Model Lesson III
Written by:
Linda Mindingall Payne
Contributors: Sandra Lee Dean Charles Bardin
School/District
Parker Elementary/HISD
Theme: The Fine Art of Seasons
Grade: First Grade
Timeline: Flexible 1-9 weeks
Focus: Plants and the Spring Season
Spring
months: March April
May
Purpose: This unit will provide
opportunities for the student to problem solve and make meaningful connections through the experience of
art to identify the spring season including the traditions, holidays,
clothing and weather associated with the spring 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.
Curriculum Areas:
Page 3
Goals: Through the integration of various
art strategies in
the lesson, the student will be able to identify the spring 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 spring season
Identify the spring
weather
Identify spring holiday, special
events and celebrations
Perform traditional and cultural
rituals during the spring season
Create pictorial interpretations from poetry for the
spring season
Listen and respond to various music and dramatic
play regarding
the spring
season
Compare and contrast characteristics
of spring the season
around the world
Create clothing suited
to be worn during spring 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
Coffee filters, matting (cotton)
v
Story paper, chart paper, sentence
strips
v
Long-arm stapler, staples
v
Music (CD or cassettes)---Music will
be determined
v
CD player or cassette player
v
DVD/VHS seasonal plays
v
Crayola Model magic
v
Storage containers/zip lock 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.
SCI.1.4.05 (see objective for Activity 1)
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) ordinal numbers(Language) holidays…etc
Materials: Blank monthly
calendar
Page
8
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 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,
Dr. Martin Luther King's birthday, Chinese New
Year, winter season etc)
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Activity 4 continued:
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)
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.
Materials: Post
It Picture paper, crayons, markers etc…..
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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: