The Shades of Monster Emotions 2

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

Exploring Writing through Still Life K-1

EXPLORING WRITING THROUGH STILL LIFE

EXPLORING WRITING THROUGH STILL LIFE

Learning Description

Students will build a still life composition, explore the space with their senses, draw what they see, and write from the point of view of one of the objects in their still life focusing on spatial relationships and descriptive words.

 

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 describe a still life.
  • I can create a still life drawing.
  • I can write from the point of view of an object in my still life drawing.

Essential Questions

  • What is a still life?
  • How can I use a still life as an engaging writing prompt?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

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.

 

Grade 1: 

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

Arts Standards

Kindergarten: 

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

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

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

VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

ELA.K.C.2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details.

 

Grade 1:

ELA.1.C.2.1 Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: a. introduce a topic; b. provide information with details to develop the topic; and c. provide a concluding statement or idea.

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

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

 

Key Vocabulary

Content Vocabulary

  • Informational/descriptive writing - A type of writing that aims to educate or inform the reader about a specific topic
  • Point of view - The perspective from which the story is told

Arts Vocabulary

  • Still life - A painting or drawing of an arrangement of objects, typically including fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.
  • Composition - The placement or arrangement of the visual elements, such as figures, trees, and so on in a work of art, as distinct from the subject or the style with which it is depicted. It can also be thought of as the organization of the elements of art according to the principles of art.
  • Balance - How the elements of art (line, shape, color, value, space, form, texture) relate to each other within the composition in terms of their visual weight to create visual equilibrium.
  • Shape - In the visual arts, shape is a flat, enclosed area of an artwork created through lines, textures, colors or an area enclosed by other shapes such as triangles, circles, and squares.
  • Form - A three-dimensional composition or object within a three dimensional composition.
  • Color - Present when light strikes an object and it is reflected back into the eye, a reaction to a hue arising in the optic nerve.
  • Texture - One of the seven elements of art; it is how something feels or looks like it would feel

 

Materials

  • Flowers, pots, plants, fabric or any other interesting elements
  • Paper
  • Pencils
  • Colored pencils, crayons, or other coloring materials
  • Printed pictures of still life artwork (see “Additional Resources” below)

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Set up two spaces in the room to build each still life with access all the way around the composition.

 

 

Work Session

  • Explain to students that artists have painted and drawn still lives for centuries.
    • A still life is a painting or drawing of an arrangement of non-living objects. Still lives typically include fruit and flowers and objects contrasting with these in texture, such as bowls and glassware.
  • Divide students into small groups or partners. Pass out printed images of still lives to each group or partner (see “Additional Resources” below).
    • Ask students to describe what they see in each still life. Ask students to describe the colors, shapes, and textures that they see.
    • Ask them to use directional language like “next to”, “above”, “in front of”, etc. to explain how the objects are arranged.
    • Provide time for students to share about their still lives.
  • Explain to students that they will be creating their own still life to draw as a class.
    • Place a few objects on each table. Ask each group to choose one object to contribute to the still life.
    • Once groups have selected. Create two different still life arrangements for students to choose to draw (alternately, assign students one of the still lives to draw).
    • Have students arrange themselves around still life.
  • Now that the still life arrangements have been formed, ask students to describe what they see–what shapes, colors, and textures are there?
    • Ask them to use directional language like “next to”, “above”, “in front of”, etc. to explain how the objects are arranged.
    • Ask students how their perspective is different based on where they are sitting. For example, one student may be able to see a whole banana in the arrangement, but another student may only be able to see part of the banana.
  • Pass out paper and drawing materials. Allow time for students to draw their still life. Encourage students to use the whole space on their paper.
  • Once students have finished their artwork, explain that they will be writing from the point of view of one of the objects in their still life drawing.
    • Remind students that point of view is the way someone views the world, so, the point of view of each of the objects in the still life will be different.
    • Project the still life from the opening activity. Model how to select one of the objects and write from that object’s point of view using descriptive details.
      • Choose what you would like your students to focus on in their writing.
        • It could be spatial concepts, such as “next to”, “above”, “in front of”, etc.
        • It could be descriptive words/adjectives like colors, textures, and shapes.
        • It could be sensory words like textures, sights, and smells.
    • Students will then choose an object from their own still life drawing and write from the object’s point of view using descriptive details.
      • For younger students, providing sentence starters will be key to success.
      • Examples:
        • I am an _______ (apple).
        • I am _______ (red) and _______ round.
        • I am sitting on the _______ (table). it is _______ (hard).
        • I can see _______ (the vase) in front of me and the _______ (banana) beside me.

 

Closing Reflection

Within their small groups, students should share their still life drawings and writing. Encourage students to notice how each person’s drawing is different based on where they were observing the still life arrangement.

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ participation in the activator, contributions to class and small group discussion, work on still life artwork, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can describe a still life.
  • Students can create a still life drawing.
  • Students can write from the point of view of an object in their still life drawing.

 

DIFFERENTIATION 

Acceleration: 

  • As an extension, students can pair up and write a dialogue between their object and someone else's object in the still life.
  • Students can write a narrative using the items in the still life as characters.

Remediation: 

  • Provide either fill-in-the-blank or sentence starters to support student writing.
  • Allow students to dictate their informational writing rather than write it.

 ADDITIONAL RESOURCES

Still life examples to show students:

Technology Extension:

Technology 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: Shannon Green. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Cause and Effect Commotion 2-3

CAUSE AND EFFECT COMMOTION

CAUSE AND EFFECT COMMOTION

Learning Description

Instilling a strong understanding of “cause and effect” will increase students’ reading comprehension skills. By acting out “cause and effect” situations, students will deepen the foundation of this important concept.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the “cause” and “effect” in various scenarios.

  • I can create a sentence to demonstrate my understanding of cause and effect.

  • I can act out a cause and effect relationship.

Essential Questions

  • How can movement be used to demonstrate our knowledge of cause and effect events?

  • How will understanding cause and effect help in reading comprehension?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RI3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

 

Grade 3:

ELAGSE3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 

ELAGSE3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Arts Standards

Grade 2:

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

TA2.CN.1 Explore how theatre connects to life experience, careers, and other content.

 

Grade 3: 

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments

TA3.CN.1 Explore how theatre connects to life experience, careers, and other content.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

READING - Informational Text

Language, Craft, and Structure 

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. 

8.1 Identify how the author uses words, phrases, illustrations, and photographs to inform, explain, or describe.

 

Grade 3:

READING - Informational Text

Language, Craft, and Structure 

Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts. 

8.1 Explain how the author uses words and phrases to inform, explain, or describe.

Arts Standards

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

Key Vocabulary

Content Vocabulary

  • Cause - Why something happens; what happens in a given situation 

 

  • Effect - What happens; the result of what happens in a given situation 

 

  • Cause and effect - A relationship that writers use to show how facts, events, or concepts happen or come into being because of other facts, events or concepts

  • Signal words - Words that are often used in sentences or stories to show cause and effect relationships (because, so and therefore)

Arts Vocabulary

  • Improvisation - The practice of creating and performing scenes, dialogue, and actions spontaneously, without a script

  • Pantomime - A performance where the story is told through expressive physical movements and gestures

 

Materials

  • Trash can 
  • Pencil 
  • Balloon
  • Needle
  • Word visuals (cause, effect, because)
  • Masking tape
  • Sentence card visuals

 

Instructional Design

Opening/Activating Strategy

Classroom Tip: This activity works best in an open space with room for students to move. 

 

REAL TIME CAUSE AND EFFECT 

  • Demonstrate the following actions to get students’ attention:
    • Gently kick a trash can. Let it fall to the ground. Ask students, “What just happened? Why did the trash can fall?” (The trash can fell because I kicked it.)
    • Hold a pencil in your hand high in the air. Drop the pencil. Ask students, “What just happened? Why did the pencil fall?” (The pencil fell because I let go of it.)
    • Blow up a balloon. Tie it. Prick it with a needle. Ask students, “What just happened? Why did the balloon blow up?” (The balloon blew up because I breathed air into it.) “What else happened? Why did the balloon pop?” (The balloon popped because I pricked it with a needle.) 
    • Walk around the room and safely trip over a desk and fall to the floor. “What just happened? Why did I fall down?” (I fell down because I tripped over the desk.) 

Say, “When I tripped, it caused me to fall down. When I dropped the pencil, what did it cause? When I puffed air into the balloon, what did it cause? When I kicked the trash can, what did it cause? Each thing I did caused an effect (or something else) to happen. That’s ‘cause and effect’ and it is all around us all day long!”.

 

Work Session

TRAVELING WITH REAL TIME CAUSE AND EFFECT

  • Ask students, “Have any of you ever driven a car? Why can’t you drive a car? (because you don’t have your license) Would you like to?” 
  • Say, “Well, today I am giving each of you a special license to drive your own imaginary car. Sound fun? Okay. Let’s go!”
  • Tell students to imagine a car in front of them. Tell them to open the door to a car. Pause. Ask students, “Why did the door open?” (because we pulled the handle).
  • Say, “Now sit in the driver’s seat of the car and put on your seatbelt. Let me hear you buckle it”.
  • Ask students, “How do we start the car?” Put the key into the ignition, push a button, etc. Tell students, “Turn the key. What happened when we turned the key?” (the car started). “Why did the car start?” (because we turned the key in the ignition).
  • Say, “Okay…let’s drive around for a little bit. Where would you like to go? The movies? Let’s go. Take a right. Oh wow. I just saw that we are low on gas, so we’ll have to stop by the gas station and get some gas first”. 
  • Say, “I see a big red light up there. What does that mean? Stop. Yikes! Let’s all stop. How do we stop? What causes the car to stop?” (putting my foot on the brake). 
  • Say, “Okay, let’s all put our foot on the brake at the same time when I say three. 1, 2, 3”.
  • Say, “Now the light turned green. What does that mean?” (go). All right, let’s put our foot on the gas on the count of 3. 1, 2, 3…Uh oh. Our cars won’t move. Let’s try it again. 1, 2, 3. Now it’s shaking and sputtering and it just stops. Let me see your car shake and sputter. OH NO! What happened? Does anyone know why it won’t move? (because it ran out of gas). Oh well! I guess we better get out and walk to the movie theater.” 
  • Say, “Take your keys, undo your seatbelt, open the door and run to the theater before the movie starts. We need to get some popcorn!”
  • Have students return to their seats.
  • Ask students, “Did we just experience any cause and effect situations? Can you name one? 
  • Tell students that cause and effect is why something happens and the result or effect of what happens. 
    • Ask students to identify a cause in the driving scenario. 
      • Say, “The cause is why something happens. When I can figure out the cause (hold up ‘cause’ visual), then I can figure out the effect (hold up ‘effect’ visual)”. 
      • Tell students, “Always see where you can add the ‘because’ and that will be your clue to what the cause is in the sentence”. 
      • Say, “Let’s think about the car we just drove. Listen to this sentence: ‘I pulled the handle and the door opened’. Now I want you to use the word ‘because’ (hold up ‘because’ visual) to find the cause. You see, every time you insert the word because it leads you to the cause!” 

 

CAUSE AND EFFECT DANCE

  • Say, “Every time we say the word ‘because’, we are going to spin our hands in front of our bodies. (Note: Stress the word ‘cause’.) Remember, the ‘because’ shows us the ‘cause’.”
  • Say, “Every time we say the ‘effect’, or the result of what is happening, let’s put our open hands and arms high in the air above our heads!”.
  • Tape the visuals “Cause” and “Effect” on the wall about three feet apart from each other.
  • Practice the dance by saying an example sentence with students. 

 

WORDS IN MOTION

  • Say, “Now let’s try to break this down with some of the actions (causes and effects) we experienced when driving our cars. I’ve put them into sentences to help us.”
  • Ask students, “What was the first thing that we needed to do to get into the car? Okay, let’s start with this sentence.” 
    • Show visual of sentence: “I pulled the handle and the door opened”. 
    • Ask two students to come to the front of the class. Tell them they are each going to get to act out one part of the sentence or activity, either a cause or an effect. 
    • Give the first student “pulling the handle” (cause). Give the second student “opening the door” (effect). 
    • Ask each student to show you his/her activity using a sound, whole body and the space around them. Encourage them to exaggerate and have fun with it. 
    • Read the sentence one more time and then guide the class through finding the cause and effect by prompting with “because”. 
    • Say, “Let’s try to decide which action is the cause and which is the effect.” 
    • Say, “Now let’s see if ‘because’ (do action) can really help us find the cause.
      • Ask students, “Where could we use the word ‘because’ with these words and make it make sense? If we put it in front of ‘the door opened’, would that be right? Because I opened the door, I pulled the handle? Does that make sense? (no). If we put it in front of ‘I pulled the handle’, would that be right? Because I pulled the handle, the door opened. Does that make sense? (yes). 
      • Say, “It looks like we found our cause by using the word ‘because.’ So we figured out that the ‘because’ comes before which action? (pulling the handle). Can you tell me what the cause part of this sentence is? (because I pulled the handle – pulling the handle). 
      • Ask students, “Where should our ‘pulling the handle’ actor stand while he/she does his/her action? (under the word “cause”). 
      • Ask students, “If that is the cause, which action or part of the sentence is the effect? (the door opened). Where should our ‘effect’ actor stand?” (under the word “effect”).
      • Say, “So, let’s see our actors do their actions when I call ‘action’. When I say ‘freeze’, the actors will freeze. Let’s practice that.” 
      • Say “action” and “freeze” several times while the actors respond. 
      • Say, “Now let’s say our sentence two more times while the actors are acting out their actions when it’s their turn in the sentence. This time, let’s add our hand motions when we say the cause and when we say the effect. 
        • Remind students to spin their hands in front of them when the cause is stated (because I pulled the handle) and to put their open hands and arms high in the air above their heads when the effect is stated (the door opened).
  • Divide students into partners. Assign each partner a different cause and effect sentence from the car scenario. Have the partners repeat the same process that the class used to identify the cause and effect of opening the door. 
    • I turned the key in the ignition and the engine started. 
    • The car moved when I pressed the pedal with my foot. 
    • The car stopped when I hit the brake with my foot. 
    • The car turned off when it ran out of gas.
  • Allow time for students to perform their causes and effects for the class. Students should do the hand motions for cause and effect as the sentence is read and the actors act out the sentence. 

Class Tip: Review audience etiquette and expectations before students perform for their classmates.

 

Closing Reflection

  • Facilitate a discussion to summarize the lesson.
    • Ask, “What’s a cause? What’s an effect? What word can we use to find the cause in a sentence?” (because). 
  • Ask students to write their own cause and effect sentence that uses “because”. Students should label the cause and the effect in the sentence.
  • Finish the lesson by saying, “Let’s do our hand motions. The next time you have a sentence in front of you and have to figure out the ‘cause and effect’, whisper the word ‘because’ to yourself and try to figure out where it would fit in the sentence. This will alert you to the ‘cause’ which will leave the ‘effect’.”

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ responses to class discussion and their participation in the cause and effect scenarios.

 

Summative

CHECKLIST 

  • Students can demonstrate understanding of cause and effect by identifying the “cause” and “effect” in the scenarios and sentences. 
  • Students can create a sentence to demonstrate understanding of cause and effect.
  • Students can act out a cause and effect relationship.

 

DIFFERENTIATION 

Acceleration: Show students multiple comic strips that demonstrate obvious examples of cause and effect. Students will create a four or five picture comic strip to illustrate cause and effect. When completed, they will compose a fluid/flowing dance using the hand motions for cause and effect with additional self-created movements. 

Remediation: 

  • Use body language when demonstrating each role play for English Language Learners.
  • Act out simple cause and effect relationships with students prior to this lesson.
  • Provide/add picture cards for each cause and effect scenario. 
  • Provide pictures for students to choose from for the “because” sentences.
  • Provide new pictures with cause and effect. Invite students to complete framed sentences (______ because _____) using pictures and/or words. 
  • Act out sentences beginning with both the cause and effect and have students determine which is correct.

*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 Spear Purcell. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas. 

Revised and copyright:  June 2024 @ ArtsNOW

Counting with Cups K-1

COUNTING WITH CUPS

COUNTING WITH CUPS

Learning Description

Help students recognize and cultivate creative and critical thinking using various activities that connect math and music! Consider valuable curriculum connections that assist in the development of problem solving skills through fun and engaging learning experiences.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: MUSIC & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can identify, speak, and move to a steady beat.
  • I can demonstrate my understanding of counting, patterns, and addition through music.
  • I can compose music.
  • I can explain how I used math to create my musical composition.

Essential Questions

  • How can connecting math and music aid students in their problem solving abilities and cultivate creative and critical thinking?

 

Georgia Standards

Curriculum Standards

Kindergarten:

K.NR.5.1 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.

K.NR.5.2 Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.

K.NR.5.3 Use a variety of strategies to solve addition and subtraction problems within 10.

K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.

 

Grade 1: 

1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20.

1.PAR.3.1 Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

Arts Standards

Kindergarten:

ESGMK.CR.1 Improvise melodies, variations, and accompaniments.

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

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

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.CR.1 Improvise melodies, variations, and accompaniments.

ESGM1.CR.2 Compose and arrange music within specified guidelines.

ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

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:

K.NS.1 Count forward by ones and tens to 100.

K.ATO.3 Compose and decompose numbers up to 10 using objects, drawings, and equations.

K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

 

Grade 1: 

1.ATO.2 Solve real-world/story problems that include three whole number addends whose sum is less than or equal to 20.

1.ATO.5 Recognize how counting relates to addition and subtraction.

1.ATO.9 Create, extend and explain using pictures and words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns); b. growing patterns (between 2 and 4 terms/figures).

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 2: I can improvise music.

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

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music.

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

 

Key Vocabulary

Content Vocabulary

  • Pattern - A repeated sequence that can be found in various contexts, such as art, mathematics, nature, etc; it involves a sequence of elements (like shapes, colors, numbers, or sounds) that follow a particular order or rule
  • Addition - A basic mathematical operation that involves combining two or more numbers to get a total or sum

Arts Vocabulary

  • Body percussion - Sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, and stamping
  • Steady beat - An unchanging continuous pulse
  • Timbre - The unique quality of a sound; also known as tone color or tone quality
  • Dynamics - Volume of sound (loudness, quietness)
  • Found sound - Sounds produced by non-traditional sound sources in the environment (e.g., scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Phrase - A musical sentence
  • Retrograde - A musical line which is the reverse of a previously or simultaneously stated line
  • Rondo - A form of composition in which the first section recurs throughout the piece, alternating with different sections (e.g., A-B-A-B-A or A-B-A-C-A, etc.). This form is found especially in compositions of the Baroque and Classical eras.
  • Tempo - The speed of the beat

 

Materials

  • Variety of unpitched percussion instruments (can be “found sound”, such as, scraping a ruler along a binder spine, tapping a pencil on a desk)
  • Plastic cups in various colors and sizes
  • Rhythm sticks or dowel rods
  • Sound source (e.g., computer and speaker)
  • Musical recordings
  • Large pads and markers
  • Paper and writing utensils (pencils, markers, crayons, etc.)
  • Note cards with mathematical equations

 

Instructional Design

Opening/Activating Strategy

Classroom Tips - You may find it helpful to discuss proper use of, and care for, instruments prior to use. Discuss “resting” position, meaning no sound at all from instruments. Also discuss moving through “space” without touching anything else around. Pretend you are in a bubble and cannot touch anything or anyone in your surroundings.

 

  • Turn on music with a steady beat that is easy for students to follow (or, simply play a steady beat without accompanying music).
  • Students stand in the space (no formation).
  • Leader claps (or plays) the beat while students walk to the pulse.
  • Leader plays four beats (while students move); then students stop and clap four beats (same tempo as leader).
  • Continue the game, moving around the room freely.
  • Have students stop in front of someone and clap their partner’s hands for the second set of four claps.
  • Thus, the sequence becomes:
    • Move to leader’s beat (set 1 = 4 beats)
    • Stop and clap beat alone (set 2 = 4 beats)
    • Move to the leader's beat (set 3 = 4 beats)
      • Stop and clap your partner's hands (set 4 = 4 beats).
  • Have students move to a new partner each time.
  • Extend the sequence by adding additional movements and/or body percussion for subsequent sets of four beats (e.g., move to leader’s beat; clap beat alone; move to leader’s beat; clap partner’s hands; move to leader’s beat; pat beat; etc.).

 

Work Session

Wake-up and Warm-up  

  • Tell students that they will continue the activator, but now, they will turn it into a mathematical equation!
    • Example: 4+4=8
  • Experiment with different tempos and different numbers of beats (i.e., slower tempo, use body percussion or instruments to show 3+3=6).
  • Introduce a variety of rhythm instruments if available (rhythm sticks, drum, wood block, triangle, tambourine). Otherwise, use objects around the classroom, such as scraping a ruler along a binder spine, tapping a pencil on a desk.
  • Take time to discuss the various shapes of each instrument (compare and contrast both shapes and sounds—timbre).
  • Use students to demonstrate to group various equations that can be solved.
  • Teacher will have two students play 5+5=10.
  • Arrange students in pairs and pass out equations. Then have students “play” equations and have partners solve the equations.
    • For example if a notecard shows 4+4=8, one student would play 4 beats with one instrument or body percussion (such as clapping) and the other student would have to solve by saying “you demonstrated 4+4=8”.
    • Then switch roles.
    • Then challenge the students to just play the answer (for example, 8). The other student must find a way to “play” 8, such as 2+2+2+2.

 

Question and Answer

  • The format of this strategy will have the question being asked on the first eight beats and the answer on the second eight beats); reverse. Display visuals of numbers.
    1 2 3 4 5 6 7 8
    1 2 3 4 5 6 7 -
    • Have students speak numbers in a given tempo.
    • Have students clap once on each number while speaking; repeat, eliminating speech.
  • Divide the class into two groups.
  • Have students clap twice on one number of their choice; extend to clapping twice on two numbers.
  • Now, incorporate questions and answers. Leader provides a question via clapping the first eight beats; students use part of the question in their answer in the second eight beats (e.g., “use the first part of my question as the first part of your answer”).
    • Extend to other body percussion, found sound, and/or unpitched percussion.
  • Try the strategy using pairs instead of two groups. Divide students into pairs, with one person providing the question and another, the answer; reverse.
  • Incorporate movement; add to a recording if desired (for example, “Hora Agadati” or “Jai Ho”).
    • Have students walk eight beats and then “answer” using body percussion for the next eight beats.
  • Tell students that a phrase in music is a musical sentence. Ask mathematical questions such as, if each phase is eight beats and we have two phases, how many total beats?
  • Extend to ask questions about the patterns.
    • If we walk the first phase, use body percussion the next phrase and then walk the next phrases, that could be called A B A pattern.
  • Have students work in pairs to create a “composition” using rhythm instruments that has four phrases (each phrase must have four beats).
  • Have them label the phrases with capital letters to show the pattern and then show equations for “how they play” each phrase (as demonstrated in the previous activity).

 

Composing with Cups

  • Display different colored cups and have students reach consensus about desired sound for each (e.g., blue – quarter note, yellow – eighth notes, clear – quarter rest).
  • Introduce silently, having students use creative and critical thinking to figure out the values (number of sounds for each cup) independently first.
  • Teacher should lead this activity in silence, changing cups (number of sounds) and even length of phrase prior to any discussion.
  • Pause and discuss what students observed about the values of each cup.
  • Next, have individual students create rhythmic patterns for others to perform using the different colored cups.
  • Have students “conduct” their patterns by leading other students in performing them.
  • Variations:
    • Experiment with performing multiple patterns at the same time (having two groups perform simultaneously), reading in retrograde (reverse order), adding dynamics (loud/soft), etc.
    • Add to a recording as desired (such as Sousa’s “Stars and Stripes Together”).
    • Have one group stand behind another group. Have the group standing behind the other group perform a pattern. The group in front will try to recreate it. This can also be done with the two groups facing each other if needed.
  • Finally, have students work in small groups or with a partner to create their own composition with cups. Students should be able to explain mathematical concepts embedded in their composition, such as addition and patterns.

 

Closing Reflection

  • Students will perform their compositions for the group. Discuss appropriate audience participation prior to performances.
  • Ask the audience to help identify mathematical connections.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to “play mathematical equations”, ability to move and speak to a steady beat, and collaboration with groups to compose a musical piece.

 

Summative

CHECKLIST

  • Students can identify, speak, and move to a steady beat.
  • Students can demonstrate understanding of mathematical concepts, such as patterns and addition, through music.
  • Students can compose music.
  • Students can explain how they used math to create their musical compositions.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to add dynamics to and/or change the tempo of their performances and discuss how these changes alter the music.

Remediation: 

  • Scaffold the lesson by composing together as a class and discussing how pattern and addition were used.
  • Reduce the length of the composition students create at the end of the lesson to one phrase of four beats.

*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: Pamela Walker and Maribeth Yoder-White.

Revised and copyright: September 2024 @ ArtsNOW