R Martin Elementary School Binder[1]

8/3/2019 R Martin Elementary School Binder[1]

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R i c k y M a r t i n E l e m e n t a r y S c h o o l

Spring 2011

Thematic Units forSchool Year

Blending Arts with Traditional School Subjects toEnhance Student Engagement

Jumping, Marshmallow, Bashful, Reflective, Moving and Candy

ARTS IN THE HANDSOF EVERYSTUDENT


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Thematic Units for School Year Spring 2011

R i c k y M a r t i n E l e m e n t a r y S c h o o l Page 1

Ricky Martin

Elementary School

Table of Contents

Introduction to Our School 2

Context 2

Mission Statement 2

School Year Themes 3

Community 3

Travel 5

Discovery 7

Community 9

Opening Activity

Lesson Summaries

Kindergarten


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First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Culminating Activity

References and Resources

An Introduction to Ricky Martin Elementary

Arts in the hands of every student

Ricky Martin Elementary School was named for Grammy-award winning singer/songwriter andphilanthropist Ricky Martin. We receive generous donations from the Ricky Martin Foundation, whichadvocates for the well-being of children around the world in areas of social justice, education and healthcare. Serving urban children in the city of Milwaukee, Ricky Martin Elementary School focuses onintegrating arts into traditional school subjects to better engage students and build lifelong learners.

Our school ser ves youth from Kindergarten through Fifth Grade on Milwaukees south side. Wespecialize as an arts and humanities school. Our students are low income, racially diverse boys and girls,95% receiving free or reduced lunch. Most students are from the neighborhood and we also provide acertain number of open enrollment spots. As a SAGE school, we are able to keep the student to teacherratio 15:1, maximizing student interaction with licensed, professional instructor.

The mission statement of Ricky Martin Elementary School is to provide artistic opportunities forall children and to allow children to explore, learn and grow through the arts. We are able to achieveour mission through three specific school year themes and lessons that connect traditional schoolsubjects with different arts disciplines.


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School Year ThemesOur Community

For the first third of our school year, our lessons will focus on community. At the beginning of

each school year, each grade will focus on different aspects of community. This is a critical componentof our school because we need to ensure that our students feel safe and secure in their classroom.Once we can ensure that our students most basic needs are met, according to Maslows hierarchy of needs, we will be able to guide them through thinking at higher levels of Blooms taxonomy. Below is atable of what community aspects each grade level will be focusing one.

Grade Level Aspect of Community Kindergarten Community Workers

First OccupationsSecond Local Community

Third Community ServiceFourth Wisconsin Our State CommunityFifth The Economics of the Community

Our students will participate in a school wide opening activity that will feature visual imagesfrom around our community. We will take a virtual field trip of our community. The students will seeimages from each of the major categories defined above. The virtual field trip will also incorporate musicthat features the theme of community. We will encourage students who have graduated to participateby making a skit or dance that celebrates community.

Thematic questions that the students will be working toward answering are:

1. What is community? What communities do you belong to?2. How do people work together to make a community better?

For our closing activity, students will create a Community Open House. Seeing the specificfocuses of each grade level above, each group will be responsible for a component of our CommunityOpen House.

Our kindergarteners who are learning about community workers will set up displays from theCommunity Police and Fire Departments. These displays might feature important updates about thesmoke or carbon monoxide detectors, or how to create a plan for a house fire, while the policedepartment may focus on ways to stay safe (bike helmets, latchkey requirements, etc.)

In first grade, the focus is on occupations and students will create displays for variouscommunity businesses, examples might be the bank, the bakery, a manufacturer, or a realtor. Thestudents will also begin looking at the jobs that are available in a community, and the number of jobseach employer has to offer.


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The second graders will be focusing on local community and will present what they have learnedby making their own video post cards about the community around R. Martin Elementary. These videoswill include the students understanding of what our local community members look, act and stand for. Itwill embody what it means to be a Milwaukee community member by using technology, active parentvolunteers and their own understanding of working together as a whole.

Third graders work on community service and will present a beautification project of ourcommunity. They will use math and science skills to rationalize why a particular project is of utmostconcern.

Fourth graders will hold a public hearing on a bill that our legislature is scheduled to vote onlater that evening. Learning about state government, our fourth graders will also improvise a debatesession of Wisconsins Assembly chambers.

In fifth grade, with a focus on economics, students will look at the cost of each part of ourcommunity, and build a budget for our community.


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The World Around Us

For the second third of the school year, we will focus on travel, cultures and diversity. Followingthe Ricky Martin Foundations lead, we want to make sure our students are responsible citizens of theworld. One way our school focuses on this is through our school focus on travel, culture and diversity.

In teaching a child about the different ways people live around the world, we teach tolerance andacceptance. When talking about aspects of the real world that we want to change, we teach social justice. Throughout this unit, the Ricky Martin Foundation will be in contact with the students doinglessons from around the world taking about the importance of health care, education and social justice.

Similar to our theme of community, each grade level will have a designated focus, as seenbelow.

Grade Level Focus Kindergarten Culture and Geography

First AsiaSecond AfricaThird Australia/New Zealand/South Pacific

Fourth The AmericasFifth Social Justice

Our students will participate is a virtual journey around the world, courtesy of The Ricky MartinFoundation. Having people work around the world improving the lives of children, the foundation willbe able to give the students a real look at what life is like for children all around the world. Foundationstaff will focus on how kids are educated, what happens if someone gets sick, and what life is like.

Students will have the opportunity to ask questions of the staff, and write letters with staff living on thecontinent that they are studying.

Thematic questions for the students to work towards are:

1. What does diversity mean to you?2. Can we be both alike and different?3. What new worldly understandings do you have?

For our closing activity, we will conduct a Festival of Nations and open house. Students will bein small groups working on becoming experts on a particular region or nation. We will make a map of

the world on the gym (or playground) floor, and have students create displays in their spot on the map.This will allow us to reinforce geography that all students are working on mastering.

On display around the rest of school will be all of the created artifacts that our students haveworked on throughout the unit. The hallways will be transformed into a cultural museum. Along withvisual arts projects, creative writing will be on display. One of our larger classrooms will be turned into atravel agency, discussing all of the benefits of world travel.


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Finally, we bring this project back to the focus of social jus tice. Having seen that the world isntalways fair, students will create a philanthropic display. We will display some of the injustice around theworld, and accept donations to the Ricky Martin Foundation.


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Discovery and Curiosity

Our final theme for the school year allows students to be curious. Our school runs on the theoryof constructivism, allowing students to create their own knowledge as often as possible. The theme of discovery and curiosity celebrates our students joy in creating their own learning. Because of the

relative serious nature of the previous theme, this is a celebration of what our school values.

The specific focus for each grade level is seen in the table below:

Grade Level Focus Kindergarten Plants

First Outer SpaceSecond OceansThird Communications Technology

Fourth BiomesFifth Inventions that Changed the World

Thematic questions for the students to work towards are:

1. What can you do to figure something out?2. What are the possibilities?3. Where will your curiosity lead you?

For our opening activity, students will participate in two different activities. First, Bill Nye theScience Guy will visit classrooms and conduct science experiments with the students. Students will alsoattend a performance of U Bug Me by First Stage Milwaukee.

Bill Nye the Science Guy and Sid the Science Kid (via video) will work together to get thestudents involved in different experiments within each classroom. The experiments will be tailored tothe focus of the grade level and abilities of the students. As the students learn more about their focustopic, they will start preparing experiments or inventions for our Science Fair at the end of the unit.

At U Bug Me students will be immersed in the world of bugs. While not all stude nts will focuson biomes or plants, there are themes in the play that relate well with social justice and characterdevelopment. Students will see the interactions of the bugs that lead to a better quality soil for theplants to live in, and how science is used to make the world better.


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For our closing activity, students will prepare an experiment or an invention for our Science Fair.Students will be encouraged to use their theme focus, but it wont be required. On display will beartwork that the students have created, creative writing, and any music or theater recordings.


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Community


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Opening Activity


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Lesson Summaries

Kindergarten


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1. Title: When I Grow Up Subject: Language Arts Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Visual Arts Length: 30 minutes

Standards: Language arts- W.K.2 Use a combination of drawing, dictating, and writing to

compose informative/explanatory texts in which they name what they are writing about andsupply some information about the topic.Visual Arts: L.4.1 Use their knowledge, intuition, and personal experiences to develop ideas forartwork.Objective: Children will choose what they want to be when they grow up and will draw apicture depicting that person.

Materials: Book, Crayons/markers, paper.

Procedures: I will read to the whole class about jobs that they can have when they grow up.After the book, I will send the students back to their tables and they will draw a picture of whatthey want to be. Th ey will fill in the sentence, I want to be a(n) ____.

Assessment: Observation, share time, final product.

2. Title: Fire Truck, Fire Truck Subject: Language Arts Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Music Length: 20 minutes

Standards: Language Arts- RI.K.10 Actively engage in group reading activities with purpose andunderstanding. Music: A.4.5 Sing in groups, blending vocal timbres, matching dynamic levels,and responding to the cues of the conductor.

Objective: Students will learn about the role of a firefighter and sing along with song.

Materials: Book, YouTube clip of song.

Procedures: Students will listen to song. After the first song, the students will sing along. Wewill gradually add actions/movements to the song as we practice it. Afterwards we will discussthings we learned about firefighters.

Assessment: Observation of students participation.

3. Title: When To Call 911 Subject: Language Arts Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Theater Length: 40 minutes

Standards: Language Arts- RI.K.10 Actively engage in group reading activities with purpose andunderstanding. Theater: B.4.1 Pretend to be someone else, creating a character based onscripted material or through improvisation, using props, costume pieces, and ideas


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Objective: We will read a book about when to call 911. Students will act out numeroussituations and they will decide as a group if they are emergencies or none emergencies.

Materials: sitting area for audience (other students), small pieces of paper with situations, largearea to move, book- It's Time to Call 911: What to Do in an Emergency by Penton Overseas.

Procedures: Students will volunteer to act out situations that are given to them. I will helpgroup brainstorm ideas or ways to act out scenario. The audience will decide if the situation isan emergency or not. Students will work in pairs or small groups. Situations will be ageappropriate and small skits. Extensions: Students will practice dialing 911 on pretend phone.

Assessment: Observation

4. Title: Delivering Mail Subject: Language Arts Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Dance Length: 25

Standards: Language Arts- RI.K.10 Actively engage in group reading activities with purpose andunderstanding. Dance- A.4.9 Demonstrate rhythmic awareness by moving to a musical beat andresponding to changes in tempo .

Objective: Students will move throughout the room as they pantomime that they are postalworkers delivering mail.

Materials: Large, open area, props (optional), book about mail carriers

Procedures: We will talk about our communities and how we receive mail after reading a book.Once we have learned about the responsibilities of a postal worker, we will pantomime that weare delivering mail. Students will move at different paces depending on different musicrhythms.

Assessment: Observation on students participation.

5. Title: Build A Fire Truck Subject: Math Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Visual Arts Length: 30- 35 minutes

Standards: Math- K.G.2. Correctly name shapes regardless of their orientations or overall size.Visual Arts- H.4.3 Show differences among colors, shapes, textures, and other qualities of objects in their artwork.Objective: Students will cut out circles, squares, and rectangles to build a paper fire truck.


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Materials: construction paper, glue sticks, templates of shapes (optional), markers/ crayons,scissors

Procedures: Students will cut out shapes of different sizes and colors to build a fire truck. Theywill recognize the shapes that they are using.

Assessment: I will ask students to share with me what shapes they used to build their truck.Checklist.

6. Title: 5 Little Firefighters Subject: Math Grade: Kindergarten


Standards: Math- K.OA.1 Represent addition and subtraction with objects, fingers, mentalimages, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions,or equations. Music- A.4.5 Sing in groups, blending vocal timbres, matching dynamic levels, andresponding to the cues of the conductor

Objective: Students will sing along with finger play about firefighters.

Materials: A song about firefighters, finger puppets (optional)

Procedures: Students will sing along with group and do appropriate actions with hands. Oncethey have practiced the song, allow one student to lead or hold finger puppets.

Assessment: observation, checklist if students are displaying the correct number of fingers.

7. Title: Car Plate Combinations Subject: Math Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Dance Length: 40 minutes

Standards: Math- K.CC.4 Understand the relationship between numbers and quantities;connect counting to cardinality. Dance: A.4.2 Define and maintain personal space and movesafely in groups throughout the general space

Objective: Students will make combinations of 3 letters and 3 numbers to create plates.

Materials: Sheets with numbers 1-9 and letters A-Z, whiteboard.

Procedures: Students will work in groups of six. They will go around the classroom and eachfind one sheet of paper. They will line up and make different combinations. We will list thecombinations as a class on whiteboard.

Assessment: Observation if children now how to count and follow simple directions.


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8. Title: Measuring Blocks Subject: Math Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Theater Length: 40 min

Standards: Math- K.MD.1 Describe measurable attributes of objects, such as length or weight.

Theater- B.4.1 Pretend to be someone else, creating a character based on scripted material orthrough improvisation, using props, costume pieces, and ideas.

Objective: Students will take on the role of construction workers and measure different objectsin classroom using blocks.

Materials: blocks, props (optional)

Procedures: We will discuss how construction workers use math to build. Students will be putinto pairs. Each pair will be given a list of two to three objects to measure using blocks.

Assessment: measurement worksheet, teamwork

9. Title: Siren Sounds Subject: Social Studies Grade: Kindergarten


Standards: Social Studies- E.4.7 Explain the reasons why individuals respond in different ways toa particular event and the ways in which interactions among individuals influence behavior.Music- B.4.1 Play on pitch, in rhythm, with appropriate dynamics and timbre, and maintain asteady tempo

Objective: Students will work in pairs to create a siren sound using instruments.

Materials: multiple instruments

Procedures: We will talk about sirens and listen to sound clips of different types of sirens fromdifferent communities. We will discuss why emergency workers use sirens. Students will workin pairs to create a rhythm using two different instruments. They will perform and practice theirsiren.

Assessment: observation

10. Title: Stamp Collection Subject: Social Studies Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Visual arts Length: 30 min

Standards: Social Studies- E.4.11 Give examples and explain how language, stories, folk tales,music, and other artistic creations are expressions of culture and how they convey knowledgeof other peoples and cultures Visual Arts- E.4.3 Communicate basic ideas by producing popular


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images and objects, such as folk-art, traditional arts and crafts, popular arts, mass media, andconsumer products

Objective: Students will create an image that can be used as a stamp.

Materials: paper, markers/crayons, scissors

Procedures: Students will look at different kinds of stamps. If available, I will bring in stampsused in other parts of the world. Each student will create a stamp.

Assessment: Observation of participation, final product

11. Title: Emergency Vehicles Subject: Social Studies Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Dance Length: 20 min

Standards: Social Studies- E.4.7 Explain the reasons why individuals respond in different ways toa particular event and the ways in which interactions among individuals influence behavior.Dance- A.4.8 Demonstrate movements using various pathways (such as straight, curved, zig-zag, twisted, or turning) on the ground and in the air

Objective: Students will move together as a fire truck.

Materials: Large, open space. Siren clips (optional)

Procedures: We will talk about emergency vehicles. The students will break down into groups of

six. Each student will be part of the fire truck. They will move appropriately to my directions.


12. Title: Recycle and Reuse Subject: Social Studies Grade: Kindergarten


Standards: Social Studies- E.4.15 Describe instances of cooperation and interdependenceamong individuals, groups, and nations, such as helping others in famines and disasters.Theater- E.4.3 Explain their choices for setting, characters, and other artistic elements

Objective: Students will make believe new uses of recycled materials.

Materials: recyclable items (enough for the each person in class)

Procedures: We will talk about the importance of recycling. We will sort the items. Students willthink about ways they can reuse the items in the pile. Each child will share about their item.


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Assessment: observation, performance

13. Title: Our Fingerprints Subject: Science Grade: Kindergarten

Author: Monica Schmear Arts Discipline: visual arts Length: 30 min

Standards: Science- Use simple science equipment safely and effectively, including rulers,balances, graduated cylinders, hand lenses, thermometers, and computers, to collect datarelevant to questions and investigations. G.4.3 Determine what science discoveries have led tochanges in technologies that are being used in the workplace by someone employed locally. C.4.6 Communicate the results of their investigations in ways their audiences will understandby using charts, graphs, drawings, written descriptions, and various other means, to displaytheir answers. Visual Arts- K.4.3 Use what they are learning about life, nature, the physicalworld, and people to create art.

Objective: Students will use materials to make their fingerprints.

Materials: pencils, paper, ink pads, baby wipes, magnifying glasses, graphing poster

Procedures: Students will use ink pads to make fingerprints. We will discuss how no twofingerprints are the same. We will look at our fingerprints using magnifying glasses. Studentswill examine their finger print and anothers. We will graph our fingerprints based on if they arewhorl, loop, or arch shaped.


14. Title: Red Light, Green Light Subject: Science Grade: Kindergarten

Author: Monica Schmear Arts Discipline: Dance Length: 30 min

Standards: Science- G.4.3 Determine what science discoveries have led to changes intechnologies that are being used in the workplace by someone employed locally. Dance- A.4.3Demonstrate eight basic foot locomotor movements (walk, run, hop, jump, leap, gallop, slide,and skip)

Objective: Students will move appropriately to the color of the stop light.

Materials: sponges, paint (red, green, and yellow), paper, large area to moveProcedures: Students will sponge paint circles green, yellow, and red. I will use a set of these toplay the game. We will talk about stop lights and how police officers help control traffic. We willthen play the red light, green light game. Instead of calling out the colors, I will show theimages. I will have a couple students playing the role of police officers.

Assessment: Observation of students participation


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15 Title: Postal Worker, Postal Worker Subject: Science Grade: Kindergarten

Author: Monica Schmear Arts Discipline: music Length: 20 min

Standards: Science- C.4.2 Use the science content being learned to ask questions, plan

investigations, make observations, make predictions, and offer explanations. Music- A.4.5 Singin groups, blending vocal timbres, matching dynamic levels, and responding to the cues of theconductor.

Objective: Students will sing parts of the song while playing game.

Materials: Small shoe box, science items that are relevant to what we are learning in that area,area to sit in circle.

Procedures: Students will sit in large circle. Teacher will si ng: Postal worker, postal workerwhat do you have? Students will respond: I have a package just for you, while they pass the

package. Once the package stops students will ask questions to guess whats in the box.

Assessment: Observation of participation

16. Title: Put Out the Fire Subject: Science Grade: Kindergarten


Standards: Science- H.4.3 Show how science has contributed to meeting personal needs,including hygiene, nutrition, exercise, safety, and health care. Theater: D.4.2 Identify strengths(what worked) and weaknesses (what didnt work) in character work and scenes presented inclass.

Objective: Students will work together to act like they are putting out a fire.

Materials: Paper cups (2), buckets (optional), empty space

Procedures: We will talk about what we use water for. We will then discuss fire hydrants andhow firefighters put out fires. We will also talk about how firefighters work together. Studentswill break into two groups. They will pantomime that they are putting out a fire with cups of water. Once their bucket is empty, the fire is out.

Assessment: Observation of students participation.


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Lesson Summaries

First Grade


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Title What is it that we do? Subject LanguageArts

Level 1 st grade

Author Cynthia R. Arts Discipline Visual Arts Length 25 minutesStandards CC ELA - SL.1.1 VA I.4.2Objective Students will recognize different occupations and recognize what it is they do.

Students will create an original writing piece with a representation.

Materials Crayons/markers/ color pencils, sheets of lined/drawing paper, Book: What Do You Do?Procedures Students will be introduced to the book above. We will then work on our first draft of

what we want to be when we grow up.Assessment Observation of conversations, drafts.

Title What Do You Do? Subject LanguageArts

Level 1 st grade

Author Cynthia R. Arts Discipline Theater Arts Length 60 minutesStandards CC ELA- SL.1.4 TA- B.4.1Objective The student will be able to retell the story What Do You Do?, once assigned to a group

each group will create actions for an occupation assigned to them and perform their part.Materials Pictures of each occupation in the book.Procedures Students are divided into groups of two or more if needed. Each group will be assigned

to an occupation in the story What Do You Do? Their job will be to create actions for theoccupation assigned and perform their part while the class as a whole retells the story.

Assessment Observation of conversations of groups, performance of their occupation actions.

Title Some People I See Subject LanguageArts

Level 1 st grade

Author Cynthia R. Arts Discipline Music Length 35-40 minutesStandards CC ELA- RL.1.6 M- A.4.2Objective Students will work on their listening skills and work on learning the song, Some People I

See. Students will then work on identifying what might be the occupations talked aboutin the song.

Materials Some People I See(Stetson/ Little Hands Fingerplays & Action Songs )Some people bring the milk and eggs,And fruits and veggies, too.Some people work in stores and shops,Selling things to you.Some people bring the letters,And then take more mail away.Some people stop the traffic,To help me on my way.Some people move the furniture,And pack it in a van.Some people take the garbage,And empty every can!


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Some peopleProcedures Students will move to the group area where we will go over the song Some People I

See. Students will then be asked to join in and will go over the song as a group. Studentswill then be asked to identify who the people we are talking about in our song might be;their answers will be written down on large paper where they are all able to see. Discusswith students why they think those are the occupations talked about in the song and if there might be other occupations that might be talked about in our song.

Assessment Observation/notation of large group discussion and participation.

Title Mailing a Letter- RichardScarrys

Subject LanguageArts

Level 1 st grade

Author Cynthia R. Arts Discipline Dance Length 40-50 minutesStandards CC ELA- R.1.3 D-A.4.2Objective Students will identify relationships among characters while setting space to retell a story

from beginning middle and end.Materials Richard Scarrys - What Do People Do All Day?Procedures Students will listen to the story Mailing a letter. Students will then work in groups and

retell the story through movement from beginning, middle and end.Assessment Informal assessment checklist

Title Weather Song Subject Science Level 1 st gradeAuthor Cynthia R. Arts Discipline Music Length 30-45 minutes/

60 minutesStandards S- E.4.5 M- A.4.5Objective Students will be able to identify what the weather is like for the day and identify

the type of weather seen in Wisconsin. Students will recognize the roles of a forecaster, camera men/woman, set-upcrew, and floor manager.

Materials Weather SongWhat's the weather? What's the weather?What's the weather like today?Tell me children what's the weather?What's the weather like today?Is it sunny, is it rainy, is it windy out today?Tell me children what's the weather, what's the weather like today?videolist of roles: Forecaster -tells the weatherCamera men/woman -videotapes our forecasterSet-up crew -they set the setting, they put things where they belong.Floor manager - is responsible for giving instruction or directions to everyone in thegroup.

Procedures 1 st day : Begin by having students sit in the carpet area and introduce Weather song,have them think about todays weather and how they are able to tell the weather.Practice song with them and accept reasonable answers. We will then begin by having adiscussion on the type of weather we see here in Wisconsin.


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Title Weather script Subject Science Level 1 st gradeAuthor Cynthia R. Arts Discipline Visual Arts Length 30-45 minutesStandards CC S- E.4.5 VA- K.4.3Objective Students will be able to create a script for a weather forecast that connects to the type of

weather seen here in Wisconsin.Materials Lined paper, pencils

list of roles: Forecaster -tells the weatherCamera men/woman -videotapes our forecasterSet-up crew -they set the setting, they put things where they belong.Floor manager - is responsible for giving instruction or directions to everyone in thegroup.

Procedures 3 rd day : Students will then work in groups on writing a script where they will create theirown weather forecast of weather seen here in Wisconsin and create their own weatherreport setting. Students will also be assigned a role (forecaster, camera men/woman, set-up crew, and floor manager).

Assessment Observation of group discussions

Title Florist/Botanist Subject Science Level 1 st gradeAuthor Cynthia R. Arts Discipline Dance Length 45-50 minutesStandards CC S-SL.1.4 D- A.4.12Objective The student will be able to understand what a florist does describe and show through

movement how a seed grows into a flower through movement.Materials The Flower I Will Become

"First you take the seed and you plant it in the ground." (Kids will be the seed)

2nd day : Students will be introduced to the occupation of a weather reporter. Studentswill learn about the roles of the people who are part of a forecast (forecaster, cameramen/woman, set-up crew, and floor manager).Students will learn what a weatherreporter does and be shown a video of a weather forecast. We will then discuss theinformation the reporter focused on (temperature, wind, humidity, speed,). Students willthen write what they learned in their journals

Assessment Observation/ participation, journal responses

Title Our weather for the day Subject Science Level 1st gradeAuthor Cynthia R. Arts Discipline Theater Arts Length 60 minutes/ 4 th

dayStandards CC S- E.4.5 TA-B.4.1Objective Students will use appropriate wording when describing the weather.Materials video cameraProcedures 4 th day : Students will have the first 10 minutes to get everything together. Each group of

students will then go up and do their forecast in front of the class. Everyone will playtheir role.

Assessment Observation checklist


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"Next a rain cloud comes and waters all around." (They will move as rain falls on them)"Next the sun shines brightly, without a sound." (They begin to move as the seed starts tosprout)"And in just a few days... a flower is found!" (They are standing up and become flowers)http://www.perpetualpreschool.com/preschool_themes/gardening/gardening_songs.htm worksheets

Procedures Students will move to carpet area where they will learn the movements for each line of story the flower I will become. Then I will begin asking students what they know aboutflorist and botanist and it will be written down on the board. Then we will learn what aflorist and botanist do. The many jobs they are required to do and the differences andsimilarities between the two. Students will fill out a worksheet between what they knowabout both occupations and what they learned at the end of our discussion.

Assessment Students worksheets will be collected.

Title Good and Services Subject Math Level 1 st gradeAuthor Cynthia R. Arts Discipline Visual Arts Length 40-45 minutes

Standards CC M-OA.1.1 VA- E.4.1Objective The students will understand the differences between goods and services and be able toidentify and object/idea as either a good or service.

Materials Magazine cutouts2 poster boards-one marked goods/one marked servicesScissorsGlue sticksTally worksheets- one side is for tallying goods the other for services.

Procedures Students will learn about the differences between goods and services and find a picturethat identifies as either of the two. Once they find a picture from the magazine cutoutsthey will glue it on the poster board they believe it belongs to. Once every student hasgotten a turn to glue a picture on either board we will go over them and check if theywere classified correctly. Then students will make a tally on their worksheets for bothgoods and services and count how many of each were found.

Assessment Observation/informal checklist.

Title Building a new house-Richard Scarrys

Subject Math Level 1 st grade

Author Cynthia R. Arts Discipline Theater Arts LengthStandards CC M-MD.1.1 TA- C.4.3Objective The students will be able to identify some of the occupations of people who build houses,

develop a character and describe what they do.

Materials Crayons, construction paper, scissors, occupation cards, Richard Scarrys - What Do PeopleDo All Day?

Procedures This will be a fun activity for them to do before they gain more knowledge on thisoccupation. I will first read Richards Scarrys - Building a new house. Teacher will then askstudents what type of occupations it took to build a house as they listened to the book.Go page by page and allow students to look at each so that they are able to identify a fewmore occupations. Have students assume the occupation of a carpenter. Students willthen use their feet, to measure the length of three different objects and order those
http://www.perpetualpreschool.com/preschool_themes/gardening/gardening_songs.htmhttp://www.perpetualpreschool.com/preschool_themes/gardening/gardening_songs.htmhttp://www.perpetualpreschool.com/preschool_themes/gardening/gardening_songs.htm


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objects by smallest length to greater length.Assessment Observation checklist

Title Dancer/Dancing NumberSentences


Author Cynthia R. Arts Discipline Dance Length 60 minutesStandards CC M-OA.1.6 D- A.4.4Objective The students will be able to identify what dancers do and create a math choreography.Materials Board, writing utensilsProcedures Students will learn about the occupation of a dancer and how they create choreography and how

it can be through counting. Then I will write the equation A+B+C=20 (a number). I will demonstratehow they can make a dance through this equation. Next, students will be put into groups in whichthey will create and perform their own dances using the equation (ex. ten stretches up, plus fiveshakes, plus five jumping jacks equals 20). Finally, each group will go up perform their danceequation and solve the equation by calculating the value of "ABC" that will equal 20.

Assessment Observation/notation of group discussions and presentation

Title Sam the Chef-by JoLitchfields


Author Cynthia R. Arts Discipline Music LengthStandards CC M-OA.1.5 M- F.4.6Objective The students will be able to identify the jobs of a chef and solve the price of their dish.Materials Sam the Chef-by Jo Litchfields

What is My Job? (Sung to: "Are you sleeping?") http://www.preschooleducation.com/shelper.shtml Whats my job? (children sing this part) What s my job? (children sing this part) Can you guess? (children sing this part) Can you guess? (children sing this part)

[I cook food for people.] (Children pretend they are cooking) Ex. I help people get well.[I cook food for people.] (Children pretend they are cooking)Ex. I help people get well.Who am I?Who am I? Worksheets with pictures of food and prices to make a certain dish.

Procedures Open the lesson by having children sit in the carpet area and sing song for them. Thenhave them follow along and finally have them do the actions. Then have students answerthe question on the song and write who they think it might be. Once students point outthat it could be a chef acknowledge that this was the answer you were looking andintroduce the book. As a math activity hand each student a worksheet each will get adifferent one with a list of food needed to make a certain dish. Students will then use

their worksheets to figure out the price it would cost them if they were to make theircertain dish.

Assessment Observations/worksheets

Title What Does Acartographer Do?

Subject Social Studies Level 1 st grade

Author Cynthia R. Arts Discipline Visual Arts Length
http://www.preschooleducation.com/shelper.shtmlhttp://www.preschooleducation.com/shelper.shtmlhttp://www.preschooleducation.com/shelper.shtml


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Standards SS-A.4.3 VA- B.4.8Objective The students will be able to understand the job of a cartographer and create a map of the

journey traveled by the Gingerbread man.Materials The Gingerbread Man Jim Aylesworth

poster boards

Procedures Start by asking the students if they have any idea what a cartographer is ask them toguess. Once you have kids interest in knowing what a cartographer does as a job,introduce to students what the job of a cartographer is. Have students put on theirlistening ears and let them know that they will do an activity relating to our book andthey will get to do the job of a cartographer. After reading the book have them point outthe places the gingerbread man went through. Students will be put into groups wherethey will create a map of the places the Gingerbread man went through on his journey.Have them create directions of the places the gingerbread went through in order.

Assessment Observation/informal checklist

Title I Want To Be A President! Subject Social Studies Level 1 st gradeAuthor Cynthia R. Arts Discipline Theater Arts LengthStandards SS-B.4.9 TA-C.4.3Objective Students will be able to play the role of the president and demonstrate the work it takes

to get people to vote for them.Materials If I Were President-by Catherine StierProcedures Read the book If I Were President to the students. Ask students what they remember

about the president; what his job is as is has been discussed in class. Ask them aboutwhat happens during an election. Ask them how they get people to vote for them. Havestudents use the information they know about the role of the president and have themget into the character of the president. Have students create a name for themselves andcreate a list of things they would do if they were president an have them come up in front

of the class and convince others on why they should choose them to be president.Assessment Observation/notation of work and presentation

Title Artist/pop art Subject Social Studies Level 1 st gradeAuthor Cynthia R. Arts Discipline Music LengthStandards SS- E.4.2 M-A.4.7Objective Student will be able to identify what artist do and create their own pop art.Materials Pop art pictures , pencils, crayon, color pencils, paint, paint brushes, sketch paper and

white construction paper.Procedures Sing with students: What is My Job? (Sung to: "Are you sleeping?")

Whats my job? (children sing this part) What s my job? (children sing this part) Can you guess? (children sing this part) Can you guess? (children sing this part)

[I like to paint many things.] (Children pretend they are painting) Ex. I help people get well.[I like to paint many things.] (Children pretend they are painting)Ex. I help people get well.Who could I be?Who could I be? Students will learn about the occupation of an artist. They will learn about pop art andlearn about the famous pop art artist Andy Warhol. They will be shown pictures created


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by Andy Warhol and be asked to create their own pop art piece. First they will create asketch of what they will draw with either crayons or color pencils. Once their piece ischecked they will transfer work to a white piece of construction paper where they will beable to use paint for their pieces. Their pieces will be put up around the class and theywill have a chance to explain what influenced them when they created their piece.

Assessment Observation/informal checklist on pop art features.

Title Dancer Subject Social Studies Level 1 st gradeAuthor Cynthia R. Arts Discipline Dance LengthStandards SS-B.4.2 D- D.4.5Objective The students will learn about the history of the Waltz and Charleston and be able to

distinguish between a Waltz and the Charleston.Materials Videos(Waltz/Charleston)Procedures Students will learn about the occupation of a dancer and how they can be experts in

different type of dances. They will then be introduced to the history of two differenttypes of dances (Waltz/Charleston). Students will then learn a few steps of the Waltz andCharleston. Students will finally create a timeline where they will organize, and sequenceinformation describing these two dance eras in history.

Assessment Observation/participation


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Lesson Summaries

Second Grade


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Title Community What is it? Subject EnglishLanguageArts

Level 2nd Grade

Author Brittany Balash Arts Discipline Dance Length 30 35 min.Standards ELA C.4.2, L.3.3a

Objective The students will be able to identify words and phrases that carry the passage and showthese words through movement. The students will create their own poems and free writebased on the community around them. The target word for this lesson will beCommunity.

Materials Notebook paper and pencils, sample free writeProcedures The teacher will write the word Community on the chalkboard. There is no prior

knowledge needed for the class as a whole, rather this lesson is designed to determinewhat each students individual understanding of community is.

Assessment The student will be assessed by the creativity and understand of the target word that isattempted through the demonstration.

Title People in YourNeighborhood Who arethey?

Subject EnglishLanguageArts

Level 2nd Grade

Author Brittany Balash Arts Discipline Music Length 2 Class SessionsStandards L.5.2a A.4.7Objective The students will take their understanding of the members in their community and create

their own verse to the People in Your Neighborhood Song.Materials Information about people in our community, pencil, paper, Who are the People in Your

Neighborhood song, lyrics and instrumental version.Procedures As a class, the students will listen to the, Who are the people in your neighborhood,

song. While listening they will each follow along with the lyrics in order to fullyunderstand the composition of the song and look at both the word formation and thepunctuation present in each stanza. As a class the teacher will create one set of lyricswith the students on an over projector. This will demonstrate the thinking behind eachverse and allow the students to see how they can construct their verse. The students willthen be broken up into groups of two and be instructed to create their very own verseabout one of their favorite community members. One thing that the students will have tokeep in mind is that during the part two of this lesson the students will be taking the songlyrics and creating their own personal movements to go along with the words.

Assessment The student will be assessed by whether or not they interpret the punctuation correctlyand create their punctuation correctly. For example they will be expected to pause at acomma and use expressive emotion at an exclamation point.


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Title Who are the People inYour Neighborhood Part2


Level 2nd Grade

Author Brittany Balash Arts Discipline Theater Arts Length 1 Class SessionStandards CC ELA - RL.3.1; RL.3.2; RL.3.3 TA - B.4.1;

Objective Students will communicate their understanding of local community members by takingthe song lyrics they created and providing movement to the lyrics, thus creating a storyabout our community.

Materials Song Lyrics, Props (Optional), Scrap paper and materials for students to create their ownprops for the skit.

Procedures After writing their own song verse the students will be asked to create movements tointerpret their own writing. These lyrics and movements will then be compiled into a skitthat will be presented to the Kindergarten students at R. Martin. It will be a collaborationof Arts, English and learning from one another.

Assessment Informal observation of the students choices and responses. Formal assessment of thestudents group participation and contribution to the class as a whole.

Title Advertising is Punctual! Subject EnglishLanguageArts

Level 2nd Grade

Author Brittany Balash Arts Discipline Visual Arts Length 1 Class PeriodStandards L.4.3b A.4.3Objective The student will be able to express the meaning of the effect each punctuation has on

writing through different forms of medium. The punctuation that will be focused on willbe community advertisements found around our city.

Materials Pictures of billboards and advertisements from around the school, projector andcomputer cart, worksheet identifying what each punctuation is and what it means, paper,

paint and pencil. (Smock if needed)Procedures The students will be asked to observe advertisements from around the city. They will be

projected on the white board. While the advertisement is up the students will be askedto create their own piece of art focusing on the words and punctuation used in theadvertisement. They will be asked to focus on what the punctuation means and how itmakes them feel about the product and incorporate that into their painting.

Assessment Informal observation of the completion of the art works. The students will not beassessed on art skill but rather their ability to interpret words into visual.

Title We love ethnic festival

music!

Subject Mathematics Level 2nd Grade

Author Brittany Balash Arts Discipline Dance Length 1-2 class periodsStandards 4.OA 5 D.4.1Objective The student will be able to create a dance pattern embodying the beginning middle and

end. These steps will include a number pattern that the rest of the class will have tofigure out when performed in front of them.

Materials CD player, ethnic music.Procedures The teacher will have a collection of different ethnic music that can be found in


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Milwaukee during our summer festival season. Students will divide up into four groups.In their groups they will listen to their assigned ethnic music and have the opportunity togo on YouTube to look of videos on how the culture chosen dances. The students willthen be asked to create their own dance to the song chosen and incorporate a designatedbeginning, middle and end to the dance, while focusing on the number pattern they havechosen.

Assessment Informal observation of dance to ensure that the student have the three parts needed,they will also be assessed on their ability to work as a group.

Title Lets play some ethnicmusic!

Subject Mathematics Level 2nd Grade

Author Brittany Balash Arts Discipline Music Length 1-2 weeks pluspractice

Standards 2.MD 7 B.4.1Objective The student will learn a song and be able to perform it in the correct tempo by keeping

the time throughout the entire piece.Materials Recorders, A copy of Auld lang syne sheet music, Additional ethnic recorder musicProcedures The teacher will distribute recorders to the entire class. Through music the students will

begin to learn how the tempo of a song is made up of different beats and counts. Thestudents will then be instructed on how to play Auld lang syne, a traditional folk song.After learning this song they will learn a variety of different ethnic songs that representthe culture that we live in. They will then be able to hear through their music howdifferent ethnicities use different beats to make up their music.

Assessment The student will be assessed through a one on one performance where they willdemonstrate how they are able to keep the time while performing a music piece.

Title Geometric shapesthroughout out city.

Subject Mathematics Level 2nd

Grade

Author Brittany Balash Arts Discipline Theatre Length 1 hourStandards 2.G B.4.1Objective The student will demonstrate the definition of each form of a circle, rectangle and other

shapes by acting out what each shape should look like with their classmates.Materials Map of Milwaukee County, Pictures of rectangular and circular buildings in our cityProcedures During this lesson the students will be asked to demonstration their understanding of a

circle, rectangle and other shapes by creating them with their bodies and using theirclassmates. Students will look at a visual of the shape of Milwaukee county and be askedwhich shape it can closely resemble. Then they will be instructed to construct that shape

by using their bodies and their classmates. This procedure will continue by looking atbuildings in our city and determining what their shapes are and how they can constructthem physically as a class.

Assessment The student will be assessed by looking at the understanding of the vocabulary throughtheir visual portrayal.

Title Building our own Subject Mathematics Level 2nd Grade


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classroom cityAuthor Brittany Balash Arts Discipline Visual Arts Length 2-3 Class Periods

plus outside of class work.

Standards 2.G 1. C.4.5

Objective The student will discover shaped and symbols that are used in society today. They will beasked to focus on both organic and geometric shapes.Materials Boxes and 3-dimensional materials for building, construction paper, paint, crayons, and

other art supplies that the students may need, pictures of what shapes and stylesbuildings can be, Rulers and pencils.

Procedures After discussing the basics of organic and geometric shapes the students will be asked todevelop their own city attribute. They can either make their own building, create theirown traffic signs or develop their own form of transportation. Whichever they choosethey must determine how to use some form of shape when making their piece. Theymust also construct their idea into a 3-D semi larger piece. Once each student hascompleted a part of the city the classroom with put all the pieces together to create theirown make believe version of Milwaukee.

Assessment The student will be assessed by classifying the shapes they use in their building,determining either they are organic or geometric and then identifying how many sideseach shape has.

Title Ethnic Dance. Subject Social Studies Level 2nd GradeAuthor Brittany Balash Arts Discipline Dance Length 45 min.Standards B.4.3 E.4.3Objective The students will construct a dance based on their ethnic background focusing on the

movements related to their personal culture.Materials Wide open floor space, props if needed, ethnic music of the students choice.

Procedures After learning about the different ethnicities present in our local community the studentswill have the opportunity to choice a dance that is related to their cultural background.The students will be asked to bring in a portion of music and teach their classmates asimple move that is related to that culture. The teacher will then take a clip from eachsong brought in and compile them to create a classroom ethnic anthem that will bepresented at the culminating activity at the end of this unit.

Assessment The student will be assessed by creating a display showing their background andidentifying what dances are prominent in their culture. They will also be assessed byeffort and research. The performance part will not play a huge role as long as they haveattempted it.

Title A Milwaukee Musical Subject Social Studies Level 2nd GradeAuthor Brittany Balash Arts Discipline Music Length 1 hourStandards SS - E.4.11 MU - I.4.2; I.4.3Objective Students will explore, discover and share different types of songs, lyrics and raps that

they feel best represents what the city of Milwaukee has to offer.


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Materials CD Player, Sample song that best represents an important aspect of Milwaukee,Procedures Each student will be asked to bring in one piece of music that they feel represented an

important aspect of our local community. They will be asked to play this piece for theclass and then discuss why they feel it is important. The song can be as simple as onewritten about living by a lake and as specific as a song about the Milwaukee Brewers.

Assessment The student will be assessed by their attempt to bring in an important piece of music. Theclass as a whole will be assessed on their ability to have a group discussion.

Title Who are the Animals inour Neighborhood.

Subject Social Studies Level 2nd Grade

Author Brittany Balash Arts Discipline Theatre Length 1 class to workon and 1 class topresent

Standards B.4.5 B.4.2Objective Students will learn about the different animals and creatures that are incorporated in our

society. They will understand that animals have a huge impact in our lives and in the wayour community works as a whole.

Materials Slide show of Animals in our Community, a list of animals that the students may choosefrom to look more closely at

Procedures After learning about the different animals in our community the students will have theopportunity to choose one animal, write up a short speech as to why it is important in oursociety and then create a movement using sound, speech and facial expressions torepresent their animal or creature. The rest of the class will then have to determine bytheir actions what creature they chose.

Assessment The student will be assessed on their verbal presentation and representation of theanimal they chose.

Title Mural of Our Rights Subject Social Studies Level 2nd GradeAuthor Brittany Balash Arts Discipline Visual Arts Length 2 weeksStandards C.4.2 4.5Objective Students will learn about their rights as an American community member. As a class the

students will decide on which right they feel is most important. They will then create amural in the school based on the right they feel best represents them.

Materials Blank Large Wall in School, Primer, Paint, Overhead Copy of the Image students want topaint, projector so this image can be shown on the way and students will be able to traceit, adult/parent supervision and assistance.

Procedures After studying the basics of the rights as an American, the 2 nd grade class will be able to

choose which right they feel is most important to them. Once this is chosen the studentswill have an opportunity to collaborate on a large piece of paper to make an image thatthey can all agree on. As soon as the image is agreed upon the students will be broken upinto groups and assigned jobs for the mural. They will work as a community to create avisual that will be a permanent art installation at R. Martin Elementary.

Assessment Assessment will be based on their ability to work as a community to create a piece of artthat is directly linked to their personal freedoms.


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Title Earth Moves and OurSeasons Change

Subject Science Level 2nd Grade

Author Brittany Balash Arts Discipline Dance Length 1 class periodStandards E.4.6 E.4.4Objective The students will role play the role of the seasons as the earth rotates and tilts on its

access.Materials Large Earth, PowerPoint with different backgrounds of seasons for students to dance infront of, description of each season and what happens when its in effect.

Procedures As part of the community unit the students will be able to focus on the weather that ispresent in Milwaukee and discover how and why it is always changing. They will focus onhow the seasons change drastically when the earth rotates and tilts on its access. As thelarge global turns the teacher will switch the PowerPoint between all the seasons and thestudent will be instructed do a personal dance or movement they feel fits that seasonbest.

Assessment The student will be assessed by class participation and understanding of the differentseasons present in our community.

Title We NEED Resources! Subject Science Level 2nd GradeAuthor Brittany Balash Arts Discipline Theatre Length 1 class periodStandards E.4.8 B.4.2Objective Students will choose a human resource that has helped our local community and act out

how this resource is harvested or used in our society.Materials Props, Construction Paper and Paint for students to create their own props, skits if the

students are struggling to determine their skit.Procedures Divide students into small groups. Have the stu dents problem solve to create a skit

based on the local resources cultivated and harvested in Wisconsin. Primarily focusing onhow these resources effect the city of Milwaukee. Some areas students should focus onare : mining, forestry, farming, and manufacturing.

Assessment The student will be assessed on their verbal presentation and research for their resourcechosen.

Title Weather or not we like it! Subject Science Level 2nd GradeAuthor Brittany Arts Discipline Visual Arts Length 1-2 class periodsStandards E.4.5 E.4.5Objective Students will design an abstract painting based on their knowledge of the weather in the

Milwaukee Area. They will use color and different medium to create their art piece.Materials Large White Paper, Coloring Medium, Pencils, Pictures of types of weather that can be

found in Wisconsin and Milwaukee.Procedures Each student will be asked to create an abstract piece to express their understanding of


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weather and how it can look and affect our society.Assessment Students will be assessed on how effectively they are able to describe their piece and

identify the reasoning for why each particular color or object was used. It can be assimple as the color blue reminds them of rain, or as abstract as the color black remindsthem of a thunderstorm.

Title The Sound of Weather! Subject Science Level 2nd GradeAuthor Brittany Balash Arts Discipline Music Length 2 class sessionsStandards SC G.4.1 B.4.2Objective Students will demonstrate different forms of weather through musical instruments

present in the classroom. They may also use their scientific thinking to come up with theirown instruments.

Materials Basic Instruments, Recyclable objects to create their own instruments, homeworkworksheet for them to find instruments throughout their house, pencil, weatherPowerPoint.

Procedures The teacher will have the students all sit in a circle around the PowerPoint. Each studentwill receive an instrument. When the teacher hits the slideshow a slide portraying aspecific weather element will appear and the students will be asked to make a musicalrhythm that they feel best represents that weather pattern or element. Students willthen be asked to bring in their own homemade instrument for the following class periodhowever they will choose their instrument based on one particular form of weather.

Assessment The students will be assessed by looking at their understanding of each weatherdefinition and whether their music and homemade instrument embodies the qualities of what the weather looks and sounds like.


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Lesson Summaries

Third Grade


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Title Making A difference InOur Community: Poetry


Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Dance Length 30 35 min.Standards ELA DA - D.4.1; H.4.5; F.4.1

Objective Students will explore the needs of the Milwaukee community; create an acrostic poemconveying how they can help the community; choreograph a sequence of movements toconvey the importance of their poems message.

Materials Notebook paper and pencils, sample poem, pictures of community needsProcedures As a whole group, discuss prior knowledge of acrostic poetry and review the acrostic

poem writing process. To model proper thinking process, create an acrostic poem as awhole class. Discuss the community needs in Milwaukee and pass out the pictureprompts to student groups and allow them to discuss the need they see. In small groups,they will create an acrostic poem about how they can help the community needs. Thestudents will also apply a sequence of physical movements that interpret the meaningand flow of the poem.

Assessment The students will be informally observed as they present their poem and dance for theclass.

Title Australia: Song Lyricwriting


Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Music Length 2 - 3 Classsessions

Standards CC ELA SL.3.4; W.3.7 MU - A.3.8; D.4.2; F.4.3; I.4.2Objective The students will take a cultural application about Australia and write song lyrics

describing it.

Materials Informational books about Australia, Paper and pencil, Sample song lyricsProcedures As a class, read an informational book about Australia and discuss the cultural traditions,

animals, weather, etc. Continue to do research about Australia throughout the 3 classsessions. The students will begin and complete writing a song focusing on a specific topicabout Australia. Model the song writing process making connections to poetry andrhythm.

Assessment The students will perform their song describing a specific topic about Australia for theclass and be assessed using a rubric.


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Title Helping our Community:Art


Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Visual Arts Length 3 4 classsessions

Standards CC ELA - W.3.2 VA - A.4.6; C.4.5Objective Students will communicate their idea for helping the community through an art piece.Materials Art supplies, markers, watercolor paints, glue, scissors, tissue paper, etc.Procedures After a class field trip to the Milwaukee Art Museum, the students will design and create

a visual art piece to communicate a meaning related to helping our community. This artpiece may be a sculpture, painting, construction, drawing, etc. To enhance the meaningof their art, they will need to type a thorough description about it. This description willbe displayed with the art piece at a class art fair. Specific criteria must be met in writingthe description.

Assessment Students will be given specific criteria to follow in making their art pieces; they will beassessed using a rubric.

Title Readers Theater:Comprehension


Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Theater Arts Length 45 min.Standards CC ELA - RL.3.1; RL.3.2; RL.3.3 TA - B.4.1;Objective Students will practice reading fluency and voice while reading and responding to

comprehension questions about the fable The Lion and the Mouse Materials The Lion and the Mouse Aesops Fables Procedures Read the story, The Lion and the Mouse to the students, have them follow along with

their own copy of the story. Discuss the moral of the story to reinforce comprehension of the text. After they have a solid understanding of the story, ask comprehensionquestions about the text and instruct the students to act out their responses.http://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdf

Assessment Informal observation of the students choices and responses.

Title Dancing Patterns Subject Mathematics Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Dance Length 45 min.Standards CC MA - 3.OA.9 DA - A.4.9; E.4.2; A.4.6Objective Students will recognize and follow a line dance pattern

Materials CD player, country western music with 4/4 tempoProcedures After recognizing and discussing the patterns that are around us in the classroom/world,

the students will analyze patterns in music and dance. Begin by having the students clap,tap, and stomp a 4/4 pattern. Add the music and repeat the pattern a few more times.Gradually introduce the intricate steps of a line dance, reinforcing the pattern. After thestudents have successfully accomplished the dance, hold a whole class discussion aboutthe pattern they just danced. http://www.uen.org/Lessonplan/preview.cgi?LPid=76

Assessment Informal observation of dance pattern and discussions.
http://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdfhttp://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdfhttp://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdfhttp://www.uen.org/Lessonplan/preview.cgi?LPid=76http://www.uen.org/Lessonplan/preview.cgi?LPid=76http://www.uen.org/Lessonplan/preview.cgi?LPid=76http://www.uen.org/Lessonplan/preview.cgi?LPid=76http://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdfhttp://www.havefunteaching.com/worksheets/reading/reading-comprehension/the-lion-and-the-mouse.pdf


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Title Multiplication Music Subject Mathematics Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Music Length 45 min. and

ongoing forpractice

Standards CC MA - 3.OA.1; 3.OA.7 MU - A.4.1; A.4.7

Objective Students will practice and demonstrate their understanding of multiplication tablesthrough creating a song about multiplication tables.Materials School House Rock video song and lyrics Elementary, My Dear, rhythm sticks Procedures Introduce multiplication tables by singing the song Elementary, My Dear (This can also

be used as part of the morning meeting). This will help solidify their understanding of multiplication tables. Introduce activity: student groups must create a song about aspecific number family in multiplication using rhythm sticks.

Assessment Informally observe the students to check for misunderstandings about multiplicationtables.

Title Geometric Shapes Subject Mathematics Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Visual Arts Length 1 hourStandards CC MA - 3.G.1 VA - H.4.3Objective Students will identify and draw basic geometric shapes, focusing on quadrilateralsMaterials Paper and pencils, colored pencils/markers/crayons, sample constructionProcedures Discuss the attributes of quadrilaterals with the students. Using the SMART board, draw

examples to model thinking process, then allow students to come to the board andpractice drawing quadrilaterals. Introduce the activity: Sketch a design only usingquadrilaterals. Show the students a sample design and draw one on the SMART board tomodel decision making process. Examples might be robots, flowers, vehicles, buildings,

etc. After they sketch their design, allow time for them to color it.Assessment Informal observations of students will be documented for use in planning future lessons

on geometric shapes.

Title Architects at Work Subject Mathematics Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Theater Arts Length 45 min.Standards CC MA - 3.MD.4; 3.MD.8 TA B.4.1Objective Students will pretend to be architects and measure the perimeter of building dimensions

in creating blueprintsMaterials Graphing paper, pencils, measurement instruments (ruler)

Procedures After discussing the basics of perimeter, students/architects are given plain graphingpaper and a list of dimensions for a building construction. They are asked to sketch ablueprint of a building construction using the list of provided dimensions that includesone unknown side length. Using what they learned about perimeter, they will find thelength of an unknown side.

Assessment Observational Checklist


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Title Geography Dance:Australia/NewZealand/South Pacific

Subject Social Studies Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Dance Length 45 min.Standards SS - A.4.2; A.4.3 DA - A.4.1; A.4.2; F.4.2

Objective Students will physically move their body on an imaginary floor map to indicate ageographical characteristic of Australia, New Zealand, and South Pacific countries.Materials Wide open floor space possibly in gym or outsideProcedures After completing a unit on Australia, New Zealand, and South Pacific geography, the

students are asked to demonstrate their knowledge about physical placement of thecountries/islands on an imaginary floor map. They will appropriately place themselves onthe map representing a specif ic country. This will also allow them to practice problemsolving skills. Students can switch roles with each other to complete the map.

Assessment This is an informal performance assessment. Use an observational checklist to documentstudent understanding.

Title Australian MusicalInstrument: clap sticks


Author Rebecca Fialkowski Arts Discipline Music Length 1 hourStandards SS - E.4.11 MU - I.4.2; I.4.3Objective Students will explore, create, and use a musical instrument of Australian Culture: Clap

sticksMaterials Video/audio clip of Australian Clap sticks, Paint stirrers, paintProcedures Show students a video clip of a musician using clap sticks. Discuss as a whole group, the

cultural and societal influences, musical expressions, and applications in history andmodern day. Students are given the opportunity to create their own clap sticks usingpaint stirrers (donated from local paint shop) and painting tribal/cultural designs onthem. As a final activity (after the clap sticks are dry), create a rhythm pattern as a classusing the clap sticks.

Assessment Observation/notation of discussion, creation of clap sticks, and rhythmic pattern.

Title Community Service: Wehave a dream



Standards SS - C.4.1; C.4.3 VA - E.4.2; E.4.5Objective Students will analyze works of art about Martin Luther King, Jr. and design a collage of

photographs representing their dream for their community. Materials Disposable/digital camerasProcedures After learning about Martin Luther King, Jr. and his service to the community/civil rights,

the students will create their own dream for their community. They will usephotography technology to take pictures of a need in their community. Examples mayinclude homeless people, unemployed families, litter, etc. They will organize thesepictures into a collage and write a statement about their vision is for meeting that needand creating a better community. They will present their collage to the class.


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Assessment Students will be given specific criteria for successfully completing this task and will beassessed using a rubric.

Title Important People of ourcommunity: Frank LloydWright


Author Rebecca Fialkowski Arts Discipline Theater Arts Length 2 weeksStandards SS - B.4.7 TA - B.4.1; B.4.2; B.4.3; B.4.4Objective Students will play charades using facts about the life of Frank Lloyd WrightMaterials Appropriate props (students choose), Important facts/names about FLW.Procedures After studying about the life and work of Frank Lloyd Wright, the students will play

charades, acting out the important facts/people significant to the life and work of FrankLloyd Wright.

Assessment Observation and notation

Title Solar System Movement Subject Science Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Dance Length 45 min.Standards SC - E.4.4 DA - A.4.1; A.4.2; A.4.3; A.4.6Objective The students will role play specific planets and their movement patterns in spaceMaterials Planet name cards, large open space (gym, outside)Procedures As part of a final assessment for the solar system unit, the students will be assigned a

specific planet, and must demonstrate its movement throughout the solar system inrelation with the other planets and celestial bodies (sun, stars).

Assessment Observational checklist/notations

Title Glass Xylophone Subject Science Level 3 rd GradeAuthor Rebecca Fialkowski Arts Discipline Music LengthStandards SC - D.8.8 MU F.4.5Objective Students will explore the differences in pitch of various cups filled with different amounts

of water.Materials 5 glass cups/bottles (for each student group), water, wooden spoonProcedures Divide students into small groups. Have the students problem solve to create different

pitches by filling glass cups with different levels of water. To hear the different pitches,gently tap the side of the glass with the wooden spoon the goal is to make each glassproduce a different pitch. When you tap each glass, it makes the glass vibrate. The pitchof the note depends on the amount of water in the glass. With more water, the pitch of the note is lower. http://mypages.iit.edu/~smile/ph9103.html

Assessment Observation of problem solving, and successfully creating different pitches with eachglass.
http://mypages.iit.edu/~smile/ph9103.htmlhttp://mypages.iit.edu/~smile/ph9103.htmlhttp://mypages.iit.edu/~smile/ph9103.html


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Title Reduce, Reuse, & Recycle:Helping Our Community

Subject Science Level 3 rd Grade


Standards ES - D.4.2 VA - A.4.6; E.4.1; E.4.4Objective Students will design a flier to promote recycling to help the environment of our

community.Materials White Printer Paper, colored pencils, markers, paint, other art suppliesProcedures Hold a class discussion about the environmental issue of waste and pollution the cause

and effect. Talk about solutions to the problem: reducing, reusing, and recycling.Introduce the activity: student groups will design a flier to promote a healthyenvironment: drawing, painting, coloring, etc. Allow students to be creative in theirapproach. Make sure to address the important components of an effective flier.

Assessment Observational notations; Provide students with specific criteria for making the flier;Assess them using a rubric

Title CommunicationTechnology: Television

Subject Science Level 3 rd Grade

Author Rebecca Fialkowski Arts Discipline Theater Arts Length 2 class sessionsStandards SC G.4.1 TA - B.4.1Objective Students will role play, using a script, the different jobs for a television communication:

news, weather, advertisements, sports, etc.Materials Play microphone, desk, smart board/chalk board, maps, and other props, video clips of

news, weather, and sports on TV.Procedures Hold a Class discussion about the use of television to communicate what things do you

and your family watch on television: the news, sports games, weather, cartoons, etc. TVis a source of communication. Show video clips of the ways of communication on TV.Talk about the job roles of the people who communicate using the television: newsreporter, meteorologist, sports announcer, marketing, etc. Introduce activity: Studentswill role play some of these job roles in small groups, using a simple script and props.

Assessment Observational checklist


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Lesson Summaries

Fourth GradeAuthor: Marshmallow Molly Rozga


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Title Improvised Democracy Subject Social Studies Level 4 th GradeAuthor Molly Rozga Arts Discipline Theater Arts Length 30-45 minutesStandards SS C.4.4, C.4.5 TA E.8.1Objective Students will recreate the democratic process through improvisation of legislative debateMaterials Projection equipment, computer with internet access, chalkboard with chalk, handouts

Procedures Students will use knowledge about the legislative process to improvise how the legislativebody debates a particular bill. We will watch Im Just A Bill By School House Rocks. Wewill use a handout about Parliamentary Procedure, and we will connect this activity to theopening and closing activities.

Assessment Collaborative, through improvised debate informal assessment checklist

Title Wisconsin Values Subject Social Studies Level 4 th GradeAuthor Molly Rozga Arts Discipline Visual Arts Length 40 minutesStandards SS B.4.1 VA B.4.3Objective Students will use art from the Capitol to determine what values were important to early

Wisconsinites.Materials Photos of art from Capitol, Social Studies text, paper and pencilsProcedures Students will look at various art work that is on display at the Wisconsin Capitol building.

Based on the images and history of Wisconsin, students will investigate possible values of early Wisconsinites.

Assessment Observation of conversations of table groups, journal reflections

Title Music in Wisconsin Subject Social Studies Level 4 th GradeAuthor Molly Rozga Arts Discipline Music LengthStandards SS E.4.4 MU I.4.2Objective Students will learn about the music of the different settlers of Wisconsin, and how they

have blended together over time.Materials Music, stereoProcedures We will listen to a variety of music from different cultures around the world. We will talk

about the reason for the music, the instruments used, and how the different culturesinteracted as they were settling in Wisconsin.

Assessment Group discussion

Title Tribal Dance Subject Social Studies Level 4 th GradeAuthor Molly Rozga Arts Discipline Dance LengthStandards SS B.4.10 DA F.4.3

Objective Students will study tribal dances of several native tribes and examine how they conveymeaning.

Materials Dancers from Indian Community SchoolProcedures We will watch the dancers perform. Students will have a chance to ask the dancers

questions about their movements and what specific movements mean.Assessment Observation of questions asked


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Title Science on a Dairy Farm Subject Science Level 4 th GradeAuthor Molly Rozga Arts Discipline Theater Arts Length 45 minutesStandards F.4.4 TA C.4.1Objective Create a skit pretending to be different organisms on a dairy farm.Materials Paper, pencils, art supplies

Procedures Using their knowledge gained from exploring living and non living organisms, studentswill create a skit about organisms set on a dairy farm. In 2008, Wisconsin exported$212,707,000 worth of dairy, eggs and honey products. Knowing that our states dairyfarms are critical to our economy, we will want to make sure the organisms know what todo to stay in production.

Assessment This will

R Martin Elementary School Binder[1]

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