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6 STEPS

INTEGRATED LESSON

W O R K S H O P W O R K B O O K

Susan Riley, EducationCloset.com

to creating an

Page WORKSHOP WORKBOOK 3 © EducationCloset educationcloset.com/integrated-curriculum/

PART 1: WHAT MAKES A GREAT ARTS INTEGRATION LESSON?

1. Integration happens when you’re intentionally connecting

_______ ________________ to teach a specific topic.

2. ___________________ provide the roots to your whole process.

3. In arts integration, both _____________ standards and

____________ standards are being taught at the same time with

________________ intention.

MY KEY TAKEAWAYS OR QUESTIONS:

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PART 2: COMPONENTS OF AN INTEGRATED LESSON

#RealTalk - Do you actually know all of your own standards? ☐Yes ☐ No

(Remember: there is NO judgment)

1. Where can you find your standards?

____________________________________

____________________________________

____________________________________

____________________________________

Key Tip! Make connections using common ______________ across standards.

2. Key information to include in an arts integrated lesson:

A clear lesson _______________ and ___________________.

A single _________________ standard and aligned ____________ standard.

A corresponding _____________________ that measures both standards.

Write out your _______ _________, your ________________ _______________

and the _________________ ___________________.

Include a list of ____________________ and how you plan to ______________.

Write your lesson!

Content Area: Fine Arts Area: Lesson Title:

Grade Level: Duration: Teacher:

Integrated Lesson Plan | EducationCloset

EducationCloset | www.educationcloset.com

Standards and Alignment

Content Area Standard(s): Fine Arts Standard(s):

Big Idea: Essential Question:

21st Century Skills:

Key Vocabulary:

Vertical Alignment

Before Lesson: During Lesson: After Lesson:

Materials List:

Integrated Lesson Plan | EducationCloset

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Instructional Delivery (guided, collaborative, and self-directed)

Student Learning Outcome(s):

Pre-Engagement:

Focal Lesson:

Integrated Lesson Plan | EducationCloset

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Reflection Opportunities

Student Reflections Prompts:

Teacher Reflection Prompts:

Assess and Extend

Content Assessment:

Arts Assessment:

Content Extension: Arts Extension:

Integrated Arts Lesson

STEREOTYPING AND LABELING

GRADE 4-8

DURATION (3-4) 45 minute sessions

STANDARDS AND ALIGNMENTContent Area Standards:CCSS.ELA.RL1: Cite textual evidence to support analy-sis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA.RI.3: Analyze in detail how a key in-dividual, event or idea is introduced, illustrated and elaborated in a text.

CCSS.ELA.RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a spe-cific word choice on meaning and tone.

CCSS.ELA.RL6: Explain how the author develops the point of view of the narrator or speaker in a text.

Fine Arts Standards:VA.Cr2.3.8: Select, organize, and design imag-es and words to make visually clear and compelling presentations. PROCESS: Creating ANCHOR STANDARD: Organize and develop artistic ideas and work

VA.Pr5.1.8: Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer. PROCESS: Presenting ANCHOR STANDARD: Develop and refine artistic techniques and work for presentation.

InteGRATED SUBJECTS 21st Century skills Arts ConceptsELAMathScienceSocial StudiesHealth

Visual ArtMusicTheatreDanceMedia

Critical ThinkingCreative ThinkingCollaboratingCommunicatingMedia LiteracyInformational Literacy

Tech LiteracyFlexibilityInitiativeSocial SkillsProductivityLeadership

CreateRespondPerform/PresentConnect

Essential Questions How do labels and sterotyping in society influence how we look at other people?

How does perspective shape or alter truth?

Key Vocabulary

Materials

bias, convey, intrerpet, perceive, format, tone, mood, structure, characterization, stereotype, label, style, stanza, voice, perspective

• Article: The Effects of Stereotyping Teenagers, by Kristine Tucker• Article: No Evil Project - Making an Impact One Project at a Time, The Pulse Magazine, May 27, 2015• Website: www.noevilproject.com• Song Lyrics: The Wizard and I from Wicked the Musical• Audio track of The Wizard and I from Wicked the Musical

10

Instructional Delivery

Engagement

Focal Lesson

• Provide students with a visual presentation of job titles, and descriptions. It will be most effective to perhaps create a simple powerpoint slide show with just a white background, and large text of words

that comes up.

i.e.: Truck Driver, Doctor, Teacher, Nurse, President, artist, athlete, successful

An extensive list of labels can be found at https://www.noevilproject.com/labels

• Allow each word to show and freeze, during which students will independently jot down their thoughts

and visualizations about each word.

i.e: Nurse = woman, white uniform, older

• After a few words, compare their thoughts. Why did so many people tend to have the same

thoughts?

• Define and ensure understanding of the words sterotype and label. stereotype = a simple, standardized conception of a person or thing held in common by

a group

label = a short word or phrase which describes a person, event, group, etc.

• Provide students with a copy of the article, “The Effects of Stereotyping Teenagers” by Kathleen Tucker (http://oureverydaylife.com/effects-stereotyping-teenagers-17768.html) and ask students to read it. Depending on the students, this could be done independently, or as a jigsaw activity, with

each group focusing on a different paragraph/effect.

• Identify/label places in the classroom for each effect, and have students move to the effect they feel is the strongest. Ask students to make cases for their choice, and at the end, allow students to move

their location if desired.

NOTE: This could allow for a math tie-in as well, by creating a chart or graph with

data collected based on student responses.

• In focusing on growth mindset, ask students to work in their chosen effect groups, to consider a way to turn this often seen negative effect into something positive. Students need to consider how labels can acknowledge fact or truth without criticizing in order to maintain positivity.

• Show students an image of the common phrase “Hear no evil, Speak no evil, See no evil”, often shown with monkeys. Many students may not have familiarity with this phrase or image, so discuss.

• Pair students up and distribute laptops. Ask students to explore the website www.noevilproject.com,

aimed at promoting and celebrating differences. This project recognizes that everyone is labeled, but that labels don’t define you. It acknowledges that it is a good thing that everyone is different, and that people of all kinds are doing good deeds every day, breaking down the labels and stereotypes that

often pervade our society.

• Ask students to identify 3 words/labels that they feel often are used about them. These should be

“negative” labels, that they often do not like hearing about themselves. • Now ask students to identify 3 words/labels they would prefer are used to represent themselves.

Save these new words for the assessment portion of the lesson, as students may still keep changing

their words a bit.

• Perform a lyric analysis of the song The Wizard and I from Wicked, the Musical. For a detailed

description of lyric analysis, and guiding questions for during the activity, please refer to the Gates

Chili Arts Integration Strategy Guide. Here is a synopsis of the strategy:

- Students only listen to the song, and record their thinking.

- Provide students with the lyrics, play the song again, with students annotating their thinking

- Listen to small sections of the song, and really delve into the meaning of the lyrics, focusing on

word choice, tone, and any figurative vs. literal language. - At the end of the session, students write their interpretation of the song, focusing on evidence

that led them to their thinking.

• Helpful information about this song:

This is the “I want” song of the show. Elphaba sings of her desire to change herself and the way other people see her. She dreams of becoming a new person, not just on the outside, but also in

doing great deeds and being seen positively. Throughout the song she acknowledges the

importance of how fitting in and the perception others have of her. 11

Instructional Delivery

Integrated Assessment

• Students will be participating in the No Evil Project and be part of creating a classroom or larger school hallway display. To differentiate, this can be done individually, or with groups of three. The description of this assessment will be written as done independently, knowing adjustments could be made for small groups.

** It may be more appropriate to call the display the No Label Project• Students will take three pictures of themselves, in each of the poses, Hear No Evil, See No Evil and

Speak No Evil. • Students will create artistic representations of the three words they chose earlier for themeselves,

as to how they would like to be labelled. It is up to the student how these representations are created (artistic form, style, color choises, etc) However, the representations should be two-dimensional as they will be part of the display. • Students will find a way to combine their photographs with their word representations, choosing

which words go with which pose, and how they two artistic pieces are combined. • Students will also write a short narrative describing their representation and their choices, to be

dispalyed as well.

EXTENSION / DIFFERENTIATION OPPORTUNTIES:• Ask students to complete a similar representation, focusing on the character of Elphaba or another

chosen character/historical figure. • Student could create a character profile of themselves, starting with a silouhette. On the outside,

they write how they believe others see them. On the inside, will write their internal qualities, the items not always seen by others

• Students can analyze the hallway display created in the assessment, considering what the most common labels are, and how people wish to be described.

Reflection Opportunities

Student Reflection Prompts:

1. How did you decide which images to match with your chosen words?2. How did you decide to create artistic representation of your chosen labels?3. How did the creation of your piece, and the group display reflect the message being delivered?4. How do words represent a person?

Teacher Reflection Prompts:

1. Was there a seamless connection between the art and literacy in this lesson?2. What pieces of this lesson were a challenge? What was the most engaging for myself and for students?

12

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13

2 Place Value PicnicKEY STANDARDS

CONTENT ARTS

Math: CCSS.Math.Cont.2.NBT.A.1

Art: VA:Cr1.1.2a

PACING

DAY 1 Pages 1 - 3

ELEMENTS OF ART

• Space • Shape

ASSESSMENT TYPESummative/ Place Value

Lesson Objective:Students will better understand place value in three-digit numbers through the creation of art.

VocabularyOnes Place Tens Place Hundreds Place Scale Placement

Content Standards: Arts Standards:

Essential Questions:

Warm-Up Options - 10 Min

Pick from any of the warm-ups below. Directions for the warm-ups are in the back of this lesson packet.

• 1- Brain Connect • 2- Color • 3- Drawing Practice

• 4- Lettering • 5- Line Poem • 6- Pencils

• 7- Picture This • 8- Sketch Stretch • 9- Sketching from

How can students learn about three digit numbers and place value through the art of Romantic artist Paul Gauguin?

CCSS.Math.Cont.2.NBT.A.1.: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. By creating representational art, student will understand that the three digits of a three-digit number each represent a different place value.

VA:Cr1.1.2a: Brainstorm collaboratively multiple approaches to an art or design problem. Students will each explore different ways to represent a three digit number using fruit.

pg 1 | MARCH | Lesson 2

© INTEGRATED Curriculum, 2017.

21st Century Skills:• Creativity • Critical Thinking

MATERIALS LIST

• Drawing Paper • Drawing Pencils • Oil Pastels • Scissors

Math Art RomanticismRo

2 Place Value PicnicLesson Sequence:

In this lesson, students will explore the concept of three digit numbers and place value through creating art in the style of the Romantic artist Paul Gauguin.

pg 2 | MARCH | Lesson 2

© INTEGRATED Curriculum, 2017.

Artful Thinking RoutineI See, I Think, I Wonder Routine. Have students analyze Still Life with Fruit and Lemons by Paul Gauguin.

• What do you see? • What does it make you think?

• What do you wonder?

STEP 1

Explain to students that scale is the relationship of one object to another. Demonstrate this concept by drawing a shape on the board, and then drawing that same shape larger, so that the first shape does not seem small in comparison. Then draw a tiny version of the shape, so the first shape once again seems larger.

Next ask students to examine the Artful Thinking exercise and to analyze two pieces of artwork by Paul Gauguin.

Ask: What do you notice about the placement of the fruit (overlap, going off the page, shape)? Which fruit appears to be in the front? In the back?

Explain that artists use overlap and size to give the illusion of space, to allow some objects to come forward and some objects to recede in space.

1

Artful Thinking by Project Zero is licensed under a Creative Commons AttributionNonCommercial 4.0 International License. Routine found here: http://pzartfulthinking.org/

Math Art RomanticismRo

STEP 2

Next, have students use their resource page to decide what types of fruit they will include in their fruit bowl artwork.

Explain to students that in their artwork, the large fruit will represent the hundreds place, the medium size fruit will represent the tens place, and the small fruit will represent the ones place.

Students should decide what fruit they will use to represent each place value. Then they should cut out their fruit and put it to the side. They will use it to trace onto their final artwork during Step 4.

STEP 3

Next have each student write whatever 3-digit number they would like on their paper.

Have students hold up their papers and check to confirm that each student does in fact have a 3-digit number written down.

2 Place Value Picnic

pg 3 | MARCH | Lesson 2

© INTEGRATED Curriculum, 2017.

Teacher To Teacher

Instead of using a small lid to trace and cut for the smallest (ones place) size fruit, you can offer students colored circle dot stickers. Students can use these on their artwork in place of using cut paper fruit. Students can add details to the stickers using markers or colored pencils.

2

3

Math Art RomanticismRo

Math Art RomanticismRo

STEP 4: Main Activity/Project

Project the image Still Life with Fruit and Lemons by Paul Gauguin on the board.

Provide each student with drawing paper and pencils. Have students draw a large, bowl in the center of their page. Then add a table or a blanket underneath the bowl to show the location of the “picnic.”

Next, instruct students to trace the fruit they cut out onto their artwork. Explain that they must use the correct amount and types of fruit to represent the place values of their number. Encourage them to have some fruit that overlaps and some that is not completely on the page.

Explain that smaller fruit must be placed in front of larger fruit. Inform students that all fruit must be showing so that the number can be read. Once fruit is drawn in pencils, color it in using colored pencils.

When students have finished, have them write their three-digit number on the back of their paper.

Estimated Time: 25 minutes

2 Place Value Picnic

pg 4 | MARCH | Lesson 2

© INTEGRATED Curriculum, 2017.

STEP 5

Have students share their artwork with a shoulder partner and ask the partner to identify what number it represents.

Ask: If you were to re-do this artwork, would you place the fruit in the same place? Or would you change something? What would you change?

5

Math Art RomanticismRo

educationcloset.com

EDUCATIONCLOSETArts Integration & STEAM Lesson Plans

PREDICATES & CANDENCES LESSONTEACHER(S): MAIN CONTENT:

DURATION: GRADE LEVEL:

INTEGRATION OF

STANDARDS

ESSENTIAL QUESTIONS

MATERIALS

21ST CENTURY SKILLS

KEY VOCABULARY ARTS CONCEPTS

E/LA Math Science Social Studies Health

Visual Art Music Theater Dance Media

Critical Thinking Creative Thinking Collaborating Communicating Media Literacy Informational Literacy

Tech Literacy Flexibility Initiative Social Skills Productivity Leadership

LESSON SEQUENCE (Overview of activities, concepts, etc.) ASSESSMENTS

Create Respond Perform/Produce/Present Connect

CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LITERACY & MUSIC

4-540-60 MINUTES

xx x

x

x

Predicate Cadence Composition

MUSIC: MU:Cr2.1.4a Demonstrate selected and organized musical ideas for a composition to express intent, and explain connection to purpose and context.

x

How can we complete a sentence?

1. Review the terms Predicate (the close of a sentence) and Cadence (a sequence of notes/chords comprising the end of a musical phrase). What do these terms both have in common?

2. Practice identifying predicates by showing sentence fragments that go together - a beginning and a predicate - and having students match them. Do the same thing with musical phrases that students listen to or read (if that is something they have been taught previously)

3. Divide students into groups and assign each group 2 sentences. Ask students to create a musical phrase for each sentence. The phrase must contain a cadence that matches the sentence predicate.

PERFORM THE SENTENCE CADENCES Student groups will each perform one of the musical sentences they created. They can sing the sentence or play it on instruments. If played, the students should also read the sentence aloud. Students in the class should raise their hands when they hear the cadence.

• Sentence examples, cut into fragments

• Musical phrase examples, cut into beginning/end

• Various Orff Instruments (optional)

• Computer or MP3 player

• Paper and pencils • Speakers

PART 3: MOVING FROM LESSONS TO CURRICULUM

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