Rhyming Animals

RHYMING ANIMALS

RHYMING ANIMALS

Learning Description

Students will learn about rhyming families by creating “cut-outs” of animals inspired by the artist, Henri Matisse, combined with a rhyming word.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create rhymes using Matisse-inspired cut-outs.

Essential Questions

  • How can I create a rhyme using Matisse-inspired cut-outs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

ELAGSEKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Grade1:  

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Arts Standards

Kindergarten & Grade 1:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK&1.CR.2 Create works of art based on selected themes.

VAK&1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK&1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

VAK&1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.I.1.1 Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.

K.RL.2.1 Recognize and produce rhyming words

K.C.MC.1.1 Explore and create meaning through play, conversation, drama, and storytelling.

K.C.MC.3.2 Use appropriate props, images, or illustrations to support verbal communication.

Grade 1:  

1.I.1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

1.RL.9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. 

1.C.MC.1.1 Explore and create meaning through conversation, drama, questioning, and story-telling. 

1.C.MC.3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

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.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Rhyme – Words that have the same middle sound.

Arts Vocabulary

Geometric shape – One of the seven elements of art; a two-dimensional object such as a square, triangle, or circle.

Cut-outs/collage - An image created using a combination of pieces of paper or images.

 

Materials

  • Construction paper
  • Glue sticks
  • A variety of geometric shapes such as circles, squares, rectangles, and triangles

 

Instructional Design

Opening/Activating Strategy

  • Show students an image of Henri Matisse’s, The Horse, the Rider, and the Clown. Ask students to find things that they recognize in this image (colors, shapes, etc.).
  • Tell students that they will be learning about how the artist, Henri Matisse, created this artwork using paper and scissors.
  • Explain to students that there are different kinds of shapes in art:  geometric, organic, and free-form. Show students the different types of shapes.
  • Ask students to practice creating geometric shapes using their hands or arms.
  • Ask students to identify the types of shapes in Matisse’s, The Horse, the Rider, and the Clown.

 

Work Session

  • Explain that the artist, Henri Matisse, created images by cutting out pieces of paper and putting them together to make images. 
  • Show students several examples of Matisse’s cut-outs.
  • Show students Matisse’s, The Snail, as an example. Ask students if they can see the snail in the image.
  • Tell students that they will be creating cut-outs like Matisse that combine an animal with a rhyming word.
  • Go over a family of words that rhyme with an animal such as a cat, dog, frog, etc.
  • Show students how to use geometric shapes to create an animal. 
  • Ask students to combine the animal with a word that it rhymes with to create a cut-out like Matisse.

Closing Reflection

  • Ask students to write the two words that they showed in their artwork (i.e. cat and hat) in a complete sentence with correct grammar, such as “The cat wears a hat.” 
  • Students will conduct a gallery walk to see each other’s artwork and see the different words that their animal rhymes with.

 

Assessments

Formative

  • Student discussion of rhyming families
  • Student identification of a word that rhymes with the given animal

 

Summative

  • Student “cut-outs” of animal and word that it rhymes with - student artwork should demonstrate that students understand that some words have the same median sounds.

 

Differentiation

Acceleration: Students should come up with their own animal and a word that it rhymes with instead of the provided animal and words that it rhymes with to create their artwork.

Remediation: Provide students with the animal and the word that it rhymes with; after students have created this artwork, ask them to identify another word that rhymes with the animal and the word it rhymes with. Ask students to add this word to their artwork.

 ADDITIONAL RESOURCES

Rhyming Animals presentation 

Types of Shapes handout

Optional supporting text: Henri’s Scissors by Jeanette Winter

*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:  Katy Betts

 Revised and copyright:  September 2023 @ ArtsNOW

Seussical Rhyme Scenes K-1

SEUSSICAL RHYME SCENES

SEUSSICAL RHYME SCENES

Learning Description

It’s Rhyme Time!  Using sections of Dr. Seuss’s Hop on Pop, students will identify families of rhyming words and use them, with guidance, to create and enact simple story sequences.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: THEATRE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify rhyming words and put them together into simple stories to act out.
  • I can use my voice and body to act out simple stories.

Essential Questions

  • What are rhymes?
  • How can we identify rhyming words and use them in drama activities?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Recognize and produce rhyming words.

Grade1:  

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds.

Arts Standards

Kindergarten & Grade 1:

TA.CR.2 Develop scripts through theatrical techniques.

TA.PR.1 Act by communicating and sustaining roles in formal and informalenvironments.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.RL.9.1 With guidance and support, identify the literary devices of repetitive language and the sound devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each. 

Grade 1:  

1.RL.9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure. 

 

Key Vocabulary

Content Vocabulary

Rhyme – the repetition of similar sounds in the final stressed syllables and any following syllables of two or more words.

Arts Vocabulary

Act – to pretend to be or do something imaginary.

Voice - an actor’s tool, which we shape and change to portray the way a character speaks or sounds.

Body – an actor’s tool, which we shape and change to portray the way a character looks, walks, or moves.

 

Materials

  • Hop on Pop by Dr. Seuss
  • Small dry erase boards and markers or clipboards with paper, and writing utensils

 

Instructional Design

Opening/Activating Strategy

“The Name Game” song – play and/or teach the classic 1964 song by Shirley Ellis (video and audio versions available online)

     “Katie, Katie, bo-batie,

     Bonana-fanna fo-fatie

     Fee fi mo-matie

     Katie!”

Sing the song with several students’ names.

Introduce or review the concept and definition of rhyming words. “What is a rhyme?  How did we make rhymes with our friends’ names?”

 

Work Session

  • Introduce Hop on Pop by Dr. Seuss. Assess student familiarity with the book.
  • Do a read-aloud of the book.
  • Ask students to recall some rhyming words from the book.  If necessary, walk back through the book to review rhyming words.
  • Re-read the two-page section with the -op rhymes:

“HOP

POP

We like to hop.

We like to hop

on top of Pop.

STOP

You must not

hop on Pop.

  • Brainstorm movements to add to the short poem.  (Drama Instruction)  Discuss using body to hop, to pretend to be Pop, to indicate ‘top,’ and to issue the command to ‘Stop’.  Take suggestions and encourage a variety of possibilities for each.
  • Enact the “Hop on Pop” poem as a short scene with the movements.  (Drama Instruction)  Discuss using voices to say the words with energy and feeling.  Take suggestions on how to say each part.  Practice saying the entire poem together with expression while enacting it.
  • Brainstorm additional rhymes in the -op family (e.g., hop, crop, cop, drop, flop, flip-flop, hip-hop, lop, mop, plop, prop, shop, slop, swap, bee-bop, lollipop, bebop).
  • Take student ideas to create an expanded story for the -op rhyme family.  (E.g., “I drop the slop!  It goes plop.  I go to the shop.  I buy a mop.  I mop the slop,” or “I put on my flip-flop.  I listen to hip-hop.  I bebop to the pool.  I do a bellyflop.  The cop gives me a lollipop.”)  Note: Though it will have rhymes, it need not be a poem, per se, with rhythm and end-rhymes.  Develop gestures and enact the expanded story, saying it with expression.

 

  • Explore other passages of the book, and brainstorm additional rhymes together. Write them on dry erase or clipboards (leaving space on the boards for further writing ahead).

            Possibilities:

            Song, long, wrong, thong, gong, King-Kong, ding-dong, strong, singalong

            Red, bed, head, fed, bread, sled, shed, newlywed

            Pat, bat, sat, hat, cat, rat, flat, brat, mat, gnat, acrobat

            Thing, sing, wing, ring, king, bring, cling, cha-ching, sting, nothing

            Night, fight, light, kite, bite, right, tight, fright, delight, might, write, flight, knight

            Brown, down, town, crown, clown, frown, gown 

            Wet, get, let, pet, bet, jet, net, vet, yet, set, barrette, Corvette

            Possibility:  Use rhymes not in the book, such as friend/bend/send/etc. 

  • Divide the class into small working groups and give each group one of the boards with a rhyme family.  Have them create a short scene and enactment with the rhyming words.  They must use at least 4 words, and they must act out each of the words in their enactment using their bodies.  Have them write their scene text on the board; assist as needed.
  • Have the groups practice their rhyme scenes, reciting their text with expression.  Then have each group share with the rest of the class.

Closing Reflection

Reflect on the process:  What are rhymes?  How did we use rhymes to make simple scenes?  How did we use our bodies and voices to act out our scenes?  What do you think Dr. Seuss would have said if he could have seen our rhyme scenes?

 

Assessments

Formative

    • Note how well the students are able to identify rhymes from the book. 
    • Note the students’ ability to add new rhyming words to a rhyme family; note missteps and how they respond when redirected (e.g., ‘‘clock’ is not a rhyme for ‘hop’ – who can explain why?’)
    • Observe how students suggest movements for the scenes. 
    • Observe how students work together in their groups.

     

    Summative

    Have each student write (or tell) 3 groups of words that rhyme from our rhyming scenes today, with at least three words in each group.  If needed, provide the rhyme endings (e.g., -at, -ing, -own).

     

    Differentiation

    Acceleration: 

    • Provide each group with a rhyme ending not included in the book, and have them brainstorm the rhymes on their own, providing support and guidance as needed.
    • Increase the number of rhyme words the group must incorporate into their scene.

    Remediation: 

    • Do the entire lesson in the full class, without dividing into smaller groups.
    • Limit the number of rhyming words in the spoken text, and the complexity of the text.

     ADDITIONAL RESOURCES

    Other rhyme-based Dr. Seuss books, such as One Fish, Two Fish, Red Fish, Blue Fish

    *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:  Barry Stewart Mann

    Revised and copyright:  August 2022 @ ArtsNOW

    Character Choreography

    CHARACTER CHOREOGRAPHY

    CHARACTER CHOREOGRAPHY

    Learning Description

    Working through the choreographic process, students will create a short choreographic work demonstrating the traits of a character and dance elements.

     

    Learning Targets

    GRADE BAND: K-1
    CONTENT FOCUS: DANCE & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can demonstrate traits of characters in a story through choreography.
    • I can use the elements of dance to express ideas about character traits.
    • I can create a complete dance with a beginning, middle and end.

    Essential Questions

    • How can the elements of dance be used to demonstrate the understanding of a character in a story?
    • How is the choreographic process similar to the writing process?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story

    ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

    ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 

    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. 

    ELAGSEKW5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 

    ELAGSEKW6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools in collaboration with peers.

    Grade 1:

    ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

    ELAGSE1RL7 Use illustrations and details in a story to describe its characters, setting, or events. 

    ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories. 

    ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 

    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

    ELAGSE1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. a. May include oral or written prewriting (graphic organizers). 

    ELAGSE1W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

    Arts Standards

    Kindergarten:

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

    ESDK.CR.2 Demonstrate an understanding of dance as a form of communication

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

    ESDK.PR.3 Recognize the relationship between human anatomy and movement.

    ESDK.PR.4 Understand and apply music concepts to dance.

    ESDK.RE.1 Demonstrate critical and creative thinking in dance

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

    Grade 1:

    ESD1.CR.1 Demonstrate an understanding of the choreographic process. 

    ESD1.CR.2 Demonstrate an understanding of dance as a form of communication

    ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

    ESD1.PR.4 Understand and apply music concepts to dance.

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

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten:

    K.RL.MC.8.1 With guidance and support, read or listen closely to: describe characters and their actions;

    K.W.MCC.3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened. 

    K.C.MC.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

    Grade 1:

    1.RL.MC.8.1 Read or listen closely to: a. describe characters’ actions and feelings; 

    1.W.MCC.3.2 Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing. 

    1.C.MC.3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

    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.

    Anchor Standard 5: I can describe, analyze, and evaluate a dance.

    Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

     

    Key Vocabulary

    Content Vocabulary

    Beginning - The starting point of a story, including the introduction of who, where, what, why, and when.

    Middle - The phase in which a story line develops, introducing conflict. 

    End - The ultimate resolution or conclusion to conflict signaling that a story is stopping.

    Transition - A word or phrase that connects two ideas.

    Writing process - A cycle of activities, including brainstorming, drafting, revising, editing, and presentation, that are used to turn ideas into a literary work.

    Emotion - A mental state that occurs depending on circumstances, mood, or relationships with others.

    Arts Vocabulary

    Level - The height of a movement in relationship to the floor (i.e., high, middle, low).

    Locomotor - Movement that travels from one location to another in a pathway through space.

    Non Locomotor - Movement that occurs without the body traveling from one point to another point.

    Tempo - The speed of the beats of the movements that dancers perform.

    Energy Qualities - A group of actors frozen to create a picture.

    • Swinging - Oscillatory (not swing dance, a genre of dance)
    • Sustained - Smooth, continuous, even, without pause or stopping and possibly with a long duration
    • Percussive - Short, sharp, sudden, forceful
    • Vibratory - Repeating and often small and short
    • Suspended - Holding, as in pausing, at a certain point of a movement

    Beginning/Middle/End - The phases of a choreography in which movement is used to communicate a starting point (beginning), the development of ideas, including complexity and conflict as necessary (middle), and a tying up or completion of ideas (end).

    Choreographic Process - The steps taken to create movement sequences for dancers, which include testing, revising, and editing work.

     

    Materials

    • A variety of music selections
    • Music source and speakers

     

    Instructional Design

    Opening/Activating Strategy

    Letter Statues

      • In groups, have students select and practice one movement of their choice.
      • Guide students through exploring that movement with different elements of dance.
        • Practice the movement at different levels.
        • Practice the movement with different tempos.
        • Practice the movement in a locomotor and non-locomotor way.
        • Practice the movement using different energy qualities.
          • swinging
          • sustained
          • percussive
          • vibratory
          • suspended

     

    Work Session

    PART 1 - Explore Movement

    • Have students name a literary character to portray.
    • Instruct students to create a movement to represent something important about that character, which could be an action, emotion, or personality trait of the character.
    • Ask students to demonstrate their movement to the class.
    • Ask classmates to identify the artistic intent conveyed by the group; the presenting group identifies the correct peer answer or explains their artistic intent.

    PART 2 - Add new movements to set an order

    • Have students create two more movements to communicate two more important things about their character. There will be three total movements, including the initial movement (part 1) and these two movements. These three movements can be referred to as the beginning, middle and end of the choreography.
    • Ask students to try their movements in different orders and then decide on the sequence that they feel best tells the audience about their character.

    PART 3 - Choreograph and revise

    • Lead students through the choreographic process to revise and edit their choreography. Just as with the writing process, the intent of leading students through the process is to add “details” to make the choreography more exciting or interesting.
    • Ask students to add levels to their choreography.  Remind them to think of their character and where and why they would use different levels.  
    • Ask students to add tempos to their choreography.  Would their character move fast or slow?  When or why might that character's tempos vary?
    • Ask students to add energy qualities to their choreography. For example, if the character is excited a vibratory energy quality might be used. If the character is angry a percussive energy quality might be used.
    • Give students time to practice the revised version of their choreography.

    PART 4 - Choreograph and revise

    • Once students have revised and edited their choreography, ask them to present their character choreography to the class. Option to choose music for each dance.

     

    Closing Reflection

    Ask students to reflect on how their dance evolved through the choreographic process.  How did adding level, tempo, and energy qualities make the choreography more interesting? 

    Discuss the similarities of the choreographic process to the writing process.

     

    Assessments

    Formative

    Visually observe the students' choreography evolving as they work through the choreographic process.

    • Teacher observes students adding the elements of dance to their choreography as queued: levels, tempo, energy qualities.
    • Teacher observes students using vocabulary of the elements of dance as they work.

     

    Summative

    CHARACTER CHOREOGRAPHY CHECKLIST

    • The choreography contains a clear beginning, middle, end.
    • The choreography contains levels.
    • The choreography contains varying tempos.
    • The choreography effectively uses dance to communicate ideas about the chosen character.

     

    Differentiation

    Acceleration: 

    • Have students work in partners to evolve work for a single person into a duet showing how two characters would relate to one another.
    • Compare and contrast two-character choreography works.

    Remediation: 

    Work through the process as a large group working on one character.

    Additional Resources

    While part of the standards discussion but not standards themselves, the statements below reflect the connection between the choreographic process and the writing process and are interesting to consider while implementing this lesson.

    Fundamentals of Writing  

    Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.  

    Interact and collaborate with peers and adults to develop and strengthen writing.  

    Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. 

    Fundamentals of Communication  

    Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting.  

    Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience.  

    Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information.  

    Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed.

     

     

    *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:  Melissa Dittmar-Joy

    Revised and copyright: August 2022 @ ArtsNOW