LISTEN, THINK, WRITE! 4-5

LISTEN, THINK, WRITE!

LISTEN, THINK, WRITE!

Learning Description

In 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: 4-5
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.

  • I can use sensory language and descriptive details to develop events, setting, and characters.

Essential Questions

  • How can listening to music encourage creative writing?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

 

Arts Standards

Grade 4: 

ESGM4.RE.1 Listen to, analyze, and describe music. 

ESGM4.RE.2 Evaluate music and music performances. 

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

Grade 5: 

ESGM5.RE.1 Listen to, analyze, and describe music.

ESGM5.RE.2 Evaluate music and music performances.

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

 

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

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

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. 
    • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
  • 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.
      • Emphasize the use of descriptive details and sensory language to develop events, setting, and 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:
        • Include a setting, characters, rising action, climax, falling action, and conclusion. 
        • Use descriptive language and sensory details to develop the characters and setting.
        • Use transitional words and phrases to move the reader smoothly through the story.
    • 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 time for students to engage in the peer review process. 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, descriptive details, sensory language, and transitional words and phrases 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.
    • Students can incorporate theatre by writing their narratives as a script with dialogue. Students can then rehearse and perform their work for the class.

    Remediation:

    • Have students work with a partner to write their 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

    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

      LISTEN, THINK, WRITE! K-1

      LISTEN, THINK, WRITE!

      LISTEN, THINK, WRITE!

      Learning Description

      In 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: K-1
      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

      Kindergarten: 

      ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

       

      Grade 1: 

      ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

      Arts Standards

      Kindergarten: 

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

      ESGMK.RE.2 Evaluate music and music performances. 

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

       

      Grade 1: 

      ESGM1.RE.1 Listen to, analyze, and describe music.

      ESGM1.RE.2 Evaluate music and music performances.

      ESGM1.CN.1 Connect music to the other fine arts and disciplines outside the arts.

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten: 

      ELA.K.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order. 

       

      Grade 1: 

      ELA.1.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. detail events in a logical order using temporal words to signal event order (e.g., before, after); b. include details that describe actions, thoughts, and feelings; and c. provide a sense of 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
      • Setting - The time, place, and environment in which the story takes place
      • Character - A person, animal, or entity depicted in a story
      • Temporal words - Terms that indicate time and help to sequence events, making it clear when something happens in relation to other events

      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 “Three Times Two”).
        • Prepare students for the listening activity by telling students they are going to listen to a musical composition and list three 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 three words and phrases.  
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Students listen a second time without talking and generate three additional words to add to the list.
        • Ask students to share what came to their minds. Record students’ answers on the board. 
        • Choose one or two of the words or phrases that students listed. Ask students what sounds they heard in the music that made them think of the words that they shared. Play the music a third time so that students can listen again. 
          • 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).
      • 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. 
        • Remind students that songs have a structure–beginning, middle, and end, and that some songs have lyrics that tell a story that accompanies the melody of the song.
      • 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.
        • Tell students to refresh their memories of the opening music and review their list of words while the teacher plays the music again.
        • Ask students how the music they listened to made them feel. The feelings that the music generated should match the feeling of the story.
        • Project a graphic organizer such as the Narrative Writing Graphic Organizer to guide students in writing a whole class story. 
        • Teacher and students will 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 “Three 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 “Three Times Two”. Remind students to think about how the music makes them feel. 
      • Allow time for students to share ideas for narratives as a class.
      • Remind students that their narratives should have characters, a setting, and a beginning, middle, and end. Grade 1 students should include temporal words to show sequence.
        • Allow time for students to plan using a graphic organizer, sentence starters, and/or drawings.
      • Circulate the classroom, observe student progress, and offer constructive feedback or conferencing during the writing process.

       

      Closing Reflection

      • Allow students to volunteer to share their narratives with the class. Ask the class to identify the beginning, middle, and end of the story.
      • 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, Three Times Two.

       

      Summative

      CHECKLIST

      • Students can write a narrative with characters, setting, and a beginning, middle, and end.
      • Students can use music to inspire narrative writing.
      • Students can use music elements to analyze and evaluate music.

       

      DIFFERENTIATION 

      Acceleration: Have students write and illustrate their stories. Students should focus on including descriptive details in their writing.

       

      Remediation:

      • Reduce the number of words from three to one or two during the listening activity.
      • Younger students can use illustrations to show the beginning, middle, and end of the narrative.
      • 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

      EXPRESSING IDENTITY THROUGH VISUAL ARTS 2-3

      EXPRESSING IDENTITY THROUGH VISUAL ARTS

      EXPRESSING IDENTITY THROUGH VISUAL ARTS

      Learning Description

      Students will represent numbers with their bodies. They will work together to form addition sentence tableaux in order to visualize how 1-, 2-, and 3-digit addition works.

       

      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