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

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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

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    The Shades of Monster Emotions

    THE SHADES OF MONSTER EMOTIONS

    THE SHADES OF MONSTER EMOTIONS

    Learning Description

    Using the book The Color Monster: A Story About Emotions, by Anna Llenas, students will investigate story elements and dive into the world of emotions and colors. They will actively explore emotions using their faces, bodies, and voices.

     

    Learning Targets

    GRADE BAND: 2
    CONTENT FOCUS: THEATRE & ELA
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can make connections between emotions and colors.
    • I can use my body, face, and voice to convey emotions and colors.

    Essential Questions

    • How are emotions like colors, and how can colors represent emotions?
    • How does talking about and exploring our emotions help us?

     

    Georgia Standards

    Curriculum Standards

    Grade 2:

    ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 

    ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

    Arts Standards

    Grade 2:

    TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. 

    1. Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions. 
    2. Use imagination and physical choices to communicate a character’s thoughts and emotions. 
    3. Collaborate and perform with an ensemble to share theatre with an audience. 
    4. Explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

     

    South Carolina Standards

    Curriculum Standards

    Grade 2:

    2.RL.MC.5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read. 

    2.RL.MC.5.2 Make predictions before and during reading; confirm or modify thinking.

    Arts Standards

    THEATRE

    Anchor Standard 3: I can act in improvised scenes and written scripts.

    VISUAL ARTS

    Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

     

    Key Vocabulary

    Content Vocabulary

    Emotion – A state of feeling such as: angry; sad; excited; nervous; happy. 

    Theme – the lesson of the story

    Arts Vocabulary

    Color - a component of light which is separated when it is reflected off of an object.

    Actor – This is a person who performs a role in a play, work of theatre, or movie. 

    Facial Expression – how an actor uses his or her face (eyes, cheeks, mouth, chin, nose) to convey meaning. 

    Gestures –any movement of the actor’s head, shoulder, arm, hand, leg, or foot to convey meaning.

     

    Materials

    • The Color Monster. A Story About Emotions, by Anna Llenas. 
    • Color list (below, or comparable by teacher choice)
    • Emotion list (below, or comparable by teacher choice)

     

    Instructional Design

    Opening/Activating Strategy

    Colors

    • Lead a discussion about colors.  What are colors?  Discuss how light reflects off of things in different ways, and that’s how our eyes see colors.  How do colors make you feel? What do they make you think of?  What is your favorite color, and why?  Option: show the list of colors attached below, discuss any that are unfamiliar, and compare different colors that are similar, e.g., silver and gray.  Ask what other colors they can think of that are not on the list.

    Emotions

    • Lead a discussion about emotions.  “What are emotions?  How do different experiences make us feel different emotions?  How do our emotions change?  How do we express emotions?” Show the list of emotions attached below, discuss any that are unfamiliar, and compare different emotions that are similar, e.g., sad and lonely.  Ask what other emotions they can think of that are not on the list.

    Connecting Colors and Emotions

    • Lead a discussion about the connection between colors and emotions.  “Can you think of any phrases that connect colors with emotions?(e.g., ‘green with envy,’ ‘seeing red,’ or ‘feeling blue,’ or ‘rose-colored glasses.’)”  Do certain emotions make you think of certain colors?  Or do you associate different colors with different emotions?  If so, why?”  Honor whatever connections the students might make, even if they seem unconventional.

     

    Work Session

    The Color Monster

    Explain that the class will read a book that connects colors with emotions.  Discuss this connection as the theme of the book – it is the main idea or concept.  Show The Color Monster.  Explain that the author, Anna Llenas, has thought a lot about this question, and she connects certain colors with certain emotions.

    • Read the book aloud.  During the read aloud, have students add sound and body to express the characters and repeat key lines or phrases after you read them. Encourage them to become the characters with their face, body and voice.
    • After reading aloud, review the colors and emotions in the book (yellow = happy; blue = sad; red = anger; black = fear; green= calm; pink=love).  Discuss if those connections make sense to students.  Ask, “What other colors and emotions would you connect?”
    • Discuss the concept expressed in the book about feeling mixed emotions, and putting emotions into separate containers.  Ask, “What does this mean in real life?  How can we put emotions into different containers?”

    Coloring Our Emotions

    • Tell the students that you will call out an emotion and they will use their bodies and faces to convey that emotion.  Start with a simple emotion like happy, sad, or scared.  Tell them they can use facial expression, body position, and gestures to convey the emotion.
    • Ask them to express what color they connect with that emotion.  (e.g., “I’m scared and it feels pink” or “I’m bored and it feels gray.”)
    • Ask them to add sound to their faces and bodies.  Ask, “Does this emotion make you use a loud or soft voice?  High or low?  How would you pronounce your words with this emotion?”  Allow different students to have different interpretations, and acknowledge that sometimes when someone is angry they could be loud or quiet, or that when someone is happy, their voice could get very high or very low.
    • Call out several more emotions from the list, and have the students repeat the process.
    • Give volunteers the opportunity, when conveying an emotion with body, face and voice, to articulate why someone might feel that emotion (e.g., “I’m angry that my sister won’t play with me, and it feels bright red,” or “I’m happy that we’re going to have ice cream, and it feels light green.”)

    Finding Emotions from Our Colors (Optional)

    • Explain that now the process will be reversed.  A color will be called out, and students can respond with a connected emotion.  Tell students that they may connect the emotion directly with a color, or they may think of something the color reminds them of and find the emotional connection that way.  E.g., blue might make a student think of a swimming pool, invoking excitement; red may make a student think of a stop sign/caution; or orange may make them think of fire, invoking fear.
    • After calling out a color, allow students to use their bodies and faces to show the emotion; then ask volunteers to use their emotional voice to name the emotion they are thinking of and explain the connection, if any.

    Extension

    • Have students draw a picture connecting a color with an emotion.  Have them start from either an emotion or a color.  If they start from an emotion, have them choose the color that they think goes with it.  If they choose a color, have them decide which emotion they connect with it.  Using a single color, have them write the emotion word (with guidance as needed) and draw images, lines, and shapes that convey the emotion (e.g., The drawing could include squiggles, zigzags, curves and solid shapes, as well as representational images such as a football player, two friends arguing, a piece of jewelry, or a butterfly).
    • Then have them write a paragraph describing the emotion in terms of the color and the elements they included in their illustration.  The paragraph can begin, “When I feel ______ (emotion), everything looks ________ (color) because . . .”

     

    Closing Reflection

    Ask, “What is the connection between emotions and colors?  How can colors help us think about emotions?  How do colors make us feel?  How did we express emotions using our bodies, facial expressions, and voices?“

     

    Assessments

    Formative

    • Students demonstrate understanding by using their bodies, faces, and voices. 
    • Students use emotion and color words to describe what they are enacting.
    • Students articulate situations or scenarios that make sense for the emotion they are conveying.

     

    Summative

    Students’ illustrations and paragraphs convey their understanding of the connection between emotions and color.

     

    Differentiation

    Acceleration: 

    Explore the concept of mixed emotions implied in the book.  Have students choose two different, seemingly conflicting emotions connected with  two different colors, and have them enact them together.  Have them articulate a scenario that might lead to conflicting emotions (e.g., getting together with a close friend who is moving away).

    Remediation: 

    Work through the emotions according to how they are portrayed in the book, maintaining a one-to-one correspondence to avoid confusion.

    ADDITIONAL RESOURCES

    Books with a similar theme:

         My Many-Colored Days, by Dr. Seuss

         What Color Is Your Day?, by Camryn Wells

    *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: Susie Purcell and Barry Stewart Mann

    Revised and copyright:  June 2023 @ ArtsNOW

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