Model
Lesson I
Written
by: Linda Mindingall
Payne
Contributors:
Sandra Lee Dean Charles Bardin
School/District Parker
Elementary/HISD
Theme: The Fine Art of Autumn Season
Grade: First Grade
Timeline: Flexible
1-9 weeks
Focus: Johnny Appleseed and the Autumn Season
Autumn months: September
October November
Purpose: This unit will provide
opportunities for the student to problem solve and make meaningful connections through the experience of
art to identify the autumn season including the traditions, holidays,
clothing and weather associated with the autumn season
Curriculum: An interdisciplinary connection of
Fine Arts between several areas of the curriculum for the student to understand
essential concepts. These concepts will be presented through
various instructional strategies and activities.
Page
2
HISD
‘s
Curriculum Project CLEAR:
HISD developed a curriculum, Clarifying
Learning to Enhance Achievement Results (CLEAR), based on the Texas
Essential Knowledge and Skills (TEKS). TEKS were developed for all content areas, including art, music and
theater in grades K-12 and dance in high school. The Fine Arts TEKS encompass 4 basic strands-perception, creative
expression/performance historical and cultural heritage and critical evaluation
that reflect the creative processes of creating, performing, and responding
identified in the NAEP Arts Education Consensus Project of 1997. The TEKS
provide broad, unifying structures for organizing the knowledge and skills
students are expected to acquire. CLEAR
objectives are based on the TEKS and
were created as a series of products to clarify district wide expectations of
what students should know and be able to do.
CLEAR objectives and correlations have be developed K-5 for art, dance,
theater, general music, orchestra, and band.
These are available in print form and on the HISD website.
Areas:
Page 3
Goals: Through the integration of various
art strategies in
the lesson, the student will be able to identify the autumn season, the traditions, clothing, holiday’s celebrations and weather associated
with the season.
Objective: The student will engage in various art
activities in the curriculum to:
Identify the
months in the autumn season
Identify autumn
weather
Identify winter holiday, special events and celebrations
Perform traditional and cultural
rituals during the autumn season
Create pictorial interpretations from poetry for
autumn season
Listen and respond to various music and dramatic
play regarding the autumn season
Compare and contrast
characteristics of autumn season around the world
Create clothing suited
to be worn during autumn season
** To involve all types of learners such
as:
At Risk
ESL
Bilingual
Average
Gifted
Special Needs
The following instructional strategies
will enable the instructor to use various
techniques to involve the student and obtain optical learning
empowerment.
Page 4
Instructional Strategies
Various Visual Arts Instructional
Strategies ( the student will respond or perform their
understanding and or interpretation of the discipline content.)
v
Anchored learning
v
Picture reading
v
Songs (Music)
v
Dance
v
Drama/theatre arts (use of
puppets---role playing)
v
Paintings or replicas
v
Draw pictures
v
Direct Instruction/intervention---small
groups-hands on manipulatives
v
Guided reading—illustrations in literature
v
Higher order thinking---open ended
questions or unfinished pictures
v
Story maps (Venn diagrams)—discovers the connection
v
Summarizing (oral responses—using chart paper to illustrate
thoughts)
v
Enrichment (use similar literature to
compare and contrast)—main
ideas/pictures
v
Instructional Technology (research
artists, illustrators of literature….etc)
v
Test Preparation/revelation of student’s creative abilities
v
Projects—outside research on a particular field
in Visual Arts
v
Videos/movies ---for viewing and creating illustrations for
Main Idea strategies and/ or interpret a dance
v
Field trips—outside resource to discover the
visual art experience
Page 5
Basic
Materials for Four Seasons Unit
These
are basic materials needed for all areas of the seasonal unit. Each thematic unit and activity will require
additional materials that pertain to that particular activity.
v
Various Literature—search in progress for specific seasonal
literature
v
Illustrations from various artists in
children books for a specific season
v
Big books—for a specific season
v
Resource books
( ex. seasons around the world)
v
Photographs (will
be determined)—for a specific
season
v
Prints of various paintings by different artists
v
Art Paper (Construction Paper of all colors)
v
Paper bags (white and brown)
v
Tissue paper (primary and bright hue)
v
Crayons, markers, glue sticks,
scissors, glitter
v
Paint (acrylic & tempera) and paint brushes
v
Matting (cotton)
v
Music (CD or cassettes)---Music will
be determined
v
Story paper, chart paper, sentence
strips
v
Long-arm stapler, staples
v
CD player or cassette player
v
DVD/VHS seasonal plays
v
Crayola Model magic
v
Story paper, chart paper, sentence
strips
v
Storage containers/zip loc bags
v
Globe
Page 6
Daily Classroom (On-going) Activities
HISD Objectives:
SCI.1.4.05:
Observe and record changes in weather from day to night and over seasons including
temperature, rainfall and relative designations of sunny, partly cloudy,
cloudy, rainy, thunderstorms, sleet, snow, windy and
calm weather.
Name: Daily
Seasonal Activities
Description: Year round Fine Arts activities which
correlate to all the four seasons
The student will illustrate an event/holiday which correlate to the
specific month (The teacher may exhibit this work monthly to display
handwriting.) At the end of the year, all these seasonal poems are bound into
an end of year "personalized" handwriting book.
Materials: (Needed
for daily activities)
1. Magnetic
Season/weather calendar
2. Book Making Kits (journal)
3. Post It story sheets
(monthly display in classroom)
4. Post it picture sheets (display on bulletin
boards)
5. Markers and crayons
Page 7
Activity 1
SCI.1.4.06 Identify patterns in weather observations including
temperature and rainfall.
Name: Season/Weather
Calendar-(whole group activity)
Use a daily
calendar to document the weather for each day.
o
Student will
experience the artistic characteristics of the seasonal weather by learning
about the characteristics associated with the weather.(Ex…sunny, cloudy,
stormy…etc)
o
The student will identify on a daily basis the
months within a specific season, special events or occasions on particular
days.
Activity 2
SS.1.1.03 Demonstrate an understanding of past, present and
future by correctly using yesterday, today, and tomorrow as examples of
chronological vocabulary.
Name: Creative
Calendar: (Individual or whole
group)
Description: The student will
participate in a daily activity to “artfully “create a calendar for a
particular month or season.
o
This procedure will offer the opportunity to instill
the days of the week, and months (associated with specific seasons)
o
This calendar will
utilize all areas of the curriculum, such as patterns, counting (math) sequence
(reading) writing numbers(Language) holidays…etc
Materials: Blank monthly
calendar
Page
8
Daily Activities continued:
SCI.1.4.05 (see objective for Activity 1)
Activity 3
ELA.1.3.04-Write in personal (journals, personal narratives)
creative (poems, short stories)
ELA1.2.02- Recognize that different parts of a book
offer information (back and front covers, title page, table of contents, author
and illustrator of reading selection).
Name: Journal (Daily or Weekly)—( Individual)
Description: Student will document their memorable
activities which were introduced in the class or ancillary classes (music, fine
art, science…etc)
The student will illustrate and
write while music is playing to enhance their creative process
Materials: Bookmaking kits— (Science/Social
studies lesson of how a book is made)
Activity 4
ELA.1.3.03- Write several sentences on one topic using basic
organizational structures (story structures, description-who, what, where,
when, why, etc)
ELA.1.3.05- Develop an awareness of grade appropriate forms and
purposes and contribute relevant ideas and details through teacher-directed
group writing activities (experience stories, Interactive writing, and
shared writing)
Name: Post
It stories and Poetry (individual)
Description: Monthly
poems or short stories are written or recorded by the teacher or student. The student will illustrate pictures of
particular events for the month.
Examples of monthly
poems—introduced by the teacher
January
The New Year rings in cheers
Another new year is here!
(Illustrations--snowmen, MLK’s
birthday, Chinese New Year, winter season etc)
Page
9
Daily
Activities continued:
Activity 4 continued:
(monthly poems)
February
Hearts and valentine's are in the air
Love is everywhere!
(Illustrations--Groundhog
Day, Valentine's Day, Rodeo, Black History, Presidents’ Day, Mardi Gras...etc.)
March
Green shamrocks and pots of gold
Spring is coming say good bye to the cold!
(Illustrations--St
Patrick’s Day, Spring flowers, beginning of a new
season...etc)
April
April's showers bring May flowers
Spring
is finally here!
(Illustrations--spring
seasons, rainbows, flowers, showers, Earth Day, Easter.....etc)
(Teacher may use seasonal poems for other months not
mentioned)
Activity 5
ELA. 1.3.03 (See
activity 4 for objective)
Name: Post it Pictures (Whole group)-Pre-writing
activity
Description: Seasonal
picture of specific pictures of monthly events displayed on the bulletin board.
Student will draw while music is playing. (This is a pre-writing activity)
Materials: Post
It Picture paper, crayons, markers etc…..
Page
10
Integration of Music in Daily Year-round activities
The teacher will model each activity and display a sample for the student
to understand their role and outcome in this experience. While the student is involved in these creative
activities, various musical selections including The Four Seasons (A. Vivaldi) is played for their listening enjoyment to
maximize their creative processes.
Activity 6
117.1.b
Music Grade 1
Name: