorganic material to create 2 prints using various colors on

9x12 cardstock (or construction paper). Students at this level

may complete this activity independently or with minimal

support, while using the learned vocabulary. Students

at this level may need accommodations such as word

banks, models, reduced number of choices (in color

words)

Students will select organic and inorganic material to

create 2 prints using various colors on 9x12 cardstock (or construction paper). Students at this level will complete this activity independently or with minimal support, while using

the learned vocabulary. Students at this level may

need modifications such as selecting colors for their work from a field of 2 or errorless choice, and use of adapted materials to decorate their

print (enlarged or reduced in size).

IX. Evaluation

Celebrating the Earth Around Us Rubric: Organic/Inorganic Prints

5 I understand and



situations

3 I can do this by

myself in familiar

situations


need help


need help






final piece.



final piece.












similar supports.







learned.










explicit modeling,



learned with direct

assistance.












accommodations.

Student worked using model and

direct assistance to

create plan and persevered

through plan with the

provision of supports.




project.



of project.





of project.



of project.

Inorganic Prints

Organic Prints

Our Stories HOMECOMING

LESSON 5


OUR STORIES

I. Subject and Grade Level: Language Arts, Visual Arts, Theater Arts Grades 6-8

II. Topic: Our Stories

III. Instructional Objective(s): After watching the included videos on elements of art and writing a script, students will:

a) identify and describe all the elements of art (e.g., color, shape/form, line, texture)

b) ask and answer questions about how they celebrate important events in their lives.

c) create a paper bag mask using various elements of art. d) express how they celebrate an event in their life through the use of a skit.

IV: Vocabulary

1. Shape 2. Color 3. Line 4. Form 5. Texture 6. Tradition 7. Celebration

V. Materials Needed:

1. Projector, laptop 2. Brown medium-sized paper grocery bags (one for each student) 3. Markers 4. Pastels 5. Masking tape 6. Scissors, pencils 7. Colored construction paper 8. Beads, sequins, feathers (optional, use only if masks will be used for activity, not for

display)

VI. Technology/Literature Connection: 1.Elements of art: https://www.youtube.com/watch?v=niNDGStlff0 https://www.youtube.com/watch?v=tos2et_JEgA https://www.youtube.com/watch?v=8P6OPDgEqw4 https://www.youtube.com/watch?v=ErwpB-3pAIQ&t=423s

2. How to write a script for a skit https://www.youtube.com/watch?v=JbzZUj0RKaw

https://www.youtube.com/watch?v=niNDGStlff0

https://www.youtube.com/watch?v=tos2et_JEgA

https://www.youtube.com/watch?v=8P6OPDgEqw4

https://www.youtube.com/watch?v=ErwpB-3pAIQ&t=423s

https://www.youtube.com/watch?v=JbzZUj0RKaw

3. The use of masks in theatre https://www.youtube.com/watch?v=-rDRnk-rh 4. Pre-writing web https://s3.amazonaws.com/atlas-production.goalbookapp.com/resource-fe0566b3-e675-4b4c-5931-4cf4aa795829/01_Prewriting_Web_Basic.png

VII. Standards:

ELA: ELA: Reading/Writing/Listening & Speaking K-5 (please refer to your own grade level standards): CCSS.ELA-LITERACY.W.6.3 Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-structured event sequences.

The National Core Arts Standards (New!) - Art/Music/Theatre/Dance/Media Creating (Cr) Performing/Presenting/Producing (Pr) Responding (Re) Connecting (Cn)


Responding (Re) and Connecting (Cn) in Theatre & Visual Arts ● AS #7 - Perceive & analyze artistic work. ● AS #8 - Interpret intent & meaning in artistic work. ● AS #9 - Apply criteria to evaluate artistic work. ● AS #11 - Relate artistic ideas & works with societal, cultural & historical context to


Creating (Cr) and Presenting and Performing (Pr) in Dance, Theatre & Visual Arts

● AS #1 - Generate & conceptualize artistic ideas & work. ● AS #2 - Organize & develop artistic ideas & work. ● AS #3 - Refine & complete artistic work. ● AS #6 - Convey meaning through the presentation of artistic work.

https://www.youtube.com/watch?v=-rDRnk-rhCg

https://s3.amazonaws.com/atlas-production.goalbookapp.com/resource-fe0566b3-e675-4b4c-5931-4cf4aa795829/01_Prewriting_Web_Basic.png


VIII. Procedure -- Instruction: 1. Motivation for Learning: Teacher will display various images of masks used in

theatre as well as videos about elements of art and skit writing. 2. Teacher will ask students what elements of art they see in the masks. Ask “How are masks used in theatre?”, “How can masks be used to convey a character?”. Students may respond orally, using shapes or shape cards, using augmentative or alternative communication device (voice output device), eye gaze, or other preferred communication method. 3. Teacher will then introduce the topic of celebration, the types of events we can celebrate with our families or communities and how that tells a personal story. Teacher will model an event in his/her life and fill in a basic web discussing what happens during this celebration and what you would see. Students will contribute ideas for the web (a link for a web is provided below). Students will contribute ideas when prompted using preferred communication method, as described above. 4. Teacher will then discuss how to use the information from the web to begin writing a short script about their celebration. Focusing on what characters, setting, and props will be needed. Teacher will show the video on writing a script for a skit using the provided link (see: Technology/Literature Connection section above). . 5. After students watch the video on script writing, teacher will discuss the use of a mask for the performance of the skit. Teacher will explain that masks can be used to remove much of the fear of performing for timid students as well as emphasize how the entire body is needed to promote a character. Teacher will display examples of paper bag masks images.

Check for Understanding 6. Now that students have interacted with and discussed the content, the teacher can informally check for understanding. Teacher will assign groups of students elements of art for which they will label. After they have reviewed their responses they will share out with the class. 7. Teacher will have students fill in their own web with their selected celebration. https://s3.amazonaws.com/atlas-production.goalbookapp.com/resource-fe0566b3-e675-4b4c-5931-4cf4aa795829/01_Prewriting_Web_Basic.png

8. Teacher will have the students share their skit ideas with a partner, teacher will rotate through groups and check to see that students are able to create a simple skit that shows characters and how they move using their web ideas.



If any students are having difficulty with filling in the web, revisit the content in small groups. Review how to select a celebration and fill in the web, use one of their topics as an example.

IX. Practice

Guided Practice - Communication and Expression Through Original Works of Art 9. Teacher: “Now that we have talked about things we celebrate, and created

a web of information about this topic, we will now be able to write a script about our celebration.”

10. Teacher will model writing a short script using his/her own topic. Students will give feedback to the teacher about the script and provide ideas to enhance the content. Students may respond verbally or using their preferred method of communication.

● Teacher will then ask students to use the information from their web to create their own scripts.

● Student will refine and finalize their scripts for their performance. Students will provide teacher with script for feedback and approval.

● Students will have the opportunity to have a friend help them perform their skit as two people are needed for the skit.

Once students have decided on their skit, and they know who their character is, they are ready to plan their masks.

X. Independent Practice The independent Practice portion of the lesson includes suggested differentiation tips. Preparation Have paper bags available for student use as well as materials for them to create their masks (construction paper, glue, scissors, pastels, markers, etc.)


Students will use their paper bags to create masks for their use while performing their skit. They will use various elements of art reviewed when drawing on their masks.Students will use the materials provided to

create their masks using various mediums. Students at

this level will complete this

Students will use their paper bags to create masks for their use while performing their skit. They will use various elements of art reviewed when drawing on their masks. Students will use the materials provided to


this level may need

Students will use their paper bags to create masks for their use while performing their skit. They will use various elements of art reviewed when drawing on their masks. Students will use the materials provided to


this level may need

activity independently or with minimal support.

accommodations such as pre-cut shapes.

modifications such pre-cut shapes, adapted materials (scissors, paper), and/or

physical assistance/prompting. IX. Evaluation

Our Stories Rubric: Script Writing

5 I understand and



situations

3 I can do this by

myself in familiar

situations


need help


need help

Comprehension Consistently displays

knowledge about the content. Asks



Displays knowledge about the content. Asks



Displays some knowledge about the

content. Asks and answers

basic questions about the content

presented.

May display knowledge about the content with modeling and

accommodations. Asks and answers

questions about the content

presented with the use of

supports such as visuals and

similar supports.

May display knowledge about the

content with explicit


of errorless choice, or may be developing

consistent response to

comprehension activities.


art-to-self, self-to-art, and art-to-world.

Makes connections from

art-to-self, self-to-art.

Makes connections

from art-to-self, with support

and/or examples, or simple cues.

Makes connections from art-to-self, with

modeling and use of





explicit modeling,



Critical Response


artist’s purpose and asks


seeing (is critical about source,

etc.).


artist’s purpose, may ask


seeing


with support and/or

examples, describes

simple meanings in artwork, but

may not support

May connect ideas in artwork with modeling

and use of accommodations.

May describe simple meanings in artwork with

the use of supports such as





consistency in response

with rationale. frames, visuals, and similar supports.

activities.

Analysis Connects artwork to a

message, describes

meanings in art, provides

alternatives for word choice and

supports with rationale.

Connects artwork to a message,

describes meanings in art and provides


May connect artwork to a

message with support and/or

examples, describes

simple meanings in art,

provides alternatives for word choice but may not support with rationale.

May analyze artwork with

modeling and use of








Our Stories Rubric: Masks

5 I understand and



situations

3 I can do this by

myself in familiar

situations


need help


need help






final piece.



final piece.












similar supports.







learned.










explicit modeling,



learned with direct

assistance.

Planning Student worked Student worked Student worked Student worked Student worked


through difficulties

encountered.

to create plan and persevered through many


using model to create plan and



using model to create plan and


accommodations.

using model and direct

assistance to create plan and

persevered through plan

with the provision of supports.




project.



of project.





of project.



of project.

Types of lines

Vertical horizontal

Dashed Curved

Diagonal Zig Zag

Elements of Art Organized on a color wheel

with three primary colors.

Has two-dimensions, height and width, and are usually defined by lines.

Is an identifiable path created by a point moving in space. It is one dimensional and can vary in width and length.

A three dimensional closed figure.

The way something feels or appears to feel. For example smooth, rough, hard, soft or bumpy.

------------------------------------------------------------------------- shape

texture

color

line

form

Greek Masks

Chinese Theatre Masks

Paper Bag Masks

My Play Script

Title:

The characters in this scene are:

The setting is:

Character Name: What is said:

Sample Skit Frames

Sample 1:

Character 1: Thank you so much for coming to my _________________________!

Character 2: There are so many people here. Character 1: I am so excited to see _____________________________________. Character 2: What is your favorite part of your ___________________________. Character 1: I can’t wait to eat ________________________________________. Character 2: I can’t wait to dance!

Sample 2: Character 1: What are you celebrating? Character 2: We are celebrating the Day of the Dead (Dia de los Muertos). Character 1: We celebrate our __________________________________. Character 2: What do you do on this day? Character 1: We make _________________ and eat ___________________. Character 2: Sounds like a lot of fun!

“All roads lead home, as home is where the heart is. So, Love, Simply Love,

For love is home to all of us.” Wald Wassermann

Photo: Susan Cambigue Tracey

“Homecoming” - Los Angeles Music Center · Our Homecoming theme encompasses playing, learning, celebrating, creating, presenting and performing! Everyone is both a creator and

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