FRACTIONS AND BODY PERCUSSION 2-3

FRACTIONS AND BODY PERCUSSION

FRACTIONS AND BODY PERCUSSION

Learning Description

In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MATH & MUSIC
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent fractions with denominators of 4, 8, 12, and 16 in multiple ways within a framework using visual models.
  • I can compare two fractions with different numerators by flexibly using a variety of tools and strategies. 
  • I can listen to, analyze, and describe music.
  • I can compose a body percussion rhythm that represents fractions.
  • I can connect music to math.

Essential Questions

  • How can I represent fractions using body percussion?
  • How does music connect to math?

 

Georgia Standards

Curriculum Standards

Grade 3

3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies.

3.NR.4.3 Represent fractions, including fractions greater than one, in multiple ways.

Arts Standards

Grade 3

ESGM3.RE.1 Listen to, analyze, and describe music.

 

ESGM3.CR.2 Compose and arrange music within specified guidelines.

 

ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 3

3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. 

3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line; b. fraction equivalence can be represented using set, area, and linear models; c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4 ); d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

Key Vocabulary

Content Vocabulary

  • Fractions - Equal parts of a whole          
  • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
  • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
  • Greater than (>) - A number that is larger than another number
  • Less than (<) - A number that is smaller than another number
  • Equal to (=) - A number that has the same value as another number

Arts Vocabulary

  • Steady beat - Steady pulse
  • Body percussion - Stomping, patting, clapping, snapping, etc.)
  • Pitch - High/low sounds
  • Rhythm - Long/short sounds
  • Dynamics - Loud/soft sound
  • Tempo - Fast/slow sounds

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

 

Instructional Design

Opening/Activating Strategy

  • Choose a fractions song (see materials) for students to engage in a “Hear, Think, Wonder” listening routine. This listening routine is a modification of Project Zero’s “See, Think, Wonder” Thinking Routine.
  • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
      • The first prompt is “I hear”. 
        • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
        • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
        • Students turn and talk to a neighbor and share their answers.
        • Students share out to the class. Validate the answers that students give.
        • Repeat the process for “I think” and “I wonder”.
          • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
  • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
    • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
    • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
    • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.Transition into the lesson about fractions.

Work Session

    • Introduce or review fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
    • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
      • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
      • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
      • Students will then compare the fractions using greater than, less than, and equal to.
  • Divide students into small groups of three to four students and present the following group task:
    • Tell students that as a group, they will create their own body percussion rhythm using the Create Your Own Beat Body Percussion Board.
      • Predetermine how much of the board students should use (ex: the entire board, only 12 squares, only 8 squares, etc.).
      • Provide time for students to:
        • Compose their body percussion using the blank board.
        • Practice performing the body percussion rhythm to a steady beat.
        • Determine and write fractions based on the occurrence of body parts. 
        • Compare the fractions using greater than, less than, and equal to.
    • Students should repeat the process as time allows.

Closing Reflection

  • After a predetermined amount of work time, students will share their body percussion rhythms with the class. 
    • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
  • Students who are listening should choose one body part to focus on and determine the fraction of that body part in the overall rhythm.
  • Together, the teacher and students will review how students used body percussion to represent and compare fractions.
  • Students will sing the beginning fractions song as a closing to the lesson.

 

 

Assessments

Formative

Teacher will assess student learning through:

  • Observation of written responses during the listening activity.
  • Observation of “turn and talk” and “sharing out” during the listening activity.
  • Observation of students singing with a steady beat.
  • Observation of students demonstrating the steady beat during the singing activity.
  • Observation and questioning during group task.

 

Summative

CHECKLIST

  • Students can perform the body percussion to a steady beat.
  • Students can correctly identify fractions based on the body parts used to create the body percussion rhythms.
  • Students can compare fractions using body percussion rhythms.
  • Students can create a body percussion rhythm that represents fractions.

 

DIFFERENTIATION 

Acceleration: 

  • Use the entire body percussion board. 
  • Include two body percussion sounds per one square on the body percussion board.

Remediation: 

  • Reduce the number of total squares to complete on the body percussion board.

 ADDITIONAL RESOURCES

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

LISTEN, THINK, WRITE! 2-3

LISTEN, THINK, WRITE!

LISTEN, THINK, WRITE!

Learning Description

n this lesson, students will incorporate the elements of a story to create an engaging narrative inspired by a musical piece. Students will use temporal words and descriptive details to improve their writing.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: MUSIC & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use music to write narratives about real or imagined experiences.

  • I can listen and respond to music.

Essential Questions

  • How can listening to music encourage creative writing?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

Grade 3: 

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

 

Arts Standards

Grade 2: 

ESGM2.RE.1 Listen to, analyze, and describe music. 

ESGM2.RE.2 Evaluate music and music performances. 

ESGM2.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 3: 

ESGM3.RE.1 Listen to, analyze, and describe music.

ESGM3.RE.2 Evaluate music and music performances.

ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

 

Grade 3: 

ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

 

Arts Standards

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

Key Vocabulary

Content Vocabulary

  • Narrative writing - A form of writing that tells a story or recounts a series of events

  • Exposition - Explaining or describing something in a detailed and systematic manner

  • Rising action - The series of events, conflicts, and complications that build tension and lead to the climax of the story

  • Climax - The point at which the central conflict or problem reaches its peak

  • Falling action - The part of a story's plot that occurs after the climax and leads to the resolution or conclusion

  • Conclusion - The part where the story's conflicts are resolved

  • Setting - The time, place, and environment in which the story takes place

  • Character - A person, animal, or entity depicted in a story

  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

Arts Vocabulary

  • Pitch - High/low sounds

  • Rhythm - Long/slow sounds

  • Tempo - Fast/slow sounds

  • Dynamics - Loud/soft sounds

  • Timbre - Instrument sounds

  • Form - Same/different sounds

  • Articulation - Smooth/detached

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

Instructional Design

Opening/Activating Strategy

  • Engage students in “Listening: Ten Times Two” thinking routine (modified to “Five Times Two”).
    • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list five words or phrases that come to mind while they are listening. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Wait until the end of the listening activity to tell students the title and composer. Revealing the title and composer before the activity may influence the listener.
    • During the first time listening to the music, students listen without talking and generate their first list of five words and phrases.
    • Students listen a second time without talking and add five additional words to their list.
    • Students listen a third time without talking and write the sounds they heard that inspired their list. Musical sounds can include: pitch (high/low sounds), rhythm (long/short), dynamics (loud/soft), tempo (fast/slow), timbre (instruments), form (same [repetition], different), and articulation (smooth/detached).
    • After the listening activity:
      • Students turn and talk to a neighbor, share their words/phrases, and discuss the musical sounds and music vocabulary they heard that inspired their list. 
      • Ask students what the mood of the music is.
      • Students share out to the class. Validate the answers students give; there are no right or wrong responses.
  • Facilitate a discussion with students about how musical sounds can inspire and enhance writing and storytelling. Ask students if there is any music that they associate with stories. 
  • Transition into the lesson about narrative writing.

 

Work Session

COLLABORATIVE NARRATIVE WRITING

    • Introduce or review a lesson about narrative writing. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of narrative writing.
    • Tell the students they are going to practice writing a narrative as a whole class using the opening activity as inspiration.
      • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion. The narrative should fit the mood of the music.
      • Encourage students to use descriptions of actions, thoughts and feelings to develop the characters.
    • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
    • Provide students with a graphic organizer such as the Student Friendly Narrative Writing Graphic Organizer PDF to guide the students in writing a whole class story. 
    • Teacher and students read the final product and discuss possible edits.
    • Option: Students can act out the story.

    INDEPENDENT NARRATIVE WRITING

    • Tell students they are going to do another “Five Times Two” with a different composition and write their own narrative based on that composition. (See “Additional Resources” section for musical suggestions. Use a listening excerpt about 45-60 seconds in length. The excerpt can start and end at any point during the composition.) 
    • Students complete another round of “Five Times Two”. Remind students to think about the mood of the music. 
    • Provide students with a graphic organizer to structure their narrative. 
      • Their narrative should fit the mood of the music.
      • Remind students to:
        • Use descriptions of actions, thoughts and feelings to develop the characters.
        • Include a setting, characters, rising action, climax, falling action, and conclusion. 
        • Use temporal words and phrases such as, “today, yesterday, next, meanwhile, finally, later, suddenly”, to develop the plot.
    • Allow students to develop their graphic organizer into a written narrative.
    • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.
    • Allow students to present their narratives to a partner. Model how partners should provide a “grow” and a “glow”. 
    • Provide time for students to revise their narratives.

     

     

    Closing Reflection

    • Allow students to volunteer to read their narratives to the class.
    • Review the concept of narrative writing facilitating a conversation around the connection between music and storytelling.

     

     

    Assessments

    Formative

    Teacher will assess students by:

    • Observing and listening to students’ discussions and answers.
    • Conferencing with students during the writing process.
    • Listening to students’ responses to the activity, Five Times Two.

     

     

    Summative

    CHECKLIST

    • Students can effectively use storytelling elements, such as character development, establishing a setting, use of temporal words to indicate sequencing, logical plot progression, etc., to write a narrative.
    • Students can use music to inspire a narrative that has a beginning, middle, and end.
    • Students can use music elements to analyze and evaluate music.

     

     

    DIFFERENTIATION 

    Acceleration: Students create their own music then write a narrative.

    Remediation:

    • Make a list of three words or phrases instead of five during the listening activity.
    • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
    • Use a simpler graphic organizer such as the Narrative Writing Graphic Organizer.
    • Use scribing or speech-to-text technology.

     

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

     

    Back to Modules

    KANDINSKY’S CIRCLES & PLACE VALUE 2-3

    KANDINSKY’S CIRCLES & PLACE VALUE

    KANDINSKY’S CIRCLES & PLACE VALUE

    Learning Description

    In this lesson, students will examine place value through the lens of Wassily Kandinsky’s painting, Several Circles. Inspired by this painting, students will create visual representations of a number using different sized circles to represent place value. Students will show their knowledge of standard, expanded, and word form, as well as observe one another's work to identify and compare numbers.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & MATH
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can read and write numbers in standard, word, and expanded forms.

    • I can compare the value of digits within a number.

    • I can identify value, color, and proportion in art.

    • I can create unique and creative artwork.

    Essential Questions

    • How can proportion be used in art to represent place values of the digits in a number?

     

    Georgia Standards

    Curriculum Standards

    Grade 2

    2.NR.1: Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic place-value relationships and structures

     

    Grade 3

    3.NR.1: Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.

    Arts Standards

    Grade 2

    VA2.CR.2 Create works of art based on selected themes.

     

    VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art. 

     

    Grade 3

    VA3.CR.2 Create works of art based on selected themes.

     

    VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA3.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art.

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 2

    2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.

     

    Grade 3

    3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form.

    Arts Standards

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

     

    Key Vocabulary

    Content Vocabulary

    • Place value - The value of a digit based on its position within a number
    • Digit - A numerical symbol used to represent numbers, typically ranging from 0 to 9
    • Expanded form - A way of representing a number by breaking it down into its component parts based on place value
    • Word form - Expressing a number using written words rather than digits
    • Standard form - The conventional way of writing a number using digits and place value, without any exponents or special notation

    Arts Vocabulary

    • Value - The lightness or darkness of a color
    • Cool colors - Blue, green, violet
    • Warm colors - Red, orange, yellow
    • Space - How an artist organizes the elements in a composition
    • Proportion - How one thing relates to another in terms of size

     

    Materials

    • Watercolor paper for each student
    • Watercolor set, cup of water, and brush for each student
    • Paint sticks (one set per two students)
    • Index cards (one per student)
    • Pencils

     

    Instructional Design

    Opening/Activating Strategy

    • Begin by reviewing place value with students, including standard form, word form, and expanded form.
    • Assign each student a number to study. Students should write their number in standard form, word form, and expanded form on their notecards.
    • Next, show students Wassily Kandinsky’s Several Circles painting. 
      • Ask students to work collaboratively to engage in the See, Think, Wonder protocol.
        • First, students will identify what they see in the image. Emphasize that they should make objective observations about the painting (i.e. physical features, colors, textures, etc.). 
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the painting. 
        • Finally, ask students what they wonder about the image. 
        • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Discuss the history of the painting and point out the varying sizes, colors, and values of the circles.

     

    Work Session

    • Tell students that they will be creating artwork that is inspired by Kandinsky’s Several Circles to visually represent the places values of each of their numbers.
    • Have the students begin by painting a watercolor background for their piece. Encourage the class to use light values, such as pastels, in order for the circles that they will paint to pop. Allow to dry. 
    • After drying, have the students use paint sticks to create circles that mimic the number they were assigned on their index cards. 
      • Discuss how to use size and proportion to represent place value. The largest place value should be the largest circles on the page (for example, 2,456 would have two extra large circles of equal size on the paper).
      • Repeat this process with the rest of the place value digits (using 2,456 there should be two extra large circles of equal size, 4 large circles of equal size, 5 medium circles of equal size, and 6 small circles of equal size).
      • Tell students that they can make compositional choices such as overlapping or allowing circles to go off the page.
      • Tell students that using contrasting colors will make their circles pop. For example, if the background is blue, which is a cool color, students might want to use warm colors (red, orange, and yellow) for their circles. 
      • Allow artwork to dry.

     

    Closing Reflection

    • Allow students to share their artwork with one another. Review how the largest circles represent the digit in the largest place value. 
    • Next, have the students try to guess each other's numbers based on how they used proportion in their art. This can be done in a small group setting or as a whole class. 
    • Finally, have students compare their numbers and arrange their artwork from smallest to largest number.

     

    Assessments

    Formative

    Teachers will assess student learning by observing students’ ability to represent place value in standard, expanded, and word form; students’ responses to discussion of Kandinsky’s Several Circles; and students’ ability to represent place value through proportion and size in their circles.

     

    Summative

    CHECKLIST

    • Students can identify the place values of the digits in their numbers and correctly.
    • Students can accurately portray place value through size and proportion in art.
    • Students can identify and use value, color, and proportion in art.

    *See Teacher/student rubric.

     

    DIFFERENTIATION 

    Acceleration: 

    • Advanced students can be assigned larger numbers based on their levels.
    • Students can write an art review of one of their peers’ artwork and describe what number it is showing explaining their reasoning.

    Remediation: 

    • Students can be assigned smaller numbers to represent in their artwork.
    • Students can work in pairs to analyze their numbers. Students can then either work together to create one artwork or create their own individual artworks.

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Sara Hastings

    Revised and copyright:  May 2024 @ ArtsNOW

     

    Back to Modules

    EXPRESSING IDENTITY THROUGH VISUAL ARTS 2-3

    EXPRESSING IDENTITY THROUGH VISUAL ARTS

    EXPRESSING IDENTITY THROUGH VISUAL ARTS

    Learning Description

    In this lesson, students will learn about individual identity based on a study of the book, Because of Winn Dixie. Using portraiture and writing, students will then express their own identity.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can describe my identity and identify character traits about myself.
    • I can represent how I see myself through portraiture.
    • I can describe myself using specific character traits in written form.

    Essential Questions

    • What or who makes you who you are?
    • What are some character traits that you have?
    • How can you represent how you see yourself through visual art?

     

    Georgia Standards

    Curriculum Standards

    Grade 2

    ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

     

    ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

     

    Grade 3

    ELAGSE3W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

     

    ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    Arts Standards

    Grade 2

    VA2.CR.2 Create works of art based on selected themes.

     

    VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art. 

     

    Grade 3

    VA3.CR.2 Create works of art based on selected themes.

     

    VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA3.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art.

     

    South Carolina Standards

    Curriculum Standards

    WRITING (W) - Range and Complexity (RC) 

    Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

     

    COMMUNICATION - Meaning and Context (MC) 

    Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

    Arts Standards

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

     

    Key Vocabulary

    Content Vocabulary

    • Identity - The characteristics, beliefs, qualities, and expressions that define an individual
    • Character traits - Qualities or attributes that define an individual's behavior, attitude, and personality
    • Beliefs - Convictions, opinions, or attitudes that individuals hold to be true or valid

    Arts Vocabulary

    • Self-portrait - An artist’s visual portrayal of him or herself
    • Line - One of the Elements of Art; the path of a moving point
    • Shape - One of the Elements of Art; a two-dimensional object
    • Color - One of the Elements of Art; reflected or absorbed light
    • Neutral colors - Brown, tan, white, black, gray, etc.; browns and tans are made by mixing the primary colors, red, blue, and yellow.
    • Proportion - How one thing relates to another in terms of size

     

    Materials

    • Fine line black markers
    • Water color paints*
    • Paint brushes 
    • Cups for water 
    • Paper towels
    • Watercolor paper
    • ”I AM” writing web for each student 
    • Mirror

    *This lesson can also be done with skin tone crayons or skin tone colored pencils and white printer paper.

    Instructional Design

    Opening/Activating Strategy

    Pre-work: Read the book, Because of Winn Dixie, and discuss, in depth, the main character, India Opal’s, character traits and identity. 

     

    • Help students connect to the book by facilitating a discussion around what makes each person unique. Ask students what some of their individual character traits are. 
      • Discuss family and community with students and how they influence character traits.

     

     

    Work Session

    • Tell students that they will be creating a self-portrait. 
    • Look at some examples of self-portraits in art.
      • Discuss the different ways that artists portray themselves.
    • Students will create a self-portrait using watercolors on watercolor paper.
      • Show students a diagram of the proportions of a face. 
      • Have students fold their paper into eighths to assist with proportions.
      • Students should draw the outline of their head along with the proportion guidelines very lightly on their paper. Students can then draw in eyes, nose, mouth, ears, hair, etc.
      • Allow students time to experiment with mixing watercolor paints to achieve different skin tones, eye color and hair color. 
      • Instruct students to paint their skin, hair and eyes with watercolors.
      • While the watercolor is drying, students will write about themselves, describing their identity and character traits using the supplied ”I AM” writing web. Encourage students to write in complete sentences.
      • After the watercolor dries, students can go over the lines of their portraits with thin black markers to create definition.

     

    Closing Reflection

     

    • Ask students to share the portraits that they created and how the details they chose represent how they see themselves.
    • Ask students to share their “I AM” writing web responses with the class.
    • Discuss with students how our differences make us unique.

     

    Assessments

    Formative

    Teachers will assess student learning by observing student responses during discussion of character traits, students’ ability to follow along with steps for creating a self-portrait, and students’ responses to the “I AM” writing web.

     

    Summative

    CHECKLIST: 

    • Students can describe their identity and character traits through creating a self-portrait.
    • Students can describe their identity and character traits in complete sentences through their “I AM” writing web.

     

    Differentiation

    Acceleration: 

    • Students can add a background to their portraits to further showcase their identity.
    • Students can turn their “I AM” writing web into a complete paragraph to display alongside their self-portrait.

     

    Remediation: Students can write a word or phrases to complete the “I AM” writing web.

     

     ADDITIONAL RESOURCES

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Julie Anderson

    Revised and copyright:  May 2024 @ ArtsNOW

     

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    EXPLORING SYLLABLES THROUGH DANCE 2-3

    EXPLORING SYLLABLES THROUGH DANCE

    EXPLORING SYLLABLES THROUGH DANCE

    Learning Description

    In this lesson, students will work in groups to identify and label syllable types in words. They will then arrange their words into a sentence or phrase and use the elements of dance to choreograph a syllable dance representing their sentence.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: DANCE & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify syllable types.
    • I can use elements of dance to choreograph a dance sequence to represent a sentence or phrase based on syllable types.

    Essential Questions

    • What are different long vowel syllable types?
    • How can you use your body and movement to represent different syllable types?

     

    Georgia Standards

    Curriculum Standards

    Grade 2

    ELAGSE2RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 

    1. Distinguish long and short vowels when reading regularly spelled one-syllable words. 
    2. Know spelling-sound correspondences for additional common vowel teams. 
    3. Decode regularly spelled two-syllable words with long vowels. 
    4. Decode words with common prefixes and suffixes. 
    5. Identify words with inconsistent but common spelling-sound correspondences.

     

    Grade 3

    ELAGSE3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 

    1. Identify and know the meaning of the most common prefixes and suffixes. 
    2. Decode words with common Latin suffixes. 
    3. Decode multi-syllable words.

    Arts Standards

    Grade 2

    ESD2.CR.1 Demonstrate an understanding of the choreographic process.

     

    ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

     

    ESD2.CN.3 Identify connections between dance and other areas of knowledge.

     

    Grade 3

    ESD3.CR.1 Demonstrate an understanding of the choreographic process.

     

    ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

     

    ESD3.CN.3 Identify connections between dance and other areas of knowledge.

     

    South Carolina Standards

    Curriculum Standards

    Grade 2

    Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

    3.1 Use knowledge of r-controlled vowels to read.

    3.2 Use knowledge of how syllables work to read multisyllabic words.

    3.3 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.

    3.4 Use and apply knowledge of vowel diphthongs.

    3.5 Use and apply knowledge of how inflectional endings change words.

    3.6 Recognize and read grade-appropriate irregularly spelled words.

     

    Grade 3

    Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

    3.1 Produce one-to-one letter-sound correspondences for each consonant.

    3.2 Associate long and short sounds of the five major vowels with their common spellings.

    3.3 Read regularly spelled single-syllable words.

    3.4 Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds of the letters that differ.

    3.5 Read common high-frequency words.

    3.6 Recognize grade-appropriate irregularly spelled words.

     

    Arts Standards

    Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

    Anchor Standard 2: I can choreograph a dance.

    Anchor Standard 3: I can perform movements using the dance elements.

     

    Key Vocabulary

    Content Vocabulary

    • Syllable - A unit of pronunciation that typically contains a vowel sound, and may also include surrounding consonants
    • Open syllable - A syllable that ends with a vowel sound; the vowel usually has a long sound
    • Closed syllable - A syllable that ends with a consonant sound; the vowel usually has a short sound
    • Magic “e” syllable - A syllable that contains a single vowel followed by a consonant and an "e" at the end
    • Vowel team syllable - A syllable that contains two or more vowels that work together to produce a single sound

    Arts Vocabulary

    • Position - The placement of the body or limbs in a specific arrangement
    • Closed position - A dance posture where the arms are typically held close to the body, often with the hands placed near the chest or waist, and the legs are usually together
    • Open position - A posture where the dancer's arms are extended away from the body, creating space between the arms and torso, and the legs may be apart
    • Choreography - The art of creating and arranging dance movements, sequences, and patterns to form a cohesive performance or routine
    • Body - The physical form and movements of the dancer, including posture, alignment, gestures, and overall expressiveness
    • Space - The area where movement occurs, including the dimensions, levels, pathways, and relationships between dancers and their surroundings

     

    Materials

     

     

    Instructional Design

    Opening/Activating Strategy

    • Lead students in a dance warm up, modeling a variety of open and closed body positions. Have students copy the movements. Identify open versus closed positions as they are demonstrated.
    • As students demonstrate that they understand open and closed positions, invite a few students up to lead the class in different movements.

    Work Session

    • Tell students that they will be identifying multiple syllable types, with mixed vowel sounds. They will use their body and dance positions to represent the syllables within a sentence/phrase. 
    • Review the syllable types including closed syllables, open syllables, magic “e” syllables, and vowel team syllables.
    • Discuss “body” as an element of dance. Remind students of the open and closed positions from the opening strategy.
    • Practice identifying syllable types in individual words and adding a body position/movement to represent it. 
      • Encourage students to think about how a closed versus open position could represent different types of syllables.
    • Divide students into groups of three to five. 
      • Provide each group with a set of word cards. 
      • Students should label each word card, marking vowels with a dot, splitting the syllables, and noting the syllable type. 
      • Next, students should arrange several of the word cards to form a sentence or phrase. Students will glue their labeled word cards onto a sentence strip. 
    • As a group, students will choreograph a dance that represents their sentence and demonstrates the different types of syllables through body positions. 
      • The dance movements and body position should coordinate with the open, closed, or magic “e” syllables.
      • As students choreograph their dance, they should be aware of body shape, positions, and space to accurately represent their sentence.
      • Play instrumental music for groups to practice their syllable choreography.
    • Invite groups to perform their syllable choreography for an audience (the class).
      • Discuss appropriate audience participation with students.
      • Ask the class if they can identify the types of syllables based on the movements.

     

    Closing Reflection

    To close, students will reflect on their syllable choreography through the use of the student self-reflection rubric. Students should mark the appropriate emoji to share how they feel about their learning experience.

     

    Assessments

    Formative

    Teachers will assess student learning by observing students’ use of open and closed positions in the opening strategy, students’ discussion about syllable types, students’ participation in the choreographic process, students’ ability to work with group to identify syllable types in words, and students’ ability to work with group to arrange their words into a sentence or phrase.

     

    Summative

    CHECKLIST

    • Students can demonstrate total control of both open and closed body positions.
    • Students can accurately identify open, closed, and magic “e” syllables.
    • Students know and perform all of the movements to their choreography.

    *See teacher rubric.

     

    Differentiation

    Accelerated: 

    • Students write their own sentence (rather than word cards being provided by the teacher).
    • Apply similar music integration to identify open and closed syllables before choreographing a dance.
    • Students search in texts for words to represent different syllable types and use those words to choreograph a dance.

     

    Remedial: 

    • Provide side-coaching as students choreograph.
    • Complete the entire syllable analysis and choreography process as a class before students work in small groups to create their own choreography.
    • Provide pre-written phrases or sentences for students.
    • Analyze the same sentence as an entire class. Groups will create their choreography based on the same sentence.
    • Provide dance movement cards to accompany open and closed body positions.

     

     ADDITIONAL RESOURCES

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Tara Mande

    Revised and copyright:  May 2024 @ ArtsNOW

    Back to Modules