CTSL Unit Listing & Planning Chart 9/06
TITLE/LEVEL
War Through the Eyes of an Artist/MS
artist
William Grant Still Art Emphasis & History Emphasis/KSU
Still
Founding Families/MS
Lewis and Clark/MS
Trail of Tears/MS
Lewis and Clark/ES
Lewis and Clark/MS
Lewis and Clark/HS
Bronzeville/NTA
Trail of Tears Documentary/MS
African Americans/NTA
Beethoven/ES
Music History/NTA
Leadership and Change/ES
Everyday Heroes/ES
Heroes
AUTHOR/SOURCE
Jeff Hollenstein - N
Chicago
Barbara Hammond
- KSU
Thomas Panter &
Mandy Martin Durham
Thomas Panter &
Mandy Martin Durham
Thomas Panter &
Mandy Martin Durham
Karen Thompson KSU
Karen Thompson KSU
Karen Thompson KSU
STATUS
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Approved
Kathleen Rauth &
Marlene Tyler Chicago NTA
Approved
Thomas Panter Durham
Under Review
Maya Sadder Chicago NTA
Under Review
Kathy Manchester Under Review
Cary Grayson,
Gabriel
Washington, Robin
Fleming, Karen
Percak - Chicago
NTA
Under Review
Emily Keller
Under Review
Marissa Vazquez,
Evelyn Velazquez,
Joel Colon, Jessica
Meland, Betsy
Sostak, Raquel Kim
- Townline
Under Review
CONCEPT/CHARACTER
Marissa Vazquez,
Evelyn Velazquez,
Joel Colon, Jessica
Meland, Betsy
Sostak, Raquel Kim
- Townline
Under Review
Everyday Heroes/ES
TITLE/LEVEL
A Mosaic of Families/ES
Families
AUTHOR/SOURCE
STATUS
CONCEPT/CHARACTER
Mimi Batson, Maria
Delannoy, Dana
Levy, Nicole
Hayes, Jennifer
Sajovec, Betsy
Sostak, Jenny Yuh
- Townline
Under Review
Behind Everyday Heroes/ES
Behind
Framework of American History
Betsy Sostak TownLine
Under Review
Townline School
Wide
Hawthorn South School wide
We Shall Over Come - Pe
Hawthorh South
Schoolwide
Kathy Manchester
& Aspen team - Gr Awaits
2&5
Revised Draft
Awaits
Bean - affiliate
Revised Draft Truth, honesty, democrac
With author John
Egerton in
Nashville
Why Study History
Panter - Durham
Awaits Draft
Geography of Georgia
Use of Primary Sources
Explorers
Anti-Bullum Abolishinests Panter
Underground Railroad
Panter- Durham
Panter- Durham
Panter- Durham
Panter- Durham
Panter- Durham
Westward Expansion
Burke - Scott 5th
Burney, Harris,
Hines, Worlds Scott 3rd
Panter- Durham
Hammond - KSU
Hammond - KSU
Nabowie - KSU
Awaits Draft
Awaits Draft
Awaits Draft
Awaits Draft
Awaits Draft
Awaits next
draft
Relationships /
Relationships /
Peace
Beethoven # 9
The Giver, The Messenger, Gathering Blue, CTTA Affiliate
Lion King
Current Events
Beethoven
Dvorak
MLK / Malcome X
Awaits next
draft
Awaits Draft
Awaits Draft
Awaits Draft
Resiliency, longstreet
DuBois / Washington
Gettysburg 8th
Gettysburg HS
Adapt many from Inner Harbour Notebook
MLK Drum Major
U S Space Program
Local History Through Political Cartoons
8th Science
DuBois Talented Tenth
Harlem Renaissence
Char Ed Day Lessons
First Amendment
Why Study History
Why Study Civics
Why Study the History of Science
Why Study the History of Technology
Why Study the History of Math
Why Study Geography
Why Study Geography
Why Study Geography
Why Study Geography
Why Study Geography
Why Study Character Education
Why Study Physical Education
Why Study Language Arts
Why Study The Arts
Why Study Mathematics - Elem & HS
Why Study Science - Elem & HS
Why Study ?
Nabowie - afiliate
Student at Sci/math
agnet - Harrisburg
Kevin Verano Harrisburg
Amy Geist, Inner
Harbour
Nabowie - affiliate
Karen Thompson KSU
KMHS with Steve
Nedvidek of ChickFil-A
Russell & Cannon Fulton Sandtown
Nabowie
Attending
9/11-12
Session,
Awaits draft
J. Burke - Scott
Pam Carsillo KMHS
Tracy Hall - South
Cobb HS
Approved
Thomas Panter MS 8/28
Pam Marshall Durham
Joe - Durham
May Davis Durham
Thomas Panter MS
GA
Illinois ES, MS, HS
Carol Holm, Duluth
Minnesota ES, MS,
HS
Louisanna ES, MS,
HS
Pennsylvania ES,
MS, HS
History
Geography
Julie Duluth,
Hawthorn?
Communication
Science, theory, experime
Char Ed Day Lessons
Lessons from the Holocaust
? Pope HS/
P Carcillo - KMHS
other Anne Frank
Sprawl
Eva Cronin
other ESF
Affiliate Authors
J Mortimer
other affiliate
authors
other affiliate
authors
Adams & Jefferson
MLK / Malcome X
Extension,
authored in current
LBC schools
other LBC school
Adapted from
CTTA
other CTTA
adapted from 4MAT
other 4-MAT
adapted from UbD
other UbD
A Chair for My Mother
Chair
Channelo Coleman Approved
Compassion/
Betsy Sostak
Approved
Everyday Heroism
Brenda C. Taylor
Approved
Civil War in Georgia
Julie Thompson
Approved
Tolerance
Kristopher Colvin,
Jessica Johnson,
Approved
Behind Everyday Heroes
The Civil War Comes to Georgia
War
Faces of Dignity
Dignity
Geometry Around Us
Geometry
Elizabeth Clarke,
Edwin Trawick
Regions of the United States
States
Kathy Levine,
Susan Hanosn,
Yvonne Smith,
Approved
Interdependence
Andrea Madison,
Brian Patenaude,
Michael Wright
Approved
Relationships
Millie Corder
Approved
Compassion for Others
Relationships Across Disciplines
Relationships
Rudolph the Red Nose Reindeer
Rudolph
The Founding of Georgia as a Colony
Georgia
Thomas Panter and
Mandy Burgess
Approved
Balance
Angela Williams
Approved
Generosity
Alicia Frizzle
Approved
Patterns
Allison-Kenny
Gardhouse
Approved
Change
Dr. Richard
Stafford
Approved
The Giving Tree
Tree
The Periodic Table
Table
Trimester 2, American Revolution
revolution
Using Collaborative Teaching and Arts Partners to Develop…
Collaboration
The Samurai
Samurai
Jackie Alexander,
Jacquelin Harden,
Songea Williams
Under review balance
Vocabulary Walk
vocabulary
Nicole Hanson
Under Review
Balance
Balance
Under review Balance
Citizenship
Citizenship
Karen Stargel and
Melissa Sisk
Under Review Citizenship
Concept Geography
Geography
Thomas Panter
From the New World
World
Georgia Theme Park
Park
Head and Heart
Heart
Human Paragraph
Paragraph
Me on the Map
Map
Mona Lisa
Mona
Our Neighbors in Space
Space
People, People Everywhere- Get Off the Roads!!
People
The Holocaust and Tragedy in Rwanda
Holocaust
The Journey of Sir Douglas Fir
Under review Geography
Under Review
Thomas Panter
Under review Geography
Nicole Hanson
Under Review
Susan Hanson
Under Review
Diana Bert,
Stephanie
Cacciatore,
Vanessa Horry,
Leah Johnson,
Andrea Stephens,
Shawn Stewart
Under Review Relationships
Michelle
McCarley,
Dionne LeJeune,
Leslie Chenevert Under Review Change
Deb Vail, Linda
Walker, Mary
Post, Linda
Serangeli, Amy
Lyon, Dawn
Dillivan, Ashley
Cooprider
Additional group
members: Cindy
Hoeksema, Vicki
Phipps, Barb Rice,
and Kristy
Skoglund
Under Review Relationships
Joanna Poynton,
Debbie
Scamihorn, Smitha
Middle
Under Review
Under Review Prejudices, genocide
Under Review
journey
The Lewis and Clarke Expedition
Expedition
Timeline of American History
timeline
Karen Lasher
Under Review Balance
Geography
Land Forms
Crops
State Symbols
Regions
Advertising Campaign M
Primary Source (Longs
Prehistoric Man
Explorers
Panter/Martin
Under review
1. Instructional Unit Title: A Mosaic of Families
Date: 3/9/06
Key Author(s): Mimi Batson, Maria Delannoy, Dana Levy, Nicole Hayes, Jennifer Sajovec, Betsy
Sostak, Jenny Yuh
Other Authors of this Unit: Cathy Gross, Library-Media Specialist Mickey Donahue, Retired
teacher Art Teachers
E-mail Address: sostakb@hawthorn73.org, sajovecj @hawthorn73.org,
batsonm@hawthorn73.org
School: Hawthorne Townline Elementary, 1810 N. Aspen, Vernon Hills, IL, 60061
Grade:
Key Standards, to be taught to mastery:
Illinois Learning Standards:
18B Understand the roles and interactions and
interactions of individuals and groups in society
18C Understand how social systems form and develop over
time
3C Communicate ideas in writing to accomplish a variety
of purposes.
4B Speak effectively using language appropriate to the
situations and audience
5A Locate, organize, and use information from various
sources to answer questions, solve problems, and
communicate ideas.
5B Analyze and evaluate information acquired from
various sources
5C Apply acquired information, concepts, and ideas to
communicate in variety of formats.
Rigorous Academic (Power) Standards
Knowledge:
•
•
•
•
•
•
•
•
Use well organized and coherent writing to learn about
and make connections to the world.
Use speaking, listening, and observing to interact in
academic situations.
Use multiple sources of information to organize the
world around us.
Understand how rules and responsibilities relate to
their lives
Compare and contrast family life in various places in
the world and history
Recognize that their families' traditions and
celebrations are influenced by their past
Explain social relationships between families and other
groups of people
List the ways their family is special
Skills: (unsure about these)
Students will compose a journal entry from multiple
perspectives.
Students will use information from texts to explain
characteristics of families in different cultures
Students will
Character:
Responsibility, Internationalism (tolerance)
Proposed Concept: Relationships
Broad Significant Question: How do family members contribute to their own families?
Deepening Questions:
Why did the artist choose to display his family as a mosaic?
How is your family like a mosaic?
How is a mosaic like a quilt?
Engagement:
- E1 Experiencing the Masterwork: Quilting Time by Romare Bearden
- E2 Engagement Strategies
Goal: Students will make the connection that our world is made up of diverse
families just as Bearden's mosaic or the quilt he is depicting are made
up of many pieces put together.
Deepening Questions:
Why did the artist choose to display his family as a mosaic?
How is your family like a mosaic?
How is a mosaic like a quilt?
Activities:
• Hook: 1st grade family quilt. Each child will be given a square of fabric to take
home and decorate to represent their family. The squares will be sewn together
into a 1st grade quilt of diverse families and hung in the hall.
• See, Feel, Hear chart of masterwork
• Students draw a "bustling" time in their own families and then complete a see,
hear, feel chart about their drawing
• Read The Keeping Quilt by Patricia Polacco and discuss what traditions their
families have and what their families "pass down."
• Children talk to an adult at home to find out what has been passed down in their
family. Students write about an object that is important to them (endow
the object)
• Guest speaker-quilter (Ms. Donahue) will talk to the class about how traditions
and stories are passed down through story quilts
• Home interview project- Students will work with a relative at home to complete
a family tree
• Tableau how families have changed (activities they do together, how they
communicate, etc)
Focus Statement: Children will learn that family members contribute to their families in unique and
important ways
Gaining Original Creations:
Students look at their work from all inquiry centers to create a mosaic of their family. They will
include symbols in the mosaic that answer the following questions.
What does their family do together? What traditions and customs do they have? What are the roles
of the people in their family? How does their family work together? Students will write a
reflection about their family mosaic. My family is like a mosaic because...
Ex: My family is like a mosaic because each person does something
different to help our family but we all work together to make a great
family.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
How is our class like a mosaic?
Students will reflect in writing about the diversity of the families of the students in their class.
They will write as a class: Our class is like a mosaic because..
Inquiry:
Inquiry Center 1:
Activity:
Story Quilts Children look at the quilts from different cultures. Students will draw a
story quilt of their family. They pick one time that their family did something special
and draw their family (family game night, a trip to the park, going to the movies).
Students write on their artwork to represent a story quilt.
Experience: Children will experience quilts from the Hmong, Mexican,
Hawaiian, and African cultures
Inquire:
Students will inquire into the stories behind each quilt.
Create:
Students create a story quilt depicting a special time in their own family.
Reflect:
Students reflect by writing about each component of their quilt on the
quilt. Deepening
Questions:
Does my family have its own special stories to share?
Why do families want to share their stories?
Inquiry Center 2:
Activity:
Faith Ringgold's Tar Beach- Children look at the beach artifacts at the center. They create
a tableau of what a family would do at the beach. Then they turn over the picture of "Tar
Beach." Complete the Venn diagram of families at "the Beach and Tar Beach." What
are some similarities and differences about what the families would do at each place?
Students think of other ways families have fun together and create several tableaus to
show them. They write about their favorite thing to do in their family.
Experience: Children experience the artifacts families us during a trip to the beach
Inquire:
Students inquire into the picture Tar Beach by Faith Ringgold
Create:
Students create several tableaus to represent different ways a family can
have fun together.
Reflect:
Students reflect on their favorite family activity in writing.
Deepening Questions:
How do families have fun together?
Do all families have fun in the same ways?
Inquiry Center 3:
Activity:
Students review the book Who's Who in my Family by Loren Leedy.
They will then complete the squares of their quilt filling in the roles and
responsibilities of each of their family members. Experience: Student will draw
pictures of their family members and label them with
their relationship to them (mother, sister, etc)
Inquire:
Students read Who's Who in my Family.
Create:
Students create a family quilt depicting the roles and responsibilities in
their family.
Reflect:
Students write "I am important in my family because..."
Deepening Questions:
How do people contribute to their families?
Why do people have to do work in their families?
Inquiry Center 4:
Activity:
Explore Romare Bearden's art. Students will visit the website
"Destination Modern Art"
http://www.moma.org/destination/destination.html They will find
Bearden's painting in the museum and discover what the parts of his
painting represent. Students create their own mosaic about their family.
Children will print their creations and write what each object in their
creations represent. Experience: Students will experience a Romare
Bearden work by viewing the
components of one of his mosaic/collages.
Inquire:
Students will inquire about Romare Bearden's life on the website
Create:
Students will create their own mosaic representing their family on the
website.
Reflect:
Students will write why they chose the objects to put in their collages.
Deepening Questions:
Why does Romare Bearden use mosaics and collages?
What symbols can I use to show my family?
How was Romare's childhood different then/the same as mine?
Joining with Arts Partners:
Maria Gaspar, Mosaic Artist; ometsol@yahoo.com
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
Students will interact with the residents of a nursing home to inquire about their family life
growing up.
- Community Action
2. Instructional Unit Title:
Date:
Key Author(s):
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal
interactions.
-A2 Skills:
Locates the countries of Asia on a world map
Describes and locates the geographic regions of Asia (i.e. South Asia, East
Asia and South East Asia ) on a map and globe
Identifies and locates the countries of Asia on a map and globe
Students will learn writing process, the effects of sound, form and figurative
language in poetry.
Students will learn the various forms of poetry
Students will learn the similarities and differences in prose
Students will respond to questions and actively participate in verbal
interactions.
-A3 Character / Dispositions
Courtesy and cooperation: recognition of mutual interdependence with others resulting in polite
treatment and respect for them. Fairness and good sportsmanship: freedom from favoritism, selfinterest, or indulgence of one's likes and dislikes; abiding by the rules of a contest and accepts
victory or defeat graciously. Respect for and acceptance of authority: the need for and primacy of
authority, including the law, in given circumstances.
Proposed Concept: Balance
Broad Significant Question: How does the balance between technology and nature affect a
culture?
Deepening Questions: How has nature been affected by technology?
How does evolving human activity affect nature?
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
Focus Statement: How has nature and mans quality of life evolved since the implementation of
technology? This lesson focuses on the impact of new goods,'ideas’, and technology on a region.
Most students know that many Asian inventions, such as the compass, saddle, and gunpowder,
have changed the course of world history. How did it change the life of the Samurai?
Gaining Original Creations:
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry: A variety of activities are offered for small group, and whole group instruction as well
as independent centers.
Inquiry Center #1
Deepening Question: What is the relationship between history and a literary work?
What is the relationship between characters within a literary work?
Materials:
Prentice Hall Literature Book (Copper Level) Posters Markers
Computer access for research purposes Library
access for research access
Time Allotment: one week Procedure:
Day 1 and 2:
Students will be assigned various roles to read in the play.
Students will read "Grandpa and the Statue."
Students will take approximately 20 minutes to discuss the story and the relationship
between history and this literary work.
Day 3
Students will be divided into groups and visit the library to research information about Liberty Island.
The groups will be assigned to research the following: visual of the island, history, and facts.
Days 4-5
Students will work in groups to make posters depicting the information that they have
researched. Students will then present their information and relate it to the drama they read in class.
Inquiry Center #2 Math
Deepening Question: What is the relationship between area and surface area? What about volume?
What is the relationship between their formulas?
Materials: Glencoe Mathematics Applications and Connections Course one textbook Paper and
pencil Colored pencils Nets for solid models
Time Allotment: one week
Procedure:
Day one and two
Students engage prior knowledge by reviewing formulas and problems concerning area of various
figures such as rectangles, parallelograms, triangles, and circles.
Day three:
Students discuss and work on problems dealing with three- dimensional figures such as cubes,
rectangular prisms, pyramids, and cylinders. The students will engage prior knowledge of the
formulas of these figures.
Day four and five:
Students will complete their culminating activities by coloring and cutting out the nets for various
figures such as cubes, rectangular prisms, pyramids, and cylinders. The students will put their
projects on display when finished
Observation: Picture of a Samurai
Interpretation: Charts and graphic organizers will be used
Application / Prediction: Class discussions, activities, viewing of the movie
The Last Samurai and visit to a Japanese restaurant
Whole Group Center # 1
Students are asked to hypothesize the definition of the term Samurai. The information will be placed on
chart paper or on the bulletin board. The teacher will then give them a piece of drawing paper to
sketch an image of a samurai to include shapes, colors, lines, and textures using a Quick Draw
strategy. The teacher will then display the masterwork for the students and give them an observation
record handout (see handout 1). The students are asked to record their observations from the visual
art to include observed shapes, colors, lines, and textures. Students are then asked to compare and
contrast their version of the Samurai to the one shown by the teacher. A gallery walk will occur
when the students have finished their drawings.
The teacher will then begin to discuss various aspects of the Samurai uniform and allow students
to ask and answer questions about it. This will then lead into the introduction of the unit topic,
concept, and significant question. Students will then be asked to complete a KWL chart about the
Samurai.
Deepening Question: How is symmetry used in Asian Art form?
Math Centers
Procedure:
Day One
1. On the board or overhead show students a square, an isosceles triangle, and an
irregularly shaped figure. Distribute a photocopied sheet with these three figures
to each student and have students carefully cut out each figure.
2. Explain that today's lesson is on symmetry; first, students will be given a visual
demonstration of them. Ask students to carefully fold each figure in half, first the
square, then the triangle, then the irregularly shaped figure.
3. When students have finished, ask a volunteer to come to the board and draw a line
where the fold was made on the square (colored chalk is useful for this). Ask if
anyone folded their square differently. If they did, help them correct it by
refolding the square.
Deepening Question: How did the introduction of the white man impact technology, culture and
trade in Asia?
Students from the three classes (math, language arts, and social studies) will gather in Mrs.
Harden's social studies room to view segments of The Last Samurai. They will view the cultural
aspects and how the life of the Samurai evolved with the introduction of technology and trade.
While viewing the movie students will complete concept maps on technology, trade and culture.
Concept maps will be used to complete an end product reflecting the changes that have occurred
in Asia since the introduction of technology and Trade.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plan
Learning Through Service
- Community Service
- Community Exploration
- Community Action
3. Instructional Unit Title: Behind Everyday Heroes
Date: 4/27/06
Key Author(s): Betsy Sostak
Other Authors of this Unit:
E-mail Address: sostakb@hawthorn73.org
School: Hawthorn Townline Elementary
Grade: 5
•
•
•
Key Standards, to be taught to mastery:
Illinois State Standards:
Language Arts State Goals:
Comprehend a broad range of reading materials
Read and interpret a variety of literary works
Communicate ideas in writing to accomplish a variety of purposes
Social Studies State Goals:
•
Understand the roles and influences of individuals and interest groups in the political systems of
Illinois, the United States, and other nations.
Understand the roles and interactions of individuals and groups in society.
Proposed Concept: Interdependence/ Everyday Heroism
Proposed Significant Question: What factors in "a person's life contribute to him/her becoming an
everyday hero?
Proposed Concept: Interdependence/ Everyday heroism
Broad Significant Question: What factors in "a person's life contribute to him/her becoming an
everyday hero?
Deepening Questions:
Date: 4/27/06
Engagement:
- E1 Experiencing the Masterwork: Diego Rivera's Motherhood
-
E2 Engagement Strategies
Students will learn that family members, friends, and
role models contribute to a person's character and
development as an everyday hero.
Deepening Questions: Why does the young boy have a globe in his hands?
In what ways is the mother supporting the children?
Activities:
1. Complete a quick draw of a moment in their own
childhood before seeing the painting.
2. Choose one child in the painting and
write a dialogue between the mother and that child.
3. Read poem in Cesar about Cesar
Chavez's mother and father.
4. Students will write why they think the
young child is holding a globe. What does
it represent?
Goal:
Focus Statement: Students will learn that many family members, friends, and role models contribute to
a hero's development of character.
Gaining Original Creations:
Students will create a photo weaving showing what
their family has given to them. They will take a
picture of themselves holding a globe in their
hands. This will be printed on a 8x11 sheet of
paper. Students will pick a magazine picture that
represents something their family has given them:
love, schooling, etc. They will cut the picture
into strips and weave it into the globe section of
their own picture. Their finished project will be
a picture of themselves holding a globe woven with
a symbol of their choice.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Students will write an extended metaphor entitled:
My family has given me the world. They will write
what their families have done for them.
Inquiry:
-I1 Inquiry Center #1
Activity:
Students read about Dolores Huerta and her work
with Cesar Chavez.
Experience: Students read a child's letter thanking Dolores
Huerta for her service.
Inquire: Students will inquire into the service work of
Dolores Huerta.
Create: Students will write a letter thanking someone in
their community for their service to them.
Reflect: Students will share letters with the class.
Deepening Questions:
How did Dolores Huerta impact the life of others?
How did Huerta's work support Chavez's work?
-I2 Inquiry Center #2
Activity:
Students will read the information sheet on Helen
Chavez: Unsung Hero
Inquire: Students will inquire into the sacrifices of Helen
Chavez.
Create: Students will do a portrait of one of their own family members.
Reflect:
Students will list the sacrifices the family
member in their portrait has made to help their
family be healthy and happy.
Deepening Questions:
In what ways was Helen Chavez an unsung hero?
What sacrifices have members of you family made
for you?
-I3Inquiry Center #3
Activity:
Students will read the email from Christine
Chavez explaining how her mother was as much a
hero as her father, Cesar Chavez.
Experience: Students will read the email from Christine
Chavez.
Inquire: Students will inquire into how Helen Chavez raised
her family.
Create: Students will write an email explaining why Helen
Chavez should be honored as an everyday hero.
Reflect: Students will write a metaphor comparing Helen
Chavez to an everyday object. Deepening Questions:
Why did Christine choose to write this email?
How was Helen's sacrifice and service different
from her husband's?
-I4 Inquiry Center #4
Activity:
Students will read about Cesar Chavez's mother
and grandmother.
Experience: Students read information about Cesar's mother
and grandmother.
Inquire: Students inquire into how Cesar's mother and
grandmother contributed to his character traits.
Create: Students will write a poem entitled: If you only
learn one thing from me. They will write what
the most important thing was that Cesar's mother
or grandmother taught him.
Reflect: Students will share poems aloud with class who
will guess if the poem is from the perspective of
his mother or grandmother. Deepening Questions:
What did Cesar learn from his mother and grandmother?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
Fifth grade students teach fourth graders who are
also learning about Everyday Heroism about the people who helped form Cesar Chavez into a hero.
- Community Exploration
- Community Action
4. Instructional Unit Title: A Chair for My Mother
Date:
Key Author(s): Channel Coleman
Other Authors of this Unit:
E-mail Address: charmell.coleman@savaimah.cliatham.kl2.ga.us
School: Gadsden Elementary School
Grade: 2-3
Key Standards, to be taught to mastery:
Character Traits (Ace’s/ Standards) Addressed:
11.2 Compassion, kindness, and generosity: Concern for suffering or distress of other and response to their
feeling and needs
11.3 Courtesy and cooperation: Recognition of mutual interdependence with others resulting in polite treatment
and respect for them
14.1 Knowledge: learning, understanding, awareness
Power Standards (Key Ace’s) Addressed that the Unit teaches to mastery:
Other Related Standards (QCC’s) Address:
Math-estimation
Arts Standards (QCC’s) Address:
Proposed Concept: Compassion
Broad Significant Question:
Deepening Questions:
Date:
Engagement:
- E1 Experiencing the Masterwork: A Chair for my Mother by Vera B. Williams
- E2 Engagement Strategies
1. Tell the students about a time you wanted something, but did not have enough money to buy it.
Explain how you worked to save money and what it was like to buy something you wanted.
Ask students to share their experience of wanting something and not having enough money to
buy it. Ask the students if they ever saved their money for something.
2. Read the book as a group and discuss what it would feel like to lose everything in your home.
Share different feelings you may have for yourself and for family members. Have student
describe in words or a drawing a picture a hard time in their family life, and how their family
worked together to get through the difficult time.
3. Write the word 'Cooperation' on the board. Play the song "Cooperation" on CD. Point to the
word. Have students work in teams. Team members will discuss and record ways they can work
together to help family members feel better when they are feeling sad.
4. Show students pictures for family members using compassion, kindness, and generosity
towards each other (personal pictures will be best).
Focus Statement: At the completion of this lesson, the students will understand different ways to show
compassion, kindness and generosity.
Gaining Original Creations: Design and create a Happy Chair.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
1. Define the difference between want and need. Make two columns on chart paper and label “wants” and
“needs”. Have the students name items and you record family “wants” and “needs”.
2. Have available other books and stories about families who overcame difficult times. Examples include:
Fly Away Home by Eve Bunting; Crow Boy by Taro Yashima; Patchwork Quilt by. Use a Venn
diagram to compare the family in A Chair for My Mother with the other stories.
3. Remind students the girl saved half of what she earns. What do they think she does with the
other half? Ask students about saving for something they want. Discuss the value of item and
how long it may take to save for it.
4. Have students work in pairs. Give the students copies of coins to see who can come up
with the most combinations to equal one dollar. The pair of students should be given a
chart to fill in the information.
Sample Chart:
Half Dollar (s)
Quarter (s)
Dime (s)
Nickel(s)
2
4
2
Pennies
Total
1.00
Review the value of the coins before allowing them to get started.
Example: 2 half dollars equal one dollar; 4 Quarters equal one dollar; 10 dimes equal one dollar;
20 nickels equal one dollar and 100 pennies equal one dollar.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
6. Instructional Unit Title: Citizenship
Date:
Key Author(s): Karen Stargel, Melissa Sisk
Other Authors of this Unit:
E-mail Address: Karen.stargel@cobbk12.org, Melissa.sisk@cobbk12.org
School: Varner Elementary (Public School)
Grade: 5th (special education- Collaborative Teaching Model Classroom)
Key Standards, to be taught to mastery:
Character Traits (QCC’c/Standards) Addressed:
Roles of the Citizen
Civic Life, Politics, Government
 What is citizenship?
 What are the rights of citizens?
 What are the responsibilities of citizens?
 What dispositions or traits of character are important to the preservation and
improvement of American constitutional democracy?
 How can citizens take part in civic life?
Power Standards (Key QCC’s) Addressed (no more than five) that the unit teaches to mastery:
Other Related Standards (QCC’s) Addressed (only if applicable):
English Language Arts:
ELA5W1 The student produces writing that establishes an appropriate organizational, sets a
context and engages the reader, maintains a coherent focus throughout, and signals a satisfying
closure.
The student:
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre
expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause
and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
Social Studies:
SS.5.2.1. Branches of Government ***
The learner will be able to explain duties and responsibilities of the legislative, executive, and
judicial branches of government and tell how the concept of checks and balances makes these
branches of government responsive to the people.
SS.5.2.2. United States Citizenship **
The learner will be able to explain how the following concepts are important to the United States
citizenship and contribute to national unity: individual rights, the common good, self
government, cultural awareness.
SS.5.2.3. Citizens affect change ***
The learner will be able to identify the process by which citizens affect change in the U.S.
political system including voting, political campaign participation, petitions, organized protests,
and running for public office.
Arts Standards (QCC’s) Addressed:
1 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing Standard: Produces
artworks and graphic designs that use selected subject matter, including symbols and ideas to
communicate a message
13 Topic: Critical Analysis and Aesthetic Understanding Standard: recognizes how artists use
selected subject matter, including symbols and ideas to communicate a message.
Proposed Concept: Citizenship
Broad Significant Question: What is a community?
Deepening Questions:
1. What is my role in this community?
2. What character virtues are critical to our community?
3. How do we establish a community of learners?
Engagement:
- E1 Experiencing the Masterwork: “The Block” by Romare Bearden
- E2 Engagement Strategies
The students will be introduced to the masterwork through a visual art labeling activity. The
students will be paired into collaborative partners who will be given a vocabulary word. The
vocabulary words are primary and secondary virtues; such as, respect, responsibility, citizenship,
friendship, humor, empathy, etc.. They will be asked to use dictionaries and online resources to
develop a “classroom friendly” description or definition of the word. They will then share the
definition with the class. For the sake of this activity the definitions or descriptions will become
the only definition used for that word. The students will then be asked to visually explore the
masterwork “The Block” and find examples of their character trait within the masterwork. They
will then affix the character word via a post it note to the masterwork. The students will then
explain their reasoning and why they chose that portion of the masterwork to demonstrate their
character ed virtue. The students will then be allowed to explore the masterwork through and
interactive website: http://www.metmuseum,org/explore/the_block/guide_02.html
Following the exploration of the masterwork, the students will be asked to reflect on this
statement: Community is like a ______________, they will provide a response with supporting
reasoning.
Focus Statement: Communities are a reflection of the people who comprise them and their
level of character.
Gaining Original Creations:
The students are asked to apply the skills they have learned about working in a collaborative
group to create a final project. Each group is given a color copy of a panel of the masterwork.
Their task is to create a story book inspired by the panel that teaches a moral or a lesson about a
core value. They may include similes and metaphors in their story. Everyone must be a
contributing member. They are to choose a spokesperson who will present their story to the rest
of the class.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
What are your responsibilities as citizens of a community? How will you contribute?
The students will write a letter to themselves in which they set a goal and a plan of action related
to the above questions. These letters will be returned to them in January so they can evaluate
their progress or contributions. At that time they will compose a second letter that reflects upon
the above questions. The second letter will be retimed to them at the end of the school year for a
final self-evaluation.
Inquiry:
Building Relationships
Group and partner activities that promote active listening, cooperation, and team building among
the students in the classroom. Following each activity the students will write in a reflection
journal responses to teacher questions related to what they have learned from the activity.
1-Block designers- The students work in pairs practicing active listening and communication
skills. Each pair use communication and active listening to build a structure or a picture using
colored cubes or attribute blocks. One person gives the instructions while the other listens and
follows. Following round 1 the students will be asked to think about the success or lack of
success of their creations. What communication issues occurred? Then they will be asked to
revise their approach and to change roles. Reflection: How did your communication affect the
picture? How did listening affect the structure? What did you learn about communication
between partners in this activity?
2-Two on a crayon: Students form pairs and are given one crayon or marker and one piece of
paper. The partners hold the crayon simultaneously and draw a picture while a three-to-four
minute song is playing. They may not decide prior to the drawing what picture they are going to
draw and they may not talk to each other while drawing. The students will be asked to analyze
and discuss their feelings regarding this interaction with their partner. They will then be asked to
change their approach to sharing the control of the pen. Again they will discuss the results of the
second attempt at the drawing. Reflection: How do you know -when to lead and when to follow?
Did you discover anything new about yourself or your partner? What did you like or dislike
about this activity?
3-Trust Walk- Pairs take turns leading each other around the building while one is blindfolded.
A discussion on trust will occur prior to this activity and following the activity. Reflection:
Describe your feelings while under the blindfold? Describe your level of responsibility when you
were the leader? How does trust relate to this activity?
4-Shoulder pass- students form a tight circle with one person in the middle. The person in the
middle closes their eyes and crosses their arms over their chest. The group then leans the person
slightly as they pass them around the circle. Reflection: What did it feel like to passed around the
circle? How did the group work together1? How does trust relate to this activity?
5-Newspaper Scavenger hunt: The students have ten to fifteen minutes to find all the items in
the paper described on the scavenger hunt list, circle them in the paper with a colored pencil, and
write down the page numbers on the list. The groups are asked to share how many items they
were able to find. The groups will discuss their plan of action and why they were or were not
successful. The teacher will introduce the idea of establishing specific jobs or responsibilities to
each member of the group prior to beginning the actual task. Roles are described and the groups
are given a few minutes to discuss each members responsibility: facilitator- gets materials from
teacher, reads directions to the group, and helps monitor time, task agents- persons who perform
a particular task toward the completion of the assignment, recorder- records the information
found by other team mates on the list, spokesperson- reads the results to the rest of the groups at
the end. The groups will again attempt the activity and compare their results the second time to
the first attempt. Were you more efficient, why? Reflection: How did you contribute during this
activity? What agreement is the most important in an activity like this?
BUILDING A COMMUNITY CIRCLE: The purpose of these activities is to build a community
circle format and procedures for conflict resolution and group sharing. These activities should
give the students a chance to explore peaceful resolutions to problems they may face in groups
and in their community. Again reflections will be written in their response journals after each
activity.
1-Question of the day: The students will form their community circle to discuss the question of
the day. A member may speak only when they have been called on by the circle facilitator or are
holding the "talking stick." The question is read a loud and the students are given a few minutes
to silently reflect on their response. They are told that they may not answer the same as someone
else. So they must listen to each person as they speak. Sample questions: If I were an animal I
would be a ...... , Someday I want too ..... , Put downs make me feel ........... After all members have
responded, then a discussion about the purpose of the activity may occur. Reflection: Why is
listening important in a group?
2-JOY- Ask each member to think of three things they want to share. Use the letters joy to
structure what is to be shared.
J: something that just happened to you
O: One thing you would like to do for yourself
Y: a part of you that makes you a very special person
Point out that the key words say "just one you." Share responses with the whole group. Have a
group discussion about why it is important to share things with each other, and how we need to
help support each other in celebrations and to encourage each other. Re/lection: How did this
activity make you feel? What did you find out about yourself?
3-Circle metaphors/ similies: Parti: (Mini-lesson) The teachers gave groups of students a well
known simile or metaphor on an index card. They were to read it and determine what it meant.
These were then shared with the class. The students were then shown how to write a metaphor
and a simile. Their examples were then shared with the whole class. This was practiced with
several topics until the students were comfortable.
Part 2: (Using similies and metaphors to inspire communication.) The students are to complete
the following statement individually on a piece of paper. "When I am working on (name a
subject) I am most like a (animate or inanimate object) because I (name a quality or behavior that
explains the metaphor)." They will then be asked to share their metaphor with a partner next to
them. They are to listen closely to their partner who will then present their metaphor to the rest
of the circle members. After sharing the metaphors the group will reflect on the activity:
Reflection: Why is it easier to share with a partner then with a group? How did you help your
partner feel more comfortable with their sharing?
4-Social stories: Explain to the students that the purpose of community circle is not only to share
information and to offer encouragement but also to solve conflicts. Explain that you will read a
few scenarios that the group is then to work towards resolving. The rules are that the only person
who may speak is the one selected by the circle facilitator and who holds the talking stick. They
must be active listeners when others are speaking. Suggestions will be taken as to how to solve
the problem and then the group will determine what they think is the best resolution. The group
must have a unanimous vote to accept the resolution. It is explained that decisions made by the
group will be recorded in a circle journal for any future discussions.. Reflection: Why do we need
to resolve conflicts peacefully? What did you learn about your classmates today in community
circle?
BUIDLING A CLASSROOM COMMUNITY: The purpose of these activities are to create
classroom community guidelines, expectations, and procedures as a community of learners.
1-The ideal classroom: The students will be divided into small groups. Each will be given a
piece of chart paper with a circle map on it with the "ideal classroom" in the middle. They will
be asked to consider the following question and to respond to it as a group on their map. "How
would people act and interact in an ideal classroom?" Once the students have recorded their
answers then they are to share with the whole class. The class will look for ideas that are
repeated on the groups' charts. This will lead into a discussion of character virtues and the idea
of a code of ethics or code of conduct. The teacher will explain that some virtues can be grouped
together under a primary virtue called the core value. The students will be presented with virtues
written on index cards that they will then have to sort as a whole group on the floor. The purpose
is to group related virtues. Then the students will analyze whether the words are actions leading
toward a virtue. Is there one virtue in each stack that can be determined as an overarching
concept. The idea is to narrow the sort to two-three core values that all the community agrees to.
The students will then determine a definition for each core value. Action statements under each
core value will also be written to form a code of conduct to be followed by the students and the
teacher. This then becomes the constitution by which the class operates on a daily basis. The
teacher and students discuss that everything that is done in the class must be evaluated for
appropriateness through their code. When the code is broken, then community circle will occur
in order to resolve the issue or conflict or a predetermined consequence will be followed. These
consequences will be determined by the class in community circle as issues arise and will be
recorded in the community circle journal. Reflection: How is the code of conduct going to
influence my behavior choices? How does the code of conduct help maintain fairness within the
community? Why is a code of conduct important?
2-Where are we going? The teachers will introduce the students to the idea of long term goals
and short term goals. Groups of students will be asked to sort examples of goals into two
categories: long term and sort term. The teachers will then explain to the students that they have
goals established for the class based upon the school's goals. These goals will be shared with the
students through essential questions, and deepening questions posted in the room and discussed
through unit experiences. The students will then be asked to write goals for themselves that they
want to work towards in reading, math and writing. Teachers will conference with individual
students regarding their strengths and weaknesses based upon baseline data collections (writing
rubrics, DRA, test scores, etc..) Each student will create a nine week goal for math, reading and
writing and will conference with the teacher as to how to measure their success. The students
will create a self-monitoring system that they will use to report their achievement on their goals
by the end of the nine weeks. Reflection: How do I feel about the goals I have set for myself?
What things can I do to at home to help achieve my goals?
3-How do I learn? The teachers will create a series of questions regarding typical learning style
preferences that will hang around the room. The students will rotate around the room and write
their names under posters that apply to them. The teachers will then introduce the concept of
multiple intelligences. The students will then complete an inventory that will help determine
what intelligence they fall into. They will also discuss the idea of personalities and how people
react differently in different situations. The idea of personalities will also be explored through a
color inventory. The results will be posted in the room so that everyone is familiar with their
classmates learning and personality styles. Reflection: What did I learn about myself? How does
this knowledge effect how I react to other people?
4-What makes a great teacher? The teacher will explain to the students that they too
can have expectations for their teachers. The students will be asked to create a rubric or
chart that outlines the qualities of a great teacher. The categories could include classroom
organization, behavior expectations, types of activities, and student encouragement. The
students will present their expectations to the teacher and a agreement will be reached as
to what expectations the teacher thinks are reasonable and doable. Reflection: In what
ways did this activity give you shared power?
UNDERSTANDING YOUR ROLE IN LARGER COMMUNITIES
Activities will include a mini-lesson/discussion with a follow-up student activity for
exploration and understanding of the content or standard.
1- Branches of government- The three branches of government and their basic functions
will be
introduced through a guided note taking lesson using a three panel flip book. The
students will
each create a flip book with some general information. Then the students will be divided
into
collaborative partners. They will conduct a webquest from various government websites
in order
to collect additional information regarding the responsibilities of each branch of
government.
Each group will present their information to the rest of the class. (See attached list of
websites
and webquest handout)
2- Checks and balances- A whole group discussion will lead students through the
completion of
a graphic organizer to reflect on information gained from a videostream.
3- Levels of government- Whole class creation of a tree map that starts with the
individual and
then branches out to include: classroom, school, city, state, and federal government
systems.
Descriptions of citizenship responsibilities will be written under each level.
4- Comparison of class system to federal system of government- Students will reflect
in
collaborative pairs the system established in our classroom and the federal system.
Reflection
questions: How is our classroom similar to the federal government? How is our
classroom
different from the federal government? What are your responsibilities as a productive
citizen at
the class level and the federal level?
6- Newspaper reflections: Students will find newspaper articles from the local paper on
daily basis that relate to government. After reading the article, they will write a journal
reflection or a reading response about the article.
6- Field trips- State Capitol, Cobb County Superior Court House
7- Inspiring change: The book "Something Beautiful" was read aloud to the class. The
students
then discussed how the main character inspires change in her neighborhood community.
The
teacher discusses with the class how everyone can make a difference and that it is our
responsibility as a member of a community to contribute to the improvement or growth
of that
community. The students are then placed into groups and asked to model through tableau
an
example of contributing to change in any community level. These tableaus are performed
for the
rest of the class. Reflection: How can I contribute to change in my community?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
The teacher and students will discuss that they are a part of the larger community of their
school. As fifth grade student leaders, they need to contribute to the growth of their
community or can inspire change in their school. They are to choose a type of volunteer
service in which they will participate within the school community or to develop a
project that would inspire change or growth within the school community.
- Community Exploration
- Community Action
Results to date:
1-Several students wrote a proposal to the principal regarding a kindergarten welcoming
team. They proposed that each fifth grade class be assigned a kindergarten class from
day 1 of the school year. The students would help orient the new kindergarteners to the
procedures and rules of the school. This would include sending a welcome card to the
student on the first day of school, escorting them to lunch and helping them through the
lunch line the first week of school, reporting to the kindergarten class in the afternoon to
help with packing up and escort them to the correct bus for the first week of school,
having joint homeroom to teach them morning procedures and how to say the pledge of
allegiance, teaching them how to walk in a line in the hallway and how to find and check
out a book in the media center.
2- Several students serve as safety patrol officers each morning and afternoon.
3- Two students serve on the daily news team and share strategies on how to solve
conflicts.
4- Two students serve as welcome team members who orient new students to the
school in
various grade levels.
5- Two students volunteered to be peer helpers and work with a particular student twice a
week
on an individual basis.
6- Three students work as junior ASP teachers in the special needs classroom and in the
kindergarten group. They lead games with the students, assists with snack, and escort them
to the
check out desk.
The class has volunteered to be buddies for a kindergarten class and meet with them every
other Friday with a planned activity. The fifth grade students have to investigate the
kindergarten
standards and write lessons that will help teach the skills to their "little buddy."
7. Instructional Unit Title:
"Using Collaborative Teaching and Arts Partners to Develop Positive Character Traits Though
Interviews, Writing, Singing, Dancing, Acting and Publishing Original Student Generated
Material"
Date:
Key Authors: Dr. Richard Stafford
Other Authors of this Unit:
E-mail Address: staffl@alltel.net
School: Gainesville Middle School (public school)
Grade: 6 through 8 (special education for students with limited Reading and Writing skills)
Key Standards, to be taught to mastery:
Character Development (8th Grade) Topic;
Citizenship
Standard: Freedom of conscience and expression: the right to hold
beliefs, whether religious, ethical or political, and to express one's
views. Topic:
Citizenship
Standard: Tolerance: the allowable deviation from a standard.
Indulgence for beliefs or practices differing from or conflicting with
one's own. Topic:
Citizenship
Standard: Patriotism: support of the U.S. Constitution and love for
the United States of America with zealous guarding of their authority
and interests.
8.1 Courage: willingness to face danger with determination.
8.2 Loyalty: steadfastness or faithfulness to a person, institution,
custom or idea to which one is tied by duty, pledge or a promise.
8.3 Honor: a keen sense of ethical conduct, one's word given as a
guarantee of performance.
Topic: Respect for Others
Standard: Altruism: concern for and motivation to act for the welfare
of others.
11.1 Civility and cheerfulness: courtesy and politeness in action of
speech.
11.2 Compassion, kindness and generosity: concern for suffering
or distress of others and response to their feeling and needs.
11.3 Courtesy and cooperation: recognition of mutual
interdependence with others resulting in polite treatment and respect
for them.
Topic; Respect for Self
Standard: Accountability: responsibility for one's actions and their
consequences.
13.1 Commitment: being emotionally, physically or intellectually
bound to something.
13.2 Perseverance and diligence: adherence to actions and their
consequences.
13.3 Self control and virtue: exercising authority over one's
emotions and actions.
Topic: Respect for Self
Standard: Work Ethic: belief that work is good and that everyone who
can, should work.
15.1 Punctuality: being on time for attendance and tasks.
15.3 Cooperation: working with others for mutual benefit.
15.4 Dependability: reliability; trustworthiness.
15.5 Diligence: attentiveness; persistence; perseverance.
15.8 Creativity: exhibiting an entrepreneurial spirit inventiveness;
originality; not bound by the norm.
15.9 School pride: playing a contributing role in maintaining and
improving all aspects of a school's environment, programs and
activities within the context of contributing to the betterment of the
city, county and state.
Power Standards (Key QCC's) Addressed (5 or less) that the Unit teaches to mastery:
Language Arts (8th Grade-Writing)
Standard: Uses a writing process that includes prewriting, drafting,
revising, editing (can involve peer editing), proofreading, and publishing.
Standard: Produces paragraphs and compositions for a variety of
purposes (exposition, narration, description, and persuasion).
Standard: Produces various types of writing (personal, academic,
business, and vocational).
Standard: Correctly spells frequently used words and commonly
confused words (e.g., accept, except) in paragraphs and compositions.
Reading (8th Grade):
Standard: Applies reading strategies (e.g., literal
comprehension, context clues, and main ideas) to specific content
material and subject matter.
Arts Standards (QCC's) Addressed:
Theatre Arts (8 th Grade)
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing Standard: Develops and applies artistic and social
discipline, honors
personal commitments, and contributes to group efforts in
presentational and
representational theater activities,
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing Standard: Expresses thoughts, feelings, and
character to
communicate mental images into dramatic action.
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing Standard: Writes, performs, and analyzes scenes and
short plays
integrating content and form.
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing Standard: Designs and creates scenery, props,
costumes, lighting,
sound, music, and makeup for presentational and representational
theater
activities.
General Music (8 th Grade)
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing Standard: Creates individual and group
compositions using a variety
of sound sources to develop original songs, commercials, and jingles.
Topic: Connections
Standard: Integrates many elements of the study of music with
other
art forms, other curricular areas, and related use of technology.
Visual Arts (8 th Grade)
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Designs and produces artworks such as graphics, jewelry,
pottery, weaving, and public art for a specific function.
Proposed Concept:
Promote Nine School-wide Selected Positive Character Traits:
Responsibility Diversity Courage Respect Loyalty Cooperation Integrity
Perseverance Kindness
Broad Significant Question: How can events from older community members be
of value to me as I learn to appreciate and demonstrate positive character
development in my own life?
Deepening Questions: see inquiry centers
Engagement:
-
E1 Experiencing the Masterwork: A Chorus Line
E2 Engagement Strategies
a Day 1: Language Arts teachers to distribute one-page interview
instructions (Spanish/English) to all students. Students are to
interview a grand parent, parent, or older community member about
some experience from his/her past which taught one or more of the
following selected character traits:
Responsibility
Diversity
Courage
Respect
Integrity
Loyalty
Perseverance
Cooperation Kindness
a Day 2-5: Students will share their interviews in class by reading them
aloud and will begin working on transforming the interviews into
creative poems, songs, essays, short stories, or dramatic scenes.
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
Students will observe a video tape of their performance following the
production and discuss the qualities of the performance using QCC standards as a
guide for critical assessment of a theatre performance.
Students will hear comments from peers, teachers, parents, and community
members about the quality of their published book, best Foot Forward. In addition,
they will read selections of the book themselves and make internal evaluations of
their individual contributions, as well as the overall project. Finally, they can look as
sales figure form internet sites which might sell then" book and determine their
publishing success.
-
Interpretation
Application/Prediction
Inquiry:
a Day 6-10: As students reach for the Synthesis Level in Bloom's
Taxonomy by creating new works via writing, they will reflect on
what character traits were needed by those they interviewed. They
will integrate these into writings. As they progress, students will
work in groups to experiment their song and poem ideas, perhaps act
out the ideas which will be converted into acting scenes.
Deepening Question: How did the person I interviewed learn positive
character traits from his/her experience? How cab I apply that to my life
as a middle school student?
a Day 11-13: Students will write, edit and re-write their original
narrative creations until grammatically correct. They will use peer
editing, with a final edit by Language Arts teacher. Deepening Question:
How can I make my original narrative work suitable for publishing in a
book? How can I write my material in a way it might be selected for
inclusion in an original musical
Joining with Arts Partners:
Atlanta Ballet and Leon von Brown (Choreographer)
Ann Johnston (Assistant Choreographer)
Abby Gilder (Assistant Choreographer)
Phillip Pence (Music Composer)
Don Bagwell (Composer)
Doris Stafford (Quilter)
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
8. Name: Thomas Panter
School: Durham Middle School
Date: 7/23/06
E-mail Address: Thomas.panter@cobbkl2.org
Grade: 8th
Other authors of this unit:
Academic Standards:
55.8.1.1 Location of Georgia
The learner will be able to determine the location of Georgia in relation to region, nation, continent,
hemisphere, and world by using maps and other geographic tools such as technology.
- A2 Skills:
55.8.1.2 Geographic Regions of Georgia
The learner will be able to locate and describe the geographic regions of Georgia (mountains,
Piedmont, coastal plain, etc.) and identify the physical processes which formed them.
55.8.1.3 Important Geography. Features
The learner will be able to identify important geographical features of Georgia and describe
ecosystems present in each (e.g., Fall Line, Okefenokee Swamp, Appalachian Mountains).
55.8.1.5 Geographical Factors
The learner will be able to identify geographical factors and explain how they have influenced
Georgia's exploration, settlement, and economic development, emphasizing location, climate,
mountains, rivers, soil, and natural resources.
55.8.2.2 Various Ethnic Groups
The learner will be able to state how people today are affected by various ethnic groups in the
development of Georgia both past and present.
55.8.2.6 Influential Georgians
The learner will be able to describe the contributions of influential Georgians (with regard to
gender, ethnicity, and other factors) on economic growth, advancement of democratic ideals,
improved standard of living, cultural achievements (art, music, literature, theater, motion pictures,
television) and other areas which have moved Georgia forward.
Al Knowledge:
SS.8.3.9 Major Events
The learner will be able to investigate major events and related personalities on the
American Revolution.
- A3 Character / Dispositions
SS.8.6.5 Antebellum Georgia
The learner will be able to examine and analyze political, economic, social, demographic, and
cultural characteristics of antebellum Georgia and describe how Georgia compared to other areas of
the United States.
55.8.6.7 GA's Role in the Civil War
The learner will be able to analyze Georgia's role in the Civil War and the impact of that war on the
state and the nation.
55.8.8.3 Civil Rights Movement in GA
The learner will be able to identify the important events and personalities in the Civil Rights
movement in Georgia.
Broad Significant Question:
How does geography affect the culture and history of a people?
Concept: Geography
Deepening Questions:
1. How does the environment in which one lives influence a person's life
2. How does the geography of a state influence its culture?
2. How has geography made a difference in the development of each of the five
regions of Georgia?
Engagement:
- El Experiencing the Masterwork
Students will listen to the state song of Georgia performed by Ray Charles, "Georgia on My Mind".
- E2 Engagement Strategies
1. The students will be broken up into three groups. Each group will be given the
lyrics for one verse of the song by Ray Charles, "Georgia on My Mind".
2. Each group will sing together one verse of the state song.
3. Each group will then discuss the meaning of the song and come up with one
statement that best describes the meaning behind the lyrics and will present their
statement and answer any questions from the other groups.
4. Each of the three groups will be divided again into groups of four. Each group of
four will create a new verse for the song that features one region of Georgia and
one person from Georgia's history from their book.
5. Students will then sing their lyrics to the song and explain the meaning of their
lyrics in relation to their region and person from history.
Focus Statement.
Geography plays a vital role in the development of state, culture and history.
Gaining Original Creations:
The students will work together in groups of four to create a Georgia Theme Park. Each theme park will
be divided up into five regions (The five regions of Georgia). The building team will be required to
create two rides based on the geography of their region, two shows based on Georgia's history, offer
refreshments and souvenirs that relate to their region, and landscaping that contain flowers and trees
unique to Georgia. Each building team will be given a budget to work with and a cost breakdown of the
individual attractions. The building team will also be required to create a centerpiece, mascot and slogan
that ties all of Georgia together. Each builder in the theme park must have a map to give to visitors that
explains each attraction and how it relates to their individual region. The final requirement will for the
theme park will be the teaching of their region to the class through their creation.
Helping Reflection:
- Observation.
- Interpretation
- Application / Prediction
Inquiry:
-
11 Inquiry Center # 1A
Students will use the internet and library books to research all five regions of Georgia. Students will
be expected to find important three physical features, two attractions, two historic sites, one
important person, and two crops from each region.
- II Inquiry Center #1B
Students will discuss in their group the information found in their research of each region of Georgia
and will select the region they wish to do in the Georgia Theme Park. Using the internet and library
books to research in depth their selected region of Georgia, students will be expected to find any
important physical features, wildlife, plants and trees, food, attractions, historic sites, people, and
crops from their selected region to help in creating their section of the theme park.
- 12 Inquiry Center #2
Students in each building group will work together to create a theme park name, mascot and slogan
that represents all of Georgia. Each group will be responsible for physically creating a mascot on
paper or computer with the slogan and name included.
- 13 Inquiry Center #3 A
Students in each building group will generate ideas for shows on Georgia's history and rides for
their regions. Students should help each other begin the process of creating the attractions for their
region in the theme park and how each show relates to the individual region and overall theme park.
- 13 Inquiry Center #3B
Students in each building group will generate ideas for statues on Georgia's history for their
regions. Students should help each other begin the process of creating the statues for their region in
the theme park and how explaining how each statue relates to the individual region and overall
theme park. Students should make sure they do not create identical statues on the same historic
event or person.
- 14 Inquiry Center #4
Students in each building group will generate ideas for a centerpiece of the park. The centerpiece
should reflect the whole park and tie all five regions together. Students will use the internet or
magazines provided by the teacher on theme parks from around the world to research centerpieces.
Students will look at the construction and meaning behind the centerpieces they find at the Disney
World Parks (Castle, Circle of Life Tree, Magical Hat, Epcot Sphere), as well as other parks, to
begin creation of a Georgia centerpiece. Students will be reminded to connect the other and parts of
the park to the centerpiece.
Reflection:
Students will be asked to respond to the following questions:
Respect means the showing regard for the worth of someone or something.
1. Do you feel that Georgians respect their geography and culture?
2. If so, explain how Georgians demonstrate respect for their land, history, wildlife,
etc.. If not, explain how Georgians do not demonstrate respect for their land,
history, wildlife, etc.
3. What are two surprises that you discovered in the Georgia Theme Park process
and explain why?
4. How is Georgia's geography and history different from your initial thoughts on
your state?
5. After teaching the regions of Georgia, which region which you most like to live in
and explain why?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
Kl - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
K2 - Local System / School Plans
Learning Through Service
- Community Service
Students will teach about the crops, geography, attractions, wildlife, and history of their region in the
theme park to their class and other classes within the school. The students will become the experts
on their state and will create a lesson to share their state with other students while using theme park
as a physical example of lesson.
- Community Exploration
Students may want to continue their research into the theme parks that already exist in Georgia such
as Stone Mountain or Six Flags. Students may want to use their research to offer ways to improve
each park with a true representation of all of Georgia's culture.
-
Community Action
9. Instructional Unit Title: Everyday Heroes
Date: 3/9/06
Key Author(s): Marissa Vazquez, Evelyn Velazquez, Joel Colon, Jessica Meland, Betsy Sostak,
Raquel Kim
Other Authors of this Unit: Betsy Sostak, TLC Sam Jaramillo, Art Jeremy Blair, Art Cathy
Gross, Library-Media
E-mail Address: sostakb@hawthorn73. org, vazquezma@hawthorn73.org
School:
Hawthorn Townline Elementary
8ION. Aspen Vernon Hills, JJL
60061
Grade: 4 (Spanish Language Arts/ Social Studies)
Key Standards, to be taught to mastery:
Illinois State Standards:
Language Arts State Goals:
• Comprehend a broad range of reading materials
• Read and interpret a variety of literary works
• Communicate ideas in writing to accomplish a variety of purposes
• Speak effectively using language appropriate to the situations and audience
• Locate, organize, and use information, concepts, and ideas to communicate in a variety
of formats
Social Studies State Goals:
• Understand the roles and influences of individuals and interest groups in the political
systems of
Illinois, the United States, and other nations
• Understand the development of the United States' political ideas and traditions
• Understand the development of significant political events
• Understand Illinois, United States, and world social history
• Compare characteristics of culture as reflected in language, literature, the arts, traditions,
and
institutions
Understand the roles and interactions of individuals and groups in society.
Rigorous Academic (Power) Standards
Knowledge:
• Explain how history shapes the culture and economy
• Discuss how cultural groups vary from region to region in the US.
Skills:
• describe how Diego Rivera displayed everyday people in his murals
• explain that Cesar Chavez impacted the Chicano Civil Rights movement
• realize that everyday heroes are in every community and that they can be everyday
heroes
• list the characteristics of heroes: courageous, determined, caring, empathetic,
sacrificing, and goal oriented
Character:
Empathy, Perseverance
Proposed Concept: Everyday Heroism
Broad Significant Question: Can an everyday person be a hero?
Deepening Questions:
See Deepening Questions under Experience and Inquiry.
Engagement:
E1 Experiencing the Masterwork: Diego Rivera's Peasants
E2 Engagement Strategies
Goal:
Students will see that people who they view to be ordinary can display the
characteristics of a hero and make heroic impacts.
Deepening Questions:
Why did Diego Rivera choose to paint farm workers?
Why are the farm workers in the painting important to society?
What does the pose of the farm workers tell you about their work? Activities:
1. ILAC-1 am Loveable and Capable
• Each child receives an ILAC with si se puede (yes, you
can) written on the front. They tear a piece off for
any poor attitude they exhibit during the day. They write a reflection
on this experience.
2. Introduce Masterwork
• See/Feel/Hear on Diego Rivera's Peasants
•
Draw picture of Peasants and write paragraph about their
see/feel/hear map
3. Gallery Walk of paragraphs and pictures
4. Guided Reading on Chavez, Rivera and the lives of migrant
workers- expository written piece on the heroic characteristics
of migrant workers
5. Guided Reading on Diego Rivera
6. Interview an everyday hero in your life- write a newspaper
article about that person
7. Acrostic and Diamante poems of Diego Rivera's works
8. Si se puede poem
9. Soundscape of Cesar Chavez poem
Focus Statement: Students will learn that everyday people can be heroes by displaying certain
character traits.
Gaining Original Creations:
Students will create panels of a mural of everyday heroes in Diego Rivera style. Each will select
who they would you put in a section of a great wall dedicated to people of their community.
Students will put the panel ideas together into a large mural.
Persuasive or expository piece of writing explaining why this person should be/ is considered a
hero.
Helping Reflection:
- Observation:
- Interpretation
Students will reflect in the form of an extended metaphor. They will write: A hero is like a rainbow
because...
Students will print their metaphors on shirts and tie dye them rainbow colors. They will wear the shirts
to educate the school on everyday heroes and the characteristics of heroes.
-
Application / Prediction
Inquiry:
Inquiry Center 1:
Activity:
Experience:
Inquire:
Create:
Reflect:
Students re-read Diego by Jonah Winter. Students study Diego Rivera's murals and
the people he chose to paint. They will select one of the peasants in the painting,
paint them in a different setting and tell from his/her perspective why Diego Rivera
chose to paint him/her in his mural.
Children will read Diego.
Students will inquire into he subjects of Rivera's murals.
Students will paint a portrait of one of Diego's subjects
Students write from the subject's perspective why they were chosen to be
in the mural.
Deepening Questions:
Why did Diego Rivera choose to paint common people?
What kinds of people did Rivera paint?
What jobs did his subjects have?
Do you think his subjects saw themselves as heroes at the time? To who?
Inquiry Center 2:
Activity:
Experience:
Inquire:
Create:
Reflect:
Corrido listening center. Students go to www.corridos.org and listen to the Cesar
Chavez corrido. They will make a visual representation of Cesar using (torn paper?
Magazine claippings?) They will then work as a group to write their own 6 line
corrido about Cesar Chavez. They will put it to music on the website and share it
with the class.
Students will listen to the corrido of Cesar Chavez on the website
Students will read about the significance of corridos in history.
Students write a 6 line corrido about Cesar Chavez
Students will share with the class their corridos (in spoken word or to the
music provided on corridos.org and orally reflect on the experience.
Deepening Questions:
How are corridos important to U.S. history? How did people
use corridos to communicate? Why does Cesar Chavez
deserve a corrido?
Inquiry Center 3:
Activity:
Experience:
Inquire:
Create:
Reflect:
I am a leader: Students read Si se puede in Cesar by Carmen T. Beraier-Grand.
Students read about the heroics of everyday people through the books provided.
(Rosa Parks, Martin Luther King Jr., Abe Lincoln, etc) Students will create a tableau
of their heroic acts. As a group, they will write down the common traits that all of
these heroes share. Individually, they will then pick one and write how they can use
this trait to be heroic in our school or community.
Students read poem in Cesar
Students inquire into the heroic acts of the various historical figures.
Students create a tableau of the heroic acts these people did.
Students write how they can use this trait in their own lives.
Deepening Questions:
How have historical figures displayed heroic traits?
How have heroic people changed their community and the world?
What characteristics do heroes possess?
Inquiry Center 4:
Activity:
Experience:
Inquire:
Create:
Reflect:
Chicano murals center- L. A. Mural- longest mural in the world. Study the pictures of
the Great Wall and discuss what the people depicted did in their lives to be
considered for the Wall. Create a sketch of who you would put on a section of
today's wall. Write why this person is important.
Students look at the pictures of the Great Wall
Students inquire into the backgrounds of the people displayed on the wall.
Students sketch a new portion of the wall including who they feel deserves
to be a part of the mural.
Students reflect in writing and explain why this person deserves to be
commemorated.
Deepening Questions:
Who is on the Great Wall?
Why do these people deserve to be on the Great Wall?
Who should go on a portion of the Wall today?
Joining with Arts Partners: Jeff Maldonado, Mural Artist
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
Service Learning: Oral history reports- interview an everyday hero from your community
Students will interview a community member who they feel could be considered an everyday hero.
Their reports will be hung in the hallways of the school.
Students will visit a Dual Language School in Chicago to collaborate with them about murals. The
school has murals painted on the outside of their building. During this visit the class will also visit the
Mexican Fine Arts Museum to see their exhibit on Chicano Murals.
Students will teach the rest of the school about their community heroes through their t-shirts and morning
announcements.
-
Community Action
10. Instructional Unit Title: Faces of Dignity
Date:
Key Author(s): Julie Thompson
Other Authors of this Unit:
E-mail Address: 3uliet@towns.kl2.ga.us
School: Towns County Middle School
Grade: 8 (No Special Education)
Key Standards, to be taught to mastery:
Character Traits (QCC's/Standards) Addressed: Topic:
Citizenship
Standard 6: Liberty: freedom from oppression, tyranny or the domination of government.
Standard 4: Freedom of conscience and expression: the right to hold beliefs, whether religious,
ethical or political, and to express one's views. Standard 8.1 Courage: willingness to face
danger with determination.
Topic: Respect for Others
Standard 11.2 Compassion, kindness and generosity: concern for suffering or distress of others
and response to their feeling and needs.
Power Standards Addressed that the Unit Teaches to Mastery:
Literature Standard 22:
Answers literal, inferential, and critical questions about
literature.
Literature Standard 23:
Uses literary elements and techniques such as plot, setting,
theme, character, characterization, conflict, figurative
language, and point of view to analyze literature.
Literature Standard 28:
Analyzes the influences of human experiences on literary
work.
Literature Standard 29:
Responds creatively to literature (e.g., drama, art, multimedia
projects, and essays).
Reading Standard 40:
Analyzes explicit and implicit main ideas, details, sequence
of events, and cause-effect relationships.
Reading Standard 41:
Makes comparisons, predictions, and generalizations and
draws conclusions.
Related Standards Addressed:
Writing Standard 69:
Writes with organization, style, and sense of audience.
Writing Standard 73:
Applies grammatical and mechanical conventions to writing.
Writing Standard 75:
Uses available electronic techniques in writing.
Fine Arts Standards Addressed:
Theatre Arts
Topic 9:
Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Expresses meaning of character through language, thought, and
feeling. Topic 10:
Artistic Skills and Knowledge: Creating,
Performing, Producing
Standard: Explores, discusses, and enacts the physical, emotional, and
social dimensions of characters in representational and presentational
theatre.
Visual Arts
Topic 1:
Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Selects subject matter, including symbols and ideas, to
communicate a message in an original artwork.
Proposed Concept: Tolerance
Broad Significant Question:
Deepening Questions:
Engagement:
-
E1 Experiencing the Masterwork: Photo of A Sculpture of Love and Anguish by
Kenneth Treister (Miami Beach Holocaust Memorial)
- E2 Engagement Strategies
The teacher will instruct students to complete a VAK
arts based strategy using a transparency of a picture of
the Miami Holocaust Memorial Statue titled A Sculpture
of Love and Anguish.
The teacher will instruct the students to study the
transparency closely and then examine their thoughts
on what the picture makes them "see", "hear", and
"feel" as they look at it. Students will be allowed to
study the picture silently for several minutes.
Then, after students have had time to study the picture,
the teacher will make a Visual, Auditory, and Kinetic
column on the board, and record students' responses in
the appropriate columns.
The teacher will then facilitate a whole group discussion
about the feeling and emotions the picture evokes in the
students by asking such questions as:
1. What emotions do you feel as you look at this
memorial?
2. What was the purpose in the sculptor
placing so many different forms on this
statue?
What feelings do you have as you look at this sculpture?
Focus Statement: Students will understand that people can endure a crisis with immense
courage and dignity.
Gaining Original Creations:
Helping Reflection:
-
Observation:
Interpretation
Application / Prediction
Inquiry:
Inquiry Center #1
Deepening Question: What lessons about tolerance does the Holocaust teach?
Begin study of Holocaust by building on students' background knowledge about the Holocaust. The
teacher and students will spend several minutes discussing the students' prior knowledge of this time
in history. This part of the lesson should focus on the historical background, individuals, and
political parties involved in WW II and the Holocaust. Internet research can be conducted if
necessary for students to obtain background information. Possible websites include:
http://en.wikipedia.org/wiki/World War II
http://www.historyplace.com/worldwar2/timeline/ww2time.htm http://www.
biography.com/search/article.isp?aid=9340144&search http://www.auschwitz.dk/hitler.htm
The teacher will monitor the class during research and ask questions to assess understanding.
Then, the teacher will show the three minute documentary called "Tfte Horror of the
Holocaust." After viewing, the teacher will distribute a critical viewing writing lesson (See
below) in which students identify, analyze, and discuss examples of hatred in our society today
involving one group hating another group. Also, the writing will focus on the students'
individual opinion and discussion of what the Holocaust can teach about tolerance.
After students complete the critical viewing writing lesson, the class will discuss examples of
hatred and intolerance that exist in our society today. Examples of these might include racial,
religious, financial status, club/gang identification, and/or sexual orientation.
Then, another Arts-Based Learning Strategy will be employed at this time- Tableau. Students
will be divided into four groups for the creation of tableaus. Groups will choose an area in
which to create tableaus that illustrate different aspects of tolerance, or lack thereof. Groups
will be asked to create in their tableau first, an example of intolerance to share, and then, an
example of tolerance.
Each group will share their tableaus with the class.
Details of the Critical Viewing Worksheet Necessary for this Inquiry Center:
(Glencoe/ McGraw-Hill Publishing Co. resource, 20001
Directions: Think about what you saw and heard in The Horror of the Holocaust. Then complete
the following:
The Holocaust is an extraordinary example of what can happen when people refuse to accept
diversity within our society and then persecute those who are different. Think about our society
and the world today. Can you identify examples of one group hating another just because they
are different? What lessons about tolerance does the Holocaust teach? Write your thoughts
about this topic.
(Example of Worksheet Attached)
Name:
Date:
Class:
Directions: Think about what you saw and heard in “The Horror of the Holocaust”. The complete
the following:
The Holocaust is an extraordinary example of what can happen when people refuse to accept
diversity within their society and then persecute those who are different. Think about our society
and the world today. Can you identify examples of one group hating another just because they are
different? What lessons about tolerance does the Holocaust teach? Write your thoughts below.
Joining with Arts Partners:
Following are some examples of ways to utilize arts partners for this unit:
• A storyteller will teach students about experiences of Holocaust victims through
dramatic presentation.
• Local historian to speak to students about people who have faced crises in our
local community and assist students in selecting community members to interview
for writing purposes.
• A visiting dramatic artist could help groups of students create dramatic
interpretations of parts of the story.
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
11. Instructional Unit Title: "From the New World"
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
Proposed Concept:
Broad Significant Question:
1. What elements comprise American culture, style, and taste?
2. What is the impact of European culture upon the culture, style and taste of the United
States?
3. Has the impact of Europe upon American culture changed since 1900? If so, in what
ways and why?
4. What is folk music in general?
5.
What cultural and ethnic groups in America have had the greatest impact on American folk music?
6. Has American folk music changed from 1 900? If so, in what ways and why?
7. What do we mean by the "common people?" Has the meaning changed since 1900?
8. What is the role of the American audience in defining the predominant American
musical style? Has it changed since 1900?
9. What is the role of higher ed., arts agencies, and conservatories in guiding the
American musical style? Has it changed since 1900?
10. What is the role of African American music in the development of the American musical style?
11. Why would a European musician be invited to America to help define the American
musical style? Why Antonin Dvorak in particular? Would this be done today? Why
or why not?
12. When Antonin Dvorak was invited from Bohemia (Czech) to America in 1892 to help
"define" the American style, what sources did he consult? Why?
13. What are some differences between the Bohemian and the American culture in 1892?
14. What impact upon American musical style was made by Dvorak's Symphony No. 9:
From the New World?
15. After writing beginning sketches for the "New World Symphony" in New York City, Dvorak
chose to complete the work in Spillville, Iowa. How would this decision impact the cultural
"flavor" of the piece?
16. What aspects of the "New World Symphony" contribute to its universal appeal and
longevity?
17. How can we use the example of the "New World Symphony" to describe a theory of
global citizenship? Can patriotism extend across boundaries'?,/ Does respect for the
""arts of another culture deepen global citizenship?
Deepening Questions:
Barbara Hammond's Random Unit Questions/Challenges/Comments, Etc.
1. The New World Symphony is long—about 42 minutes and longer on some
recordings. There are MANY memorable themes—it is a better way to deal with
the cyclic nature of the music. Dvorak used the three themes introduced in the first
movement in the later movements. All of those beautiful melodies are hard to
remember without some kind of "handle." This is the rationale for writing words
to fit the rhythms of the three themes. Of course, there are many additional themes
in later movements. It is a piece that cannot be digested in one lesson—or five. It
would be a hope that students would be engaged enough to want to listen again.
2. Discussion will be interesting regarding the definitions of American musical style.
Bernstein said that the American musical style did not even begin to evolve until
jazz was introduced into the "mainstream." He also said that all examples of the
symphonic form can be traced back to Germany—n o matter what the ethnic
content.
3. There is no "conflict" suggested by the composer, his life, his music or the events
surrounding the symphony. There seemed to be a mild opposition to the use of the
African American spiritual feel, but it seemed to be accepted—coming from a
Czech. (So different from the music of W.G. Still)
4. Because the music is long and the history/culture aspects are broad, it is difficult
to include an in-depth outcome expectation from 5 lessons. I hope it could be a
beginning place for further study in the post-civil war period in this country, the
contributions of native and immigrant sub-groups to the American culture, and the
social/political turmoil of the Czech people. The Slavic nations (in my limited
experience) are not emphasized in most world history overviews.
Engagement:
- E1 Experiencing the Masterwork
Dvorak's Symphony No. 9: From the New World
Secondary Masterwork: Bedrich Smetana's The Moldau
- E2 Engagement Strategies
Dvorak: "New World Symphony" Curricular "Connections" (for the development of
Goals/Objectives)
Music:
Composers: Antonin Dvorak (1841-1904), Bedrich Smetana (1824-1884), Musical Forms:
The Symphony and the Symphonic Poem, African American influences, Harry T. Burleigh, Spiritual,
Orchestral Instruments (highlight the English horn), American Musical Style, American/European
Folk Music, Role of the Conductor, Role of the Audience, Nationalism in Music, Musical vocabulary,
Musical Form, Orchestral "Color," Program Music, Absolute Music
History/Culture:
Multiple Perspectives, African American and Native American influences,
Nationalism/Patriotism, American Folk and European Folk influences upon American culture,
Bohemian culture—costumes, customs, celebrations (compare with American culture, etc.) The
immigrant sub-groups in America-—impact upon culture and style.
Character Education:
Respect for Diversity, Citizenship, Patriotism, Respect for the Creative Process, Freedom of
Expression
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
Smetana: The Moldau Matching the Music with Imagined
Pictures
Directions: Teacher/Facilitator will give you the numbers during the playing of the music. The events
listed are not in order. Please fill in the blank with the letter of the description that you feel is best
suggested by the music.
A.
I travel through huge forests with trees on each side. A fox appears and I hear the horns of
the hunters.
B.
As my boat floats through the night, the waters become so calm that I can see
the reflection of castles and towers from the shore. The reflections seem to be
a memory of the days of kings, queens, and knights.
C.
Water from a sparkling spring begins its trip toward the sea.
D.
Watch out!! The rapids are ahead. Will I make it through? The waves foam
up; the roar of the rapids is deafening!
E.
Other streams join the first, some are calm and quiet, others are sparkling and
glistening.
F.
Night comes on; the water nymphs dance on the river's glittering waters,
shining in the moonlight.
G.
As the stream flows down the mountainside, it becomes bigger and bigger,
until it becomes a mighty river.
H.
I've made it through the rapids. The river flows on, broad and majestic toward the
magnificent city of Prague.
I.
My trip is at an end, but the river continues on its journey toward the sea.
J.
On my boat, I pass a village where distant sounds of a wedding is being celebrated
with music, song, and dance.
l . _ _____
2. _______ 3. _______
6.
7.
8.
9.
10.
- Interpretation
- Application/Prediction
Inquiry:
4. _______
5.
1. Excerpt from 4 Movement "New World Symphony" Audio CD.
What country could he be from? Who is the composer— guess?
2. What do you know about Czechoslovakia? (Dvorak—our primary
composer was born to a "peasant" family in town by the river Moldau)
3. Insert "cultural traditions, etc. from Bohemia (Czech.), Map, pictures,
costumes, etc." Discussion—from students' experiences, perceptions. How is this
like American traditions in your experience? Etc.
4. Composer of piece "The Moldau" was Dvorak's friend and colleague, Smetana.
Activity—match the "scenes" with the music (Students complete activity sheet while
listening to "The Moldau." CD Sheet included in Appendix.
Day 2:
1. What is folk music? Review experience with Czech culture and The Moldau. 4. What
group provided the primary influence in American folk music?
(Look for/guide answers such as Native Americans, African Americans, Country/Western
singers, Jazz clubs, etc. Activity: Students divide into groups defined by previous answers.
Each group prepare a brief "Position Statement" as to why their group is recognized as the
primary influence upon American folk music. (Multiple perspectives.)
3. Dvorak—-some brief biographical information. He became interested in
African American Spirituals. (Oral Moses or recording sing Deep River and
Swing Low, Sweet Chariot. Speak about Harry T. Burleigh and Dvorak.)
4. Guest with English Horn. Performs the opening bars of the Largo
movement—2nd—sometimes subtitled "Goin' Home."
5. .End with 2nd Movement of "New World." (Contains strong "feel" of the Spiritual.
Audio CD. Students listen for—raise hand each time they hear the English horn
theme.
Day 3:
1. Begin with Review of folk music "genre." Recap information from Day 2
Activity. "You have listened to two movements of The Symphony From the
New World by Dvorak. Is this folk music? Is it American? Is it Czech? Why?
What is the "cultural flavor" of the piece? How did the American audiences
regard the piece?" Discussion, etc. What is American musical "style?" Is this an
example? If not, then what? When was it defined? Is the definition still
evolving?
2. Activity: Pass out Vocabulary Cards and Definition Cards. (Terms included
in the symphony—Largo, Scherzo, Trio, Exposition, etc. Half the students
have the terms, half have the definitions. They need to find their partner and
form a hypothesis about the "correctness" of the match. (Cards will have
magnetic strips on the back and can be matched up on the board or a white
board.)
3. Play opening of 3rd movement—discuss form (Scherzo/Trio/Scherzo) connect
the terms/matches with the previously heard movements—4th, and 2" .
4. Play entire 3rd movement—students write on new cards their own terms to describe what is
going on in the Scherzo and in the Trio.
Day 4:
1. Review other days, terms, cultural views. Discuss the students' reactions to
the music and the ideas presented so far.
2. Show the music for the 3 themes from the 1st movement on the board. Hum
the tunes. Each student has a card with 1, 2 or 3 on it. They come up with a
word phrase that follows the same rhythm pattern. Choose one for each of the
three patterns (a "hook" for the memory). Students copy the words chosen for
their number on their card, or use their own words.
. 3. First movement form: briefly discuss the Sonata form. The three themes are presented
(exposed) in the Exposition.
4. Play entire 1st movement. Students hold up appropriate card when they hear
"their" theme.
Day 5:
1. Discussion of previous days. Show brief excerpt from "Deo Gratias" DVD with picture
and bit of biographical information on Dvorak.
2. Show DVD of entire performance of symphony. Appropriate cards with terms,
instruments, etc. placed on board as DVD is shown. Students are asked to recall (hum,
etc.) the three main themes from the 1 st movement, because the composer used them again
in later movements.
3. Reflective writing questions: What aspects of the "New World Symphony" contribute to its
universal appeal and longevity? How can we use the example of the "New World
Symphony" to describe a theory of global citizenship? Can patriotism extend across
boundaries? Does respect for the arts of another culture deepen global citizenship?
How? What is the "common man?" How does this music relate to the idea of a "global
common man?"
First movement form: briefly discuss the Sonata form. The three themes are presented (exposed) in
the Exposition.
4. Play entire 1st movement. Students hold up appropriate card when they hear "their" theme.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
12. Instructional Unit Title: Geometry Around Us
Date: 3/20/2007
Key Authors: Kristopher Colvin, Jessica Johnson, Elizabeth
Clarke, Edwin Trawick,
Other Authors of this Unit:
E-mail Address: (912) 201-7500
School: Shuman Middle School 415
Gobel Street. Savannah, Ga. 31406
Savannah Chatham Public Schools
Grade: 8th, Language Arts, Algebra/ Math, Physical Science
Key Standards, to be taught to mastery:
1.ELA8W1. The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus throughout, and
signals a satisfying closure. The student
a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations,
audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect,
similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).
e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific
examples.
-ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts. The texts are of
the
quality and complexity illustrated by the Grade Eight reading list.
For informational texts, the student reads and comprehends in order to develop understanding and
expertise and produces evidence of reading that:
D d. Understands and explains the use of a complex mechanical device
documents
• consumer
• workplace
• public
Algebra Standards
M8A1. Students will use algebra to represent, analyze, and solve problems.
a.
Represent a given situation using algebraic
expressions or equations in one variable.
b.
Simplify and evaluate algebraic expressions.
c.
Solve algebraic equations in one variable,
including equations involving absolute values.
d.
Solve equations involving several variables
for one variable in terms of the others.
e. Interpret solutions in problem contexts.
Math Standards
M8G1. Students will understand and apply the properties of parallel and perpendicular lines and
understand the meaning of congruence.
a.
Investigate characteristics of parallel and
perpendicular lines both algebraically and geometrically.
b.
Apply properties of angle pairs formed by parallel lines
cut by a transversal.
c.
Understand the properties of the ratio of segments of
parallel lines cut by one or more transversals.
d.
Understand the meaning of congruence: that all
corresponding angles are congruent and all
corresponding sides are congruent.
M8G2. Students will understand and use the Pythagorean theorem.
a. Apply properties of right triangles,
including the Pythagorean theorem.
b.
Recognize and interpret the
Pythagorean theorem as a statement
about areas of squares on the sides of a
right triangle.
M8P3. The students will communicate mathematically.
a. Organize and consolidate their mathematical
thinking through communication.
b. Communicate their mathematical thinking
coherently and clearly to peers, teachers, and
others.
c. Analyze and evaluate the mathematical
thinking and strategies of others.
d. Use the language of mathematics to express
mathematical ideas precisely.
QCC Math Objectives
QCC 8.1 - Students will be able to select and use appropriate tools in solving problems.
QCC 8.2 - Students will be able to describe orally and in writing, using the appropriate vocabulary,
mathematical concepts and procedures.
QCC 8.12 - Students will be able set up proportions to solve for the missing term in a proportion.
QCC 8.20 - Students will identify physical and symbolic representations using geometric figure, such
as points, lines, line segments, rays, vertices, and angles.
QCC 8.21 and 8.23 - Students will use properties to determine similarity and congruency of geometric
figures.
QCC 8.22 - Students will solve problems by using the property that the sum of the angles in a triangle
is 180° (degrees).
QCC 8.27 - Students will be able to use a protractor to measure, draw, and classify angles, (examples
acute, obtuse, right, straight, complementary, and supplementary angles)
Rigorous Academic (Power) Standards
Knowledge. Skills, Character / Dispositions
•
Knowledge
•
Geometric forms, measurement and ideas.
•
Relationship to curriculum maps for the CTSL Project and your school:
Knowledge, Skills, Character / Dispositions
Skills! [CTSL Rubric A]
*Students will be able to determine the size, height, depth, length and other geometric measurements
as it applies to math.
*Students will understand how geometry is used in physical science and how the various forces exerted
by gravity, centrifugal force upon structures.
• Students will be able to read nonfiction informational texts that deal with science, geography, math
and other interdisciplinary forms and be able to understand the structure and main idea of the
reading.
Knowledge, Skills, Character / Dispositions
• Character/ Dispositions:
Relationship to curriculum maps for the CTSL Project and your school:
Proposed Concept:
Broad Significant Question: How is geometry used and measured in Math, Language Arts, and
Science?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
Focus Statement: Exploring how geometry, shapes, and measurement is used around us.
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Day 1 - Surface Area
QCC 8.1 - Students will be able to select and use appropriate tools in solving problems.
QCC 8.20 - Students will identify physical and symbolic representations using geometric figure,
such as points, lines, line segments, rays, vertices, and angles.
As a class we will discuss the geometric elements in Relativity and Ascending and Descending.
(Students will be asked to bring in different three dimensional objectives from home, so as a class can
find the surface area.)
As a class we will discuss the different formulas of finding the area of geometric figures.
Students will be given examples and a short handout to familiarize the with the different concepts of
surface area.
Students will then be paired in groups of two or three and work on an assignment on surface area.
Homework: Students will be given a handout on Surface Area
Day 2 - Surface Area
QCC 8.21 and 8.23 - Students will use properties to determine similarity and congruency of
geometric figures.
QCC 8.20 - Students will identify physical and symbolic representations using geometric figure,
such as points, lines, line segments, rays, vertices, and angles.
(Students will be asked to bring in different three dimensional objectives from home, so as a class can
find the surface area.)Review Homework: (Surface Area)
Students will be given additional examples to make sure that they fully understand surface area.
Students will then be paired in groups of two or three to find the surface area of the different
geometric objects they have brought to class. After finding the surface the students will discuss their
findings with the rest of the class.
Day 3 – Transformations
QCC 8.2 - Students will be able to describe orally and in writing, using the appropriate vocabulary,
mathematical concepts and procedures.
Discussion on the different types of transformations.
-
Rotations, Translations, and Reflections.
-
Students will be given examples and steps of how to perform rotations,translations, and
reflections.
- We will use… how to correctly perform these
transformations.
Day 4 – Transformations
Day 5 - Tessellation Activity
Joining with Arts Partners:
Arts Specialist: David Carroll - Art Teacher
Community Agency:
Community Arts Partner:
Other teachers: Ms. Margo Scott, Georgia
Studies and History
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
13. Instructional Unit Title: Georgia Theme Park
Date: 7/23/06
Key Authors: Thomas Panter
Other authors of this unit:
E-mail Address: Thomas.panter@cobbkl2.org
School: Durham Middle School
Grade: 8th
Key Standards to be taught:
55.8.1.1 Location of Georgia
The learner will be able to determine the location of Georgia in relation to region, nation, continent,
hemisphere, and world by using maps and other geographic tools such as technology.
- A2 Skills:
55.8.1.2 Geographic Regions of Georgia
The learner will be able to locate and describe the geographic regions of Georgia (mountains,
Piedmont, coastal plain, etc.) and identify the physical processes which formed them.
55.8.1.3 Important Geography. Features
55.8.1.4
The learner will be able to identify important geographical features of Georgia and describe
ecosystems present in each (e.g., Fall Line, Okefenokee Swamp, Appalachian Mountains).
55.8.1.5 Geographical Factors
The learner will be able to identify geographical factors and explain how they have influenced
Georgia's exploration, settlement, and economic development, emphasizing location, climate,
mountains, rivers, soil, and natural resources.
55.8.2.2 Various Ethnic Groups
The learner will be able to state how people today are affected by various ethnic groups in the
development of Georgia both past and present.
55.8.2.6 Influential Georgians
The learner will be able to describe the contributions of influential Georgians (with regard to
gender, ethnicity, and other factors) on economic growth, advancement of democratic ideals,
improved standard of living, cultural achievements (art, music, literature, theater, motion pictures,
television) and other areas, which have moved Georgia forward.
-
Al Knowledge:
SS.8.3.9 Major Events
The learner will be able to investigate major events and related personalities on the
American Revolution.
- A3 Character / Dispositions
SS.8.6.5 Antebellum Georgia
The learner will be able to examine and analyze political, economic, social, demographic, and
cultural characteristics of antebellum Georgia and describe how Georgia compared to other areas
of the United States.
55.8.6.7 GA's Role in the Civil War
The learner will be able to analyze Georgia's role in the Civil War and the impact of that war on
the state and the nation.
55.8.8.3 Civil Rights Movement in GA
The learner will be able to identify the important events and personalities in the Civil Rights
movement in Georgia.
Proposed Concept: Geography
Broad Significant Question:
How does geography affect the culture and history of a people?
Deepening Questions:
1. How does the environment in which one lives influence a person's life?
2. How does the geography of a state influence its culture?
3. How has geography made a difference in the development of each of the five
regions of Georgia?
Engagement:
- El Experiencing the Masterwork
Students will listen to the state song of Georgia performed by Ray Charles, "Georgia On My Mind".
http://www.duchessathome.com/music/georgia.html
- E2 Engagement Strategies
1. The students will be broken up into three groups. Each group will be given the
lyrics for one verse of the song by Ray Charles, "Georgia on My Mind".
2. Each group will sing together one verse of the state song.
3. Each group will then discuss the meaning of the song and come up with one
statement that best describes the meaning behind the lyrics and will present their
statement and answer any questions from the other groups.
4. Each of the three groups will be divided again into groups of four. Each group of
four will create a new verse for the song that features one region of Georgia and
one person from Georgia's history from their book.
5. Students will then sing their lyrics to the song and explain the meaning of their
lyrics in relation to their region and person from history.
Focus Statement:
Geography plays a vital role in the development of state, culture and history.
Gaining Original Creations:
The students will work together in groups of four to create a Georgia Theme Park. Each theme park
will be divided up into five regions (The five regions of Georgia). The building team will be required
to create two rides based on the geography of their region, two shows based on Georgia's history, offer
refreshments and souvenirs that relate to their region, and landscaping that contain flowers and trees
unique to Georgia. Each building team will be given a budget to work with and a cost breakdown of
the individual attractions. The building team will also be required to create a centerpiece, mascot and
slogan that ties all of Georgia together. Each builder in the theme park must have a map to give to
visitors that explains each attraction and how it relates to their individual region. The final
requirement will for the theme park will be the teaching of their region to the class through their
creation.
Helping Reflection:
- Observation:
-
Interpretation
Application / Prediction
Inquiry:
- II Inquiry Center #1A
Students will use the Internet and library books to research all five regions of Georgia. Students
will be expected to find important three physical features, two attractions, two historic sites, one
important person, and two crops from each region.
- II Inquiry Center # IB
Students will discuss in their group the information found in their research of each region of
Georgia and will select the region they wish to do in the Georgia Theme Park. Using the internet
and library books to research in depth their selected region of Georgia, students will be expected
to find any important physical features, wildlife, plants and trees, food, attractions, historic sites,
people, and crops from their selected region to help in creating their section of the theme park.
- 12 Inquiry Center #2
Students in each building group will work together to create a theme park name, mascot and
slogan that represents all of Georgia. Each group will be responsible for physically creating a
mascot on paper or computer with the slogan and name included.
- 13 Inquiry Center #3 A
Students in each building group will generate ideas for shows on Georgia's history and rides for
their regions. Students should help each other begin the process of creating the attractions for their
region in the theme park and how each show relates to the individual region and overall theme
park.
- 13 Inquiry Center #3B
Students in each building group will generate ideas for statues on Georgia's history for their
regions. Students should help each other begin the process of creating the statues for their region in
the theme park and how explaining how each statue relates to the individual region and overall
theme park. Students should make sure they do not create identical statues on the same historic
event or person.
- 14 Inquiry Center #4
Students in each building group will generate ideas for a centerpiece of the park. The centerpiece
should reflect the whole park and tie all five regions together. Students will use the internet or
magazines provided by the teacher on theme parks from around the world to research
centerpieces. Students will look at the construction and meaning behind the centerpieces they find
at the Disney World Parks (Castle, Circle of Life Tree, Magical Hat, Epcot Sphere), as well as
other parks, to begin creation of a Georgia centerpiece. Students will be reminded to connect the
other and parts of the park to the centerpiece.
Reflection:
Students will be asked to respond to the following questions:
Respect means the showing regard for the worth of someone or something.
1. Do you feel that Georgians respect their geography and culture?
2. If so, explain how Georgians demonstrate respect for their land, history, wildlife,
etc.. If not, explain how Georgians do not demonstrate respect for their land,
history, wildlife, etc.
3. What are two surprises that you discovered in the Georgia Theme Park process
and explain why?
4. How is Georgia's geography and history different from your initial thoughts on
your state?
5. After teaching the regions of Georgia, which region which you most like to live in
and explain why?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- Kl - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
Students will teach about the crops, geography, attractions, wildlife, and history of their region in
the theme park to their class and other classes within the school. The students will become the
experts on their state and will create a lesson to share their state with other students while using
theme park as a physical example of lesson.
- Community Exploration
Students may want to continue their research into the theme parks that already exist in Georgia
such as Stone Mountain or Six Flags. Students may want to use their research to offer ways to
improve each park with a true representation of all of Georgia's culture.
-
Community Action
14. Instructional Unit Title: Head and Heart
Date:
Key Authors: Nicole Hanson
Other Authors of this Unit:
E-mail Address:
School:
Grade: 6, 7, 8
Key Standards, to be taught to mastery:
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
Proposed Concept:
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
•
•
•
•
•
•
•
•
Explain to students that proverbs are popular sayings that contain advice or state a
generally accepted truth. Proverbs are used to support arguments, to provide lessons
and instruction, and to stress shared values.
Distribute a proverb to students in groups of two.
Students read and try to interpret their proverb.
"HEAD" (students tell what thoughts come to mind about the meaning). In my head I
think this proverb means ________________________ .
"HEART" (students tell what their heart feels about this proverb).
In my heart I feel ______________________________________ .
Student pairs are given art paper. A line is drawn to divide it in half. The student
then writes (using sentence stems above) and illustrates the "HEAD" on the left side
and "HEART" on the right side.
The pair shares their creation with the class to teach their proverb.
Curricular Connections: Character Education
Further Suggestions: Students originate proverbs that relate to current times. Example: Don't put
all your data on one disk.
Students find a way to market proverbs so all kids will see and learn them, Example: Put
proverbs in "Happy Meal" boxes.
Students make a rap, song, jingle or poem using the proverb as part of their lyrics, or the chorus.
Focus Statement: Interpreting proverbs; figurative language
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
PROVERBS
An apple a day keeps the doctor away
Actions speak louder than words
A friend in need is a friend indeed.
A man is as old as he feels himself to be.
A man is known by the company he keeps.
Action speaks louder than words.
Beauty is in the eye of the beholder.
Better be alone than in bad company.
Better late than never.
Birds of a feather flock together.
Blood is thicker than water
Distance makes the heart grow fonder.
Don't count your chickens before they're hatched.
Don't judge a book by its cover.
Great minds think alike
Haste makes waste.
Home is where the heart is.
It's no use crying over spilt milk.
Let bygones be bygones.
Lightning never strikes in the same place twice
Love is blind.
Necessity is the mother of invention.
Never put off till tomorrow what can be done today
No news is good news.
Nothing ventured, nothing gained.
Out of sight, out of mind.
People who live in glass houses should not throw
stones.
Practice makes perfect.
Rome was not built in a day.
Sticks and stones will break my bones but names
will never hurt me
The apple doesn't fall far from the tree.
The early bird catches the worm.
The more you have, the more you want.
The pen is mightier than the sword
Too many cooks spoil the broth.
Two wrongs don't make a right
Variety is the spice of life.
Walls have ears.
When the cat's away, the mice play.
When in Rome, do as the Romans do.
Where there's a will, there's a way.
You can't teach an old dog new tricks.
You reap what you sow.
15. Instructional Unit Title: Human Paragraph
Date:
Key Authors: Susan Hanson
Other Authors of this Unit:
E-mail Address:
School:
Grade: 6, 7, 8
Key Standards, to be taught to mastery:
All standards in all subject areas
Proposed Concept:
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
Instructional Steps:
•
Five students come to the front of the class.
•
1st person
2 person
3r person
4th person
main idea
major detail
major detail
major detail
5' person
•
•
main idea
Students develop an oral paragraph to recall information learned during your
class. This is an oral/visual summarization of information presented.
Students must speak in complete sentences. Sentences must be grade level
appropriate.
Curricular Connections: Any subject area including Counselor, Art, Music, Dance, P.E.
Further Suggestions:
Use the human paragraph at the beginning of class to recall information from the previous
day.
This becomes a homework or class assignment for students to write the paragraph in their own
words for content writing.
As an "Exit Ticket" students get in groups of five, develop their paragraph, recite as a
way to leave class.
Focus Statement: recalling information, summarization, performance assessment
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
16. First Marking Period
Instructional Unit Title: Me on the Map
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
**Note from the authors:
The first grade team designed a year-long unit based on the reading series, which
consists of ten themes. .Each unit lasts for three weeks. The units are: All Together
Now, Surprise, Let's took Around, Family and Friends, Home Sweet Home, Animal
Adventures, We Can Work It Out/Our Earth, Special Friends, and We Can Do It. The
inquiry centers relate to the reading themes; therefore, the centers will be changed
every three weeks.
The first grade team focuses on North America. The countries represented are: United
States. Mexico, and Canada. Each first grade teacher will incorporate various aspects
about the country that relates to the unit.
The United States will be the focus for themes one and two. Canada will be the focus of themes
three through five. The students will compare and contrast the two countries. Mexico will be the
focus for themes six through eight The students will compare and contrast both countries. The
last two themes focus on a Utopian society.
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy (Public school)
Grade: First Grade (no special education)
Key Standards, to be taught to mastery:
Character Traits (QCC's/Standards) Addressed:
3. Topic: Citizenship
Standard: Equality: the right and opportunity to develop one's potential as a human being
4. Topic: Citizenship
Standard: Freedom of conscience and expression: the right to hold beliefs, whether
religious, ethical or political, and to express one's views.
7. Topic: Citizenship
Standard: Tolerance: the allowable deviation from a standard. Indulgence for beliefs
or practices differing from or conflicting with one's own.
9. Topic: Citizenship
Standard: Respect for the Natural Environment: care for and conservation of land,
trees, clean air and pure water and of all living inhabitants of the earth.
11. Topic: Respect for Others
Standard: Altruism: concern for and motivation to act for the welfare of others
12. Topic: Respect for Others
Standard: Integrity: confirmed virtue and uprightness of character, freedom from hypocrisy.
13. Topic: Respect for Self
Standard: Accountability: responsibility for one's actions and their consequences
Standard: Self Esteem: pride and belief in oneself and in achievement of one's
potential
Standard: Respect for Self: Work Ethic: belief that work is good and that everyone
who can should work
Power Standards (GPS) addressed that the unit teaches to mastery:
See Individual Units for these Standards
Related Standards (QCC's) Addressed:
See Individual Units for these Standards
Arts Standards (QCC's) Addressed: Need... look up
QCC's at GA DOE website.
Arts Partner?
Explanation of Role of Arts Partner? Where is this information. It seems that you have
inadvertently omitted it from the template.
Curriculum Theme 1 Reading Standards:
- ELA1R1 - The student demonstrates knowledge of concepts of print
a. Understands that there are correct spellings for words
c. Demonstrates an understanding that punctuation and capitalization are used
in all written sentences
- ELA1R2 - The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken sounds.
e. Orally blends two to four phonemes into recognizable and/or nonsense
words.
- ELA1R6 - The student uses a variety of strategies to understand and gain
meaning from grade-level text.
b. Making predictions using prior knowledge.
f. Makes connections between texts and/or personal experiences.
i. Recognizes cause-and-effect relationships in text.
Writing Standards:
- ELA1W1 - The student begins to demonstrate competency in the writing process.
b. Describes an experience in writing.
d. prints with appropriate spacing between words and sentences.
- ELA1LSV1 - The student uses oral and visual strategies to communicate
a. follows three-part oral directions
b. recalls information presented orally.
c. responds appropriately to orally presented questions.
d. increases vocabulary to reflect a growing range of interests and knowledge.
e. communicates effectively when relating experiences and retelling stories
read, heard, or viewed.
f. uses complete sentences when speaking.
Math Standards:
- M1N1 - Students will estimate, model, compare, order, and represent whole
numbers up to 100.
a. Represent numbers less than 100 using a variety of models, diagrams, and
number sentences. Represents numbers larger than 10 in terms of tens and ones using
counters and pictures.
b. Correctly count and represent the number of objects in a set using numerals.
- M1N3 - Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and subtraction.
f. Know the single-digit addition facts to 18 and corresponding subtraction facts with
understanding and fluency. (Use such strategies as relating to facts already known,
applying the commutative property, and grouping facts into families.)
- M1N4 - Students will count collections of up to 100 objects by dividing them into
equal parts and represent the results using words, pictures, or diagrams.
a. Use informal strategies to share objects equally between two-to-five people.
b. Build number patterns including concepts of even and odd, using various
concrete representations. (Examples of concrete representations include a hundreds
chart, ten-grid frame, place value chart, number line, counters, or other objects.
- MIM2 - Students will develop an understanding of the measurement of time.
a. Tell time to the nearest hour and half- hour and understand the movement
of the minute hand ant he way that it relates to the hour hand.
b. Begin to understand the relationship of calendar time by knowing the
number of days in a week and months in a year.
Science Standards
- S1CS2 - Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
b. Readily give the sums and differences of single-digit numbers in ordinary, practical
contexts and judge the reasonableness of the answer.
- S1P1 - Students will investigate light and sound.
e. Identify emergency sounds and sounds that help us stay safe.
- S1CS4 - Students will use the ideas of system, model, change and scale in
exploring scientific and technological matters.
a. Use a model - such as a toy or a picture - to describe a feature of the primary
thing.
- S1CS7 - Students will understand important features of the process of scientific
inquiry.
a. Scientist use common language with precise definitions of terms to make it
easier to communicate their observations to each other.
b. In doing science, it is often helpful to work as a team. All team members
should reach individual conclusions and share their understandings with other
members or the team in order to develop a consensus.
Social Studies Standards
- SS1CG1 - the student will describe how the historic figures in SS1H1a display
positive character traits of fairness, good sportsmanship, respect for others,
respect for the environment, conservation, courage, equality, tolerance,
perseverance, commitment
SS1CG2 - The student will explain the meaning of the patriotic words to
America (My Country 'Tis of Thee) and America The Beautiful
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork: Map of North America
- E2 Engagement Strategies
The first grade team designed a year-long unit based on the reading series,
which consists of ten themes. .Each unit is for three weeks. The units are: All Together
Now, Surprise, Let's took Around, Family and Friends, Home Sweet Home, Animal
Adventures, We Can Work It Out/Our Earth, Special Friends, and We Can Do It.
The first grade team focuses on North America. The countries represented are: United
States. Mexico, and Canada. Each first grade teacher will incorporate various aspects
about the country and states to the unit.
The United States will be the focus for themes one and two. Canada will be the focus of
themes three through five. The students will compare and contrast the two countries. Mexico will
be the focus for themes six through eight The students will compare and contrast both countries.
The last two themes focus on a Utopian society.
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
-
I1 Inquiry Center #1
I2 Inquiry Center #2
I3 Inquiry Center #3
I4 Inquiry Center #4
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
-
K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: Section 1: All Together Now
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Curriculum Map- Theme 2 Reading
- ELA1R3 - The student demonstrates thfgationsJ5foM&tween letters and letter
combinations of written words and of spoken words.
- b. Applies new knowledge of letter-sound correspondence to decode new
words.
- ELA1R4 - The student demonstrates the ability to read orally with speed,
accuracy, and expression
- c. Reads grade-level text with appropriate expression
- e. Uses self-correction when subsequent reading indicates an earlier
misreading within grade-level text.
- ELA1R5 - The student requires and uses grade-level words to communicate
effectively
- a. Reads and listens to a variety of texts and uses new words in oral and
written language
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning
from grade- level.
- e. Distinguish fact from fiction of a text
- g. identify supporting details of informational text read
or heard.
Writing
- ELA1 LSV1 - The student uses oral and visual strategies to communicate
- a. follows three-part oral directions
- b. recalls information presented orally.
- c. responds appropriately to orally presented questions.
- d. increases vocabulary to .reflect a growing range of interests and knowledge.
communicates effectively when relating experiences and retelling stories
- f . uses complete sentences when speaking.
Math
- M1 N3 - Students will add and subtract numbers less than 1 00 as well as
understand and use the inverse relationship between addition and subtraction.
- b. Skip-count by 2's, 5's and 10's forward and backwards - to and
from
numbers up to 100
- e. Understand addition and subtraction number combinations using such
strategies as counting on, counting back, counting doubles, and making tens.
- h. Solve and create word problems involving addition and subtraction to 100
without regrouping. Use words, pictures, and concrete models to interpret
story problems and reflect the combining of sets as addition and taking away
or
comparing elements of sets as subtraction.
- MIM2 - Students will develop an understanding of the measurement of time.
- c. Compare and/or order the sequence or duration of events
(e.g.,
shorter/longer an before/after)
- M1G1 - Students will study and create various two- and three- dimensional figures and
identify basic figures (squares, circles, triangles, and rectangles) within them.
- a. Build, draw, name, and describe, triangles, rectangles, pentagons, and
hexagons.
- b. Build, represent, name, and describe cylinders, cones, and rectangular
prisms (objects that have the shape of a box).
- c. Create pictures and designs using shapes, including overlapping shapes.
Science
- S1P1. Students will investigate light and sound
- e. Identify emergency sounds and sounds that help us stay safe.
Social Studies
- SS1G1 - The students will describe the cultural and geographic systems associated with the
historical figures in SS1H1
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: What can a flag represent?
Engagement:
- E1 Experiencing the Masterwork: "Flag on an Orange Plane" (Jasper Johns)
- E2 Engagement Strategies
Character Word: Friendship
Arts Based Strategy: Creating Rhythm From Names
Since this actiyity will be done at the beginning of the year, it will help classmates learn each other's
names. It will correlate with the inquiry center since it will help the students/to get to know each other
and help to form understanding of the community.
Math/ Center
To practice patterning. students will use stars and stripes to make examples and
examples or patterns. They will take a large piece of drawing paper (12"x18"), fold it
in half, and write "pattern" at the top of one section and "not a pattern" at the top
of the other section. Under the "pattern" section, students should use star cutouts,
red stripes and white stripes to show examples of patterns. (Ex. star, stripe, star,
stripe, star)
Under the "not a pattern" section, students should use the stars and stripes to show
non-examples. (Ex. star, stripe, star, star, star, stripe)
Science Center:
Students will explore flat maps and the globe. They will use a round object (styrofoam
ball, basketball, pumpkin, etc.) to make their own globe.
Social Studies Center:
The lyrics to "America the Beautiful" will be written on a piece of chart paper. The lyrics will also
be written on sentence strips. Cut apart the sentence strips to show one word on each piece. Students
will use the cut sentence strips to "put together" the lyrics to the song in a pocket chart. They will then
copy the lyrics onto paper and draw an illustration to depict the songs.
Focus Statement:
Gaining Original Creations:
Students should use the available art materials and their sketches to make a flag that represents their
classroom. The flags will be displayed in the classroom and the students will later vote on one flag to
adopt as their classroom's "official flag".
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
books about flags
examples of flags
quartered poster board
construction paper
scissors
glue
markers
Procedure: (After discussing as a class the flag and what each element represents...)
1. Encourage students to explore the books about flags and the flag examples.
2. Have students work as a group to brainstorm ideas for a flag that represents
their class.
3. Students should sketch out their flag, noting elements that show the
relationships between the class and the flag. (Ex. 15 stars to represent 15
students in the class.)
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: Surprise
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Reading
- ELA1R3 - The student demonstrates thfgationsJ5foM&tween letters and letter
combinations of written words and the sounds of spoken words.
- b. Applies new knowledge of letter-sound correspondence to decode new
words.
- ELA1R4 - The student demonstrates the ability to read orally with speed,
accuracy, and expression
- c. Reads grade-level text with appropriate expression
- e. Uses self-correction when subsequent reading indicates an earlier
misreading within grade-level text.
- ELA1R5 - The student requires and uses grade-level words to communicate
effectively
- a. Reads and listens to a variety of texts and uses new words in oral and
written language
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning- e.
Distinguishes fact from fiction in a text
- Identifies the main idea and supporting details of informational text read
or heard.
Writing
- ELA1 LSV1 - The student uses oral and visual strategies to communicate
- a. follows three-part oral directions
- b. recalls information presented orally.
- c. responds appropriately to orally presented questions.
- d. increases vocabulary to .reflect a growing range of interests and knowledge.
communicates effectively when relating experiences and retelling stories
-f . uses complete sentences when speaking.
Math
- M1 N3 - Students will add and subtract numbers less than 1 00 as well as
understand and use the inverse relationship between addition and subtraction.
- b. Skip-count by 2's, 5's and 10's forward and backwards - to and
from
numbers up to 100
- e. Understand addition and subtraction number combinations using such
strategies as counting on, counting back, counting doubles, and making tens.
- h. Solve and create word problems involving addition and subtraction to 100
without regrouping. Use words, pictures, and concrete models to interpret
story problems and reflect the combining of sets as addition and taking away
or
comparing elements of sets as subtraction.
- MIM2 - Students will develop an understanding of the measurement of time.
- c. Compare and/or order the sequence or duration of events
(e.g.,
shorter/longer an before/after)
- M1G1 - Students will study and create various two- and three- dimensional figures and
identify basic figures (squares, circles, triangles, and rectangles) within them.
- a. Build, draw, name, and describe, triangles, rectangles, pentagons, and
hexagons.
- b. Build, represent, name, and describe cylinders, cones, and rectangular
prisms (objects that have the shape of a box).
- c. Create pictures and designs using shapes, including overlapping shapes.
Science
- S1P1. Students will investigate light and sound
- e. Identify emergency sounds and sounds that help us stay safe.
Social Studies
- SS1G1 - The students will describe the cultural and geographic systems associated with the
historical figures in SS1H1
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: What are the relationships of our senses in discovery?
Engagement:
- E1 Experiencing the Masterwork: "Le Domaine d'Amheim" (The Amheim
Estate) By: Rene" Margritte
- E2 Engagement Strategies
Character Word: Trustworthiness
Arts Based Strategy: Elements of Visual Arts
There will be several centers set up for the students to work at. Each center will have a different
substance (rice, sugar, whipped cream, etc.) for the students to use to outline United States. The
students will write an adjective to describe how the ^
Math Center:
Students will solve given word problems. They will use manipulatives to "act out" or
demonstrate the problem.
Science Center:
Students will use the overhead to investigate and understand how some objects
cast…students will be given different materials and will test which materials * are
transparent, translucent, or opaque. Students will record their findings.
Social Studies Center:
Students will put together a puzzle of a map of the United States. The students will identify
Georgia and Savannah on that map. The students will also identify where Canada and Mexico
would be if they were included in the puzzle.
Focus Statement:
Gaining Original Creations:
The students will use the clay/playdough to make representations of different
symbols of the United States found in the Mystery Boxes.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• mystery boxes with a variety of symbols of the United States (ex. American
Jilag, toy eagle, model of the White House. Small Liberty Bell.)
• clay/Playdough
Procedure:
(After discussing as a class the symbols of the United States and what each one represents...)
1. Students will go feel in the Mystery Boxes and try to decide what each
"mystery symbol" they are feeling.
2. Students will use the clay/playdough to recreate the symbol that they think
they felt.
3. The student will look in the mystery box and see if their creation is correct.
4. The student will write about what they are working
with and tell why it is important in the United States.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Second Marking Period
Instructional Unit Title: Let's Look Around
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Reading Standards:
- ELA1 R1 - The student demonstrates knowledge of concepts of print
- b. identifies the beginning and end of....
- ELA1R3 - The student demonstrates the understanding between letters and letter combinations of
written words and the spoken words.
- d. Reads words with inflectional endings.
- ELA1R4 - The student demonstrates the ability to read orally with speed,
accuracy, and expression
- a. Applies letter sound knowledge to decode quickly and accurately.
- b. Automatically recognizes additional high- frequency and familiar words
within texts.
- ELA1 R6 - The student uses a variety of strategies to understand and gain meaning
from grade-level text.
- c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle, -end, setting, characters, problems, events, and resolution)
of a read-aloud or independently read text.
- d. Retells stories read independently or with a partner.
Writing Standards:
- ELA1 LSV1 - The student uses oral and visual strategies to communicate
- a. follows three-part oral directions
- b. recalls information presented orally.
- c. responds appropriately to orally presented questions.
- d. increases vocabulary to reflect a growing range of interests and knowledge.
- e. communicates effectively when relating experiences and retelling stories
read, heard, or viewed.
- f . uses complete sentences when speaking.
Math Standards:
- M1 N1 - Students will estimate, model, compare, and represent whole
numbers up to 100.
- c. Compare small sets using the terms greater than, less than, and equal to
(>,<,=)•
- d. Understand the magnitude and order of numbers up to 100 by making
ordered sequences and representing them on a number line.
- M1N3 - Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and subtraction.
- a. Identify one more than, one less than, 10 less than a given number
c. Compose/decompose numbers up to 10 - "break numbers apart"(e.g., 8
is
represented as 4+4, 3+5, 5+2+1, and 10 +2). Decompose numbers between 11
and 19 as one ten and the appropriate number of ones.
Science Standards:
- S1CS1 - Students will be aware of the importance of curiosity, honesty, openness,
and skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.
- a. Raise questions about the world around them and be willing to seek
answers to some of the questions by making careful observations and
measurements and trying to figure things out.
- S1CS5 - Students will communicate scientific ideas and activities clearly.
- a. Describe and compare things in terms of number, shape, texture, size,
weight, color, and motion.
- b. Draw pictures (grade appropriate) that correctly portray features of the
thing being described.
- S1CS7 - Students will understand important features of the process of scientific
inquiry.
- c. Toots such as thermometers, rulers and balances often give more
information about things that can be obtained by just observing things without
help.
Social Studies Standards:
- SS1G1 - The students will describe the cultural and geographic systems
associated with the historical figures in SS1H1
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: How do we use trees to survive?
Engagement:
- E1 Experiencing the Masterwork: "Beech Trees" (Gustov Klim and Buchenwald)
- E2 Engagement Strategies
Character Word: Respect
Arts Based Strategy: Environmental Soundscapes
Students will collect various objects that relate to nature in order to build a collage.
Math Center:
Students will collect objects (acorns, twigs, leaves) and form objects in a set. Students will design sets.
Students will glue objects on construction paper making some sets greater than and less than.
Science Center:
Students will view picture books and read books about the forest. Students will write and illustrate
their findings.
Social Studies Center: Students will visit virtual tours of the National Parks (and how Theodore
Roosevelt relate to those parks) and other environments in the computer center. Students will make an
illustration of their chosen park and write a 5 sentence paragraph of their findings.
Focus Statement:
Gaining Original Creations:
Students will use construction paper to make a collage. They will go through magazines to search for
pictures of items made of wood. They will cut out pictures and formulate a collage using their pictures.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• books
• magazines
• construction paper
• scissors
• glue
• computer
Procedure:
1. Students will look through magazines and
2. After students find materials made of wood,
trees to survive.
Students will write about the results of their
we use
collage
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Requirements
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: Family and Friends
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Reading Standards:
- ELA1R2 - The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken sounds.
- a. Isolates beginning, middle, and ending sounds in single-syllable words.
- b. Identifies onsets and rimes in spoken one-syllable words.
-ELA1R3 - The student demonstrates the relationship between letters and letter/ combinations of
written words and the sounds of spoken words.
- c. Reads words containing consonates and digraphs
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning from grade-level
text.
- h. Self-monitors comprehension and rereads when necessary.
-ELA1W1 - The student begins to demonstratelcompetency in
- a. Writes texts for a length appropriate to address a fbpf
- i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
Writing Standards:
- ELA1LSV1 - The student uses oral and visual strategies to communicate
- a. follows three-part oral directions
- b. recalls information presented orally.
- c. responds appropriately to orally presented questions.
- d. increases vocabulary to reflect a growing range of interests and knowledge.
- e. communicates effectively when relating experiences and retelling stories
read, heard, or viewed.
- f. uses complete sentences when speaking.
Math Standards:
- M1N1 - Students will estimate, model, compare, order, and represent whole
numbers up to 100.
- e. Exchange equivalent quantities of coins by making fair trades involving
combinations of pennies, nickels, dimes, and quarters and count out a
combination needed to purchase items less than a dollar.
- f. Identify bills ($1, $5, $10, $20) by name and value, exchange equivalent
quantities by making fair trades involving combinations of bills, and count out a
combination of bills needed to purchase items less than twenty dollars.
- M1N3 - Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and subtraction.
- d. Understand a variety of situations to which subtraction may apply: taking
away from a set, comparing two sets, and determining how many more or how
many less.
Science Standards:
- S1CS5 - Students will communicate scientific ideas and activities clearly.
- c. Compare very different sizes, weights, ages,(baby/adult), and speeds
(fast/slow) of both human made and natural things.
Social Studies Standards:
- SS1H1 - The student will read about and describe the life of historical figures American
history.
- b. describe how everyday life of these historical figures is similar to and
different from everyday life in the present (food, clothing, homes,
transportation, communication, recreation)
- SS1E1 - The student will identify goods that people make and services that people provide
for each other.
- SS1E2 - The student will explain that people have to make choices and goods and services
because of scarcity.
- SS1E3 - The student will describe how people are both producers and consumers.
- SS1E4 - The student will describe the costs and benefits of personal spending and saving
choices.
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: How are relationships between family and friends
meaningful?
Engagement:
- E1 Experiencing the Masterwork: Totem Pole
- E2 Engagement Strategies
Character Word: Empathy
Arts Based Strategy: Elements of Visual Arts
Students will experiment with different textures in order to construct their totem poles. The
totem pole will correlate with the inquiry center because the totem pole will relate to family and
friends.
Math Center:
Students will use different coins to make various amounts of money. Example: 25
cents (a quarter, 2 dimes and 1 nickel).
Science Center:
Students will use a scale to compare the relationship (size and weight) between different
objects.
Social Studies Center:
Students will view different pictures of trees and other items collected that relate to nature and discuss
which items are goods and which are services. Students will categorize the objects in the center and label
them as goods or services.
Focus Statement:
Gaining Original Creations:
Students will use the art materials available to design their own totem pole^ The students will
share their totem poles with the class and discuss the meaning of their totem pole.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• tissue role
• glue
• tissue paper
• markers/crayons
• googly eyes
• construction paper
• scissors
• pictures of totem poles
• books about families/friends
Procedure:
After discussing what totem poles represent. . . .
1. Students will view various pictures of totem poles.
2. Students will construct a totem pole that is meaningful to them. This totem
pole will represent the relationship between family members/friends.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: Home Sweet Home
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Reading Standards:
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning
from grade-level text.
- k. Begins to use dictionary and glossary skills to determine word meanings.
Writing Standards:
- ELA1W1 - The student begins to demonstrate competency in the writing process.
- e. Writes in complete sentences with correct subject-verb agreement.
- g. Begins to use personal pronouns (e.g. I, me, we, and us in place of nouns.
Math Standards:
- M1M1 - Students will compare and/or order the length, weight, or capacity of
two or more objects by using direct comparison or a nonstandard unit.
- a. Directly compare length, weight, and capacity of concrete objects.
- b. Estimate and measure using a non-standard unit that is smaller than the
object to be measured.
- c. Measure with a tool by creating a "ruled" stick, tape, or container by
marking off ten segments of the repeated single unit.
Science Standards:
- S1E1 - Students will observe, measure, and communicate weather data to see
patterns in weather and climate.
- a. Identify different types of weather and the characteristics of each type.
- b. Investigate weather by observing, measuring with simple weather
instruments (thermometer, wind vane, rain gauge), and recording weather data
(temperature, precipitation, sky conditions, and weather events) in a periodic
journal or on a calendar seasonally.
- c. Correlate weather data (temperature, precipitation, sky conditions, and
weather events) to seasonal changes.
- S1CS2 - Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
- d. Make quantitative estimates of familiar lengths, weights, and time
intervals, and check them by measuring.
- S1CS3 - Students will use tools and instruments for observing, measuring, and
manipulating objects in scientific activities.
- a. Use ordinary hand tools and instruments to construct, measure, and look at
objects.
b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic,
metal or existing objects.
Social Studies Standards:
- SS1G2 - The student will identify and locate their city, county, state, nation and
continent on a simple map or a globe -SS1G3 - The student will locate major topographical
features on the earth's
surface.
- a. locate all of the continents: North America South America, Africa, Europe,
Asia, Antarctica, Australia.
- b. locate the major oceans: Arctic, Atlantic, Pacific, Indian
- c. identify and describe landforms (mountains, deserts, valleys, plains,
plateaus, and coasts.
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: How does the class and classroom relate to a family and a
home?
Engagement:
- E1 Experiencing the Masterwork: “We Are Family: (song) by Sister Sledge
- E2 Engagement Strategies
Character Word: Fairness
Arts Based Strategy: Poetry in Motion
This activity will be done with the lyrics from the masterwork. Students will explore
different movements to demonstrate the meaning of the song
Math Center:
Students will look at different household objects and estimate their length. Then, using several nonstandard units of measurement (paperclips, sticks, string) students will measure the same objects. Their
findings will be documented on a chart.
Science Center:
Students will use plastic soda bottles to make rain gauges to measure rainfall.
Social Studies Center:
Students will design maps of the classroom using construction paper cut into shapes
which represent furniture.
Focus Statement:
Gaining Original Creations: Class will combine their buildings to make a mini-city or town. Stores
can be labeled in French and the town can be given a French-Canadian name.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• Cereal boxes
• Construction paper
• Rubber Cement
• Crayons
• Popsicle sticks
• Books about communities
• Maps of cities
Procedure:
After looking over several books and maps of cities, students will use materials to design houses,
stores, buildings, trees, and etc. that exists in a community.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Third Marking Period
Instructional Unit Title: Animal Adventures
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Reading Standards:
- ELA1R2 - The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken sounds.
- c. Adds, deletes, or substitutes target sounds to change words, (e.g., change
top to stop; change smile to mile; and change cat to cap).
- d. Distinguishes between long and short-vowel sounds in spoke, one syllable
words (can and cane).
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning
from grade-level text. -1.
Recognizes
Writing Standards:
-ELA1W1 - The student begins to demonstrate competency in the writing process.
- e. Writes in complete sentences with correct subject-verb agreement.
- g. Begins to use personal pronouns (e.g. I, me, we, and us in place of nouns.
Math Standards:
- MIN2 - Understand place-value notation for the numbers between 1 and 100.
(Discussions may allude to 3-digit numbers to assist in understanding place-value.
- b. Represent collections of less than 30 objects with two-digit numbers and
understand the meaning of place value. (Make sure students, when given a
number like 27, initially describe it as 2 tens and 7 ones and only later used
standard language, twenty-seven, when talking about the number)
- M1N3 - Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and subtraction.
- g. Apply addition and subtraction to two-digit numbers without regrouping
(e.g., 15+4, 80-60, 56+10, 100-30, and 58+5).
- M1D1 - Students will create simple tables and graphs and interpret them.
- a. Interpret tally marks, picture graphs, and bar graphs.
- b. Organize and record data using objects, pictures, tally marks, and picture
graphs.
Science Standards:
S1CS7 - Students will understand important features of the process of scientific inquiry
- d. Much can be learned about plants and animals by observing them closely, but care must be
taken to know the needs of living things and how to provide for them. Advantage can be taken of
classroom pets.
Social Studies Standards:
Omitted?
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: What are the relationships of animals' characteristics/traits
that help them survive in different environments and/or situations?
Engagement:
- E1 Experiencing the Masterwork: "Sueno" (Dream) by Alfredo Arreguin
http://www.jsbchorales.net/arreguin/sueno/1sueno.html
- E2 Engagement Strategies
Character Word: Responsibility
Arts Based Strategy:
Students will be shown examples of abstract and realistic pictures of animals in order to compare
and contrast. They will be encouraged to use shapes and patterns to create an abstract picture of an
animal.
Math Center:
Students will work on problem solving skills by solving word problems that focus on
animals:
There are three dogs playing outside. If each dog has four legs, how many legs in all?
Draw a picture to help you solve the problem. The zoo has three tigers. It has six lions
and four jaguars. How many big cats in all does it have?
Science Center:
Students will match pictures and names of baby animals to the picture and name of the mommy
animals. They will glue them together on paper or cards. They can complete a Venn Diagram on
how the baby compares and contrasts to its mother.
Social Studies Center:
Students will watch a United Streaming video on the animals that live in different habitats in
North America. They can label a map with which animals live in which region.
Focus Statement:
Gaining Original Creations:
Posters/diorama with animal pictures and traits listed.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Our yearlong unit is based on relationships. We also have a strong focus on animals. Visiting
Animal Kingdom is an unforgettable experience and opportunity for our first graders. With
a character focus on Responsibility this trip is an opportunity to demonstrate learning.
Animal Kingdom is a valuable resource nearby. It is a trip that holds endless relationship
examples. The different animal types can be witnessed and habitats related to one another.
While we do look at a lot of pictures and videos on the Internet, nothing can compare to
the real-life experience of observing animals in mock habitats.
Inquiry:
Materials:
•
•
•
•
•
Lots of picture of animals glued onto square construction paper
Glue
White poster board
Markers
Pencils
Procedure:
1. Students will be given one or more animal pictures.
2. Students will study their pictures and make a list of the animal's traits
3. Students will glue their animals to a poster board.
4. Underneath they will list the traits.
They will write several sentences about how the animal's body helps them
survive and how it relates to their environment?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: We Can Work It Out
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Language Arts Standards:
- ELA1R3 - The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words.
- e. Reads compound words and contractions in grade-appropriate texts.
- ELA1R5 - The student acquires and uses grade-level words to communicate
effectively.
- b. Recognizes grade-level words with multiple meanings.
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning
from grade-level text.
- a. Reads and listens to a variety of texts for information and pleasure.
- j. Identifies word parts to determine meaning.
-ELA1W1 - The student begins to demonstrate competency in the writing process. -1. Uses
appropriate end punctuation (period and question mark) and correct capitalization of initial
words and common proper nouns (e.g., personal names, and months).
- ELA1LSV1 - Responds appropriately to orally presented questions.
Math Standards:
- M1N2 - Understand place-value notation for the numbers between 1 and 100.
(Discussions may allude to 3-digit numbers to assist in understanding place value)
- a. Determine which multiple of ten a given number is nearest (rounding using
such tools as a sequential number line or hundreds chart to assist in estimating.
Science Standards
- S1CS2 - Students will have the computation and estimation skills necessary for
analyzing data and following scientific explanations.
- c. Give rough estimates of numerical answers to problems before doing
- S1P1 - Students will investigate light and sound.
- c. Investigate how vibrations produce sounds.
- d. Differentiate between various sounds in terms of (pitch) high or low and
(volume) loud or soft.
Social Studies Standards Omitted?
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: How can a conflict be solved while maintaining a good
relationship?
Engagement:
- E1 Experiencing the Masterwork: “The Grasshopper and the Ant” by Aesop
http://www.dltk-teach.com/fables/grasshopper/index.htm
- E2 Engagement Strategies
Character Word: Cooperation
Arts Based Strategy: Movement Variation
Math Center
Students will solve given word problems. They will use manipulatives to "act out" or demonstrate the
problem.
Science Center:
The students will research ants and grasshoppers and find ways that they are alike and different. Students
will decide and write a paragraph about which creature they would like to be and give 3 details telling
their decision.
Social Studies Center:
The students will explore books and other resources to find ways different countries
solve conflicts.
Focus Statement:
Gaining Original Creations:
The students will create a drama to show their solutions to the conflicts given.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• Situation cards
• Paper/penal
• props
Procedure:
After discussing different situations and the best way to solve them, the students will be given a
card that has a conflicting situation. Each group will be given the same situation and will have
to come up with their own way to solve the problem. Encourage students to use kind words and
think of the best solution.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: Our Earth
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Language Arts Standards:
- ELA1R3 - The students demonstrate the relationship between letters and letter
combinations of written words and the sounds of spoken words.
- g. Uses spelling patterns to recognize words.
- ELA1R6 - The student uses a variety of strategies to understand and gain meaning
from grade-level text.
- m. Recognizes and uses graphic features and graphic organizers to understand
text.
- ELA1W1 - The student begins to demonstrate competency in the writing process.
- f. Uses nouns (singular and plural) correctly.
- k. Begins to use a variety of resources (picture dictionaries, the Internet, and
books)and strategies to gather information to write about a topic.
Math Standards:
- M1N4 - Students will count collections of up to 100 objects by dividing them into
equal parts and represent the results using words, pictures, or diagrams.
- c. Identify, label, and relate fractions (halves and fourths) as equal parts of
whole using pictures and models.
Science Standards:
- S1P2 - Students will demonstrate effects of magnets on other magnets and other
objects.
- a. Demonstrate how magnets attract and repel.
- b. Identify common objects that are attracted to a magnet.
- c. Identify objects and materials (air, water, wood, paper, your hand, etc.)
that do not block magnetic force.
Social Studies Standards:
- SS1H2 - The student will read or listen to American Folktales and explain how they characterize our
national heritage.
- a. Identify John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan and Annie Oakley.
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: How are celebrations/holidays in Mexico related to ours?
Engagement:
- E1 Experiencing the Masterwork: “The Pinata” by Diego Rivera
- E2 Engagement Strategies
Character Word: Caring
Arts Based Strategy: Grid Drawing
A picture of a pinata with grid lines already drawn will be printed for each student. After modeling
how to look at a grid by focusing on each smaller section, the teacher will assign one or two squares to
each student. She will show how to use the squares to enlarge what they see. Each student will be given a
square piece of paper. They will draw their assigned picture. All the squares will be collected and put
together on a larger paper to form the pinata.
Math Center: How does time relate to the earth?
Students will learn WHY there are 24 hours during the day, 365 days in a year. Using a globe and a flash
light they will see why it is daylight on half of the earth and night on the other. Students will write in
a math journal to explain that the sun takes 24 hours to turn once that is how we measure a day. It
takes 365 of these days to go
once around the sun. This is how we measure a year.
Students can also take a stamp of a blank clock and tell me what time they do certain
activities.
Science Center: Students will experiment with magnets and discover natural forces.
Social Studies Center: Students will explore the stories of Johnny Appleseed, Davy Crockett, Paul
Bunyan and discuss how these legends helped the earth.
Focus Statement:
Gaining Original Creations:
Pinatas
Helping Reflection:
- Observation:
- Interpretation
-
Application / Prediction
Inquiry:
Materials:
• Paper bags
• Multiple colored tissue paper
• Construction paper
• String
• Bags of cheap candy
• Glue
• Scissors
Markers and crayons
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Fourth Marking Period
Instructional Unit Title: Special Friends
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Language Arts Standards:
- ELA1R3 - The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words.
- a. Automatically generates the sounds for all letters and letter patterns,
including long and short vowels.
- h. Applies learned phonics skills when reading and writing words, sentences,
and stories.
- ELA1R4 - The student demonstrates the ability to read orally with speed,
accuracy, and expression.
- d. Reads first-grade text at a target rate of 60 words correct per minute
- ELA1R5 - The student acquires and uses grade-level words to communicate
effectively
- c. Identifies words that are opposites (antonyms) or have similar meanings
(synonyms)
- EIA1W1 - The student begins to demonstrate competency in the writing process.
- h. Uses singular possessive pronouns
Math Standards:
Omitted?
Science Standards:
Omitted?
Social Studies Standards:
- SS1H2 - The student will read or listen to American Folktales and explain how they
characterize our national heritage.
- a. Identify John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan and Annie Oakley.
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: What will make the perfect friend?
Engagement:
- E1 Experiencing the Masterwork: “That’s What Friends are For” by Dianne
Warwick
- E2 Engagement Strategies
Character Word: Confidence
Arts Based Strategy: See/Hear/Feel
Listen to masterwork and complete a "see, hear, feel" activity.
Math Center:
Students will work collaboratively to create word problems. Students will use dye
cuts of ducks, cats, shapes, etc to formulate the problems.
Science Center:
Social Studies Center:
Students will use Storybook Deluxe (computer software). Students will write down
three qualities they look for in a friend.
Focus Statement:
Gaining Original Creations:
Students should use the available art materials to create a picture of a classmate and write three
special things about them. Students will then write these "special things" on paper chains and
display them around the room.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• books about friendship
• construction paper
• multicultural face dye cuts
• scissors
• glue
• paper chains
Procedure:
1. Students will read through books about friendships and explore characteristics
of good friends.
Each child will pull the name of a classmate from a name box. The students
will construct a picture of the person and list three special things about the
person.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Instructional Unit Title: We Can Do It!
Date:
Key Author(s): Diana Bert, Stephanie Cacciatore, Vanessa Horry, Leah Johnson, Andrea Stephens,
Shawn Stewart
Other Authors of this Unit:
E-mail Address: Vanessa.horry@savannah.Chatham.k12.ga.us or iteachoneofu@aol.com
School: Robert W. Gadsden Performing and Fine Arts Academy
Grade: First Grade
Key Standards, to be taught to mastery:
Language Arts Standards:
- ELA1R3 - The student demonstrates the relationship between letters and letter
combinations of written words and the sounds of spoken words.
- f. Reads words containing vowel digraphs and r-controlled vowels.
- ELA1W1 - The student begins to demonstrate competency in the writing process.
-c. Rereads writing to self and others, revises to add details, and edits to make
corrections.
- m. uses commas in a series of items
- ELA1LSV1 - The student uses oral and visual strategies to communicate.
- a. Follows three-part oral directions.
Math
Science Standards:
- S1CS6 Students will be familiar with the character of scientific knowledge and how it is
achieved. Students will recognize that:
- a. When a science investigation is done the way it was done before, we
expect to get a similar result.
- b. Science involves collecting data and testing hypothesis
- c. Scientists often repeat experiments multiple times, and subject their ideas
to criticism by other scientists who may disagree with them and do further
tests.
- d. All different kinds of people can be and are scientists.
Social Studies Standards:
Omitted?
Proposed Concept: Relationships
Broad Significant Question: What is a relationship?
Deepening Questions: What relationship does the moon have with stars and
darkness of night?
Engagement:
- E1 Experiencing the Masterwork: Artwork from “Papa Get the Moon for Me” by
Eric Carle
- E2 Engagement Strategies
Character Word: Self-Discipline
Art Based Strategy: See/Hear/Feel - Use cheese to represent phases of the moon The See/Hear/Feel is a
graphic organizer for listening and responding to music. It develops listening skills and symbolic
thinking and provides a quick and effective way to focus in on the sounds images, and emotions evoked
by a selection of music. Students will create a visual imagery; listen to music, and writing or charting,
creating kinesthetic imagery.
Math Center:
Students will use fractions to compare the phases of the moon (half, fourth) whole.
Science Center:
Students will make the phases of the moon and label the phases such as new moon, half moon, full moon.
Social Studies Center: Students will use the moon to see how each culture in the US, Canada, and Mexico
uses the moon for planting and harvesting crops.
Focus Statement:
Gaining Original Creations:
The "perfect moon" - Students will create the perfect moon using their choice of fabric and materials
to affect different textures. Students will use different shapes to show different phases of their moon.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Materials:
• Card board
• Sandpaper
• Sand
• Rice
• Scissors
• Glue
• Tissue paper
• Clay
• Construction paper
• Grit
Procedure: Students will view United video streaming at www.unitedstreaming.com to see the moon and
it's phases. Class will discuss the moon and what they have discovered from viewing.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
17. Instructional Unit Title: Mona Lisa
Date: April 24-May 2, 2006
Key Author(s): Michelle McCarley, Dionne LeJeune, Leslie Chenevert
Other Authors of this Unit:
E-mail Address: mlmc999@bellsouth.net
School: N.P. Moss Middle School
Grade: 6th (English Language Arts, Science, Social Studies, Math, Art- necessary
modifications will be included for inclusion students)
Key Standards, to be taught to mastery:
1a. Identify word meaning using a variety of strategies, including using context clues (e.g.,
definition, restatement, example, contrast) (ELA-1-M1)
1b.Identify word meaning using a variety of strategies, including using structural analysis (e.g.,
roots, affixes) (ELA-1-M1)
2. Identify common abbreviations, symbols, acronyms, and multiple-meaning words (ELA-1M1)
3. Develop specific vocabulary (e.g., scientific, content-specific, current events) for various
purposes (ELA-1-M1)
6a. Answer literal and inferential questions in oral and written responses about ideas and
information inn grade-appropriate texts (ELA-1-M3)
6b. Answer literal and inferential questions in oral and written responses about ideas and
information in grade-appropriate texts (ELA-1-M3)
6c. Answer literal and inferential questions in oral and written responses about ideas and
information in grade-appropriate texts, including speeches (ELA-1-M3)
7. Explain the connections between ideas and information in a variety of texts (e.g., journals,
technical specifications, advertisements) and real-life situations and other texts (ELA-1-M4)
8. Compare and contrast cultural characteristics (e.g., customs, traditions, viewpoints) found in
national, world, and multicultural literature (ELA-6-M1)
10b. Use knowledge of the distinctive characteristics to classify and interpret elements of various
genres, including nonfiction (e.g., newspaper articles, magazine articles) (ELA-6-M3)
11a. Demonstrate understanding of information in grade-appropriate texts using a variety of
strategies, including sequencing events and steps in a process (Ela-7-M1) (see ELA-1-M2)
11b. Demonstrate understanding of information in grade-appropriate texts using a variety if
strategies, including summarizing and paraphrasing information (Ela-7-M1) (see Ela-1-M2)
11c. Demonstrate understanding of information in grade-appropriate texts using a variety of
strategies , including identifying stated or implied main ideas and supporting details (ELA-7-M1)
(see ELA-1-M2)
11d. Demonstrate understanding of information in grade-appropriate texts using a variety of
strategies, including compare and contrasting literary elements and ideas (Ela-1-M1) (see ELA1-M2)
11e. Demonstrate understanding of information in grade-appropriate text using a variety of
strategies, including making simple inferences and drawing conclusions (ELA-7-M1)
12 Examine and explain the relationship between life experiences and texts to generate solutions
to problems
14 Analyze an author’s stated or implied purpose for writing (e.g., to explain, to entertain, to
persuade, to inform, to express personal attitudes or beliefs) (ELA-7-M3)
16a. Analyze grade-appropriate print and nonprint texts using various reasoning skills, including
identifying cause-effect relationships (ELA-7-M4)
16c. Analyze grade-appropriate print and nonprint texts using various reasoning skills, including
reasoning inductively and deductively (ELA-7-M4)
16f. Analyze grade-appropriate print and nonprint texts using various reasoning skills, including
distinguishing facts from opinions and probability (ELA-7-M4)
18 Organize individual paragraphs with topic sentences, relevant elaboration, and concluding
sentences
19a. Develop grade-appropriate compositions on student-or teacher-selected topics that include
word choices (diction) appropriate to the identified audience and/or purpose (ELA-2-M2)
19b. Develop grade-appropriate compositions on student-or-teacher –selected topics that include
vocabulary selected to clarify meaning, create images, and set a tone (ELA-2-M2)
19c. Develop grade appropriate compositions on student-or-teacher-selected topics that include
information/ideas selected to engage the interest of the reader (ELA-2-M2)
19d. Develop grade-appropriate compositions on student-or-teacher-selected topics that include
clear voice (individual personality) (ELA-2-M2)
24a.Write for various purposes, including business letters that include a heading, inside address,
salutation, body, and signature (ELA-2-M6)
24b.Write for various purposes, including evaluations, supported with facts and opinions, of
newspaper/magazine articles and editorial cartoons (ELA-2-M6)
25b. Use standard English punctuation, including colons after salutation in business letters
(ELA-3-M2)
26 Capitalize names of companies, buildings, monuments, and geographical names (ELA-30M2)
29 Spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g.,
roots and affixes) correctly (ELA-3-M5)
30 Use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find
correct spellings (ELA-3-M5)
33 Follow procedures (e.g., read, question, write a response, form groups) from detailed oral
instructions (ELA-4-M2)
37b. Demonstrate active listening strategies for various purposes, including, summarizing the
main points of a speaker’s message, including supporting details and their significance (ELA-4M4)
39d. Evaluate media for various purposes, including background information (ELA-4-M5)
39f. Evaluate media for various purposes, including sequence of ideas and organization (ELA-4M5)
40a. Participate in group and panel discussions, including explaining the effectiveness and
dynamics of group process (ELA-4-M6)
40b. Participate in group and panel discussions, including applying agreed-upon rules for formal
and informal discussions (ELA-4-M6)
40c. Participate in group and panel discussions, including assuming a variety of roles (e.g.,
facilitator, recorder, leader, listener) (ELA-4-M6)
41a. Locate and select information using organizational features of grade-appropriate resources,
including complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures,
map legends, prefaces, appendices) (ELA-5-M1)
41b. Locate and select information using organizational features of grade-appropriate resources,
including electronic storage devices (e.g., CD-ROMS, diskettes, software, drives) (ELA-5-M1)
42a. Locate and integrate information form grade-appropriate resources, including frequently
accessed and bookmarked Web addresses (ELA-5-M1)
42c. Locate and integrate information from grade-appropriate resources, including other media
sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2)
46 Use word processing and/or other technology to draft, revise, and publish a variety of works,
including compositions, investigative reports, and business letters (ELA-5-M4)
48 Interpret information from a variety of graphic organizers, including timelines, charts,
schedules, tables, diagrams, and maps in grade appropriate sources (ELA-5-M6)
Proposed Concept: Change
Broad Significant Question:
What causes change? Changes in our beliefs? Changes in our values? Changes within our
culture (art, beauty, literature, etc.)?
Deepening Questions:
1. What was the structure of drama back in the 1600’s?
2. How does today’s teleplay differ from the drama structure of the 1600’s? What has
caused this change?
3. What are some different ways that people may be affected by drama?
Engagement:
-
E1 Experiencing the Masterwork: Mona Lisa by Leonardo DaVinci
Supplemental Masterworks: various works other that the Mona Lisa by Leonarda da
Vinci and various works by Pablo Picasso
- E2 Engagement Strategies
Day 1
A power point presentation will be used for this segment with the painting and the
questions that follow:
1. Examine the painting. What is the painting of? What is the title of the painting?
Who is the artist? What background knowledge do you have of this painting
and/or artist?
2. Describe what you see in the painting.
3. What do you think the subject in the painting is looking at that is making her
smile?
4. If you could guess, what is the subject in the painting thinking?
5. What is the mood of the painting? Support your answer with specific details?
Day 2
Mrs. White, the visual arts teacher, will present the information to all students on Pablo
Picasso, cubism, and texture. This information will be needed for students to fully
benefit from Inquiry Center #1.
Focus Statement:
What has caused change in each of the following areas:
ELA- How has literature, particularly drama, changed from 1600 to present day?
Math- Does changing proportion alter an image?
Science- How do oil spills change/effect our environment?
Social Studies- How did Europe change socially, politically, and economically because of the
Renaissance?
Art- How would various masterpieces, such as the Mona Lisa, changed if created by other artists,
such as Picasso?
Gaining Original Creations:
Students will be allowed to choose one of the following options.
1. Based on your experience and the information you gained in the Inquiry Centers, create a
free verse poem of at least 10 lines. This poem must include at least two of the
following: simile, metaphor, personification
2. Use any of the materials provided, create a self-portrait
3. Create a tableau pretending that you are either Mona Lisa, da Vinci, or Shakespeare
Helping Reflection:
- Observation:
1. After studying the unit, how has literature changed over the course of the last 400 years?
2. How do you think literature will change over the next decade? Why do you believe this?
3. What does “beauty” mean to you now?
4. Look back at your original definition of beauty. How has it changed? What influenced
this change in your belief?
- Interpretation
- Application / Prediction
Individual booklets of all student work from the subject areas.
Inquiry:
- I1 Inquiry Center #1: Brainstorm prior knowledge of dramas in the 1600’s and
modern day drama; organize notes into a Venn diagram; supplement knowledge by
doing some basic group research on the Internet and in the encyclopedias on the two
topics. Each group will present their findings to the whole class and the factual
information will be added to the Venn diagram.
- I2 Inquiry Center #2: Da Vinci/Picasso Inquiry Center- based on power point
presentations on the two artists with examples of their work, compare and contrast the
artists and their work using a Venn diagram; supplemental books with photos of
paintings and information about the authors may be used.
-
-
I3 Inquiry Center #3: If Pablo Picasso had created the Mona Lisa, how would the
painting have looked? Using the materials provided, create a version of Mona Lisa as
if Picasso had created it. How does your cubism version of the Mona Lisa differ from
the original? Why did you choose to make these changes?
I4 Inquiry Center #4: Bridge into Macbeth by William Shakespeare center.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
17. Instructional Unit Title: Mona Lisa
Date: April 24, 2006
Key Author(s): Michelle McCarley, Dionne LeJeune, Leslie Chenevert
Other Authors of this Unit:
E-mail Address: mlmc999@bellsouth.net
School: N.P. Moss Middle School, 805 Teurlings Street, Lafayette, LA, 70501 (Lafayette Parish
School System)
Grade: 6th (Math- Inclusion)
Key Standards, to be taught to mastery:
23. Identify and select appropriate units to measure area (M-3-M)
25 Relate plyhedra to their 2-dimensional shapes by drawing or sketching their faces (G-2-M)
(G-4-M)
27. Make and test predictions regarding tessellations with geometric shapes (G-3-M)
28. Use a rectangular grid and ordered pairs to plot simple shapes and find horizontal and
vertical lengths and area (G-6-M)
38. Describe patterns in sequences of arithmetic and geometric growth and now-next
relationships (i.e., growth patterns where the next term is dependent on the present term) with
numbers and figures (P-3-M) (A-4-M)
Unit Goals:
I.
II.
III.
IV.
Students will use multiplication and division to relate to proportionate
drawings.
Students will use different size grids to increase individual photo of a person.
Students will discover how artists use multiplication, division, and proportion
in their works of arts.
Students will list other uses of multiplication, division, and proportion in their
jobs and/or daily lives.
Proposed Concept: Change
Broad Significant Question: How can change affect our daily lives?
Deepening Questions:
1.Did DaVinci use proportion (multiplication or division) to increase or decrease the size of
items in his paintings?
2.Why is it important to use one size square to increase or decrease the photo?
3.What would happen if the squares were different sizes?
4.How do artists use multiplication, division, and proportion in their works of art?
5.Who else uses these skills in their jobs/lives daily?
6.Why is it important to not only have these skills, but maintain the skills?
Engagement:
- E1 Experiencing the Masterwork: Mona Lisa by Leonardo DaVinci (see picture
above)
Supplemental Masterworks:
The Pyramid of Pei (Day)
The Eiffel Tower
The Louvre
- E2 Engagement Strategies
Powerpoint presentation
Inquiry Center 1- Experience
Objectives:
I.
Students will meet in the cafeteria so they can be introduced into the large
concept of change.
II.
Students will be given the opportunity to see the Mona Lisa.
III.
Students will answer questions regarding the painting’s mood, setting, beauty,
etc.
IV.
Students will be given examples of real life situations.
V.
Students will be introduced to the Louvre museum.
VI.
Students will participate in a quick sketch of two models; a teacher and a
student.
VII. Students will increase the proportion of four (4) different shapes.
Materials:
Power Point
Poster of what is considered to be beautiful in today’s society
Easel
Pictures of the Mona Lisa, coal, coal products, oil, oil refineries, oil spills
Loose leaf paper (for note taking and journaling)
Copy paper (for quick sketch)
Grid paper with larger size grids
Deepening Questions:
1. Why is it important to use one size squares to increase or decrease the shapes?
2. What would happen if the squares were different sizes?
3. Do you look at one square at a time or the big picture at once?
Procedures:
1. Students will be brought to the cafeteria.
2. A Power Point will be shown to the students.
3. There will be intervals where questions will be posed to the students and the
students will either answer verbally or journal these answers.
4. A discussion will be held on society’s view s of what beauty is. For example,
Mona Lisa’s beauty v. Beyonce’s beauty, etc. The mood and setting of the portrait
will also be discussed.
5. The environmental changes of oil, oil production, oil spills, will be touched upon.
6. The different forms of coal will be shown and discussed.
7. The students will return to their homerooms after lunch.
8. During this time the students will review the basic steps of the division problems
using a Power Point presentation.
9. They will work a few problems and homework will be given from this section of
today’s work.
10. The students will be introduced to proportions. They will be given examples.
After the examples are given, grid paper with and without shapes will be given to
the students.
11. The students will increase the proportions of these four shapes.
Focus Statement: Change does not only include change, but it also includes change of societal
values and views.
Gaining Original Creations:
Inquiry Center #3
Objectives:
I.
Students will increase the proportion of a photo of either themselves or
a photo of a famous person such as Dr. Martin Luther King Jr.
II.
Students will use materials given to them to determine the method of
increasing the proportion of the picture.
III.
Students will become a master of division and multiplication.
Materials
Photo (of a student or famous person)
Transparency of a centimeter grid
One inch to two inch grid paper
Colors
Border for frame
Deepening Questions:
1. Who uses multiplication and division in their daily lives?
2. Why is it important to have this knowledge?
3. When can you now how to increase or decrease an item to be beneficial in a person’s
life/career?
Procedures:
1. The homework form the previous night will be discussed.
2. In this lesson multiplication and division must be included. Example of inclusion may
look like…this photo has been increased by 2 times the original. What odes this mean?
This shape has been decreased 3 times of the original. What does this mean?
3. Once the above activity has been completed, the students will begin creating their own
proportionate drawing.
4. The students will use a photo they either brought form home or one they were given in
class.
5. A will be placed on top of the photo. The students will use large grid paper to increase
the proportion of their own photo.
6. They will again be instructed to look at each individual square as one and not the picture
as a whole. Continue enlargement of a photo.
7. If students complete this photo enlargement, there will be other shapes to increase. These
items will be other items created by Da Vinci, or items which are related to the Mona
Lisa such as Le Louver, the Renaissance Period, the Eiffel Tower, etc.
Helping Reflection:
Inquiry Center #4
Objectives:



Students will complete the proportionate drawing
Students will reflect on the week’s work and complete
questions regarding proportions.
Students will create a portfolio.
Materials:
Pencil
Paper
Construction Paper
Yarn
Folder
- Observation:
Procedures:
 Check homework.
 Begin answering questions regarding creating the enlargement.
o What do you perceive as the hardest part of creating
your own enlargement?
o What did you perceive as the hardest part of creating
your own enlargement?
o How do you think this creation of yourself can assist
you in becoming a better artist?
o What is important to know when working with
proportions?
-
o Are proportions only used in art work? Where else can
proportions be used?
 Create portfolio with construction paper and yarn or folder brought in
by students.
 Put creations inside the portfolio and bring to next class to put all
creations inside the portfolio.
Interpretation
Application / Prediction
Inquiry:
These activities will be center based.
- I1 Inquiry Center #1: Experience
- I2 Inquiry Center #2:
Objective:
I.
The students will increase a photo of a flower from 1 centimeter
grid paper to 1 inch grid paper.
Materials:
Centimeter grid paper with flower photo (drawing)
Inch grid paper
Pencil
Mona Lisa (coloring by numbers)
Pictures of the Louvre
Pictures of the glass pyramid
Deepening Questions:
1. Do you believe that artists can use the method of proportions in their portraits?
Procedures:
1. Homework form the previous night will be checked and discussed.
2. The class will continue its work on division problems. The division of today will
eventually lead to problems with 2 digit divisors with a 4 digit dividend. (Today will
be one digit divisor.)
3. Once this is completed, we will return to work on proportions.
4. We will review what was discussed on Monday.
5. A quiz will be given on the Power Point.
6. Pictures of the Mona Lisa, the Louvre, and the glass pyramid will be shown to the
classes.
7. A sheet with a drawing with a flower will be distributed to the students. This drawing
is created on centimeter grid paper.
8. Next, a sheet of grid paper measuring 15” by 13” will be distributed to the students.
9. The students will again be instructed to look at each individual square at a time, not
the picture as a whole.
10. The students will be allotted enough time to recreate the flower drawing on the larger
grid paper.
11. When the students have completed this, they will be allowed to color their flowers
and post them on the outer walls of our class for the public viewing of their creations.
12. After this creation is complete, the students will be directed back to the division
problems we were working on before. They will be assigned a set of problems to
work for homework.
13. They may be given a picture of a Mona Lisa with multiplication and division
problems on it to be completed by the end of the week.
I3 Inquiry Center #3: Create
I4 Inquiry Center #4: Reflect
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
18. Instructional Unit Title: Our Neighbors in Space
Date: 7-26-04 through 7-29-04
Key Authors: Deb Vail, Linda Walker, Mary Post, Linda Serangeli, Amy Lyon, Dawn Dillivan,
Ashley Cooprider Additional group members: Cindy Hoeksema, Vicki Phipps, Barb Rice, and Kristy
Skoglund
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
Proposed Concept: Relationships
Broad Significant Question: How do relationships affect our lives?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork: Georges Seurate's "Sunday Afternoon...?... in the
Park"
- E2 Engagement Strategies
It was decided that we will begin our science unit on space by teaching students some basic
background knowledge before beginning our inquiry centers. We will also incorporate research
reports during our regular writing time. An exciting field trip was discussed to the Art Institute
of Chicago to view the masterwork. This will depend on funding availability.
Our unit will include five inquiry centers. Each inquiry center will be led by one of the classroom
teachers, however, the entire group will work together in the development of these centers.
Classroom teachers will be responsible for the final draft of their designated center. They are to
make certain the special teacher's talents are utilized in the development of the unit and that these
teachers feel a part of the group. To facilitate creation of each of these inquiry centers it was
decided that teachers should work primarily with their teaching partners at their own school.
Focus Statement: We are part of a vast, interrelated universe.
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Constellations:
Art-"Starry Night" by Van £ogh MusicTwinkle, Twinkle*
"Follow the Drinking Gourd"- African American Spirtual (possibly
involve violinists.)
Questions:
1. What is a constellation? -"'
2. Why do they have names?
Creative activity with making own constellations (maybe black paper,
pins)
Moon and Earth/ Gravity:
*6alileo telescope
*Picture of Earth form moon
poke holes with
Questions:
1. What is the relationship between the Earth and the moon?
2. How does gravity effect our lives?.This inquiry center will incorporate district curriculum on the phases of the moon-page 29
in WDM teacher's guide. Ocean tides and gravity-page 39 in WDM
teacher's guide
Poem-page 45 in WDM teacher's guide
We had a lively discussion on how much gravity was actually on the moon. After some
research, (by Dr. Davis) it was discovered that the moon has 1/6 of the earth's gravity.
Original creation options were discussed-Art
Pixels-maybe in art class Weaving
Universe/constellations
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
19. Instructional Unit Title: People, People Everywhere-Get Off the Roads!
Date: 09/26/1999
Key Author(s): Joanna Poynton, Debbie Scamihorn, Smitha Middle
Other Authors of this Unit:
E-mail Address: debbiescamihorn @ mindspring.com
School:
Grade: 6-8 (Language Arts, Social Studies)
Key Standards, to be taught to mastery:
Students will:
-understand systems that affect the future -have a deep understanding of complex environmental,
economic, and social systems
-understand connections -comprehend the importance of the interconnectedness of these systems
in the sustainable world
-understand multiple perspectives –respects the diversity of points of view and interpretations of
these complex issues from cultural, ethnic, religious, and intergenerational perspectives
-build systems thinking capabilities –understand cause and effect, change over time, strategic
planning, “what-if analysis”, leverage points
analyze problem scenario associated with urban sprawl
-make predictions about the effects of population explosions
form enlightened opinions as to possible solutions (specifically, how they can help deter the ills of urban
sprawl
Proposed Concept:
Broad Significant Question: Why is it taking so long for me to get where I am going?
Deepening Questions:
1. How can I find out about the population change in my area?
2. How has my area changed in population?
3. What did my community look like 50 years ago?
4. How did the population increase affect the number of cars on the road?
5. How should our community grow and what are the limits for our growth?
6. How do transportation decisions affect the quality of life in a community?
7. How does the increased population affect my travel time?
8. What are the causes of transportation problems, who affects these problems, and in
what ways?
9. How do transportation decisions affect air quality and the future quality of our
children and grandchildren?
10. What are some alternative solutions to transportation issues that negatively affect the
quality of us?
11. How can I cut down on my travel time?
12. Where do people in our community live and why do they live there?
13. Why do I need to worry about the population growth in my community?
14. How should our community grow and how can we ensure a sustainable future
(particularly in the population growth and too many cars on the road)?
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
Classroom Preparation
- Prepare bookmarks for students’ Internet research
- Collect magazine and newspaper clippings on the topic of transportation problems and
urban sprawl
- Assign students to groups before class time and devise a plan for positioning them
when they enter the classroom (chart by the door or chart on overhead, or number
desks and give students their numbers as they enter.) Have desks set up in clusters
for appropriate grouping.
- Obtain copies of historical maps of the area being studied ahead of time (Chamber of
Commerce, Historical Societies, Libraries, etc.)
- Don’t forget to book the computer lab way in advance.
- Might want to line up parent volunteers for the counting cars lesson.
- Prepare a Power Point presentation for Lesson “Car Dealers Do More than Sell Cars”
prior to class.
- Have a procedure fro distributing and collecting student journals kept in the
classroom.
- Prior to the stations lesson, design and set up 10 workstations. Have computers up
and running for designated programs. Prepare 10 accordion file folders for each class
to serve as permanent containers for group work. Prepare group response sheets and
instruction sheets for each station.
- Have students set up with e-mail pen pals from another school.
- Videotape an interview with a traffic engineer or an environmental engineer/advocate
prior to the lesson assigning interview project.
Learner Preparation
- If necessary, review with the students the rules for brainstorming, such as there are no
wrong answers and all answers are correct.
- A review of map skills should be necessary.
- Students (and teacher) should already have been trained in using Microsoft Word,
Power Point, Clarisworks Spreadsheet, Hyperstudio, and Sim City software prior to
using the Internet and electronic mail.
- Students (and teacher) should already be trained for using the Internet and electronic
mail.
- A writing assessment (perhaps portfolio assessment with checklists or rubrics) routine
should already be familiar and utilized by students and teacher. Journal entries might
be graded by 3-point scale such as Clarity and Voice. 100 for all; minus 10 for each
area not covered.
- Students should already be familiar with the double-entry journal style of writing.
- Research the effects of the ozone layer and the harm from overexposure to the sun
prior to this unit.
- Students should have a working knowledge of satire as it is used in political cartoons
prior to this lesson.
-
Students should be told in advance to bring in their completed storyboards, interview
notes, and extras (photographs, music, etc.) to be incorporated into their Hyperstudio
slide show when they go to the computer lab.
- Have plenty of computer disks.
Other tips:
- If there is any objection to drawing a map from home to school, then have students
create a map the area around the school.
- Stations Lesson: Students ten to take their group work more seriously when they
know that they are being held accountable for their work. Clarify for them how they
will be graded (Workstations Rubric, group responses, research and journal entries).
Also let them know that students will be randomly called upon at the end of each
session to share accomplishments. Having more stations than groups allows for
flexibility in the moving of grouping students. Students do not have to move in any
order. When everyone in a group is finished, they could tell the teacher by everyone
simultaneously raising their hand (to distinguish from having a question). Every
group has nowhere to go because they have already done the stations that are open,
there is so much to do. Students should take that writing time to write in their
journals voicing their opinion on any person who presented at that station or any other
stations visited.
- The videotape of the interview would be more beneficial if it was short enough to
show twice. Once for the overall effect an once again to identify effective practices in
interviewing.
Technology needed:
- Microsoft Word, Power Point, Hyperstudio, Inspiration, Clarisworks spreadsheet, and
Sin City software.
- 5 computers in classroom with printing capability is ideal but can be adapted to other
situations.
- Scan converter to display computer programs on TV or LDC projector.
- Access to Internet.
Focus Statement:
Gaining Original Creations: Scrapbook from center 8
Helping Reflection: embedded in centers
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Teaching Procedure
1. Language Arts: Give Me Some Elbow Room
50 minutes- Administer pre-test
Hook: Have students think about some time that they have drawn/constructed maps of their
neighborhoods (perhaps to show a friend how to get the their house, etc). Tell students that they will
have an opportunity to use those skills in another activity (different format) today.
Introduction: Assign students to 8 groups (3 or 4 students per group). Once students are
grouped, tell them to elect the following roles: Reader, Facilitator, Supplies Person, and Recorder.
Activity: Hand out one School Function Instruction sheet to each group. Initially, provide only the
following instructions: "Begin by having the Reader for the group read the
Instruction Sheet. Follow the instructions exactly. There should be no questions as I have
no further information that I may give you at this time. You have 15 minutes to complete the
task outlined on your Task Sheet." It is important that you only give each group one sheet
of drawing paper and one pencil. No further materials are allowed throughout the entire
activity.
After the groups have worked for about 5 minutes, stop them, and say, "This really needs be a
consolidated effort, so I would like for these 4 groups (pointing to half of the room) diagram per
group (newly formed group) representing the route to pick every member of the entire group (which
has just increased in size). Be prepared to deal with chaos and protest from students that “It’s not
fair.”
After about 5 more minutes, once again, stop the groups, and insist that 4 groups merge into one
whole-class group. Remember: No further materials are allowed.
After 5 minutes, ask the students to stop and return to their individually assigned seats (moving back
their desks as needed.)
Lead a whole-class discussion directed first at describing the groups’ experiences, and at
determining how the students worked toward overcoming the overcrowding experiences. Here are
some sample guiding questions:









Did your task become more difficult as the groups became larger and more compacted?
How so?
How did the crowding together make you feel?
Was there a difference between attitudes of people who were joined by others compared
with the attitudes of people who did all the actual moving (joined others)?
How did they compare?
How were the group roles merged?
Did some people give up?
How did frustration levels differ?
Did everyone have an equal voice?
Was shortage of supplies a problem?
Conclusion: After about 10 minutes of discussion, lead the discussion toward an
analogous situation: How might this experience relate to sudden population growth within the
community? Is population growth always bad or always good? What's good about population
growth? What's bad?
Sample Points to Make:
Leaders spring up to take charge. A period of chaos is usually the case until a plan of strategy is
made. Overpopulation causes frustration and a shortage of resources. Solutions require patience,
strategic planning, and alternative actions (sometimes requiring trial and error).
Assessment: Informal observation. The closing discussion should provide insight into the students’
understanding of the lesson’s goals. The experience itself is the real teaching topic in today’s
lesson.
Homework: Students will need to do the following two tasks to prepare for future lessons.
1. Provide students with Travel Log form and ask them to keep track of their time on the road
for one week. They should not count walking or biking, but when they ride in any motor
vehicle (car, bus, motorcycle, etc.), record the trip on the log. The log will show where they
go, how long it takes to get there at different times of the day and different times of the
week. Tell students the log will be a tool to help them assess why it may take so long to go
where they want to go.
2. Ask students to bring in newspapers and magazines that may be cut up. They will be using
these in an artwork activity for the next class.
2. Social Studies: Mapping My Community
180 min.
Hook: Brainstorm with students the different items that would be found on a map of their
community. Record these items and have the students copy them in their notebooks.
Intro: Distribute the Map Rubric and explain the assignment.
Activity: Follow the guidelines set forth in the Student Activity 1. Students will draw a map of
the route they take from home to school, using the Map Rubric as a guide for the project's
expectations.
Assessment: Class participation during brainstorming. Map Rubric.
3. Social Studies: The Old and New of _______ County
90 min.
Hook: Ask students, "Does anyone remember what this area looked like before our school was
built?" (If school is a very old building, choose another relatively new building, park, road in the
area.) Discuss why the area has changed. Elicit responses and elaborate on responses that associate
with population. Relate these responses to economics, environment and the quality of life. Relate the
building of houses, etc. to overcrowding (similar to the activity in language arts class). Relate also to
the maps of their neighborhood and discuss well-designed community.
Introduction: Assign students to cooperative groups of 2 to 4 people, depending on how many
maps/computers are at your disposal.
Activity: Following the guidelines in Student Activity 2, students will compare historical maps with
present-day maps of the same area.
Conclusion: Students will complete a Reflective Journal entry. Assessment:
Group Observation Rubric and Reflective Journal
Assessment: Class participation during brainstorming. Map Rubric.
4. Language Arts: Traffic Surfing on the Web
90 minutes
Introduction: Remind students, “In your Social Studies classes, you examined how your
community’s building and roads have changed over time. Today in Language Arts, we’re going to
look at how the traffic has changed.”
Hook: Using Inspiration software and a converter to project onto TC screen, guide students in
brainstorming by mind-mapping the sounds and movements the students imagine in traffic. Then
tell students to imagine that they are actually out on the road listening to traffic. Play an audio tape
of traffic sounds in the left-hand column of their double-entry journal. Play the brief tape a second
time. This time ask students to record phrases in the right-hand column of their journal that
indicate what they imagine they would see if they were observing this traffic jam. Have students
share responses. Before moving students into the next activity, explain that we are in search of the
underlying causes for people (including themselves) to feel compelled to get out on the road as
often as they do. Remind students how they learned about the addition of roads in their social
studies class.
Activity: While listening to soft instrumental music, students will individually work at their seats
to search newspaper and magazine articles (or use the ones they brought in) to find textual,
pictorial, or even symbolic references to issues such as: population explosion and expansion of
small communities, traffic problems, reasons for getting out on the road, Americans’ love for cars,
car pools, exhaust fumes, etc. When students find things that fit the unit’s theme, “People, People,
Everywhere”, they will cut them out and eventually paste them together in a collage on large
construction paper. When they are finished, the collage (with no blank construction paper
showing) should be glued to a mural (butcher paper) in the room. When completed, the entire
mural should be one large collage.
During the seatwork, groups of 5 students (depending on number of computers in the classroom)
will take a 15 minute-turn “surfing the net” collecting noted from web sites specifically identified
and connected with the unit’ theme. (It is best to only allow students to use sites previously bookmarked by the teacher.) Students will record their findings from the Internet searches on the Web
Site Notes Worksheet.
Conclusion: Instruct students to write journals entries on the Mural of Collages. Each week
students should have 3 entries describing the symbolism represented by a single picture (or section)
of the mural.
Also, show students a bulletin board (or wall area in the classroom) called the Awareness Board.
This will be an ongoing posting location where the teacher and students may post any article
pertaining to our unit’s theme. Advise students that they should be particularly aware of articles
related to exhaust fumes causing air pollution. Challenge students to find out about the ozone
layer. What is it? Why is it important to us? How can we protect it? How do we harm it?
Assessment: Journal entries, and Web Site Learning Log Notesheets
5. Language Arts: Car Dealers Do More than Sell Ca r
110 min.
Introduction: Say to the students, “Just as you learned the need for more and better roadways in
Social Studies class, we now want to look at ways in which the number of cars, types of cars,
and amount of exhaust fumes can be better controlled in a growing population. We will look at
the way we handled transportation in the past, examine our current use of automobiles, and
then set realistic yet productive goals for a sustainable future with a better quality of life.”
(The remainder of this step would be best accomplished by taking students to a computer lab.)
Hook: Show a brief interactive PowerPoint presentation, Car dealers, regarding the relationship
between car sales, traffic, and air pollution from the exhaust fumes from cars. The slide show
will also include a definition of the ozone layer, along with examples of how it can be damaged
and how it affects us. The slide show should stimulate the following questions:





Does an increase in car sales necessarily indicate an increase in population? –How
might the models/style of cars indicate the needs of drivers?
Do these needs always reflect what’s good for the community?
How might the models/styles of cars affect the air quality of our roadways? –What age
group buys most of the cars? -Who then is our target audience in promoting smaller
and more fuel-efficient and environmentally-safe automobiles? -How might we
encourage fewer cars on the road?
How might we heighten the awareness of gas fumes affecting our air quality?
Finally, what might happen if the ozone layer was severely depleted?
Activity: Using the Student Activity 3 students will write a business latter to a car dealer asking
questions in an effort to determine the relationship between car sales and our environment.
Students will follow the Sample Business Letter as a guide for the proper format and will write
business letters to car dealers requesting pertinent information about the choice and use of cars.
Assessment: Business letters will be graded by the Bus. Ltr. Rubric.
6. Social Studies: Counting Cars
90 min.
Introduction: Say to students, “Just as you have been gathering information in Language Arts
class (searching the Internet for information on problems related to too many cars on the road
and writing business letters to car dealerships asking how they make their decision), we will be
gathering information in Social Studies as well. We will try to determine how scientists gather
information and apply tat information to a task. Then we go a step further and learn how to
interpret the information we have gathered.”
Hook: Have students brainstorm responses to the following questions:





How do scientist find out how many people or cars travel in a certain area? (They count
them.)
How do they go abut counting them? (They create an observational tool.)
What items would be on the Observational tool?
What is the definition of each of these items?
Once the observational tool has been developed, what happens then?
Activity: Students create an observational tool to answer the questions in the Hook. Part of the
emphasis in this lesson is to allow students the opportunity to think for themselves and to devise
through team collaboration the best way to complete a specified task.
Group students into teams of 2 or 3. One student will keep track of the time and the other student
will count. Then record the number of cars, which go past the school. If a team has 3, then he
third member can be the recorder.
Take the students to the front of the school (or wherever they can observe traffic). Students will
count the number of cars that travel that road (and any other pertinent information they will
observe.) If possible, involve parents in this exercise to help monitor the students.
Students share their findings with the rest of the class. (The results of each class is later merged
into a master survey.)
In a later class, students will take the master survey and compile the information on a chart using a
spreadsheet (such as Clarisworks software).
Conclusion: Students will respond in their journals to the following question: -What does all this
mean to me?
Assessment: Spreadsheet chart
7. Social Studies: Trendsetters
90 min.
Hook: Look again at some of the neighborhood maps drawn by students. Discuss with them
any of the changes they noticed that have taken place over the last 20 years in their
neighborhoods. Help students to understand that the growth in their communities is directly
related to the increase in the number of roads. Relate how “crowded” the recent maps look
compared with earlier maps. Discuss how the increase in roads was supposed to help alleviate
the traffic problem. Ask the question, “Has it really done so?”
Introduction: Tell students that they will be looking at the changes that have taken place over
several years in order to predict what the area will look like if those trends continue to take
place. Today they will use Internet sources to look at the changes in population for their own
country within the past 20 years.
Activity: Students form cooperative groups of 4 to 5 students. Students decide on roles for
each member of the group. Recorder, Reviewer, Reader/Organizer, Computer Expert.
Students use sites (already bookmarked by the teacher) on the Internet to access information
relating to changes in the population of their country.
Later, have the students take their notes from the Internet research and input the data into
Clarisworks spreadsheet (or some other spreadsheet software).
Finally, have the students write captions explaining their graphics.
Conclusion: Have students develop further driving questions using the information gathered on
population trends from their Internet searches and their study of historical maps. Have each
group write 3 to 5 questions that they would like to have answered based on what they have
learned. Each group should share with the rest of the class. From this sharing, a class set of
questions should be developed. Record these questions on a chart and keep them posted in the
room. At the end of this unit, go back to these questions and see if they have been answered.
Note: Students should be demonstrating good citizenship skills ad they listen and accept
responses and opinions of other students. The skill of consensus building will be taught when
the class list of questions is agreed upon.
Reflections Journal: Students answer the prompt: What do you think the population will be like
in 50 years? Describe and tell why you think so?
Assessment: Graphs/charts, Reflective Journals, Question Sheets
8. Language Arts: With people, people everywhere, what might be in our future?
90 min.
Introduction: Take time to review the ongoing Awareness Board. Discuss what students have
identified so far as negative effects of too many cars on the road and positive effects. Remind
students how they have used their research to make predictions about future population trends.
Project: Assign a scrapbook to reflect the same types of issues that the Awareness Board
covers. Hand out the Scrapbook Rubric and explain the criteria involved.
Hook: Using Inspiration software in whole class instruction, brainstorm how these same
negative influences can affect future generations.
Activity: Have students silently read “The Sand Castle” (Villanueva, 1997). As students read,
they should take notes on anything of interest in the left-hand column of their double entryjournal. After students have read, lead a discussion on whether the sand castle might be a
symbol for something else that is far more important to Masha. Allow time for questions,
concepts, or vocabulary words or terms that students did not understand. Allow time for
students to respond in the right-hand column of their double-entry journals.
Closure: Ask students if they feel that overpopulation .too many cars on the road could
contribute to such disastrous consequences? If so, how? How might we prevent such a
disaster from happening?
Assessment: Journal entry
9. 450 min.
Introduction: Tell students, “Now that we’ve gathered information about sudden population
growth and transportation problems, it’s time to explore some possible solutions to these
problems. We’re going to use our multiple intelligences to achieve this goal.
Activity: Assign students to groups of 3 and instruct them to stay within this group as they
progress through the work stations set up for the next few days. Assign (or let students choose)
group roles: Facilitator, Reader, Speaker, and Recorder.
The Reader is responsible for reading the directions (to the group members) at each station.
The Recorder records group responses, but students should understand that some stations
require Individual journal entries (for which the Recorder would not write.) The Speaker orally
reports for the group or presents any questions or concerns to the teacher as needed. The
Facilitator works to keep the group on task, cooperating appropriately, and allowing equal
voice to all group responses. Each group member should carry his or her journal to each
station, and use as directed. Each station has a copy of group job descriptions and successful
cooperative group work: Group Jobs and Tips.
There are 10 stations: Station 1- Linguistics- Voicing Concerns through Letter Writing:
Students will write a political figure in their community asking questions (what has been done
in the past and what are the plans for the future), and make suggestions (drawing from ideas
learned about in this unit: tolls on busy roads at peak traffic times, insurance paid according to
gas usage, car pooling incentives such as HOV lanes, electric cars and other energy saving
devices and measures to cut back pollution form car exhaust fumes, etc.) Students will be
voicing their concerns and opinions. Station 1 Instructions
Station 2- Interpersonal- Inspiration Brainstorming Car Pooling: Group member will use
Inspiration software to create a web diagram illustrating a variety of multiple perspectives on
the issue of carpooling versus single-occupant driving. Students will want to reflect upon the
lessons learned from their own travel logs created in Social Studies class. Station 2
Instructions.
Station 3- Intrapersonal- E-mail: Students will write E-mail messages about solutions to
problems related to population explosions, too many cars on the road, traffic problems, and the
air pollution that occurs as a result. When messages are received, the group members will
respond in their journals as well as in further e-mail messages, but students are not limited to
these prompts. Station 3 Instructions.
Station 4- Visual- Solutions Slide Show: Using PowerPoint software and Storyboard forms,
create a slide show to address the issue of too many people driving on the road causing air
pollution. Suggest alternatives to solving this problem. The station will take a long time
anyway, so tell students that they will visit this station at least twice. This will also give
students an opportunity to gather more ideas from the other stations before completing this
station. Station 4 Instructions.
Station 5- Logical/Mathematical- Sim City: Using the Sim City software, group members will
build cities that reflect environmentally-sound decisions. Particular emphasis should be placed
upon the number and placement of roadways. As the cities are built, the questions should
always be addressed: Are there enough roads for the expected number of cars based upon
population? How much potential pollution might we have to contend with based upon the
number of factories and cars on roads? Are we using the most efficient forms of energy? If the
group members lived in the community that they built what kinds of city ordinances would
they try to institute? Station 5 Instuctions.
Station 6- Musical-Listening Center: The group members will listen again (via a listening
center) to the story “Sand Castle.” As they listen, each student will imagine a song that would
identify many of the issues and feelings found in this story. As phrases come to mind, the
students will individually record those phrases in their journal. When the story is finished, the
group members will share their ideas, and then collaboratively create a rap song that reflects
the message of this story. If students prefer, instead of a rap song, the students could create
their own tune or put words to the tune of another already familiar song. Station 6 Instructions.
Station 7- Logical/Mathematical-Travel Logs: Students will use the Travel Log Analysis data
that they began constructing at the beginning of the unit. Group members will pool their
individual findings to come up with some group conclusions as to how they might cut down on
travel time. Station 7 Instructions.
Station 8- Kinesthetic- Political Cartoon: Using whatever medium students choose (paints,
crayons, markers, color pencils, chalk), students will collaboratively create a political cartoon
to represent the problems of car traffic and possible solutions. Station 8 Instructions.
Station 9- Linguistics- Town Hall Meeting: Given predetermined Town Hall Meeting scenario
sheets, group members will take different political positions (representing different interest
groups in a fictitious community.) It is imperative that some group members take opposing
sides, so some students may have to force themselves to argue against what they actually
believe. This may be harder to do, but actually is more enlightening. Station 9 Instructions.
Station 10- Linguistic/Kinesthetic- Creative Writing: Group members collaboratively create a
short skit that illustrates a lesson being learned about car pooling and air pollution from car
exhaust fumes (or both). Once written, group members may practice acting out the scenes.
Station 10 Instructions.
Assessment: Response sheets (Individual and group) from Stations’ activities. Cooperative
Group work Skills will be measured by Stations Rubric.
10. Language Arts: Talk to Your Community
90 min.
Introduction: Say to students, “We’ve learned a lot about traffic and how all of this affects us.
We’ve even read a story of what might happen in the future if we’re not careful. In Social Studies
class you investigated why and how changes happened in our country. Now let’s take a closer
look. How have older people been affected by changes in population and traffic?”
Hook: Show a video clip of an interview (perhaps an interview of a traffic engineer or an
environmental engineer//advocate.) Talk about the interviewing techniques and how it affected
the interviewee.
Activity: Hand out the Interview Project Guidelines.
Lead a discussion about the quality of a good interview:
 How do you form good questions?
 How do you recognize answers that need further exploration?
 How do you get the interviewee to stay on topic and respond to those points that are of
most interest?
 Finally, and most importantly, stress the point that the Conclusion Section of the
Project Guidelines Sheet is a critical area to the project.
Activity: Assign the interview project. Students are to interview at least one person in their
community. The focus of the interviews must be
1. how population has changed in their community,
2. how these changes in population have affected their community,
3. how traffic changed, and
4. how the change in traffic has affected their community.
The best subjects; therefore, would be community members who lived in the community for at
least 10 year…the longer the better. If students do interview more than one person, they should
still develop a Hyperstudio presentation on only one of the interviews.
Practice a model interview by asking two volunteers to role-play an interview. (Try to pick a
student for the part of the interviewee who has been in the community most of his/her life.)
Conclusion: When the role-play is completed, allow other class members to voice what they
found to be most interesting. Students should also make suggestions as to how or what the
interviewer might have done differently.
Assessment: Class participation.
11. Language Arts: The Way It Was, Is, and Might Be
50 min.
Say to the students, “Using all of the knowledge form looking at pictures of changes in the
community, interviewing people, gathering information for our Awareness Board, writing letters
to car dealerships asking pertinent data for drawing our conclusions, and using the decision-
making skills learned in our group work activities in both Social Studies and Language Arts, we
should now be filled with many different perspectives and ideas for change. It’s time to put those
ideas into an organized presentation.”
Activity: Assign the Multimedia Project that is an outgrowth of the Interview Project. Students
are expected to create a Hyperstudio presentation that will examine the problems of sudden
population growth and its impact on the roadways and air quality. The presentation will further
provide another community member’s perspective on the situation. Finally, the slide show will
offer some possible solutions, so that we might achieve the sustainable future that has quality of
life we all want.
Hand out the Multimedia Projects Guidelines. Discuss and allow time for questions. Remind
students about the Interview Guidelines they have already received, which showed them how
their project (interview and multimedia presentations will be graded.)
Conclusion: Allows students some time to begin filling in their Storyboard sheets (rough drafts
for the Multimedia Presentation.)
12. Language Arts: The Way It Was, Is, and Might Be- Presentations!
180 min.
Students present their Multimedia Projects. Allow time for questions in between presentations.
Stress the importance of staying within time limits, and even warn in advance that points will be
deducted if the students go over.
Assessment: Multimedia Project Rubric
13. Administer Post-test.
30 min.
Further enrichment: For Target students or Directed Study program or just an alternate
culminating project, try this one:
Have students design (in groups) a sustainable community for the future. The method and
medium could be totally up to the students. They might portray the community through a play, a
nonfiction piece, a collection of artifacts (map, city ordinances, drawings, etc.), a 3-dimensional
model, a collection of songs or poems that describe the community, SIM City-computergenerated model, museum displays, time capsule artifacts, or anything else truly creative students
can imagine.
1590 min. Total Estimated Time
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
20. Instructional Unit Title: Regions of the United States
Date: 11/16/06
Key Author(s): Kathy Levine
Other Authors of this Unit: Susan Hanson, Yvonne Smith, Barbara Weinstein, Sue Brown,
Linda Eason, Gayle Daniel
E-mail Address: Kathy.Levine@duluth.kl2.mn.us
School: Grant
Grade: 4th
Key Standards, to be taught to mastery:
Academic Standards:
Al Knowledge: ~~
A2 Skills: Identify the geographical features and cultural characteristics of the
regions.
Summarize ways regional, cultural and individual diversity contribute to the
regions being studied.
Identify the major Indian tribes of the region studied and their influence on the region.
" Create graphic representations showing knowledge of a location.
Compare ways in which people of different cultures deal with their
environment.
Understand the interactions of people^ places and
locations.
Note taking (Marzano)
Reading comprehension —
A3 Character / Dispositions
Proposed Concept: Interdependence
Broad Significant Question: How are the parts and the whole interdependent?
Deepening Questions:
How does the cuisine of the region depend on products of
the region?
How are a regions food, art, & music dependent on the
backgrounds of the people that live here?
What are the many meanings o£ j and y?
How do the parts of the literary creation interrelate?
How do characterization, plot, sitting and theme create the
whole?
What are the environmental issues in our region?
How do you balance economics, environment and quality of life?
How do the parts of a literary creation interrelate?
How do characterization, plot, setting, and theme create the whole?
Engagement:
- E1 Experiencing the Masterwork: “This
Land is Your Land” by
Woody Guthrie
http://www.arlo.net/resources/lyrics/this-land.shtml
- E2 Engagement Strategies
Each child will be given an envelope with pieces of the U.S. Explain to students that they need to
devise a plan on how to work together to build a puzzle. While playing the masterwork, children
will fit their piece into the puzzle. As they are building the puzzle they will notice that some of
the pieces are missing hence, the U.S. is incomplete. The teacher will read the book “This Land
Was Made for You and Me” by Elizabeth Partridge to help students explore the reasons behind
the writing of our masterwork.
Focus Statement: Our country, like all systems, is based on interdependence.
Gaining Original Creations:
Students will create and perform their own verse to "This Land Is Your Land" based on their own
meaning of the word land. Heritage wall hanging
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
II Inquiry Center #1- Literature: Regions (these will change each week)
Materials
1. 4 or 5 books of Native American Books (different tribes in different regions)
2. Information sheet of that week’s element
3. Map of the region
4. Map of the tribe
5. Information on the tribes
Instructions: Students will read the information sheet of that region. They will then be asked to
map out the tribes of that region. See Appendix for info sheet for that region.
-
12 Inquiry Center #2—
-
13 Inquiry Center #3 — What are the environmental issues in our region?
How do you balance economics, environment, and quality of life? See p. 1 1
in 5th grade music book - (see Appendix A)
14 Inquiry Center #4— Highway 35 — define the region. Learn the states in the region
— landforms, rivers, lakes, etc. —
Joining with Arts Partners: Art Teacher, Music Teacher, Language Teacher,
Media Teacher, Community Artist (Weaver)
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
Community Service
Students will create woven tapestry to hang
in the area community center.
Community Exploration
Goal: Students will understand how each of
us, and our ancestors, contribute to the tapestry of
our community.
a. Activity: Interview a family member
1. Knowledge of where their
ancestors came from.
2. Were your ancestors here or did
they migrate?
3. Why did they migrate or
immigrate to this region?
b. Develop a design for the tapestry.
c. Activity: Design their patch for the tapestr
Community Action
Note: Time Line for organizing unit layout (8-10 week Unit)
Day 1:
Experience: Puzzle of the United States & Regions
Day 2:
Introduce Masterwork with Media & Music Teachers' introducing "This
Day 3:
Land is Your Land" by Woody Guthrie. The song, book and the video
"Vision Shared" A tribute to Woody Guthrie andLeadbeUy
By CBS Music Video Enterprises
CBS Records Inc
51 West 52nd Street
New York, NY 10019
21. Instructional Unit Title: Relationships across Disciplines
Date:
Key Authors: Andrea Madison, Brian Patenaude, Michael Wright
Other Authors of this Unit:
E-mail Address: andrea.madison@savannah.chatham.kl2.ga.us
School: Shuman Middle School, Savannah, Georgia (public)
Grade:
Key Standards, to be taught to mastery:
ELA6R1: The student demonstrates comprehension and shows evidence of a warranted and
responsible explanation of a variety of literary and informational texts.
ELA6R2: The student understands and acquires new vocabulary and uses it correctly in reading and
writing.
ELA6RC4: The student establishes a context for information acquired by reading across subject areas.
ELA6W1: The student produces writing that establishes an appropriate organizational
structure™ sets a context and engages the reader, maintains a coherent focus throughout,
and provides a satisfying closure""
ELA6LSV2: The student listens to and views various forms of text and media in order to gather and
share information,-persuade others and express and understand ideas.
M6M1: Students will convert from one unit to another within one system of measurement
(customary or metric) by using proportional relationships.
M6M2: Students will use appropriate unit of measure for finding length, perimeter, area and volume
and will express each quantity using the appropriate unit.
M6M3: Students will determine the volume of fundamental solid figures (right rectangular
prisms, cylinders, pyramids, and cones).
M6M4: Students will determine the surface area of solid figures (right rectangular, prisms, and
cylinders).
M6G1: Students will further develop their understanding of plane figures. M6G2: Students will
further develop their understanding of solid figures.
SS6H6: The student will describe the culture and development of Australia and Oceania prior to
contact with Europeans.
SS6H7: The student will explain the impact European exploration and colonization had on Australia
and Oceania.
SS6H8 The student will discuss the impact of important 20l century events on Australia and Oceania.
SS6G9: The student will be able to describe and locate the important physical and human
characteristics of Australia and Oceania.
SS6G10: The student will discuss the impact of government policies and individual behaviors on
the environments of Australia and Oceania.
SS6G11 The student will explain the impact of location, climate, physical characteristics, natural
resources, and population size on Australia and Oceania.
SSG12: The student will describe the cultural characteristics of Australia and Oceania. SS6CG3: The
student will describe the political structures of Oceania.
SS6E8: The student will describe different economic systems (traditional, command, market, mixed)
and how they answer the basic economic questions (What to produce? How to produce? For whom to
produce?) and explain the basic types of economic systems found in Australia and the Federated
States of Micronesia.
SS6E9: The student will give examples of how voluntary trade benefits buyers and sellers in
Australia and Oceania.
SS6E10: The student will describe the factors that influence economic growth and examine their
presence or absence in Australia and Oceania.
Proposed Concept: Relationships
Broad Significant Question: Why are relationships important?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork: The Statue of Liberty
- E2 Engagement Strategies
1. Students will view photographs/pictures of the Statue of Liberty.
2. The teacher will show how the relationship of the Statue of Liberty to other patriotic
symbols for our nation.
3. Students will talk about the feelings they have after viewing a photograph of the
Statue of Liberty.
Focus Statement: Students will understand that throughout life, relationships can be different. We
have to learn from the relationships we encounter in order to solve
problems.
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Inquiry Center #1 6th,Grade Social Studies
Deepening Question: What is the relationship between the land, economy, and the people of
Latin America?
Materials:
Geography- textbook Postcards Markers Computer
access for research purposes
Time Allotment:
one week
Procedure:
Day 1 and 2:
• Students will be assigned to complete ma^^nd^mpMc_ac±LYiiies-ppJ44-147.
• Students will read 6-1 in textbook- The Land and complete a guided reading
activity,
• Student will read 6-2 in textbook- The Economy
•
Students will take approximately 10 minutes to complete reflective writing piec
North American Free Trade Agreement
Day 3
• Students will share their reflective piece of writing with others
• Students will study agriculture on pi 55 and write a description of what they see in
the picture. Study the map on pi58-"wfrntls"relationship between Baja California
Peninsula and U.S and Mexico.
Days 4-5
• Students will read 6-3- The People
• Students will complete a descriptive poem of Mexico's old and new art, music,
and literature.
• Students will work in pairs to make Qslciacds, identifying a make-believe place
they visited in Mexico, the information that they have researched.
• Students will then present their information to the class
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
22. Instructional Unit Title: Rudolph the Red-Nose Reindeer
Date:
Key Author(s): Millie Corder
Other authors of this unit:
E-mail Address: mlshelby@msn.com
School: Centennial Arts academy
Grade: 2-4
Key Standards, to be taught to mastery:
Respect for others:
11.2 Compassion, kindness and generosity: concern for suffering or distress of others and
response to their feeling and needs.
11.3 Courtesy and cooperation: recognition of mutual interdependence with others resulting
in polite treatment and respect for them.
Respect for self:
12.3 Trustworthiness: worthy of confidence
14. Self-Esteem: pride and belief in oneself and in achievement of one's potential.
15.6 Pride: dignity; self-respect; doing one's best.
Power Standards (Key QCC's) Addressed (5 or less) that the Unit teaches to mastery:
Social Studies 4th-5th grades:
28 Topic: Culture
Standard: Describes and illustrates how periods in history were
reflected through music, art and literature.
29 Topic: Information Processing
Standard: Gathers information through reading, listening, observing and surveying.
33. Topic: Information Processing
Standard: Determines sequences of events and identifies cause an d effect relationship.
36. Topic: Information Processing
Standard: Selects and discusses the main idea from a reading passage or listening activity.
38. Topic: Information Processing
Standard: Makes predictions and comparisons based on factual information.
45. Topic: Civic Participation
Standard: Shows respect
toward others.
46. Topic: Civic Participation
Standard: Works in a group, following set rules of procedure to complete an assigned task.
Arts Standards (QCC's) Addressed:
Strand: Choral Music
Proposed Concept: Compassion for others
Proposed Significant Question: How did Rudolph the Red-Nose reindeer exhibit compassion?
Proposed Masterwork: (original story) Rudolph the Red-Nosed Reindeer by Robert L. May
Academic Standards:
- A1 Knowledge:
- A2 Skills:
- A3 Character / Dispositions
Proposed Concept: compassion for others
Broad Significant Question: How did Rudolph the Red-Nose reindeer exhibit compassion?
Deepening Questions: see inquiry centers
Engagement:
- E1 Experiencing the Masterwork
Rudolph the Red -Nosed Reindeer
- E2 Engagement Strategies
1. Sing Johnny Marks' ''Rudolph", originally written in 1949. Mr. Marks was actually the
brother-in-law of the author of the "Rudolph " book, Robert Mays. (Optional Arts-Based
activity for the song... Make two large charts of the words to "Rudolph The Red-nosed
Reindeer, " one to use to practice the song with the children, and one to cut up into strips of
phrases from each sentence. Give these strips out to the class in random order and ask them
to find the strip (or strips) that completes their sentence in the song. Then, have the class
decide the correct order of the phrases. Your school music teacher would be an excellent
partner for this portion of the unit.)
2. Students will experience the original "Rudolph" story written by Robert L. May in
1939 as read by the teacher or the Storyteller (arts partner.) Point out the genre
(poetry) in which the story was written.
3. The teacher and the storyteller will open a discussion about how the story and the
song differ.
4. Share the information from the sheet "Where in the world did Rudolph come from?
(Exhibit A at the end of this unit) with the class and discuss the significant events in
this account that "could" have influenced Mr. May when writing the story of
Rudolph.
5. Show the pictures and talk about how the artwork differs from the computergenerated figures of today.
Questions for discussion: (list on the
dry erase board)
1. How does the original story differ from the story you know?
2. What parts of the original story are the same as the story we know today?
Next, focus on the word "underdog."
See the instructions on Exhibit I attached.
Each student will write a metaphor using the word "underdog."
Discuss the meaning of being an "underdog."
Re-summarize: Where in the world did Rudolph come from? Have copies available for
"underdog" inquiry center.
Homework: Think about people who have been "underdogs" in history. Be
prepared to someone you think was an underdog and why in class.
Focus Statement: Students will show concern for the suffering or distress of others and respond
to their feelings and needs.
Gaining Original Creations: Have students design and create their diorama. Remind the class to
use their one page description as the "blueprint" for constructing their diorama (See Instructions Exhibit H).
Display the dioramas around the classroom. Have each student read the one-page description of their
diorama written before "construction" on the dioramas began. Let the class guess which diorama is
the students after hearing the description
Helping Reflection:
The teacher will lead a class discussion about the following:
1. How did Rudolph show compassion?
2. What other character traits did Rudolph exhibit?
3. What did we learn about the character of Mr. May?
4. What did we learn about the character of the management at Montgomery Ward?
Distribute 4 different colors of stars. Randomly walk around the room placing the stars on
student's desks. Then ask students with:
What was the most important thing you learned?
What would you like to see done differently next time?
What is one thing you would like to learn more about?
Green Stars:
What is one fact you will never forget?
(They don't all have to answer, but everyone will be reflecting (and thinking) on the answers to all of
the questions.)
Optional activity:
A good activity to end this unit would be for the students to learn the song, It's a Hard Knock Life,
from the musical, Annie. This song is sung by a group of orphans telling (singing) about their hard life
hi the orphanage. Use the song as a springboard to discuss "why" life seems so hard for these
orphans in the 1930's.
-
Observation:
Interpretation
Application / Prediction
Inquiry:
Deepening Question: Have you ever been treated like an underdog?
Finish the discussion about what it means to be an underdog and have students name
people in history who were considered underdogs.
Literacy center: Writing a friendly letter.
Students will each complete the questionnaire in Exhibit B (attached) to reflect on times
when thev felt like the underdog as well as times when they may have made other people feel
badly by not showing compassion for others. They will be asked to write a letter to a
person they have treated badly.
Provide the following materials fojjLhg-center:
1 . The story of the underdog reindeer, Rudolph (Exhibit A and Exhibit B)
2. Writing Friendly Letters (Exhibit C)
Provide the following materials for-center:
Inquiry Center Two: Each inquiry center must have a Deepening Question.
Deepening Question(s):
1. How much do you think toys and clothing cost during the 1930's?
2. How has the cost for necessities (groceries /wages) changed since the 1930's?
Social Studies Center:
Provide the following materials for the center:
Worksheets:
1. Compare prices (Exhibit E)
2. Take This Sheet With You (Exhibit F)
3. Current catalogs with prices listed
This inquiry center would be a good opportunity for the field trip at a local restaurant to fill in
the "now and then" food price sheet (Exhibit F). Give the children (in play money) the equivalent
of what breakfast cost in the 30's and let them see what could be bought on a modern menu for
that amount.
This would be a great place to have an arts partner come to class and "role play" times and
situations during the 1930's. A storyteller would be ideal to tell some of the stories and help
~~students write their own similar tales depicting life at that time. (Suggested arts partner; Sherry
Norfolk, Shnorfolk(fl)aol.com)
Homework: Ask the students to make their own “then and now” price lists of
vacations, automobiles, and home prices, then bring them to class.
Inquiry Center Three - Social Studies:
Each inquiry center must have a Deepening Question. Deepening Question:
How do you think the size of houses today compares to the houses of the
Provide the following material for the center:
1. 1930's bungalow description (Exhibit G)
2. Diorama Instructions (Exhibit H)
things such as
1930's?
Have students bring in their shoeboxes to use for their diorama or they can use a sheet of
folded construction paper. First talk about the 1930's bungalow and how they compare to the
homes of today, (differences /similarities)
Questions for discussion:
What are some features of the 1930's bungalow that you really like?
What are some features of the 1930's bungalow you do not like?
What would be some advantages/disadvantages of ordering your home from a catalog
like a new pair of shoes?
Joining with Arts Partners:
Keeping with the School Improvement Plan:
-
K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
23. Instructional Unit Title: The Civil War Comes to Georgia
Date:
Key Author(s): Brenda C. Taylor
Other Authors of this Unit:
E-mail Address: Taylorb705@Yahoo.com
School: Gadsden Elementary School, 801 May Street, Savannah, GA, 31406
Grade: 5th-8th
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Key Standards, to be taught to mastery:
Character Traits (QCC's/Standards) Addressed:
Topic: Citizenship Standard: Democracy
Topic: Citizenship Standard: Respect for and acceptance of authority
Topic: Citizenship Standard: Equality
Topic: Citizenship Standard: Freedom of conscience and expression
Topic: Citizenship Standard: Justice
Topic: Citizenship Standard: Liberty
Topic: Citizenship Standard: Tolerence
Topic: Citizenship Standard: Patriotism
8. 1 Courage
8. 2 Loyalty 8. 3 Honor
Power Standards (Key QCC's) Addressed (5 or less) that the Unit teaches to
mastery:
Students will possess the skill to:
1. classify ideas according to frame of reference, ideology, or bias of different writers
2. recognize the rights of others to hold different views and positions.
3. present viewpoint to others.
4. determine sequence of events and identify cause and effect relationships.
5. analyze interpretations of the same events from the oppressed and the oppressors.
Other Related Standards (QCC's) Addressed (only if applicable):
LANGUAGE ARTS 5TH GRADE QCC
Strand: Oral Communication
Topic: Listening/Speaking
(1) Standard: Listens and responds to a variety of literary forms including prose, poetry, and drama.
3.
(4) Standard: Recalls, interprets, and summarizes information presented orally.
(5) Standard: Delivers a planned oral presentation.
(9) Standard: Uses oral language for different purposes: to inform, to persuade, and to
entertain. Topic:
Reading
(19) reads a variety of materials for information and pleasure
(20) reads for a variety of purposes in different kinds of texts.
(23) demonstrates an understanding of semantic relationship by using context, clues, word
meaning, and prior knowledge in reading.
(26) reads with fluency and expression.
(27) recognizes EXPLICIT main ideas, details, sequence of events and cause-effect
relationships in fiction and nonfiction.
(28) recognizes IMPLICIT main ideas, details, sequence of events and cause-effect
relationships in fiction and nonfiction.
(29) identifies story development, author's purpose, and point of view.
(30) identifies characters' actions, motives, emotions, traits, and feelings.
(31) draws conclusions, make predictions, compares/contrasts, and makes
generalizations.
ENGLISH 5TH GRADE
QCC
Strand: Oral and Written Communication
Topic: Listening/Speaking
(2) listens and responds to a variety of literary forms including prose, poerty, and drama
(4) recalls, interprets, and summarizes information presented orally.
(5) delivers a planned oral presentation.
(6) increases vocabulary to reflect a growing range of interests and knowledge.
(14) determines the literal and figurative meanings of words.
(15) uses grade/age appropriate standared American English when communicating
orally.
Topic: Writing
(42) writes selections of three or more paragraphs about a topic.
(42) applies correct principles of grammar, parts of speech, and usage and mechanics.
(44) writes in a varity of genres to produce correspondence (including writing letters and
addressing envelopes.)
(46) communicates ideas by using the writing process. (48) uses
descriptive words and phrases.
Topic: Grammar and Usage
(69) identifies at least five parts of speech, including, nouns, verbs, pronouns, adjectives, and adverbs
SOCIAL STUDIES/MATH 5TH GRADE QCC
Strand: History
Topic: Civil War Reconstuction
(12) idenifies causes, key events, and effects of the Civil War and Reconstruction with emphasis on: Economic and philosophical differences between the North and the South (e.g,
states' rights, trade imbalance, and slavery) -Major leaders on both sides of the war (e.g.,
Abraham Lincoln, Ulysses Grant,
Jefferson Davis, Robert E. Lee, William Sherman, Frederick Douglas, and Harriet
Tubman)
Topic: Information Processing
(26) uses features of books for information: table of contents, index, glossary, appendix,
bibliography.
(28) determines sequences of events and indentifies cause and effect relationships.
(29) develops and interprets charts, tables, timelines, graphs, diagrams, and other grapic
aids.
(32) analyzes artifacts.
(33) analyzes interpretaions of the same event from multiple types of sources.
Topic: Problem Solving
(40) formulates possible alternatives or solutions to a given problem.
(41) collects evidence using appropriate, reliable data.
(42) chooses a reasonable solution from among the various alternatives.
Topic: Civic Participation
(44) shows respect for others.
(45) works within a group, following set rules of procedurs to complete an assigned task.
(46) identifies and uses alternative methods of conflict resolution.
(47) formulates and defends positions on an issue.
(48) recognizes the right of others to present different viewpoints.
(49) participates in planning for effective civic actions and demonstrates effective
community actions.
Topic: Time and Chronology
(53) uses definite time concepts as seconds, minute, decade and century when describing
events.
(54) computes the length of time between two given dates.
(55) make timelines sequencing a series of events.
Topic: Maps and Globes
(56) draws conclusions based on multiple pieces of information included on maps.
(57) uses maps and globes to explain geographical settings of historical and current
events.
7.
(58) make generalizations about human activities in a geographic region using map
information.
(63) determines directions from the study of maps and globes. (70) demonstrates
that scale can be expressed in alternative formats.
Math
Topic: Measurement
(13) uses customary and metric units to measure.
Topic: Data Analysis
(28) interprets and draws conclusions from charts, tables, and graphs (e.g., pictographs, bar graphs,
and circle graphs).
Topic: Data Collection
(31) collects and organizes data into tallies, charts, and tables; determines appropriate scale and
constructs bar graphs and pictographs.
Topic: Computation
(34) adds, subtracts, multiples, and divides.
SCIENCE/HEALTH 5TH GRADE
QCC
Strand: Inquiry
Topic: Reference Skills
(2) uses encyclopedias, science reference magazines, books and other media to obtain
information related to science concepts.
(3) identifies and practices accepted safety procedures in manipulating materials and
equipment.
Topic: Activities/Tools
(4) actively engages in the learning process via hands-on/minds-on science activities and
experiences.
Disease Prevention
Topic: Endocrine/Immune System
(7) recognizes diseases/illness.
Topic: First Aid
(26) applies appropriate first-aid procedures to common injuries.
Arts Standards (QCC's) Addressed:
QCC
Strand: Visual Arts
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
(2) plans organizes, and creates artworks using: form, color expressing emotion.
(3) creates artworks in the areas of drawing, painting, and mixed media.
(4) uses physical and verbal action to communicate mental images.
(6) researches historical events and uses these sources of ideas for artworks. (13) identifies
specific media and techniques used to produce selected artworks. (15) adapts selected material,
such as poems, narrative, stories, monoloques, diaries,
published plays, and broadcast and print media to script form. (15) develops, judges,
and communicates personal dicisions about artwork.
Strand: Theatre Arts
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
(12) designs, creates, and uses simple technical elements in drama activities.
(13) researches information that supports drama activities.
Topic: Connections
(22) uses other disciplines such as social studies, language arts, foreign language,
physical education, and science for ideas and content for drama.
(23) creates drama based on ideas, concepts, and events from the Social Studies
curriculum topic, The United States: Reconstruction to the Present.
Topic: Critical Analysis and Aesthetic Understanding
(27) responds to literal, inferential, and evaluative questions about dramatic presentations.
Topic: Historical and Cultural Context
(30) compares and contrast cultures through drama activities.
Proposed Concept:
A unit on The Civil War Comes to Georgia will help students explore the deeper reasons for the Civil
War, and the values of the people who were involved. Many of the activities, books, films, and
speakers that will be utilized in the unit will provide a wonderful vehicle for children to understand
the cause of the war in Georgia and the different views of the people of the North and South. These
vehicles will be used as a means of generating discussions about the causes and effects, the traditions
and changes in the North and South, and to spark writing ideas and role-playing in students
throughout the duration of the unit. The students' curriculum includes: Language Arts, English, Math,
Social Studies, Geography, Science, Art and Drama.
Each student will be encouraged to participate in all activities in order that they can become a part of
the Civil War era through role-playing (if and when applicable). It can be helpful whenever possible
for the children to think, feel, live, and understand about the issues and personalities studied. It is
believed that an early focus on educating early and middle grade students about the Civil War in
Georgia, in full detail, as the unit is geared to offer, will help students understand and appreciate
American history throughout their years of high school. Studying about the Civil War may clear up
unanswered questions for some students and, at the same time, cause controversy for others. This unit
is designed for both purposes. The students should be able to remember, define, construct,
appreciate, hypothesize and evaluate the decisions, reasons, and outcome of the Civil War. If sparks
of interest develop from the students' perspectives of the Civil War which is ancient
history to them, perhaps, they may become more interested in all wars involving the United States
current affairs, if indeed, they've learned from the past, while exhibiting a deeper understanding of the
character traits on this CTTA unit.
Broad Significant Question:
Did unionism bring about equality and create more separatism?
Deepening Questions:
Date:
Engagement:
- E1 Experiencing the Masterwork
A picture of Abraham Lincoln and an insert from his First Inaugural Address: "7 hold that the
union of these States is perpetual... Physically speaking we cannot separate...The power confided
to me will be used to hold, occupy and possess the property and places belonging to the
Government."
Fine An Print: Flags of the Confederacy (The Confederate Stars and Bars Flag, The Battle Flag
(also known as the Southern Cross) and, The Confederate Battle Flag.
- E2 Engagement Strategies
Language Arts
The teacher will:
1. Contact the local public library or Storytelling Guide and make arrangements for a
storyteller to visit the classroom. The storyteller will share stories about the war in
Georgia.
2. Divide students into groups. As a class discussion, have students list as many reasons
as possible for Georgia's involvement in the Civil War. Collect group lists and use for
assessment purposes later.
3. Have students check the library or Internet for other resource material dealing with the
Civil War and the war in Georgia, which is of their reading ability and interest.
4. Ask students to check with family members and the local library for artifacts dealing
with the Civil War.
5. Instruct students to interview family members in order to determine if any of their
ancestors were Civil War soldiers.
6. Read from The Journal of Kate Gumming: A confederate nurse 1862-1865. Savannah Ga.
The students will:
1. Imagine being a participant or a soldier during the time of the Civil War, and write an
emotions letter to their mothers similar to the one shown during class concerning the
hardships and felt. Students will write their letters according to proper grammar rules
and use proper letter formats.
2. Write a poem from each of the poetry forms discussed in class representative of the
soldiers' feeling during the Civil War. See pages 23 and 24 for the formats.
3. Take ten to fifteen unfamiliar words from the chapter reading and use the words
appropriately to form complete sentences.
4. Locate and find action verbs, adjectives, and adverbs concerning the causes of the
Civil War as discussed in class in a word find given as a handout during class.
5. Use a seek-and-find puzzle to reinforce specific antonyms previously studied. Find the
antonyms in the puzzle for the clue words given about the Civil War. Write the
antonyms in the blank provided after each clue word and circle the antonyms in the puzzle. Words
may run horizontally, vertically, or diagonally in any direction. An
example of a clue word would be freedom, and the antonym would be slavery.
6. Write a short story consisting of three or four paragraphs about the causes of the Civil
War and perhaps some preventive measures from previous instructed information
concerning the Civil War.
7. Choose fifteen or twenty words (may include famous people, cities, states, documents,
etc.) from the chapter on the Civil War. List the words on paper and later use the
words to make their own word search puzzle as a class assignment.
8. Find an article that tells about a person, a place or an event that happened in the past in Georgia.
The article may be found in your school or community library. Either copy or cut out the article
and glue it to the back of a plain sheet of paper. Circle ten words in the article, and write them
down on the front side of the paper- write an antonym.
Social Studies
The teacher will:
la. Show students a transparency of a map of Georgia. Instruct students how to use the scale of miles
at the bottom of the map.
Science/ Health
The teacher will:
la. List on the board, the diseases which occurred among soldiers during the Civil War. The list
will include: typhoid fever, diarrhea, dysentery, yellow fever, and malaria.
Ib. Identify the symptoms of each disease.
Ic. Discuss and ask questions.
2a. Use a small handsaw or knife to amputate (cut) above the knee the mangled leg of a dummy,
which represents a wounded Civil War solider. Remind students that these soldiers had little to
no painkillers, before or after amputation. The teacher will be the sole user of the small hand saw
or knife. After each demonstration, these tools will be properly secured and removed from the
building.
2c. Review, discuss, and answer any questions that students may have after instruction.
3a. Use a pan filled with water, a washcloth, and clean gauze to demonstrate how Civil War nurses
treated flesh wounds of injured soldiers.
3b. Call on students to volunteer to act as wounded soldiers for the demonstration.
3c. Wash the wounded area (lower arm) of student, participating in demonstration, with soap and
water then dress the wound with clean gauze.
STUDENT ACTIVITIES
The student will:
1. Discuss in a paragraph common diseases encountered by soldiers during the Civil
War, after research on the effects on the aforementioned diseases.
2. Demonstrate, in groups, how Civil War doctors amputated the injured limbs of
soldiers well enough to save lives given a constructed dummy leg (made from
various types of material) wrapped with several layers of cloth. The students will
3. Observe the teacher cut or saw the dummy leg below the knee. * Each tool, knife or saw, will
be locked in secured area until used for demonstration and immediately secured after each
demonstration.
4. Demonstrate how Civil War nurses dressed the wounds of injured soldiers well enough
to prevent infections given a medical dummy or student’s participation, a pan of water,
a washcloth, and gauze.
Art
The teacher will:
1. Plan a visit to an Art Museum or any other resource where numerous artifacts exist of the Civil
War and analyze its use or significance to the period.
2a. Draw and use different mediums to create pictures of the State Flags representing the many
changes which occurred before the confederate government finally adopted the third national flag
as the State Flag. All flags can be displayed in central location with a brief history of each.
2b. Encourage discussion on current events concerning the debate on the representation of the State
Flag.
2c. Divide students into four small groups and instruct them to create, on paper, their version of what
our State Flag should look like today. Each group has to orally give their rationale for their
design. The designs and rationale can be displayed in the lunchroom with the fifth grade student
body voting for the best rationale and design.
3. Use community resource and have a show and tell of quilt making. Explain to the
students that as a class, they will later, during the unit, make their own version of the
flag using the quilting technique shown to them during show and tell.
4. Employ community resources to enhance the lesson by incorporating short plays,
monologues, and poetry reading.
5. Guide the students in a project to research the possibilities of being able to create
mural, on one of the outside walls, listing the names of the Civil Wars Veterans in
Savannah.
STUDENT ACTIVITIES
See Inquiry Center #3.
Focus Statement:
Gaining Original Creations:
Students will create their version of what the Georgia state flag should have looked like during the
Civil War. They will also create, based on the information that they have learned and researched,
create a current Georgia flag, if they are not satisfied with the 2004 design. Students may have formed
different viewpoints on the Civil War after learning new information and be able to apply written
expression. Students will perform original poems. . Students will perform original skits. Students
will assist in creating Civil War wall for Savannah Civil War Veterans on school campus, if given
permission.
Helping Reflection:
- Observation:
The students will be required to keep a journal of all first or second-hand interviews they participate
in which may pertain to the Civil War. These journals will be shared each Friday. The interview
journal will provide more detailed information that could be challenged by the class through means of
discussion, or means of extra research for accuracy. Students will have many opportunities of
reflection thru journal writing, letter writing, writing of poems, answer and question period, essay
writing, research, role-playing, and design.
- Interpretation
- Application / Prediction
Inquiry:
- I1 Inquiry Center #1
. How was the treatment of Black Civil War soldiers different between the North and
South?
. Why were so many slaves willing to go to war in the South? . Can you think of three ways that you
can defend the ideology of the South and the
North? . Why is it necessary to read different points of view on research?
The student will:
1. Put together and publish a bibliography from books found in the school or public
library dealing the Civil War in Georgia.
2. Interview family members or other community resources about the Civil War and
provide an oral report of their findings to the class.
3. Create their own memoirs of the Civil War using their family heirlooms and include a
Brief synopsis of each picture, article or item.
4. Create a poem representative to the views of the North and South. See pages 23
and 24.
5. Read resources that provide opposing views on the reasons for the Civil War, and
debate views on their findings.
6. Write in sequence the events of the Civil War and write an evaluation on each event
and its effect on Georgia.
7. Choose and write an evaluation on three of their favorite books from the list of
bibliography, and explain why those books were chosen.
- I2 Inquiry Center #2
. How might the lives of white Europeans and slaves been different if the South
had not seceded?
. Does the loyalty of a solider come before family? . Why do we hate? . The Confederate Battle
Flag has meaning to the South. How can it be displayed?
without causing pain, anger, and fear? Or can it? . When is one group
infringing on the rights of another group? . Is the Confederate Battle Flag a
reminder of the "Good ole Days"?
The students will:
la. From a historical map of Georgia's counties list the counties that voted in 1860 to secede, not to
secede, or split on their decision concerning the union.
1b. Using the list compiled in la (above) and other sources, determine the effect of the location, the
number of slaves, and economic activities had on the county's vote.
2a. After reviewing literature on the Civil War, discuss the name chosen by the southern states
for their new nation.
2b. Suggest some other possible names that the new nation might have been referred by.
3a. Make reproductions of the series of flags used by the Confederate States of America (CSA) from
1861-1865.
3b. Write a brief description of the flags and their significance.
3c. Design a flag they felt, based on their reading and research, would have also been appropriate for
the CSA.
4. Write a report on how the numerical superiority of the north in men and material and
Sherman's Victories in the battles of Chickamauga and Atlanta and his subsequent,
"March to the Sea" effected the economy and war effort of Georgia, and the
south as a whole.
5. After surveying informational literature on Georgia and the south, compare and
contrast conditions on the home front in the north, the south, and Georgia during
the Civil War.
6. Write a poem using the Diamante; Cinquain; or Who, What, When, Where formats
about the Battle of Chickamauga, Atlanta, or the March to Savannah and the sea.
See pages 23 and 24.
7. Check out and read a novel historical fiction for pleasure on the Civil War, to get a feel
of how life must have been for all of those involved in this very traumatic period of
American history.
- I3 Inquiry Center #3
Under what conditions should it be exceptable to change the American Flag? . Who
were the actual creators of the American flag and how was it conceived? . How in your
lifetime can you help resolve the current Ga. flag issues? . Under what conditions could
you respect the choice of a black woman becoming a member of the United Daughters
of the Confederacy?
The students will:
1. Get into groups and create several designs on paper. Each group will vote on one
choice of their designs to create on fabric. Each group will include the rationale for
their design. The final decision will be decided by vote from the 5th grade students.
2. Transpose their image of the state flag on fabric and cut out. The student will use a
quilting technique taught to them and piece together their flag. The students will
display the school as each group completes the flag around a central location in its art
project.
3a. Visit the Historical Society and observe artifacts during the Civil War period.
3b. Draw or create a diorama representing the artifacts viewed in the Historical Society.
3. Create a "Jack-Daw" in the classroom by bringing in resource books, clothing, music,
videos, and other items representative of the Civil War period.
4. Create mock television or radio shows for the purpose of role-playing. Students will
design and build their television sets and use school video camera. The students will
use the mocks television or radio stations for the purpose of oral speaking. They will
debate, read commentaries, share letters and poems that they created.
5. If permission is granted by administration, the students will become in creating a Civil
War dedication wall.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
24. Instructional Unit Title: The Founding of Georgia as a Colony
Date: October 8th – October 19th
Key Author: Thomas Panter
Other Authors of this Unit: Mandy Burgess
E-mail Address: Thomas. Panter@cobbk12.org
School: Durham Middle School
Grade: 8th
Key Standards, to be taught to mastery:
SS8H2 The student will analyze the colonial period of Georgia's history.
Academic Standards:
- A1 Knowledge:
SS8H1
The student will evaluate the development of Native American cultures and the impact of
European exploration and settlement on the Native American cultures in Georgia.
SS8H2
The student will analyze the colonial period of Georgia's history.
Element: SS8H2.a
Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement
(charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of
Savannah.
Element: SS8H2.b
Evaluate the Trustee Period of Georgia's colonial history, emphasizing the role of the
Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida.
- A2 Skills:
- A3 Character / Dispositions
Humilty - Humility or humbleness is a quality of being courteously respectful of others.
It is the opposite of aggressiveness, arrogance, boastfulness, and vanity. Rather than,
"Me first," humility allows us to say, "No, you first, my friend." Humility is the quality
that lets us go more than halfway to meet the needs and demands of others
Proposed Concept: Balance
James Oglethorpe wanted to help people in Great Britain who were in debt. He also did
not want to have a rich upper class, slavery, and wanted the colonists to all have an equal
chance in the colony of Georgia.
Broad Significant Question: Why create or move to a new community?
Deepening Questions:
Why do people form communities?
What makes a successful community?
Why migrate or colonize?
Why do people form communities?
What makes a successful community?
Who decides what a community is?
Engagement:
- E1 Experiencing the Masterwork: Oglethrope’s Vision for Savannah:
Town Squares
“Trustees of Georgia” Painting by Willem Verelst
-
E2 Engagement Strategies
Focus Statement: An individual does not make a community. A group of individuals
with similar attributes doesn’t make a community.
Gaining Original Creations:
Students will research about the founding of Georgia to create the following:
A. Reconstruct the layout of Savannah according to the original layout drawings.
B. Create a performance of one of the central characters in the founding of the
colony of Georgia.
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Title of the Unit – Survivor Georgia
On going activity – Students will be broken in to “Survivor” groups to compete against
other teams within and outside their class on a daily basis. The “Immunity Challenges”
will consist of a quiz or questions generated from each team, homework assignments,
debates, and review games. Winning teams garner immunity from certain rules within
the class for one day of their choosing such as food, candy, drinks, or points on the next
test.
Inquiry:
- I1 Inquiry Center #1
Analyzing Georgia’s original 1732 charter – Students will read through the original 1732
charter of the colony of Georgia to answer specific questions about the rules and
boundaries of Georgia. http://www.yale.edu/lawweb/avalon/states/ga01.htm.
- I2 Inquiry Center #2
Analyzing the physical founding of Savannah - The view of Savannah, prepared by
London engraver P. Fourdrinier in 1734, based on a sketch generally attributed to
Georgia colonist Peter Gordon, will be analyzed by students according to the original
design by James Oglethorpe.
- I3 Inquiry Center #3
Analyzing and comparing the colonial city of Savannah – Students will compare the
painting of Savannah by Fermin Cerveau, 1837 with that of the engraving by P.
Fourdrinier in 1734.
- I4 Inquiry Center #4
Oglethorpe’s original intentions of Georgia – Students will read through the rules of
Georgia set forth by Oglethorpe. Using the rules as a foundation, students will
understand how James Oglethorpe envisioned balance in the colony of Georgia and
displayed humility.
- I5 Inquiry Center #5
1. Students will read the original plan for the construction of Savannah by a
colonist. Using the document, students will create their own plan for the city.
2. Draw the city of Savannah – Students will use the directions provided to
create on a large sheet of paper the city of Savannah. The students will
present their creation to the class who will critique the map for accuracy using
a rubric.
- I6 Inquiry Center #6
Artful Learning – Using the portrait entitled, “Eight Indians meet with the Trustees of
Georgia at the Palace Court, Westminster, summer 1734 by William Verelst, students
will analyze the painting looking for not only the real story behind the visit to meet the
King by Tomochichi, but also the symbolism found throughout.
- I7 Inquiry Center #7
“You are the star!” – Students will research the Battle of Bloody Marsh. Each Survivor
group will create a scene from the story with dialogue that goes with the actual event.
Each group that moves to this inquiry station will create the next scene in the story.
When the script is complete, the class will vote on who they wish to see in each role in
the play and we will act out the script.
- I8 Inquiry Center #8
A Night at the Museum – Students will research a character from the founding of
Georgia to teach the class in a museum setting. The students will come alive as a statue
in a museum and interact with the other characters in the museum. Each student in the
museum will present a different point of view on the founding of Georgia (Colonial
woman, Scottish Highlander, Jewish doctor, German Salzburger, etc.) and the student
must stay in character throughout the museum. Each student will also work to research
their character’s story and create a minimum of a one page summary that would be
suitable to be displayed in front of the character in a museum.
- I9 Inquiry Center #9
Reflection – Students will answer the following questions in paragraph form:
A. What actions did James Oglethorpe take that you found to be the most
admired?
B. What actions did
Joining with Arts Partners: Working with the Durham Middle School art teacher,
students will help research for the creation of a mural. The mural will showcase the
impact of the Durham family on our local history.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
25. Instructional Unit Title: The Giving Tree
Date:
Key Author(s): Angelia Williams
Other Authors of this Unit:
E-mail Address: angelia.williams@cobbkl2.org
School: Harmony Leland Elementary School (Public)
Grade: K- no special education
Key Standards, to be taught to mastery:
Character Traits (QCC's/Standards) Addressed:
Topic: Respect for Others
11.2 Compassion, kindness and generosity: concern for suffering or distress of
others
and response to their feeling and needs.
Power Standards (Key QCC's) Addressed (no more than five) that the Unit teaches to
mastery:
Topic: Reading
Standard: Discriminates visual similarities and differences in words.
Topic: Problem Solving
Standard: Models, acts out, or uses pictures to solve simple problems.
Other Related Standards (QCC's) Addressed (only if applicable):
Topic: Activities/Tools
Standard: Actively engages in the learning process via hands-on/minds-on science
activities. Uses appropriate tools to collect and analyze data and solve problems.
Arts Standards (QCC's) Addressed:
Topic: Connections
Standard: Applies concepts and ideas from another discipline and its topics as sources
of
ideas for own artworks.
Proposed Concept: Generosity
Broad Significant Question: What are the many ways to show generosity?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork: The Giving Tree by Shel Silverstein
-
E2 Engagement Strategies
1. Teacher asks students to predict what they think the book might be
about just by looking at the cover of the book. Then discuss what the
title infers about the book. Student's predictions will be recorded on a
Story Map.
2. Masterwork is read aloud to students, using an animated voice for the
tree and a child-like voice for the boy. During the reading, facts,
statements and information related to the predictions and questions
will be recorded on the story map.
3. The teacher will brainstorm words of generosity with the students on a
Circle Map. Along with the Character Education Partner, they will take
the words and create lyrics to make a song. This is the finished version
of the song with the collaboration of our Character Education Arts
Partner.
Generosity
Generosity to me.
Generosity you see.
Is the way we want to be,
It's a generous world for me!
It's a world of giving and sharing with friends,
It's a way of caring, being nice even when
Others don't, we'll be strong
Showing love to right the wrong!
It's a generous world to me!
4. After reading the masterwork, the teacher will revisit the predictions made by the Students
prior to reading the book.
What we know, question, and predict about this story: (Title here)
BEFORE READING
DURING READING
AFTER READING
Focus Statement: At the completion of this lesson, the students will understand various
ways to show generosity.
Gaining Original Creations:
Students will be asked to design a tree that exemplifies being generous to others.
The tree needs to relate to the generous offers that can be given and not taken for
granted.
Examples: The Tree of Giving Love (tree of hearts). The Tree of
Knowledge
(a tree of books). The Tree of Life (a tree of babies); The Tree
of Good Character (a tree of Character Ed. Word):
1.
Stude
nts
will
redes
ign
The
Givin
g
Tree
with
the
analo
gies
of
what
the
tree
offere
d the
boy.
The
trunk
woul
d be
repla
ced
with
a
boat
frame
; the
apple
s
woul
d be
repla
ced
with
mone
y,
etc.
2. Students will recreate each book title (The Mitten, Rainbow Fish and Stone Soup)
using torn paper as an Art based strategy. The Mitten will be made with white
construction paper on a back background. The Rainbow Fish book will be made using
colored tissue paper. The stone soup Book will be made using crumbled brown paper
bags.
Helping Reflection:
- Observation:
Students will fill in the missing letters to complete the Cloze List of the gifts
offered to the boy by the tree.
apple
branches
tree
stump
=
=
=
=
m ______
h _______
b ____
resting pl ____
For example: Generosity is like _______ because ________ .
- Interpretation
Students will write about their Giving Tree. The main idea is the kind of tree
they selected and give three details about the tree. For example:
1. The Tree of Giving Love.
2. My tree bares hearts that give love to all.
3. My tree gives hugs whenever you pass it.
4. My tree blows kisses when you are too far
to visit.
- Application / Prediction
Students will be assessed by their reflection of completing the Double Bubble
Map (Venn Diagram) comparing and contrasting the two stories discussed in
the unit For example: The Giving Tree and The Mitten Tree.
Students will act out the parts of the book using a body sock. One student will form the
shape of the tree and demonstrate how the tree lost body parts as she generously gave
gifts to the little boy. The student would step into the body sock and transform into the
different levels to show how the tree started out as a tall tree and ended up a small stump.
Inquiry:
1. Brainstorm the generous gifts offered to the boy using analogies (Bridge Map).
Teacher will demonstrate how to use a Bridge Map. A Bridge Map is a graphic
organizer that applies the process of visualizing analogies. In Whole Group, we will
identify the similarities between the relating factors of the gifts given by the tree.
2. Discuss the contextual clues of the gifts offered by the tree. The tree gave the boy
her apples to receive money, branches to build a house, her trunk to build a boat, her
stump as a resting place for the boy.
3. Fill in the Story Matrix (using the elements of a Story) comparing how each story
title exemplifies acts of giving. These titles are just Read-Alouds mentioned earlier in the
school year to refer to for Prior Knowledge.
Title
Author
Characters
Setting
Acts of Giving
The Giving Tree
The Mitten Tree
Rainbow Fish
Stone Soup
Joining with Arts Partners:
Arts Partners will be used to implement the Inquiry section of the unit.
Each student will be asked to create a Giving Tree of their own during
the designated artful learning time (Art Hour). A small group of students will
be asked to redesign The Giving Tree and replace the tree parts with their
relating factors. The Music Partner will be assigned to our Music
Department to assist with Character Education Promotions. Along with
our Music Teacher, the partner arranged the musical composition for the
Generosity Song. (Mentioned in the third section of the Experience
door.)
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
-
Community Action
26. Instructional Unit Title: The Holocaust and Tragedy in Rwanda: A Comparative Study
Date:
Key Author(s):
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School Juniors and Seniors
Key Standards, to be taught to mastery:
I -To help students understand how the events of the Holocaust of Europe and genocide in
Rwanda unfolded in two very different parts of the world, between two different people:
-
-What things led up to the Nazi destruction of the Jews living in Europe during the 1930s
and 1940s?
What things led to the Hutu Rebels carrying out acts of genocide on Tutsi
natives?
What did the Nazis believe about the Jews and why?
What did the Hutus believe about the Tutsis and why?
II - To help students understand a broader geo-political view of the world during each era:
-What was the political climate in Europe during the 1930s before the outbreak of
World War II?
-How did the access to (or lack of) natural resources affect the conflict between
European countries such as Germany, Poland and England?
-What types of propaganda, print media and / or radio had influence on the
conflict?
-What was the political climate in Rwanda and the surrounding African nations
before the genocide occurred in 1994?
-What types of propaganda were used to fuel the rebel attacks against the
Tutsis?
Ill - To help students study how the perpetrators carried out genocidal attacks:
-What were some of the methods used by the Nazis (Einsatzgruppen, SS,
Gestapo) in capturing and killing Jews and "the others?"
-How did industry help the Nazis complete their plans of systematized
extermination (railways, corporations, factories, Zyklon B)?
-How did the institution of concentration camps and death camps come about?
-What methods did the Hutus employ as they exterminated the Tutsis?
-How did the Tutsis end the genocidal attacks of the Hutu Rebels?
IV - To help students understand the effect of war and genocide on the survivors:
-What happened to the survivors of the Holocaust after World War II?
-Where did the survivors go?
-To which countries did they refuse to immigrate?
-What other losses did the survivors incur as a result of the Holocaust?
-What happened to the Tutsi survivors after the conflict in the Rwandan
genocide?
-Where did some of the Tutsis immigrate to and why?
V - To help students understand how the world responded to each event during and after the
conflict:
-What efforts did the United States, the Vatican, and other world agencies make
during the Holocaust?
-What efforts were made during the genocide in Rwanda by NATO, the U.N., the
Vatican, or other agencies?
-After the Holocaust, how were war crimes handled?
-Were there any formal hearings or apologies?
-After the genocide in Rwanda, was anyone brought up on charges of war crimes
or crimes against humanity?
-How did the U.N. respond?
-How did the State Department of the United States respond?
Proposed Concept: Prejudices, genocide
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork:
- E2 Engagement Strategies
“Intelligence is not enough”, emphasize character education through the teaching of the
holocaust once a year-annual art contest-what are the lessons
Offer media books
Between the years 1933 and1945 Nazi Germany established its policy of extermination
against European Jewry. By the time the war ended more than six million Jews were killed
along with another six million people who were deemed political opponents and
undesirables by the Third Reich.
After the war, millions of Jews were displaced from their family, their friends, their
property, and their homeland and the Nazi regime was no more!
In the late spring and early summer of 1994 in the small African nation of Rwanda,
genocide occurred as Hutu Rebels killed 800,000 Tutsis. In the end of this short but tragic
event, Tutsis who belonged to the Rwandan Patriotic Front (RPF) defeated the Hutus and
drove them out of the capital city, Kilgali.
Focus Statement:
Gaining Original Creations:
Create a book, understand the making of a book, and use a variety of symbols and ideas.
*To understand the rationale for bookbinding see end of unit.
Helping Reflection:
- Observation:
Make connections between other disciplines and visual arts.
- Interpretation
- Application / Prediction
Students are to do a group presentation on either Power Point or Webpage with images, oral
presentation, and written text (10-15 minutes long).
Inquiry:
- Inquiry Center #1
Divide students into five groups each focusing on one of the goals and answering the
questions posed by the group; make presentations
- Inquiry Center #2
Divide students into five groups (no more than four students per group) to research and to
present their findings. Each group will choose one of the purposes or goals for their
presentation. Students will have to answer all of the questions given for each goal and choose
at least two sources from the sources list provided and the websites cited.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
*Rationale for Character Book Binding Plans
Rationale
The integration of character education into the school environment has been a goal of
my school district for several years. The overall goal is to promote character-driven student
leaders and thinkers for the community and school. The Reverend Martin Luther King, Jr.
once said, "Intelligence is not enough. Intelligence plus character - that is the good of true
education." (http://missryan.matt-morris.com/characterquotes.htm). It is the personal belief of
this educator that character education is fundamental to a quality education. It guarantees our
human dignity, defines our rights as citizens and advocates informed and moral ambassadors,
our students/children. I believe it is my job to integrate character education in my classroom
on a daily basis. In addition to daily integration, I emphasize character education through the
teaching of the Holocaust once a year. My students participate in the annual Art contest
sponsored by the Georgia Commission on the Holocaust. I work closely with them to develop
an idea and to finalize their thoughts and research with the creation of an artwork that
answers, "What are the lessons of the Holocaust?"
Impact on Students
There are many avenues to follow when teaching character education. As an art
teacher, I feel it is my responsibility to offer many media for students to experiment One such
media is book binding. It is an unusual media to tackle in the classroom as most teachers do
not have the tools or the knowledge to teach these skills. Students love this unusual project
and continue it in other disciplines. It is my hope that these simple plans will pique teachers
interest and encourage their participation. Teachers may expand the project to include other
media and allow more extensive involvement of the students.
Character Book Binding Plans
I.
Introduction
The earliest books date from approximately 3000BC. These were portable clay
tablets used for writing by ancient Assyrians, Sumerians, Babylonians, and Hittites.
Writings consisted of a cuneiform alphabet. One of the most famous of these tablets is
Hammurabi Stele which listed the laws of Hammurabi.
The first book in a semi-book form was the scroll. This was a rolled book form
first used by the ancient Egyptians. The writing surface was papyrus. This material was
inexpensive and easy to produce yet too fragile to be folded. Papyrus is made from the
pith of a plant found along the banks of the Nile River. The pith is cut into thin strips
which resemble celery and are laid down in a checkerboard pattern for strength. The two
layers are pounded with a mallet whereby the sap-like substance within the plant acts as a
binder. Rolls of papyrus were made by glueing many sheets of papyrus together.
Dimensions of the rolls vary but range from approximately 35 cm in width to 50 cm in
height to 40 meters long. Papyrus scrolls were mostly decorated in black ink using a reed
pen. Hieroglyphic writings were arranged in vertical columns. The completed scroll
book was rolled up with the text on the inside and had to be unrolled with one hand and
rolled up with the other as it was being read. One of the most famous scroll books is the
Egyptian Book of the Dead. These text were written to guide the dead safely to the
Egyptian afterlife and were essential to the Egyptian burial process. The Greek historian
Herodotus reported that Egyptian embalmers did a thriving business in copies of the Book
of the Dead. They were written in large numbers and kept in stock for personalizing as
required.
Parchment made from the skins of animals soon replaced papyrus as a writing
surface by about 500 BCE. Parchment had many qualities that papyrus did not have. It
could be folded and rolled but it was heavier, more expensive, and was also difficult to
produce. Parchment did not become the foremost writing surface until the codex form
was used.
The writing tablet was another common writing surface used in ancient times.
Most were created from an individual block of wood that had been hollowed out to create
a cavity. This indention was then filled with wax. A sharp pen-like stylus was used for
incising or writing in the wax. the writings could be smoothed over many times allowing
reuse of the tablet. Many tablets could be laced together to form a volume. Writing
tablets were mostly used for records of business transactions, letter writing, and school
work. Students used this form of tablet before the more commonly known slate.
In the western world both the writing tablet and the slate replaced by the codex or
coptic-bound book. This type of book consists of regular sized, individual sheets of
writing material (papyrus, parchment or, eventually, paper), joined together by stitching
and placed within a protective cover. A variety of theories have been put forward to
account for the development of the codex form. Christianity helped to progress the
spread and popularity of the codex. By about 400CE the parchment codex was the
predominant form of book predominately handwritten by monks.
II.
Objectives
A.
Students will understand the historical significance of the predjudice and hate
as it
relates to the Holocaust and the lessons learned.
B.
Students will become aware of the history of the book and understand the
significance of the visual arts in relation to history and cultures
C.
Students will create a character themed hand-made book that
encompasses a
character education word, theme, or idea
D.
Students will understand and apply the appropriate media, tools, techniques,
and
processes with the creation of a hand-made book.
E.
Students will choose and evaluate a range of subject matter, symbols, and
ideas
F.
Students will reflect upon and assess the characteristics and merits of their
work
and the work of others.
G.
Students will make the connections between visual arts and other disciplines
III.
Terms
A.
B.
C.
D.
propaganda - the systematic propagation of a given doctrine
hate - to loathe or detest
prejudice - irrational hated of a particular group, race or religion
discrimination - to act on the basis of prejudice
E.
F.
G.
H.
I.
J.
and
K.
L.
M.
N.
O.
P.
Q.
spine.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.
been
folio - one sheet of paper folded in half
signature - a set of folios together
spine - "back bone" of the book
gutter - opposite of foredge of the page (faces the spine)
text block - entire text of the book also called book block
head band - decorative part of a book used to cover a gap between the spine
text block - located at the head.
bone folder - tool used to fold/crease pages made of bone
awl - pointed tool used to punch holes in signatures/folios
PVA (polyvinal acetate) - adhesive used in book binding
methyl cellulose - adhesive used in book binding
hogs hair brush (boars hair brush) - stiff bristle brush used to apply adhesives
coptic binding - a hard-bound book that has been sewed and glued
Japanese binding - a bound book that shows its decorative stitching on the
Its foredge pages are bound in reverse.
pamphlets - a small booklet soft-bound usually with one or two signatures .
non-adhesive binding - a book that is not glued together, usually sewn.
linen thread - used to sew Coptic-bound books to assure longevity
scoce - just a little bit
head - top of the book
tail - bottom of the book
backboard - back cover of the book
frontboard - front cover of the book
book cloth - no-acidic cloth used to cover a book
creep - the foredge's inconsistent edge created when one or more folios have
put together (usually trimmed)
BB. nested v's - process of placing several folio's together
CC. end page/end sheet - decorative inside colorful sheet glued to the inside
front and
backboards
DD. fly sheet/fly page - connected to the end sheet before the text block independent
of the text block
EE. tallan/mull - material similar to cheese cloth used in binding books
FF.
Davy board - am acid-free board used in book making
GG. board thickness - a way of measuring using Davy board as a guide
HH. grain - an invisible seam within a sheet of paper that allows it to tear more
evenly
in one direction
II.
kettle stitch - a primary stitch used in book making
JJ
fig ~ used as a pattern for punching holes
KK. chords /tapes - Coptic bound books are sewn on to these to hold the
signatures
together
LL. mask-off- process of covering up an area when gluing
MM. MM. microcrystalline and beeswax - two types of wax used to wax
thread when
sewing books
NN. tip - in - process to glue-in a small tab with just a small amount of glue
OO. glue-out - the result of too much glue
PP.
s-book - an accordion book in the shape of an "S"
QQ. flutter book - an accordion book that's attached to a cover (forms a loop)
RR. hidden sewing - created when a pamphlet cover is folded over on itself to
conceal
the spine (clean)
SS.
mountain - pointed/convex part of an accordion book forms an upsidedown v
TT. valley - pointed/concave part of an accordion book forms a right-side-up v
UU. squares - process of cutting end pages 1/4" smaller than the cover
VV. book press - equipment used to flatten books
IV.
Materials
variety of hand-made books bone folders
awls
scissors
linen thread
gloss medium
PVC/Methyl cellullose
Xacto knives
assorted papers
ribbon
lace
Holocaust materials
Poison Mushroom character words
http ://www. aish. com/holocaust/overview/thej3oisonous_mushroom. asp
V.
Procedures
A.
The teacher will introduce the students to the idea of propaganda using the
posters
and the text of The Poison Mushroom.
B.
The teacher will conduct a classroom discussion of hate, prejudice,
and
discrimination.
C.
The students will brainstorm modern day uses of propaganda, hate,
prejudice, and
discrimination using a student-made Venn diagram
A.
B.
C.
1.
2.
3.
4.
The teacher will share examples of hand-made books with the class
introducing
terms, media, tools and processes.
Students will take a book arts information test.
Students should decide on a theme for their book. This can be done by:
students writing ideas on slips of paper (places, events, objects, etc. from
the Holocaust) and then creating planned drawing for the book
drawing from a particular Holocaust unit of study (homosexuals, the
handicapped, Jehovah's witnesses, Poles, Sinti and Roma, poetry, famous
quotes, etc.) and then creating planned drawing for the book
based on one of the traits of character education (tolerance, perseverance,
prejudice, tolerance, commitment, responsibility, respect, etc) and then
creating planned drawing for the book
exploring a social issue such as poverty, homelessness, free speech, etc.
and then creating planned drawing for the book
5.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
VI.
visually tell the story of a famous survivor or liberator and then creating
planned drawing for the book
6.
Create a fictitious story about the Holocaust and then creating planned
drawing for the book
The teacher and students will brainstorm how the implementation of a theme
could be accomplished, the teacher will provide examples (see Idea Page
attached) and demonstrations.
The teacher will remind the students that every opportunity should be taken to
reinforce the idea of exploring and illustrating the theme of their book.
Students will create a text block for their book by folding pages with a bone folder
and punch holes using a. jig and an owl (see template examples)
Students will select a Dovyboard front and back cover and punch holes using the
same jig as the paper.
Students will select an appropriate cover paper or fabric and glue-down using the
illustrations as a guide. Make sure that:
1.
A bone folder is used to ensure proper smoothing of the cover paper.
2.
The spine portion of the book cover is at least 1 V* board thicknesses from
the cover
3.
The back cover's spine is glued down opposite of the front cover's spine
so that the holes line up properly.
Students will trim the covers using the illustrations as a guideline. Make sure
that:
1.
The folded/trimmed edges are glued very well in the spine areas and
around the holes of the spine.
2.
The edges of each cover and the corners are bone foldered and tapped
Students will bind their books using the binding illustration as a guideline.
Students will continue to decorate/alter their themed books.
Informal critiques should take place throughout the process as well as small group and
individual demonstrations, reteaching and brainstorming.
Final class critique when the project is completed.
Students should decide how to best display their themed book and include a label with
pertinent information including the "Artist's Statement".
Students/teachers will evaluate the final product. A Rubric is used for scoring and an
opportunity for students to write a personal, reflective "Artist's Statement".
Evaluation
A.
The teacher and student should use the rubric below to evaluate their books.
Criteria
Creativity
Not Yet Meets
Expectations
required components
criteria is not evident
little or no attempts to
use original ideas is
apparent
Meets Expectations
only the required
components are
present
adequate efforts to
use new ideas is
shown but not
developed fully
Exceeds
Expectations
the required
components and
additional components
are used
numerous efforts to
explore new and
experimental ideas
are present
Theme
Craftsmanship
theme is unclear or
not evident
book is sloppy,
messy, torn or
otherwise poorly
crafted
theme is adequate and theme is thoughtful
understandable through and obvious
most of the book
throughout the entire
book
book is adequately
book is extremely well
crafted with a few
crafted and has no areas
problem areas
of distraction
VII. Resources
A.
http://www.aish.com/holocaust/overview/the_poisonous_mushroom.asp
B.
Kelly, Walter, (ed). 1997. Thematic Unit Holocaust. Teacher Created
Materials,
Inc Huntingdon Beach: CA.
C.
US Holocaust Memorial Museum. 100 Raoul Wallenberg PI. SW,
Washington,
DC. 20004-2150
D.
http://charter.uchicago.edu/nko/iu/Holocaust/quotes
E.
http://www.ushmm.org/research/library/index.utp?content=weblinks/right.htm
F.
http://motlc.wiesenthal.com/resources/questions/index.html
G.
http://www.csu.edu.au/faculty/arts/humss/art317/briefhist.
htm
H.
http://booklab.bookways.com/models
L
http://staffcentral.brighton.ac.uk/graeme/bookart2/introduction.html
J.
http://www.philobiblon.com/suppliers.htm
K
http://www.philobiblon.com/isitabook/bibhistory.html
L,
http ://curry. edschool. Virginia. edu/go/edis77 l/webquests2001 sp/spamelagandee
M^
http://www.xs4all.nl/~knops/index3.html
Idea Page for Themed Books
Check out a Format for your Book
Book as Theme - develop the book to reflect the theme of the book (prejudice, hate,
Lessons of the Holocaust) and create artworks throughout the book that reflects this
theme
Tell a Story - create images or text through the book to tell a new story or illustrate and
old story
Book as Art - use the book as the form/base for individual art related to the book
Words Inspired - block out word(s) from selected text to highlight visually in
single/multiple sections
Poetry or Quotations - use famous quotations or poetry throughout the book
Found Objects - use three-dimensional objects as inspiration for a themed book
Ideas for Implementation
•
Pop-up or interactive tabs of the object or subject
•
Use of positive/negative shapes of the object or subject
•
Use three-dimensional objects to illustrate the object or subject
•
Use small envelopes or make pockets for objects in the book
•
Layered or mixed media to illustrate the object or subject
•
Use paper mache' on the cover or a folio page for a 3-D effect
•
Cut paper or magazines collaged to illustrate the object or subject
•
For a dramatic effect, marble or monoprint pages
•
Use an Xacto knife to cut negative shapes, windows, or a niche.
•
Fold, cut or tear pages to create a variety of interesting textures or spaces
•
Cut images and glue down to folio pages leaving negative outlines in a mosaic style
•
Burn the edges of the pages or stain with coffee or tea
•
Punch holes and paint behind them or glue Mylar or colored tissue over them
Make slits on the page and create a weaving with paper or ribbon.
27. Instructional Unit Title: The Journey of Sir Douglas Fir
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
To view the standards refer to the end of this unit.
Proposed Concept: change
Broad Significant Question: How does change affect our lives?
Deepening Questions:
See each lesson
Engagement:
- E1 Experiencing the Masterwork: "Joined at the Dreams"
- E2 Engagement Strategies
Lesson 1 Experience
Masterwork: "Joined at the Dreams"
Concept: change
Significant Question: How does change affect our lives?
Theme: Canada
Students will begin this unit by entering the experience sequence with visual, auditory,
and kinesthetic activities.
Procedures:
Auditory:
Students will listen to "Joined at the Dreams" and complete their listening map. The
listening map allows the student to express their feeling about the music, imagine what
they might see, and what the student hears in the song. The teacher will lead the class
discussion and chart the students' answers.
Kinesthetic:
Students will mirror the teacher's movements with the music. After this concept has been
achieved, students will pair together and create movements with the listening example.
Teacher guideline:
First time through, students are only allowed to create one movement for the entire song.
After the song, the students will discuss how this one move made them feel. Students will
visually draw the creative move on paper.
Second time through this activity, students may create changes throughout the piece.
Discuss the changes and how it made them feel. Students will draw their movement
sequence. Discussion may include: Sometimes things seem boring without change.
Student may feel comfortable with little change. Too much change at one time may seem
confusing. Change adds excitement.
Visual:
Students will identify and draw their dream. After completing this assignment, instruct
the student to make a change in their creation. Students will discuss and share their
dream with the class.
Did you like making a change?
Were you afraid to make a change?
Across the Curriculum:
Listen and discuss Martin Luther King's "I have a dream" speech.
In reflection of this lesson, students will read and discuss the dedication in The Journey
of Sir Douglas Fir. ("To everyone who courageously faces change and somehow finds a
rainbow") Students will discuss changes that they have experienced or others may be
experiencing.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Focus Statement:
Gaining Original Creations:
Lesson 11:Create
Students will create a shadow play of The Journey of Sir Douglas Fir. Divide the class
into 5 groups . Assign each group a chapter to perform. Students may add props, visuals
to their performance.
If time is permitted, the class will make a children's reader's musical of the Journey of
Sir Douglas Fir, part II.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Lesson 2: Inquire
Chapter One: Overture-Shawnigan Lake
Musical Selections: Overture, Shawnigan Lake
Concept: change
Materials needed: cd, video, color-coded instrument cards
Procedures:
As students enter, play the musical selection "Shawnigan Lake". Students will listen and
respond with "I wonder" question. Example: I wonder where Shawnigan Lake is
located? I wonder if the tempo is andante or allegro?
Teacher will lead the class discussion about the unit.
Today, we begin our journey with the reader's musical, The Journey of Sir Douglas Fir.
Discuss what is a reader's musical, who might be involved in creating a reader's musical.
Teacher will chart the answers.
Students will identify the characters in the musical.
Next, the teacher will pass out color-coded cards of instruments of the orchestra to the
class. The student must locate their specific card and the exact location of their
instrument in the orchestra on the floor. (Prearranged by the teacher in a large space in the
room)
After they have found their seating arrangement, the students will listen and view the
overture on the video. Students will discuss "what is an overture?"
Students will listen and analyze different overtures from different time periods and
composers.
Example: William Tell Overture, Overture to the Nutcracker, 1812 Overture.
As students listen, they will raise their instrument card up when they hear the instrument
playing.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 3: Inquire Shawnigan Lake
Musical Selections: "Shawnigan Lake"
Materials needed: cd, Canadian map, markers, crayons, 200ft. ribbon cut into 20ft.
sections, and Douglas Inquiry Center materials. Classroom instruments, book
Students will read, listen, and sing Chapter One.
Students will listen and sing Shawnigan Lake individually and in groups.
Students will participate in hands on activities crossing different disciplines:
Science:
Students will discover how to examine how old a tree is.
Students will measure 200 ft. in the hallway. Each pair of students will connect in pairs
of
20 ft. to create the length of Douglas's 200 ft. body.
Students can investigate and compare heights of objects around the world that may be
similar to Douglas.
Students will convert 200ft into meters.
Social Studies:
Students will locate and color British Columbia on their maps.
Students will compare and contrast different maps. (World, globe, etc.)
Students will color and identify oceans and countries around Canada.
Students will identify a compass rose as a directional tool and will draw one on their
map.
Students will describe the purpose of a map key.
Students will identify an outline map of North America and the location of the United
States, Canada, and Mexico
Students will discuss "what Douglas sees and hears in Canada". He is 350 years old.
What music did he hear? (Music timeline 1627-1977)
Students will participate in Douglas Inquiry Centers.
What kind of tree would Douglas be in: Australia, China, Africa (Kenya), Mexico, and
Japan?
What music would he hear?
What animals would he see?
What instruments would he play?
What language would he speak?
What is the weather like in those countries?
Teacher Reflection:
Before the lesson:
During thelesson:
After the lesson:
Lesson 4: Inquire
Chapter 1: "Pre-Tree School "
Musical Selection: Pre-Tree School
Materials needed: Cd, classroom instruments, and video
Students will listen and sing the "Pre-Tree School" song.
Students will discuss:
What is a twiglet? What will the ranger do with the twiglet?
Students will identify the parts of a tree.
Students will compare and contrast trees with a double bubble map.
Students will discuss diploma, Phi Beta Sappa (pun for Phi Beta Kappa), and Earl's
feelings.
Students will question what sections are in the "Daily Forest" newspaper. Students will
research the sections of the Atlanta Journal Constitution.
Students will divide into groups for the next musical activity.
Guidelines:
Create, compose, or improvise new lyrics and music for the Pre-Tree song. The lyrics
must contain words about instruments or musical notation.
Students may use visual representation during their performance.
Teacher will demonstrate the example first.
Example: What is this?
A drum it keeps a steady beat.
What is this? Holdup visual of a quarter note. A quarter note. It receives
one beat.
Using a pentatonic scale, create music for your song on a melodic instrument. Students
may use any classroom instrument to accompany their melodic instrument. Write your
composition on staff paper. Use dynamics and pick an appropriate tempo. Students will
perform for the class.
Students will create and perform "questions and answers" on African drums. Perhaps
these are questions and answers that Douglas would hear in Kenya.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 5: Inquire
Chapter One: "Joined at the Dreams"
Materials needed: cd, book,
As the students conclude Chapter One, discuss the concept of changes we have
experience during the unit.
Teacher will give sheet music to "Joined at the Dreams" to the students to analyze and
sing. Students will sing independently and in groups.
Students will discuss, "My mother told me that friends become best friends the moment
they share dreams." What are Douglas and Earl's dreams? How can you be a best friend?
Students will reflect Chapter One in Canada Inquiry centers.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 6: Inquire
Chapter 2: The Storm
Materials needed: cd, book, classroom instruments, cardboard tubes, rice, and markers
Creation: Rainstick
As the students enter, play the music from the storm.
Students will create "I wonder" questions and predict what will happen next.
Students will read and listen to Chapter 2.
Students will investigate each character.
Additional information on the characters' biographies can be found at
www.sirdouglasfir.com .
Students will identify which character they can relate too. They will color that character.
This will set up groups for the next activity.
Students will create a rainstick.
Students will create, compose, and perform a storm. Discuss elements in a storm.
(Lightning, thunder, rain)
Students will use the rain stick and classroom instruments to create their song, using the
following guidelines:
Use dynamics pp p f ff
Tempo
Write your repeating patterns for each instrument
Begin and end without speaking
Students will create a Performance Rubric for evaluation.
Before the performance, students will give the forecast for Shawnigan Lake from
collected information about weather. The performance will immediately follow after the
"television broadcast".
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 7: Inquire
Chapter 3: The Contest
Musical selection: "The Contest Song" Materials
needed: cd, book, markers, and paper
Before reading, listening, and singing Chapter 3, students will discuss :
What is a contest? Can everyone participate? What is destiny? What is your destiny? Can
you change destiny?
After listening and singing the "Contest Song", divide the students into groups.
Students will create new lyrics to the contest song.
Guidelines:
Decide what your group wants Douglas to become.
Create new lyrics and sing it in the style of Bully, Monk, or Earl.
Perform your song for the class.
Students may perform with visual arts and shadow play.
Chart the students' decisions about what they want Douglas to become on the board, as
well as the characters' responses, too. Let the class vote on what they want him to be?
What do you think Douglas wants to be?
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 8: Inquire
Chapter 4: An Adventure
Materials needed: cd, map, video, cones, flashcards, sound inquiry centers, play money,
bullhorn, train whistle
•
Student will identify that Cedrick plays the tuba. What family does the tuba
belong too? What are the instruments of the orchestra? How does an instrument
make sound? What is sound? How do the musicians read music?
Organize sound and music center around the room. Science activities on sound are in the
sound inquiry center.
Next, the students will participate in train games:
•
To review musical notation and symbols, play the train game:
•
Before the students can board the train, students must pay the correct amount of
play money to the conductor. Divide students into groups. Give each group a
musical question using music notation, rhythm, or symbols. The groups can earn
more money if they perform their questions. Give out play money for each correct
answer. Each group must have a correct amount of change for the train.
• Marching cones with set of vocabulary or musical symbol cards Choose train
music for movement: "Locomotion" is a good fast upbeat song or sound effects also work
great.
Make a set of vocabulary words. (2 sets) Tape one set to the orange cones (borrowed from
PE). Set up cones around the room. Students will march with the beat around the cones
until you stop the music. Pull out a vocabulary word out of the basket. Whoever was
standing by that cone was eliminated. For more challenge: try writing the names of the
notes on the cone. Hold up the card with the note on the staff. This lesson can be adapted
with math, social studies, music , science, and literacy.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 9: Inquire
Chapter 4: An Adventure
Musical Selection: "It's Wonderful"
Materials needed: book, cd, video, map
Students will discuss transportation in Canada? Why did they choose the train to
transport Douglas to Toronto? How did they load and unload Douglas onto the train?
Discuss the use of the word conductor.
Using the map, students will color and count each new Province that Douglas will travel.
Students will place a dot for every new city :
Vicotia, Calgary, Regina, Winnipeg, Thunder Bay, Saul Ste. Marie, and Toronto
How far is Shawnigan Lake to Toronto?
Students will identify different map symbols, mountains, plains, rivers, U.S. cities that
border the provinces. Students will identify different animals, they will pass along the
way.(antelope, rabbits, wild horses, cows, prairie dog,
Students will listen and sing ,"It's Wonderful".
The teacher will discuss major and minor scales. Students will listen and respond to "It's
Wonderful" in a major and minor key.
Teacher Reflection:
Before the lesson:
During the lesson:
After the lesson:
Lesson 10: Inquire
Chapter 5: Destiny
Musical Selections: "Joined at the Dreams", "O Canada", and "The Star Spangled Banner"
Materials needed: markers, paper, cd, book
Students will sing "Joined at the Dreams". Divide the class into 2 groups. 2 students may volunteer to be the conductors. They will lead
and conduct their group. Combine the group to sing the entire song with both sections.
Students will listen and sing the National Anthems for Canada and the United States. Students will draw or color the flag of Canada.
Teacher will discuss:
Night/knight
World's Largest Flagpole, Exhibition Place, Queen, dub thee
Students will convert Douglas' height of 184ft to inches
Students will make comparisons with his weight of 35,000 pounds with other objects.
Students will examine the diameter of the tip(15 inches) and the butt(33 inches of Sir Douglas Fir.
Teacher Reflection: Before the lesson:
During the lesson:
After the lesson:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Standards in chart form”
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
. 7
^T}
.esson l^-aate:
Concept: change
if
Significant Question: How does change affect our lives? Masterwork: "Joined at
the Dreams"
s~ *$
QCC's
National Music
Standards
•**«-«-€
(^c^xfutn
Music
NCS 6: Listening to,
analyzing, and describing
music. NCS 7: Evaluating
music and music
performances 1. Artistic Skills
Social Studies /
Students wilLyj'
complete aK Wly
chart aboui""~^^
Canada.
[
VV
XJJh \
Science \1
Students will
include all trees,
animals, etc, on
their KWL chart.
j
\
t
i^Iath
H
—•'
-
Literacy
Discuss the Ti~fLi
dedication.
Discuss change.
Resources
Assessment
and
Knowledge:Creating,Performi
ng, Producing: Responds to
music in a variety of
instrumental and vocal styles
through listening, moving,
singing, and playing
instruments. 24. Critical
Analysis and Aesthetic
Understanding: Describes
personal response to listening
selections.
Students will
discuss Martin
Luther King Jr.' s "I
have a dream.."
£{£«**«^*
Music listening map
Pre-test, listening map
MLKcd
KWL ChartCanada
l(~»<J"*bf
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Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 2: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Resources
Assessment
Music
NCS6: Listening to,
analyzing, and describing
music. NCS 7:
Evaluating music and
music performances
NCS 8: Understanding
relationships between
the
other arts, and
music,
outside
the arts, (what is a
disciplines
reader's musical and who
involved in creating .)
is
19 Artistic Skills and
Knowledge: Creating,
Performing, Producing:
Demonstrates growth in
knowledge of music
vocabulary appropriate to
level.
the
28 Historical and Cultural
Context: Expands
of selected famous
knowledge
composers.
Greatest Overture
Cd.flashcards
Double bubble map
Social Studies
Students will
discover where
the composers
of the musical
selections are
from.
Science
Math
Literacy
Students will
identify the main
characters in the
reader's musical.
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 3: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
National Music
Standards
Music
NCSl: Singing
and
with others, a
alone
repertoire
of music
varied
NCS 6: Listening to,
analyzing, and
describing music.
NCS 9:
Understanding
music in relation to
and
culture.
history
8: Artistic Skills and
Knowledge: Creating,
Performing,
Performs
with
Producing:
pitch,
dynamic
level,
accurarcy
in diction,
tone quality,
blend, and balance
by singing
developmental ly
appropriate song. 10:
Plays
melodic,
harmonic,
and
percussive instruments
to accompany folk
and ethnic music
25 Historical and
Culturarl Context:
Interprets text and
.
^
>evC I*//*'**' ' '
/'
Social Studies
Locate Canada,
Shawnigan Lake,
oceans, British
Columbias ***•,
Science I
Discuss: the life of a
tree: rings . ' ' ,t
f
ffoff f '***ttf A
4.5 Demonstrates how
a compass can be uses
to find direction.
f?*f/ \ . 1 OCompare
Shows
contrasts a world map how magnetism is
and
globe.
to
create a compass
'and a***£.
used
1.11 Identifiesa
how
and compasses tell
compass
rose as a ', direction
A
directional tool.
4.29 Uses weather
1.12 Identifies an
instruments to collect
outline map of
data and measure
North America and
factors (such as
the location of the
temperature,
United States,
humidity, air
Canada, and Mexico pressure, wind
speed, and direction)
1.13 Desribes the
purpose of a map key Discuss: the life of a
tree: rings
'rf~
Math /*~
Literacy
Measure'ZOOft body of
> .
Douglas . . ^
Cttf6(ntJetti*i *)
•&***
"*"*"*"' "
/!/*/£*//*/%<
4.
1 1 Selects appropriate
customary and metric
units of measure:
7
length, capacity, weight
and mass,
4.13
Uses temperature.
customary an
units
metricto measure length,
capacity/ volume (use
7
and
dry units), weight/
f
liquied
temperature,
and time
9
mass,
(including telling time to
minute, elapsed time,
the
time before and after
hour) 4.15
Estimates and measures
using appropriate
instruments, length,
capacity/volume,
money, time, and
weight/mass,
(including measuring
temperature
to nearest half inch
and
nearest
centimeter).
musical style in folk
ethnic music of
and
and
other countries.
America
27: Sings songs
representing a variety
cultures
using English
of
and simple nontext.
English
Resources
Assessment
Multicultural Music
Douglas Centers
Maps
Douglas Centers
Douglas Centers
ribbon
Measurement/centers
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 4: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Music
Social Studies
NCS 1: Singing alone Students will locate
and with others, a
Kenya.
varied repertoire of
NCS
2:Performing
music.
on instruments,
aloneothers,
and a varied
with
repertoire of music.
fv NCS 3: Improvising
TTr melodies, variations,
accompaniments.
*
and
NCS 4: Composing and
arranging music within
specified guidelines.
12:Creates sound
compostitions, sound
stories, and sound
collages using body
percussion,
environamental sunds,
and classroom
instruments.
13: Creates simple
pentatonic
on melodic instruments.
improvisations
14: Creates
Science
Students will
identify the parts of
Math
Literacy
Pun: Phi Beta Sappa
and Phi Beta Kappa
a tree.
Diploma
What is a twiglet?
will
Whatyou do with a
twiglet?
Compare the Daily
Forest and the Atlanta
Journal Constitution
Students will discuss
changes in the
environment and camp
sites.
improvisations on
melodic
instruments.
20: Creates new texts
familiar
songs. 21:
for
Performs simple
instrumental
melodic
patterns and rhythmic
patterns by ear and
from
notation.
Resources
Assessment
Composition/performa
nce
Double bubble map
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 5: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Resources
Assessment
Music
NCS 1: Singing
and
with others, a
alone
varied repertoire of
music. NCS 5:
Reading and notating
music.6: Listening to,
NCS
analyzing, and
describing music.
16: Identifies
or
folk source and
composer
documented
information from
publication
musical score.
17: Identifies the flat
and sharp symbols
understands their
and
function.
JATD sheet music
www.discovery.co
m
Canada Inquiry
Centers
Social Studies
Students will
in
inquiry centers
participate
about Canada and
Music.
Science
Math
Literacy
Students will
discuss Douglas and
Earl's feelings,
(change)
How can you be a
"best friend".
Canada Inquiry enters
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 6: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Cobb County
Standards
National Music
Standards
Music
Social Studies
NCS 2:Performing on
instruments, alone
with
and others, a varied
repertoire of music.
NCS 4: Composing
arranging
music
and
specified
within guidelines
NCS 7: Evaluating
music and music
performances.
12: Creates sound
compositions, sound
stories, and sound
collages using body
percussion,
environmental
and
classroom
sounds,
instruments.
15: Improvises
accompaniments
body percussion,
using
environmental
and
classroom
sounds,
instruments.
Science
Math
Students will create a
rain stick using proper
measurements.
Students will discuss
weather, (lightning,
thunder, rain)
4.32 Discusses the
effects humans have
weather
and climate
on
vice
versa.
Describes
and
the climatic effects of
removal of tropical
forest;
rain burning of
fuels; seeding of
fossil
use
of fluorcarbons
clouds'
emissions
from
and
combustion
engines.
internal
4.29 Uses weather
instruments to collect
data and measure
factors (such as
temperature,
air pressure, wind
humidity,
speed, and direction)
Literacy
Students will identify
each character's
biography., and color
the character that they
relate to best.
www.sirdoualasfir.co
m
Students will discuss:
Oh deer, oh dear
19: Demonstrates
growth in knowledge
music
vocabulary
of
appropriate to the
level.
Resources
Assessment
Performance rubric
4.301 nterprets simple
weather maps and
and
makes forecasts.
charts
Identifies pressure
system, fronts, and
features
other from maps
charts;
and uses this
information to
forecast.
develop
internet
performance
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 7: date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change effect our lives?
Masterwork: "Joined at the Dreams"
Music
QCC's
Standards
National Music
Standards
NCS 1: Singing alone
with
and others, a varied
repertoire of
music.
NCSand
6: describing
analyzing,
music.
Listening to,
Students will create new
lyrics to "The Contest
Song."
Resources
Assessment
performance
Social Studies
Science
Math
Students will create a
bar graph of the
from
the class
anwers
of
what
Douglas
responses
should become.
Literacy
,
Students will discuss :
What is a contest?
Can everyone
participate?
What is
destiny?
What is your destiny?
Can you change your
destiny?
Chart answers
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 8:date: ____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Music
Social Studies
NCS 1 : Singing alone and
with others, a varied
repertoire of music.
NCS 5: Reading and
notating music.
NCS 6: Listening to,
analyzing, and describing
music.
4: Identifies orchestral
families and their members
by sight and sound.
5: Recognizes differences
vocal
register and quality,
in
such as soprano, alto,
bass,
tenor,child's voice, and boy
soprano.
Science
Math
Literacy
4.12 Describes sources 1.12 Names and
,
of sounds and how
identifies values of
sounds move through coins (penny, nickel,
different kinds of
dime, quarter)
and dollar bills
matter. Compares
how
different
sounds move 1.13 Determines the
through air, water,
value set of coins up to
and
rock,similar materials. %0.50 using quarters,
4.13 Defines sound
nickels, pennies, and
identifies
its
dimes.
and
Observes
that
sound
is
1.14 Determines
properties.
produced by
equivalent values of
4.14
Discovers that
coins up to $0.50.
vibrations.
sound varies in pitch, 1 .44 Relates addition
intensity and quality. and subtraction to
Produces sounds that words, pictures, and
vary as to : high, low concrete models,
loud, soft, and
particularly sums and
or
sounds
that differ in
differences 10-20 and
produces
tone.
related differences,
4.15 Investigates the and
multiplies often
relationship between
attributes of waves and
qualities of sound.
Connects attributes of
Resources
Assessment
Centers
Sound inquiry Centets
Train game
Maps
Maps
waves (wavelength and
frequency) to attributes
of sound (pithc,
intensity)
4.16 Describes how we
hear sounds. Describes
how the outer, middle
and inner ear transmit
vibrations to the brain.
4.17 Recognizes
technological devices
that produce sound
(loudspeakers,
bullhorns) or help
humans hear better
(hearing aid,
stethoscope
centers
Sound Inquiry
Train Ride
Centers
Assesment
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 9: date:____________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards s
Music
NCS 1: Singing alone
and
with others, a varied
repertoire of music.
NCS 6: Listening to,
analyzing, and
describing
music.
3: Distinguishes aurally
between music in major
and
minor keys.
6: Recognizes
differences in
vocal register and
quality,
such as soprano, alto,
tenor,
bass, child's voice, and
boy
soprano.
Social Studies
1.7 Compares
and
contrasts
modes of
land,
air, and
water
transportat
ion.
Describes
how
modes of
transportat
ion link
goods
and
consumers
.
1.8 Describes
the
difference
s between
human
and
natural
resources
(people at
work
and
water,soil,
wood,c
oal,etc.)
1.10 Compares and
contrasts a world
map
and a globe.
1.11 Identifies a
compass
rose as a directional
tool.
1.12 Identifies an
outline
map of North
America
and the location of
the
United States,
Canada,
Science
Students will
discuss the animals
they will
pass.(antelope,
rabbits, wild horses,
cows, prarie dogs)
Math
Review
money
needed
for the
train
ride.l.12,
1.13,1.14,
1.44
Literacy
and Mexico
1.13 Desribesthe
purpose of a map key
Identifies pictorial
symbols on maps such
symbols for a house, a
as
school, a church, and a
road and nonpictorial
symbols (e.g., dots used
on maps to represent
entire cities)
1.15 Recognizes
characteristics,
physical
hills,
mountains,
including
continents, and islands
land forms; lakes,
as
oceans, and rivers as
bodies of water.
Students will identify
the
US states bordering
journey to Toronto.
their
Students will plot:
British Columbia,
Victoria, Vancouver,
Calgary, Regina,
Winnepeg, Thunder
Sault
Bay, Ste. Marie,
Toronto.
Students will draw in
symbols for
plains, and rivers.
mountatins,
Resources
Assessment
video
Performance/singing
maps
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 10:date: ______________________
Bernstein Artful Learning Unit
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Music
NCS 1: Singing alone and
with others, a varied
repertoire of music.
NCS 6: Listening to,
analyzing, and
describing
music.
9: Sings in harmony by
performing rounds, echo
songs, partner songs,
ostinato,
simple and descants.
17: Identifies the flat and
sharp symbols and
understands their function.
22: Explains and follows
textmultiple-stanza songs.
for
(Joined at the Dreams,
Star Spangled Banner,
and
O
Canada)
^~\
J~\
Social Studies
Science
4.3 Identifies the
words of the first
verse of "The Star
Spangled
Banner" and
recognizesAnthem
National
the
Students will sing
and compare "O
Canada" to the
"The Star
Banner."
Spangled
1.16 Compares
the daily lives
and
customs such as
birthdays and
religious
holidays
of children in the
United States with
children in
and
Mexico.
Canada
1.17 Compares
and
Math
Students will make
comparisons to objects
of Sir Douglas Fir's
length, diameter,
new
and weight.
Review: 4. 11, 4. 13, 4.
15
Literacy
Students will discuss:
Night, knight, queen,
world's largest
dub
thee
flagpole,
contrasts the flag
of the United
States
with the flags
of Canada and
Mexico. Students
will create a
Canadian flag
Resources
Assessment
S inging/Performing
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 11: date: ____________________
Bernstein Artful Learning Unit: CREATE
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards
Music
Students will create a
performance of The
Journey of Sir Douglas
1 1 : Creates movements
Fir.
for musical
dramatizations.
Social Studies
Science
Math
Literacy
4.2 Listens and
responds to a variety
of literary forms 4.31
Demonstrates
comprehension when
reading a variety of
literary forms 4.16
Reads a variety of
materials for
information and
pleasure 4.17 Reads
for a variety of
purposes in different
kinds of texts
4.25 Recognizes
implicit main idea,
details, sequence
of events,
cause/effect
relationships in fiction
and nonfiction.
4.28Draws
conclusions, makes
predictions,
compares/contrasts,
and makes
generalizations.
Resources
Assessment
Cd/book
Performance Rubric
Curriculum Theme: Canada
The Journey of Sir Douglas Fir
Lesson 2: date: ____________________
Bernstein Artful Learning Unit: Reflection
Concept: change
Significant Question: How does change affect our lives?
Masterwork: "Joined at the Dreams"
QCC's
Standards
National Music
Standards s
Music
Entertainment
Section:
Social Studies
Travel Section
of Canada
Artwork of
flag and
Canada.
Science
Weather, Earth Day,
trees, animals
Math
Bar graph of survey
Literacy
Students will write a
metaphor about
change. Students will
complete their KWL
charts. Students will
complete a journey
map of their learning
experience.
Students will create a
" Daily Forest"
web page.
Include: Ask Rona
section and nutrition
Resources
Assessment
survey
Student portfolios
28. Instructional Unit Title: The Lewis and Clarke Expedition
Key Author(s): Karen Lasher
Other Authors of this Unit:
Email Address: klasher@kennesaw.edu
School: Kennesaw State University
Grade Level Range: High School (no special education)
Key Standards, to be taught to mastery:
Character Traits (QCCs standards) Addressed:
Patriotism: support of the US Constitution and love for the USA with
zealous guarding of its authority and interests
Honor: Keen sense of ethical conduct, one's word given as a guarantee of performance
Power Standards (Key QCCs) Addressed (no more than five) that the Unit teaches to mastery:
United States History:
Explain the concept of Manifest Destiny as it applies to US History
Social Studies
Identify and analyze the Declaration of Independence
Language Arts:
Critical Thinking: Recognize multiple, valid interpretations of a single work or event
Other related QCCs Addressed (only if applicable):
Language Arts:
Draw reasonable conclusions from various sources Defend conclusions rationally
Social Studies:
Identify common cultural characteristics of various tribal groups of Native
Americans
Trace and describe the growth of a nation
Arts Standards (QCCs) Addressed:
Synthesize observation, imagination and research to create characters, environments and situations. (POWER STANDARD) Apply
techniques of emotional expression and sensory perception to portray the details and complexities of human personalities in
characterization
Proposed Concept: Balance
Broad Significant Question: What can we do, as individuals and collectively as a nation,
to make our nation more real than ideal?
Deepening Questions:
Discovery Center #1:
What character traits did the members of the Corp of Discovery possess (include Sacagawea) that contributed to the successes and failure of
the expedition?
Using the book Lewis and Clark on the Trail of Discovery: The Journey that Shaped
America and a viewing of the Ken Burns video Lewis and Clark the students will be
divided into groups and will each assume responsibility for exploring sections of the
book and presenting their findings to the class. The following questions will be
provided to guide their thinking:
(p 6-11) What factors brought about the expedition?
What personal characteristics did Jefferson, Lewis and Clark have that influenced them to embark upon this journey?
What were their motivations?
(P 12-19) How did the members of the corp of discovery prepare for heir journey?
What difficulties did they encounter that they were not prepared for?
(P 20-25) Describe the natural barriers encountered by the members of the corp.
What role did the Native American tribes play in helping them to overcome these
barriers?
How did they deal with cultural and language differences?
(P 36-44) Beginning with the expedition's sighting of the Pacific and ending with
their return to Saint Louis, create a time line of the final stages of the expedition.
What lasting contributions to the United States were made?
What became of some of the principle members of the Corp of Discovery?
Were these people different at the journey's end than they were at its beginning?
How?
Discovery Center #2
What were the actions taken by President Jefferson in ordering the expedition ethical? Why/Why not?
Examine the friendship certificate and the peace medals that the members of the expedition gave to the Indian tribes they met along the
journey. Then read President Jefferson's confidential message to Congress. Compare these documents. What discrepancies can be found?
What do you think President Jefferson's attitude toward the Native Americans was?
What value to the Indians did Jefferson see in the Louisiana Purchase?
What value to the Native Americans did he see? Did one concern overshadow the other?
Explain.
It has been recorded that President Jefferson shared with Benjamin Franklin a deep respect for Native American forms of government. In
what way does this information conflict with your reading of the confidential message to Congress?
Why would Jefferson want to keep the letter confidential?
In light of what we know about the eventual consequences of expansion on the
Native Americans, write a treaty that if adhered to would better reflect the ideals that
America is founded on. (Equality, Right to life, liberty, pursuit of happiness).
OR
Design a new peace medal and explain why you believe it is better than the one
presented by the members of the corp to the Native Americans.
Discovery Center #3
Why is it important to take into account multiple perspectives in the study of History?
Choose one of the following Native American tribes encountered by the expedition members: Blackfoot, Crow, Pawnee, Sioux, Nez
Perce
Using at least three sources, research their of life. Include the types of homes they lived in, the food they ate, some of their customs, how
they dressed, their form of government and any other characteristics they possessed that you feel are important in helping to understand
them. What was their relationship to the corp? Present your findings to the class.
Assume the identity of one of the members of the Corp of Discovery, a member of one of the Native American tribes, a member of
Congress or an ordinary American citizen of that time. Explain why you support or reject the mission of the expedition as you see it.
With the help of your arts partner, write a skit or a reader's theater presentation, or a personal characterization that reflects the perspective
of that individual/individuals. Design the product to be instructive and reflective of your learning in this unit so that it may be used to
introduce younger students to the Lewis and Clark expedition.
Consider the age of the students who will be your audience and design your performance to meet the QCC requirements for that grade
level.
Engagement:
- E1 Experiencing the Masterwork: The Journals of Meriwether Lewis and William Clark
Dramatic characterization of York by Mr. Bobby Norfolk, master storyteller
- E2 Engagement Strategies
Journals of Meriwether Lewis and William Clark
Dramatic characterization of York, master storyteller, Mr. Bobby
Norfolk
Focus Statement:
Gaining Original Creations:
time line
peace treaty
journal entry
dramatic characterization
Helping Reflection:
- Observation
- Interpretation
Historically, American History has been presented to students in an idealized fashion. Taking into account the multiple perspectives that
naturally exist among all peoples, consider: How can "the worst of us" be used to bring about "the best of us?" How can we, as
individuals and collectively as a nation take steps to make our beloved country more real than ideall
-
Application/Prediction
Inquiry Centers: Each inquiry center must have a Deepening Question.
Additional Activities:
Choose a member of the Lewis and Clark expedition. Write a narrative, in first person, that speaks to the idea of definitive
journey/struggle in the life of that individual. How does the journey shape the identity of that person?
Write, a journal entry. You are to view your study of the Lewis and Clark Expedition as a personal journey. As you encountered
information and experienced the reading of the masterwork, what were your struggles? What personal lessons will you take with you
from your inquiry into the experiences of the corp? In other words, explain your defining moments in this study.
Joining with Arts Partners:
Two of our participating arts partners reviewed the unit prior to the pilot and provided suggestions and feedback as to how to strengthen
it. Both arts partners did extensive and unit development specific to the part that they play.
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
29. Instructional Unit Title: The Periodic Table
Date:
Key Authors: Alecia Frizzell
Other Authors of this Unit:
E-mail Address: afrizzell@towns.kl2.ga.us
School: Towns County High School
Grade: 9-12
Key Standards, to be taught to mastery:
POWER STANDARDS KEY QCC'S ADDRESSED:
SC3 Students will use the modern atomic theory to explain the characteristics
of atoms. SC3a. Discriminate between the relative size, charge, and position
of protons, neutrons, and electrons in the atom. SC3b. Use the orbital
configuration of neutral atoms to explain its effect on the atom's chemical
properties. SC3c. Explain the relationship of the proton number to the
element's identity. SC3d. Explain the relationship of isotopes to the relative
abundance of atoms of a particular element. SC3e. Compare and contrast
types of bonds. SC3f. Relate light emission and the movement of electrons to
element identification.
SC4. Students will use the organization of the periodic table to predict
properties of elements. SC4a. Student will use the periodic table to predict
periodic trends including atomic radii, ionic radii, ionization energy, and
electronegativity of various elements SC4b. Compare and contrast trends in
the chemical and physical
Character Through The Arts is a U. S. Dept. of Education grant
Funded through the Office of Safe and Drug Free Schools, No Child Left Behind
properties of elements and their placement on the periodic table.
OTHERJRELATED STANDARDS QCC'S ADDRESSED:
SCShl. Students will evaluate the importance of curiosity, honesty, openness,
and skepticism in science.
SCSH2. Students will use standard safety practices for all classroom
laboratory and field investigations.
SCSh2a. Follow correct procedures for use of scientific apparatus.
SCSh2b. Demonstrate appropriate techniques in all laboratory situations.
SCSH2C. Follow correct protocol for identifying and reporting safety
problems and violations.
SCShS. Students will identify and investigate problems scientifically.
SCShSa. Suggest reasonable hypothesis for identified problems.
SCShSc. Collect, organize, and record appropriate data.
SCShSe. Develop reasonable conclusions based on data collected. SCSh3f.
Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.
SCSH6. Students will write clear, coherent laboratory reports related to
scientific investigations.
ARTS STANDARDS (QCC'S) ADDRESSED:
Art History and Criticism
QCC3 The student will examine and discuss the role of art and artifacts as a
visual
record of humankind's cultural, political, scientific, and religious history.
QCC4 The student will recognize the application of higher order thinking
skills in the
creation and study of art and discusses their transfer to practical and
workforce
situations.
QCC22 The student will recognize and discuss universal themes of art
Academic Standards:
- A1 Knowledge:
- A2 Skills:
- A3 Character / Dispositions
11.3 Courtesy and cooperation
14.3 Cleanliness
15.2 Accomplishment
Cooperation
Proposed Concept: Patterns
Broad Significant Question: How has science influenced art throughout history?
Deepening Questions: see inquiry centers
Engagement:
-
E1 Experiencing the Masterwork: The Periodic Table
- E2 Engagement Strategies
Students will experience the periodic table through research of trends. They will use
the periodic table to predict colors on flame test lab that they will perform. Students
will view the painting "Sunday Afternoon on the Island of Grande Jatte" posted at the
front of the room. The students will work in groups to research the time period of
the painting, the method used in painting, how the painting exhibits pattern and
relationships.
Students will conduct experiments on atomic emissions to experience the different lights
produced by gases and relate this to their position on the periodic table. The student will use
the periodic table to write electron configuration and quantum numbers of elements. The
student will experience art with demonstrations, original creation, and other chosen routes
with arts partner.
Focus Statement: Students will understand the relationships between art and science with
regard to historical context. Students will use the modern atomic theory to explain the
characteristics of atoms. Students will use the organization of the periodic table to predict
properties of elements, just like we predict characteristics of people in paintings.
Focus Statement:
Gaining Original Creations:
Our high school art teacher and/or a local artist will discuss the different paints used and the
chemical components of paints in a historical context. Students will have the opportunity to
mix and paint with different kinds of paint that were used throughout history.
The art teacher will then demonstrate different painting techniques to the class, encouraging
each student to try each technique, and assist members of the class in creating their own
rendition of "Sunday Afternoon on the Island of Grande Jatte" using their own experiences.
Other unit creations include:
1. Timeline of atomic theory
2. Research Report on chemistry and art history.
3. Presentations on Periodic Trends
4. Lab Reports
5. Students will create their own periodic table in Inquiry Center 8.
6. Students will create their own periodic table of paint colors using sample paints from a
paint
store.
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Students will write an essay reflecting on the pros and cons of each inquiry center. In a
journal, they must write what they learned at each inquiry center, how the center could have
been improved, things they liked, disliked, and what they would change. Students will
reflect on:
1. the significant question
2. the enduring questions covered at each inquiry center and
3. the concept of patterns
a. Did the Seurat painting depict the character of the people through art? If so, what
techniques did he use to convey character?
b. Did your individual paintings depict the character of the people you painted?
What
techniques did you use?
c. How can patterns in art be used to denote character traits?
Each journal must be peer reviewed by at least two students (a rubric will be given for
peer reviewing and each review must have different students). This will give an
opportunity for self-assessment and peer review.
Inquiry:
1. Deepening Question: How do the periodic table and the painting by Georges Seurat,
"Sunday afternoon on the Isle of Grande Jatte" work together to show how science and art
are related?
After viewing the painting,"Sunday Afternoon on the Island of Grande Jatte" posted at the
front of the room and researching the time period of the painting, the method used in
painting, and how the painting exhibits pattern and relationships, the students will work
together in small groups to create a Powerpoint presentation and present their findings to the
class. After the presentations, students will use a Venn Diagram to discuss similarities and
differences in the presentations and explore the significance of each.
2. Deepening Question: How has chemistry changed and affected different art periods
throughout history?
Students will watch a movie from the history channel called "Paint" that relates chemistry and
art to introduce the unit. The students will be required to answer comprehensive questions
following the movie. After the movie, students will research how chemistry changed and
affected different art periods throughout history. Students will take a field trip to the High
Museum of Art in Atlanta to investigate how chemical changes in the components of paint
impacted the art being displayed. They will compile their research into a three page typed
research report using correct MLA formatting. This report will be updated at the end of this
unit so that students may assess and document changes in how they perceive the relationship
between art and chemistry after more discovery and research.
3. Deepening Question: When and who made important changes that led to the modern
atomic theory which explains how atoms act?
The student will create a timeline of modern atomic theory using internet, textbook,
encyclopedia, and any other needed reference sources. This timeline will be posted in the
room. Students will do this in groups, each with a specific time period to research.
4. Deepening Question: What area the periodic trends and how does this affect placement of
elements on the periodic table?
Students will research assigned periodic trends and create a poster presentation for the class.
5. Deepening Question: How can you determine a gas by its atomic emission spectrum? How
does this correlate with its placement on the periodic table?
Atomic Emission Spectrum Lab - see Exhibit 1
6. Isotope Lab: Deepening Question: What are isotopes? - see Exhibit 2
7. Deepening Question: How can you find the charge of an electron?
Finding the Charge of an Electron Lab - See Exhibit 3
8. Deepening Question: How do trends and similar characteristics affect placement of
elements on the periodic table? How can this be recreated?
Designing your own periodic table activity - see Exhibit 4
9. Deepening Question: What are quantum numbers and electron configurations? How do you
determine quantum numbers and electron configurations for each element based on their
placement on the periodic table?
Quantum Numbers Activity - See Exhibit 5
10. Deepening Question What colors are characteristic of particular metallic ions in a
flame test? Is this property periodic?
Flame Test Lab - See Exhibit 6
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
30. Instructional Unit Title: The Samurai
Date: 12-08-06
Key Authors: Jackie Alexander, Jacquelin Harden, Songea Williams
Other Authors of this Unit:
E-mail Address: jacquelin_harden@yahoo.com
School: Shuman Middle School
Grade: 7th
Key Standards, to be taught to mastery:
Al Knowledge: Social Studies
- Content Standard #31
Explains how unequal distribution of natural resources, scarcity of natural
resources, and the physical features of Asia influence
a. human activity within the culture region and
b. interdependence among countries in the region and the world
- Content Standard #32
Identifies the changes that occur in the meaning, use, distribution, and
importance of resources.
-
Al Knowledge: Language Arts
ELA7R1 The student demonstrate comprehension of a variety of literary text.
ELA7R2 The student understands and acquires new vocabulary i/ ELA7R3
The student reads aloud
ELA7W1 The student produces writing that establishes an appropriate
organizational structure.
Content Standard #31
Explains how unequal distribution of natural resources, scarcity of natural
resources, and the physical features of Asia influence
a. human activity within the culture region and
b. interdependence among countries in the region and the world
Content Standard #32
Identifies the changes that occur in the meaning, use, distribution, and
importance of resources
Al Knowledge: Language Arts
ELA7R1 The student demonstrate comprehension of a variety of literary
ELA7R2 The student understands and acquires new vocabulary
ELA7R3 The student reads aloud
ELA7W1 The student produces writing that establishes an appropriate
organizational structure.
ELA7LSV1 The student participates in student-to-teacher, student-to-student, and
group verbal interactions.
A2 Skills:
Locates the countries of Asia on a world map
Describes and locates the geographic regions of Asia (i.e. South Asia, East
Asia and South East Asia )on a map and globe
Identifies and locates the countries of Asia on a map and globe
Students will learn writing process, the effects of sound, form and figurative
language in poetry.
Students will learn the various forms of poetry
Students will learn the similarities and differences in prose
Students will respond to questions and actively participate in verbal
interactions.
- A3 Character / Dispositions
Courtesy and cooperation: recognition of mutual interdependence with others
resulting in polite treatment and respect for them. Fairness and good
sportsmanship: freedom from favoritism, self-interest, or indulgence of one's
likes and dislikes; abiding by the rules of a "contest and accepts victory or
defeat graciously. Respect for and acceptance of authority: the need for and
primacy of authority, including the law, in given circumstances.
Proposed Concept:
How does the balance between technology and nature affect culture?
Broad Significant Question:
Deepening Questions:
How has nature been affected by technology?
How does evolving human activity affect nature?
How do regional resources determine the success of a culture?
See inquiry centers for additional deepening questions.
Engagement:
- E1 Experiencing the Masterwork: Samurai
-
E2 Engagement Strategies
Students are asked to hypothesize the definition of the term Samurai. The information will
be placed on chart paper or on the bulletin board. The teacher will then give them a piece of
drawing paper to sketch an image of a samurai to include shapes, colors, lines, and textures
using a Quick Draw strategy. The teacher will then display the masterwork for the students
and give them an observation record handout (see handout 1). The students are asked to
record their observations from the visual art to include observed shapes, colors, lines, and
textures. Students are then asked to compare and contrast their version of the Samurai to the
one shown by the teacher. A gallery walk will occur when the students have finished their
drawings.
The teacher will then begin to discuss various aspects of the Samurai uniform and allow
students to ask and answer questions about it. This will then lead into the introduction of the
unit topic, concept, and significant question. Students will then be asked to complete a KWL
chart about the Samurai.
Focus Statement:
How has nature and mans’ quality of life evolved since the implementation of
technology? The lesson focuses on the impact of new goods, ideas, and technology on a
region. Most students know that many Asian inventions; such as the compass, saddle,
and gunpowder have changed the course of World history. How did it change the life of
the Samurai?
Gaining Original Creations:
There will be several small group activities in each class throughout the unit. Students
will also be asked to create the following products at the end of this lesson…
Language Arts:
 Original kite-building Haiku Poem

Develop a one-page report comparing the educational program in the United
States to that o Japan.
Math:
 Create a budget for their family
 Create origami
Social Studies:
 Create a coat of arms
 Develop a cultural code
Helping Reflection:
- Observation
Picture of a Samurai
- Interpretation
Charts and graphic organizers will be used
- Application/Prediction
Class discussions, activities, viewing of the movie The Last Samurai and visit to
a Japanese restaurant
Inquiry:
E1 Experiencing the Masterwork
Deepening Question: What was the Samurai and why were they important?
Math Centers
Center # 1
"Math is Beautiful"
Deepening Question: How is symmetry used in Asian Art form?
Procedure:
Day One
1. On the board or overhead show students a square, an isosceles triangle, and an
irregularly shaped figure. Distribute a photocopied sheet with these three figures
to each student and have students carefully cut out each figure.
2. Explain that today's lesson is on symmetry; first, students will be given a visual
demonstration of them. Ask students to carefully fold each figure in half, first the
square, then the triangle, then the irregularly shaped figure.
3. When students have finished, ask a volunteer to come to the board and draw a line
where the fold was made on the square (colored chalk is useful for this). Ask if
anyone folded their square differently. If they did, help them correct it by
refolding the square.
4. Ask students if they can explain the concept of symmetry in words. Make sure
they understand that a line of symmetry is like a mirror image where each half is
identical to the other half reflected across the line of symmetry.
5. Follow this up by explaining that measuring the perimeter of each half of the
square can prove symmetry. Have students measure each half of their squares;
each side should be equal. In addition, in a symmetrically regular figure, the
corresponding angles should be equal. Have students confirm this by measuring
with a protractor.
6. Having explained the general concept, ask students if all figures have the same
number of lines of symmetry as the square. Follow the procedure used on the
square with the triangle and the irregularly shaped figure.
7. Make sure students understand that some figures have only vertical symmetry,
horizontal symmetry, or no symmetry at all.
Day Two
1. Review the concept from Day one.
2. On an overhead show the images of the Head of a Bodhisattva, Dotaku, and
Lobed Mirror with Paired Phoenixes, a Nestling Bird, and a Lotus Blossom.
3. Pass out a copy of handout with the half Dotaku to each student. Have them use
their rulers and protractors to draw the other half of this bell. Explain that they
have created a reflection of the other half. Have students cut out the full Dotaku.
4. On the overhead, show the Dotaku reflected over a horizontal line next to an
image of the Dotaku translated over a horizontal line. Ask students to repeat the
terms reflection and translation. Have students use their handmade manipulative
to replicate the two concepts.
5. On the overhead, show the Dotaku rotated 90 degrees. Ask the students to
explain the concept illustrated. Have students use their handmade manipulative to
replicate the concept.
Day Three
Center # 2
"Lets Make Origami"
Deepening Question: How is symmetry used in Asian Art form?
Procedure:
See handouts
Day #4
Center # 3
"What's in a number?"
Deepening Question: How do numbers play a role in Asian Society?
Class discussion to compare budgets and how they managed. How did the amount of income
affect the budget? What about the size of the family? In real life, what are some problems
with staying on a budget? Did any group allow for savings in their budgets? When savings
are included in a budget, what percentage of the income should be saved? Or, is it a dollar
amount? How much should a family save each week, ...two weeks, month, year? Why would
you want to save money? What if your family were required to contribute to a savings plan,
or at least strongly expected to save Procedure:
1. Explain to students that in Japanese numerology, numbers are considered "lucky"
or "unlucky" by the way they sound.
2. Students will complete a numbers activity (see handout)
Continuation of Following a Budget Game
A. Each household will incorporate a savings plan into their budgets.
(They may have to change other parts of their budgets.)
B. Continue play with another drawing of fate, sale and event cards.
C. Compute savings now, in another month, another year, in 5 years, in 10
Household Expenses
Directions
1. Use the amounts listed below in your budget and total the monthly expenses.
2. Add other monthly expenses. Think about the needs of this family. Remember
clothes, dance lessons, movies, ball games, refreshments, going out to eat, etc. Try to
be realistic about what prices would be for a month. For example, you probably won't
need to buy shoes every month, but you could use a credit card and then make monthly
payments, but be sure to add a monthly charge by the credit card company.
3. Add up all your expenses.
4. Do not go over your monthly income! If your expenses are greater than your income,
you will need to cut back on something.
5. Strive for a budget that has some money saved each month.
Household GROUP A Family of 4
Father, teacher $39,800 Mother,
financial advisor 45,350 Girl, 8 and
Boy, 10
Total income $85,150
Monthly Income: ........................... $7,095.83
Monthly Expenses:
Housing .................................. 1,550 Daily travel
Food Gasoline, Oil, etc.........165
Groceries ..................... 420 Car Maintenance .......... 55
Utilities Car Payments ............1,568
Electricity ...................... 80 Insurance
Gas .................................. 75 Life ................................. 60
Water ............................. 35 Health............................ 48
Cable ...............................45 Car ................................. 112
Telephone ..................... 125 Work ............................. 110
Taxes House .............................. 45
Income ........................ 1417 Retirement Fund..................... 400
Real estate ..................320
Language Arts Centers
"The Haiku and You"
Deepening question: How has the Japanese haiku evolved with the trading of ideas and
Western influence?
Introduction:
Students will see two haikus written on the board. One will be a traditional haiku, the
other a modern haiku. Japanese will be playing in the background. Students will be
asked to compare and contrast the two poems in a classroom discussion. Next the teacher
will discuss the history of the haiku and the games of tanka and renga.
Day one:
Students will be told to free write, in an attempt the capture a moment in time. The theme is
nature. Next they are to write a poem with a 5-7-5 verse in preparation for the
gameofrenga.
Day two:
Students will enter the classroom with their complete haikus. They will pull a name from the
basket to begin the game of renga. The name of the person chosen has to complete the poem
of his/ her partner. The poems will be judged by the class and the winners will receive a
prize.
Day three:
Class will discuss how the traditional haiku has evolved because of Western influence.
Students will write a modern haiku.
Day four:
Students will construct a kite and add their traditional or modern poem to the kite
Social Studies Centers
Deepening Question: "How did Japan's culture nourish its economic growth?"
Introduction
Explain to students that Japan is currently the world's second largest economy, even with the
economic problems which it has currently faced during the last decade. After World War II,
Japan's amazing rise to economic power was due to several different factors. Students will
discuss and review information pertaining to the Marshall Plan and the Bushido code.
Center # 1
"What do you represent?
Materials
a) A Samurai Castle.
Samurai castles, pages 10-16 Arms and Armor, pages 28-29
Women's Lives, pages 24-25 A Day in the Life of a Samurai, pages 30-31
Training of a samurai, pages 26-27
b) Notes sheet, Appendix F
c) Construction paper, poster board, etc. for visual aides
Samurai and Bushido
1. Objective/Goal: Students will...
a) Develop an understanding of the complexities of samurai life and demonstrate this
understanding through a class presentation.
b) Develop research and presentation skills.
c) Understand the samurai's life: the training of a samurai, the arms and armor of samurai,
the importance of the samurai castles, and the life of samurai women, and demonstrate
this understanding through the writing of a summary of a class presentation
Review the information on what the samurai were and their Bushido code. Students
should remember that samurai were professional warriors, who were trained from a
young age, like medieval knights in Europe. They were trained to follow a code, called
Bushido, which called for bravery, self-control, and loyalty to their daimyo, or clan
leader.
b. For this activity, students should be broken up into groups of 3-6 depending on class
size. Explain that for this activity, each group of students will research, become experts
in, and share their knowledge about, one aspect of samurai life. List each of the
categories on the board and have students roll a die or pick a number from a bag to
determine which area each group will research.
c. Groups will most likely need to share copies of the A Samurai Castle. Each student
should also be given a copy of the note-taking sheet. On this sheet they will take notes for
their presentation, and later take notes on other presentations. For the rest of the class
period, students should research and prepare for their presentation. Every presentation
should have a visual aid, and all group members must have a speaking part during the
presentation.
d. Give the groups 5-10 minutes to coordinate their presentation and practice. As the
presentations are being given, the other students should be taking notes. After all
of the
presentations have been given, students should have notes on all of the areas of
samurai
life.
e. Students should pick the area of samurai life (other than their own) that interests them the
most and write a short summary of what they learned from the presentation.
Center #2
"What is a culture?"
Students will review the aspects of what makes a culture, compare and contrast the
United States culture with Japan's culture, and develop a cultural code of their own.
Whole Group Center # 2 (to be viewed during lunch throughout the unit)
Deepening Question: How did the introduction of the white man impact technology, culture
and trade in Asia?
Students from the three classes (math, language arts, and social studies) will gather in Mrs.
Harden's social studies room to view segments of The Last Samurai. They will view the
cultural aspects and how the life of the Samurai evolved with the introduction of technology
and trade. While viewing the movie students will complete concept maps on technology,
trade and culture. Concept maps will be used to complete an end product reflecting the
changes that have occurred in Asia since the introduction of technology and Trade.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
31. 1st Nine Weeks
Instructional Unit Title: Timeline of American History
Date:
Key Author(s): Panter/Martin
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
Proposed Concept:
Geography
Land Forms
Crops
State Symbols
Regions
Advertising Campaign Magazine
Primary Source (Longstreet) Persuasive
Prehistoric Man
Explorers
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork:
- E2 Engagement Strategies
Application: Each person becomes the character they researched for the paper.
Teachers give them a situation, and they have to respond as that character in small
groups (Surreal Life: costume). For the research paper, we will give topics down to
Explorers. We will make sure the kids who can act get First ladies and Presidents (for
the performance)
Focus Statement:
Gaining Original Creations:
1. Research Paper: Person important in history/ literature must answer guided
questions in paper.
First Ladies:/Great Presidents:
Group 1:Washington, Jefferson, Adams, (what type of country do we want to have,
women's role)
Group 2:Madison, Jackson, Lincoln, (England, Indians and slavery)
Group 3: FDR, Carter, Reagan, (Communism, Freedom)
American Revolution: (Situation: was the war necessary, who is to blame)
Ben Franklin, King George III, Patrick Henry, Button Gwinnett, Molly Pitcher or Nancy
Hart
Explorers: (Situation: who gets the new world) Desoto, Columbus, Menendez, Ribault,
Drake
Famous Georgians: (Situation: should everyone be given
equal rights) M.L. King, Jr., Oglethorpe, Eugene
Talmadge, Hoke Smith, Rebecca Felton
Advanced Content: choose own scenario but have to answer guided question. *As part of
their presentation, students will have a confessional (like Real World)
2. Artful learning: Portraits of Presidents and
their wives, possibly comparing them to casual
photographs of the same. For explorers, search
Columbus and Indians in Google. Mount
Rushmore www.mtrushmoretshirts.com/ art.htm (
Presidents and Indians painting is powerful)
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Great American First Lady Race: Who was America’s true First Lady? Reunion type
situation
where husbands and wives walk onto the stage as music plays. The host will introduce
them as they walk out. The husband introduces himself and then his wife, then explains
some of the things she did, then the audience asks questions of First Ladies and their
husbands (we will give them a few questions and let the audience ask their own) Each
first lady must explain why she believes she was America's best first lady. Audience
votes on their favorite (To vote, the audience will raise hands to vote, we will then bring
the microphone for them to tell why they think she is the best): with crown (and victory
speech?)
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
Character Through Service Learning Performance. First Ladies and Presidents
Characters: Washington, Adams, Madison, Lincoln, FDR, Host
- Community Action
nd
2 Nine Weeks
Instructional Unit Title: Timeline of American History
Date:
Key Author(s): Panter/Martin
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
Proposed Concept:
Explorers and Debate finish
Founding of Georgia
Life in Colonial-Georgia
Slave Trade
American Revolution
Government
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork:
- E2 Engagement Strategies
Focus Statement:
Gaining Original Creations:
Persuasive Speeches: The speeches may have a positive or negative twist based upon the
founding of Georgia. Students will create an advertising campaign: create a display (broad
sign, etc,), commercial (audio or visual), and written commercial Target audience: customer
assigned to them by the teacher (children, wealthy, African, women, debtors, middle class,
the very religious) Their role as a travel agent is to persuade customer to come to Georgia or
stay away from Georgia.
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
Character Through Service Learning Performance: HISTORY'S COURT (like
Judge Judy)
Explorers: Pro and Con.
Judge Judy
Plantiff: Native American
Defendents: Ribault, Columbus, Menendez, Drake, Desoto
Court Reporter, Baliff
Students will assume a character's role and teach about their explorer as if they are defending
themselves in a Judge Judy-like court proceeding. The defendants represent various explorers
from
differing parts of the world.
-
Community Action
3rd Nine Weeks
Instructional Unit Title: Timeline of American History
Date:
Key Author(s): Panter/Martin
Other Authors of this Unit:
E-mail Address:
School:
Grade:
Key Standards, to be taught to mastery:
Proposed Concept:
Finishing Government
Growth and Prosperity (railroads, inventions, etc.)
Conflict over Indian lands (Cherokee Removal)
Antebellum (life before the war: North, South, etc.)
F. Douglas, S. Truth, Tubman, William Lloyd Garrison, John Brown, Lincoln,
Civil War begins
Slave Trade
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork:
- E2 Engagement Strategies
Response to Literature: Frederick Douglas, poetry, songs
Folk Tales: Joel Chandler Harris, Songs of the South (video from Thomas),
Davy Crockett (Crockett Almanac). The day we teach Davy Crockett, Thomas
will teach the history as I teach the stories before the Cherokee Removal.
Martin: Tales of the Strange and Mysterious Poetry
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
Character Through Service Learning Performance: Cherokee Removal Similar
situation as last year.
Trial of Andrew Jackson, The Cherokee Council, Artful Learning, Reporters
-
Community Exploration
Community Action
4th Nine Weeks
Instructional Unit Title: Timeline of American History
Date:
Key Author(s): Panter/Martin
Other Authors of this Unit:
E-Mail address:
School:
Grade:
Key Standards, to be taught to mastery:
I
n
s
t
r
u
c
t
i
o
n
a
l
U
Proposed Concept:
Civil War
Reconstruction
New South
Civil Rights
WWI/WWII/Modern
Broad Significant Question:
Deepening Questions:
Engagement:
-E1 Experiencing the Masterwork:
-E2 Engagement Strategies
Focus Statement:
Gaining Original Creations:
Game Show: Hollywood Squares game show: students on side of stage, walk into
spotlight as they are called.
Helping Reflections:
- Observations:
- Interpretation:
- Application / Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- Community Exploration
- Community Action
*Parallel Reading Materials Needed:
1st 9 weeks: Georgia Stories
2nd 9 weeks: My Brother Sam is Dead, Johnny Tremaine
3rd 9 weeks: Autobiography of Frederick Douglas, Killer Angels, Shiloh
4th 9 weeks: Roll of Thunder, Hear My Cry, All Quiet on the Western Front
Fit in as well: Animal Farm, Outsiders, Giver, And Then There Were None
Authors to be sure to touch on this year:
Alice Walker
Sidney Lanier
Margaret Mitchell
Joel Chandler Harris
Jimmy Carter
Martin Luther King, Jr.
Frederick Douglas
Harriet Beecher Stowe
Pat Conroy (Prince of Tides)
Zora Neale Hurston
Mary Chestnut
Charles Chestnut
James Longstreet
Book Possibilities:
Blue Eyed Child of Fortune by Robert Gould Shaw
Killer Angels (Gettysburg)
Traveler
32. Instructional Unit Title: Trimester 2, American Revolution
Date: June 2004
Key Author(s): Alison Kenny-Gardhouse
Other Authors of this Unit:
E-mail Address:
School: Moffet School
Grade: Fifth Grade
Key Standards, to be taught to mastery:
Proposed Concept: Change
Broad Significant Question:
What caused________?
What were the effects of ____________?
Deepening Questions:
What am I proud of?
What have I learned?
What do I understand better (content)?
What would you change about your product/creation if given an
opportunity?
What piece was most difficult?
Engagement:
- E1 Experiencing the Masterwork: "Man at the Crossroads: Looking with
Hope and Vision to the Choosing of a New and Better Future" by Diego Rivera
•
•
•
•
E2 Engagement Strategies
Students examine the mural using a "See, Hear, Feel" chart. The chart asks them to
list the things that they see, things that they would hear if they were part of the mural,
and things that they could feel physically or emotionally if they were part of the
mural.
Students share their impressions. Using the tile of the work as an impetus, students
focused on the following:
What things in the picture can cause change? (war, protests, science,
leaders who want peace, etc.)
What are the effects of these things? (war - people get hurt, governments
get better, people get rights; science - people get healthy; leaders
encouraging peace -races get along)
Who is the man at the center? (a regular working man, he is in control of
the change, he can make things better through science, etc.)
Connect to the ongoing study about Squanto and novel study about the Roanoke
colony with the following:
How would the images in this mural be different if Squanto (or a
character from the novel) were at the center?
What images would show the changes in his personal life? (being
kidnapped by a English captain, his whole tribe dying from disease, living
in England for 9 years)
What images of his hope for the future would be in the mural? (English
and natives getting along, starting a new family with neighboring native
tribes)
Students create a mini-mural on 9 x 12 construction paper. Choose Squanto or a
character from the novel as the central figure, Follow the pattern that Diego Rivera
laid out in his mural:
• Central character;
• Images in the "crossroads" showing important factors that would
contribute to attaining what the character hoped for;
• Two scenes that show images of changes, and
• Two scenes that show what the character hoped for.
Focus Statement:
Gaining Original Creations:
Original Creation - Class mural reflecting the causes for change and future hopes of an
American, or Moffett Students at a Crossroads exploring:
What does a Moffett student hope for in the future?
What does a student need to accomplish this goal?
What things need to change today to have a better future?
Helping Reflection:
- Observation:
- Interpretation
Students write a three-paragraph reflection, which addresses concepts in the mural:
Paragraph # 1 - (topic sentence) There are many things I hope for in the
future.
Paragraph # 2 - (topic sentence) In my life there are things that need to
change so that I can accomplish these goals.
Paragraph # 3 - (topic sentence) / will need to use the tools that I have now to
help me in the future.
-
Application / Prediction
Inquiry:
The basic format of each center is as follows:
A mini-experience with some artifact besides the Masterwork;
Inquiry of content based on Social Studies text or supplemental text; and
Creation/presentation involving some arts-based strategy
• Center # 1
View political cartoon - view, use See, Hear, Feel columns to note details
Readings on the Tax Acts - complete the Tax Acts Chart Create a 3 part
tableau to show i) what Tax Act was ii) colonist's reaction iii) Britain's
reaction
• Center # 2
Readings - Crispus Attacks, Boston Massacre
Meet the Character works sheet
Compare artwork of Paul Revere and John Pufford using a Venn Diagram
Write paragraph describing thoughts describing why the artists created
such different pictures.
•
Center # 3
Infographic from SS text: paragraph, map, key, timeline, and pictures with
captions.
Recreate the map of the Battles of the American Revolutions
Listen to "No More Kinds". Practice with your group, and dramatize. Be
ready to present.
•Center # 4
Readings from Social Studies text on Declaration of Independence.
Answer questions on worksheet.
Play reading - Road to Freedom. Assign roles and read aloud.
Worksheet - "Judy's Walk Home"
Brainstorm about independence at home and at school.
Write your own Declaration of Independence in a letter
Perform roleplay of the idea in your letter
•
Inquiry # 5
History of Yankee Doodle - who "owns" it?
Play on recorder
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
33. Instructional Unit Title: Vocabulary Walk
Date:
Key Authors: Nicole Hanson
Other Authors of this Unit:
E-mail Address:
School:
Grade: 7
Key Standards, to be taught to mastery:
ELA7R2 The student understands and acquires new vocabulary and uses it correctly in
reading and writing. The student
d. Determines word meanings through the use of definition, example, restatement, or
contrast
ELA7RC3 The student acquires new vocabulary in each content area and uses it
correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
S7CS10, M7RC1, SS7RC1 Students will enhance reading in all curriculum
areas by: Building vocabulary knowledge
•
•
•
Demonstrate an understanding of contextual vocabulary in various
subjects.
Use content vocabulary in writing and speaking.
Explore understanding of new words found in subject area texts.
Proposed Concept: Vocabulary
GPS Social Studies Words used for this lesson:
Isolation, reaction, impact, invasion, collapse, rebuilding, ceased, origin, independence,
corruption, demonstrate, structure
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork
- E2 Engagement Strategies
•
•
•
•
Identify vocabulary words.
Give each student a vocabulary word
Student looks up the definition of the word to know exact meaning
Next, student comes up with a movement for the word and a way to say the word
aloud (teacher needs to approve that the meaning and movement represents the
word correctly). Make sure the movement has a distinct beginning and end.
Encourage an abstract representation of the word rather than literally "acting out"
the word as in charades.
All students form a circle
Teacher progresses around the circle allowing each student to do their movement.
The group mirrors that student's word saying it aloud while executing the
movement.
Then, teacher points to a student randomly and all should be able to do the word
and movement.
Teacher can allow class to start at the beginning of circle and allow the
movements to connect together forming a sequential word dance without speaking
the actual word. Or vice versa, point to a student and the whole group shouts the
vocabulary word aloud without movement.
Curricular Connections: all subject areas
Further Suggestions:
Students can be grouped in fours. The teacher plays a few musical selections (preferably
a slow jazz or World music beat) and students choreograph a dance using their
vocabulary movements. They can use spoken word and say their vocabulary word during
the dance for dramatic effect or to prompt sequence. Encourage them to use pauses, level
changes, timing, and interesting transitions between their vocabulary movements to make
their dance more exciting to watch. Upon completion, the students will perform their
dance for the class. Allow them to choose one of the several musical tracks the teacher
played during their creation time for their final performance.
Do a classroom vocabulary dance. The teacher collects the vocabulary cards one by one
as each student presents the movement initially and teaches it to the class. Then, teacher
takes all the cards and places them on the floor randomly throughout the space of the
classroom. Students begin the dance by standing on any vocabulary card. Begin the
music. (Choose something with a steady 8 count beat). The students must walk 8 counts
to find a new vocabulary card making sure they select and step onto it by the count of 8.
Stand on that card for 8 counts while recalling the movement that correlates with that
word. They execute the movement for 8 counts. Hold ending pose of that movement for 8
counts. Repeat over and over challenging the students to never step on the same word
twice until the song is over. If you want to have an audience, allow only half the class to
perform the dance while the half observes, then switch groups.
Walk and select- 8 counts
Think of move— 8 counts
Perform move— 8 counts
Hold final pose~8 counts
-repeat-
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
34. Instructional Unit Title: War Though the Eyes of an Artist
Date: June, 2005
Key Author(s): Jeffrey M. Hollenstein
Other authors of this unit:
E-mail Address:
School: Neal Math and Science Academy
1905 Argonne Dr.
North Chicago, IL 60064
Grade: 8th
Key Standards, to be taught to mastery:
Social Studies:
14.D.3 Describe roles and influences of individuals, groups, and
media in shaping current IL and U.S. public policy 16.A.3c
Identify the differences between historical fact and interpretation
16.D.3 Identify the origins and analyze the consequences of events that have
shaped world social history including famines, migrations, plagues and slave
trading
18.A.3 Explain how language, literature, the arts and architecture and traditions
contribute to the development and transmission of culture
18.C.3a Describe ways in which a diverse U.S. population has developed and
maintained common beliefs
Other Related QCCs Addressed: (Illinois State Standards) Language
Arts:
l.C.3c Compare, contrast and evaluate ideas and information from various
sources and genres.
l.B.3a Respond to literary material from personal, creative and critical points of
view.
4. B.3a Deliver planned oral presentations, using language and vocabulary
appropriate to the purpose, message and audience.
Arts Standards Addressed: (Illinois State Standards) Art:
27.A.3b Compare and contrast how the arts function in ceremony, technology
politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase
understanding of societies past and present.
Proposed Concept: Conflict
Broad Significant Question: How do works of art impact societies view of war?
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork: Guernica by Pablo Picasso (1937)
Supplemental Masterworks: Star Spangled Banner by Francis Scott Key (1814)
Battle Hymn of the Republic by Julia W. Howe (1861)
Give Peace a Chance by John Lennon (1969)
Vietnam by Jimmy Cliff (1969)
Fortunate Son by Clearance Clearwater Revival (1969)
War by Edwin Starr (1970)
What's Going On? by Marvin Gaye (1971)
Born in the USA by Bruce Springsteen (1984)
Let's Roll by Neil Young (2001)
-
E2 Engagement Strategies
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation:
- Interpretation
- Application / Prediction
Inquiry:
Objectives:
I.
Students will learn background information on Pablo Picasso.
II.
Students will learn background information on the bombing of Guernica in
1937.
III. Students will create a concept map on Picasso and the bombing of
Guernica.
IV.
V.
Students will interpret symbols in the painting Guernica by Picasso.
Students will create a song/poem about the painting Guernica by Picasso.
Materials:
• 5 poster size prints of the painting Guernica by Pablo Picasso
• Class set of background information on the 1937 bombing of Guernica
and the artist Pablo Picasso (appendix A)
• Class set of concept maps for exploring the painting (appendix B)
• Class set of lyric sheets for song/poem composition (appendix C)
Deepening Question:
1. When asked to explain the symbolism in Guernica, Pablo Picasso answered, It isn
't up to the painter to define the symbols. Otherwise it would be better if
he wrote them out in so many words! The public who look at the picture
must interpret the symbols as they understand them.
What do you think he meant by this statement?
Procedures:
1. Students will be separated into five different response groups. Groups will be
selected by the teacher to insure diversity of learning styles.
2. Students will have the opportunity to read and discuss the background
information for the 1937 bombing of Guernica and Pablo Picasso.
3. Each student will create a concept map to help them organize their thoughts
on the information they have learned and discussed concerning the bombing
of Guernica, Pablo Picasso and the painting Guernica. .
4. As homework, students will complete lyrics for their song/poem about the
painting Guernica.
5. During the next class period, students will perform their song/poem to the
members of their response group.
6. The song/poem that is considered the best from each response group will be
performed for the entire class.
Discussion will be held on concepts and ideas expressed in the songs/poems.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
o Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
35. Introduction
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
Character Topics and Standards:
(*State of Georgia QCCs: see Appendix, p. 22-24)
Citizenship (equality, freedom of expression, liberty: freedom from oppression,
tolerance, courage, honor)
Respect for Others (integrity, fairness: freedom from
favoritism) Respect for Self (commitment,
perseverance and diligence, accomplishment, pride,
dignity, creativity)
Music Education Knowledge and Skill Topics:
(*National Standards, Music Education
National Conference [MENC]: see
Appendix p. 25)
Unit Goals:
(Reflecting cross disciplines of Music, Art, Poetry, Character Education.)
The student will play, sing, and analyze music in the Blues genre.
The student will write text to a blues melody.
The student will have opportunities to reflect upon ethical issues of "borrowing
music."
IV. The student will.be familiar the sonata form using Mozart Symphony No. 41.
V. The student will discover through hands-on experiences and discussion the
themes, form, and structure of William Grant Still's Symphony No. 1 "AfroAmerican."
VI. The student will discuss and reflect upon the life and times of William Grant Still
and the influences of me culture upon his music.
VII. The student will have opportunities to discuss and write their responses to ideas
of respect, tolerance, perseverance and creativity of Mr. Still,
and the implications suggested for present day tolerance issues.
VIII. The student will perform (sing, play instruments, and move) using a folk song
from each of three (historically oppressed) cultures: African-American, Hebrew,
and Native American.
IX. The student will/reflect upon the stanza- Jean Paul Laurence Dunbar
and the relevance to the understanding of the expressive meaning
of Still's Symphony No. 1.
X. The student will discuss the art print, "The Banjo Player" by Tanner, and its
aesthetic connection to the Symphony No. 1 by Still.
XI.
The student will reflect upon broad cultural implications of
respect, courage, creative freedom and tolerance.
Georgia Quality Core Curriculum: Grades 9-12 Character Education
1. Topic: Citizenship
Standard: Democracy: government of, by and for the people, exercised
through the voting process.
2. Topic: Citizenship
Standard: Respect for and acceptance of authority: the
need for and primacy of authority, including the law, in given
circumstances.
3. Topic: Citizenship
Standard: Equality: the right and opportunity to develop one's
potential as a human being.
4. Topic: Citizenship
Standard: Freedom of conscience and expression: the right
to hold beliefs, whether religious, ethical or political, and to express
one's views.
5. Topic: Citizenship
Standard: Justice: equal and impartial treatment under the law.
6. Topic: Citizenship
Standard: Liberty: freedom from oppression, tyranny or the domination of
government.
7. Topic: Citizenship
Standard: Tolerance: the allowable deviation from a
standard. Indulgence for beliefs or practices differing from or
conflicting with one's own.
8. Topic: Citizenship
Standard: Patriotism: support of the U.S. Constitution and
love for the United States of America with zealous guarding of their
authority and interests.
8.1
Courage: willingness to face danger with determination.
8.2
Loyalty: steadfastness or faithfulness to a person,
institution, custom or idea to which one is tied by duty,
pledge or a promise.
8.3
Honor: a keen sense of ethical conduct, one's word
given as a guarantee of performance.
9. Topic: Citizenship
Standard: Respect for the Natural Environment: care for
and conservation of land, trees, clean air and pure water
and of all living inhabitants of the earth.
9.1 Conservation: avoiding waste and pollution of natural
resources.
10. Topic: Citizenship
Standard: Respect for the Creator
11. Topic: Respect for Others
Standard: Altruism: concern for and motivation to act for
the welfare of others.
11.1 Civility and cheerfulness: courtesy and politeness in
action of speech.
11.2 Compassion, kindness and generosity: concern for
suffering or distress of others and response to their feeling
and needs.
11.3 Courtesy and cooperation: recognition of mutual
interdependence with others resulting in polite treatment
and respect for them.
12. Topic: Respect for Others
Standard: Integrity: confirmed virtue and uprightness of character, freedom from
hypocrisy.
12.1 Honesty: truthfulness and sincerity.
12.2 Truth: freedom from deceit or falseness; based on fact
or reality.
12.3 Trustworthiness: worthy of confidence.
12.4 Fairness and good sportsmanship: freedom from
favoritism, self-interest, or indulgence of one's likes and
dislikes; abiding by the rules of a contest and accepts
victory or defeat graciously.
12.5 Patience: not being hasty or impetuous.
13. Topic: Respect for Self
Standard: Accountability: responsibility for one's actions and their consequences.
13.1 Commitment: being emotionally, physically or
intellectually bound to something.
13.2 Perseverance and diligence: adherence to actions
and their consequences.
13.3 Self control and virtue: exercising authority over one's
emotions and actions.
13.4 Frugality: effective use of resources; thrift.
14. Topic: Respect for Self
Standard: Self-Esteem: pride and belief in oneself and in achievement of one's
potential.
14.1 Knowledge: learning, understanding, awareness.
14.2 Moderation: avoidance of unreasonably extreme views
or measures.
14.3 Respect for physical, mental and fiscal health:
awareness of the importance of and conscious activity
toward maintaining fitness in these areas.
14.4 Cleanliness: good habits of personal hygiene and
grooming.
15. Topic: Respect for Self
Standard: Work Ethic: belief that work is good and that everyone who can, should
work.
15.1 Punctuality: being on time for attendance and tasks.
15.2 Accomplishment: appreciation for completing a task.
15.3 Cooperation: working with others for mutual benefit.
15.4 Dependability: reliability; trustworthiness.
15.5 Diligence: attentiveness; persistence; perseverance.
15.6 Pride: dignity; self-respect; doing one's best.
15.7 Productivity: supporting one's self, contributing to
society.
15.8 Creativity: exhibiting an entrepreneurial spirit
inventiveness; originality; not bound by the norm.
15.9 School pride: playing a contributing role in maintaining
and improving all aspects of a school's environment,
programs and activities within the context of contributing to
the betterment of the city, county and state.
(For more information see: www.glc.kl2.ga.us)
National Standards in Music Education (Music Educator's National Conference
(MENC)
1.
Singing alone and with others, a varied repertoire of music.
2.
Performing on instruments, alone and with others, a varied repertoire of music.
3.
Improvising melodies, variations, and accompaniments.
4.
Composing and arranging music within specified guidelines.
5.
Reading and notating music.
6.
Listening to, analyzing, and describing music.
7.
Evaluating music and music performances.
Understanding relationships between music, the other arts, and disciplines outside the arts.
Understanding music in relation to history and culture.
(For more information see: www.menc.org )
Proposed Concept:
Broad Significant Question:
Deepening Questions:
I. What differences do you perceive in the creation and performance of traditional African
American music and European-derived symphonic music?
II. What differences do you perceive in the role of the audience during
performances of traditional African American music and symphonic music?
III. What difficulties might be considered when a composer "fuses" traditional styles of
music into a new genre?
IV. If a composer attempts, in the face of adversity to blend musical styles
previously identified with a specific cultural community of people, what
character traits might the composer exhibit? What cultural "objections"
might be encountered?
Engagement:
- E1 Experiencing the Masterwork
Symphony No. 1 (Afro-American) by William Grant Still
Supplementary Masterworks:
Symphony No. 41 (The Jupiter) by Wolfgang Amadeus Mozart
"St. Louis Blues" by W.C. Handy as sung by Bessie Smith
"Wade in the Water," African American Spiritual arranged by William Grant Still in
"Little Folk Suites"
- E2 Engagement Strategies
Lesson 1: Listening to, analyzing, playing instruments (related to the Blues
form/genre.)
Singing along and with others
Creating text for musical melody
Lesson 2: Analyzing music (Sonata Form)
Singing alone and with others
Lesson 3-4: Listening to, analyzing, and describing music
Understanding relationships between music, the other arts, and
disciplines
outside the arts. Understanding music in relation to history and
culture.
Singing alone and with others.
Lesson 5: Singing alone and with others
Creative moving
Performing on instruments
Reflective writing
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Lesson 1
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
I.
After listening to a recording of Bessie Smith singing "St. Louis Blues, " the
student
will discuss the style, mood, and lyrics inherent in the music.
II.
The students will sing "St. Louis Blues" along with the recording.
III.
The student will create new lyrics to a blues song.
IV.
The student will perform instrumental accompaniment to their "Blues Song,"
following the twelve-bar blues chord structure.
V.
The student will role play the "selling" of their work and discuss "creative
ownership."
VI.. The student will reflect and discuss ethical questions regarding the "borrowing"
of musical ideas and recorded music.
Proposed Concept:
Broad Significant Question:
Deepening Questions:
Engagement:
- E1 Experiencing the Masterwork
Materials: Orff instruments (removable bars) and/or auto harps.
Photograph of William Grant Still
Recordings: Legends of the Blues, Vol. 1, Columbia #46215;
William Grant
Still Symphony No. 1 “Afro American”, Detroit Symphony Orchestra,
Neeme
Jarvi, Conductor, Chandos #9154.
Photograph of William Grant Still
Original words of “St. Louis Blues” on transparency (See Appendix,
p. 15)
“Fake” money (“Music Bucks”)
Transparency sheets, pens
Web Sites for reference:
(Music Publishers Association) www.mpa.org
www.music.indiana.edu/borrowing/index.html
www.grovereference.com
I.
E2 Engagement Strategies
Introduce teaching staff, guests, etc. to the students. Inform students that they
will engage in music listening, playing and singing along with "enjoyable” musical
experiences in order to experience how musical compositions are affected by the
culture, education, and character of the composer.
II. Musical Introduction:
Facilitator plays a recording of Bessie Smith singing "St. Louis Blues."
Guided questions: What style of music do you hear? What ethnic group of
people do you relate to this style?
III.
IV.
V.
VI.
What other styles of music do you think reflect the human expressive aspects of the
African American tradition, prior to the Civil Rights Movement of the 1960's? (In
addition to the blues are spirituals, “cries," "hollers," work songs, "jubilations," game
songs [mostly urban.] What mood/feeling is conveyed by the melody and the lyrics?
(Students are shown lyrics to St. Louis Blues on overhead. The recording is played again
and students are encouraged to "sing along with Bessie.")
Facilitator shows picture of William Grant Still. Have you heard of the composer
William Grant Still? Have you heard of W.C. Handy?
What might this man have in common with the Blues style? (W. C. Handy wrote St.
Louis Blues, and William Grant Still worked with Handy
during the Harlem Renaissance of the 1920s and 30s. They were both black
men during the early 20th century.)
Students are divided into small groups. They are given the task of writing new
words to parody the first three lines:
"I hate to see----------------- (the evening sun go down)
I hate to see ----------------- (the evening sun go down)
------------------------------ . (It makes me think I'm on my last go 'round.)"
Students write their lyrics on transparency.
Group Performances: Each group projects their words as students sing. (Optional
accompaniment on Orff instrument bars with root notes, or on autoharps with
chords, based on the twelve-bar blues pattern.)
C7 C7 C7 C7 four beats per chord
F7F7C7C7
G7 G7 C7 C7
Do you feel that William Grant Still “borrowed” ideas?
VII. After performances, the facilitator chooses one of the selections and announces that
he/she is buying the words from the group—pays them "fake" money. After
purchase, facilitator informs group that their words will be posted online ("Napster,"etc.)
andStatement:
they will receive no further compensation for their work. The public may download
Focus
this work, change it, or use it in any way they desire—free.
VIII. Back
to William
Grant Still. Play "St. Louis Blues" again. Immediately follow
Gaining
Original
Creations:
by "Opening" to first movement of Still's "African American Symphony."
(Optional:
If a keyboard is available, facilitator can play the “Blues Theme” in
Helping
Reflection:
addition
to
the recorded example. Theme is found on p. 124 of Smith (2000)
- Observation
William
Grant Still: A Study in Contradictions.)
- Interpretation
Questions:
- Application/Prediction
Do you hear similarities between "St. Louis Blues" and the opening melody of
the "African American Symphony"?
Inquiry:
Was a melody borrowed? If so, who borrowed from who? Was it legal? Was it
ethical?
Joining
with Arts Partners:
What differences in musical style do you hear in the two pieces? Do these
stylistic
the way you
think about the melody?
Keeping
withdifferences
the Schoolchange
Improvement
Plan:
(Background
to
be
discussed
with
students
in later
lesson: William Grant Still
- K1 - No Child Left Behind & State
Requirements
placed themelody
into a symphonic,
classical
music form. His African
Comprehensive
Schooli.e.
Reform
CSR
American
background
and
influence,
i.e.
blues,
spiritual,
etc., are blended into
- K2 - Local System / School Plans
orchestral music intended for the concert hall.)
IX. Questions
for Reflection
Learning
Through
Serviceand Discussion:
How
did
you
feel
when
you "lost control" of the words and ideas you created? If you
- Community
Service
take- a musical
idea from
another person and call it your own, are you committing
Community
Exploration
an illegal
act?
- Community Action
Is it legal and/or ethical to “download” recorded music from the Internet?
What is the difference between “borrowing” musical ideas illegally and
Lesson 2
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
I
The student will sing the African American spiritual, "Wade in the Water."
II.
After listening to W. Grant Still's string quartet arrangement of "Wade in
The Water," the student will discern compositional and performance
similarities and differences from the original song.
III.
The student will discern the musical structure (form) of the string quartet
arrangement of "Wade in the Water.
IV.
The student will view the video tape, Leonard Bernstein's Young Peoples'
Concert "What is Sonata Form?"
V.
The student hold up "form cards" in order to participate with the
students in
the Bernstein video tape audience.
VI.
The student will discuss similarities and differences of the Sonata Form
of
Mozart's Symphony No. 41 "Jupiter" to the song "Wade in the Water."
Proposed Concept:
Broad Significant Question:
Deepening Questions:
What are some common structures (form) in music that can cross styles of music?
How do the arts reflect the structure of human daily lives?
What structural decisions are made by a composer in designing a musical piece? (Repetition,
Variation, Contrast)
Engagement:
- E1 Experiencing the Masterwork
Materials:
Music for song, "Wade in the Water," (See p. 16)
CD Recording: Oregon Festival of American Music Presents:
William Grant Still, Oregon String Quartet, Koch Recording # 3-75462HI. Video Tape: Leonard Bernstein Young People's Concert, "What
is Sonata Form?" (edited to 30 minutes.)
Cards with "form" words consistent with sonata form: Exposition,
Development, Exposition, etc.
- E2 Engagement Strategies
Review content and experiences from Lesson I, discussing process, blues form, and
insights into the "ethics" of borrowing creative products.
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
Inquiry:
I.
Review content and experiences from Lesson I, discussing process, blues
form, and insights into the “ethics” of borrowing creative process.
II.
Suggested remarks: “We looked at the generic form of a Blues. We will now
explore another structure that seems to cross over styles of music.
III.
Teach students the traditional song, “Wade in thee Water.” (See p. 16) What
kind of song is this? (Spiritual) The spiritual is a traditional song of the
African American tradition. The composer William Grant Still took this song
and arranged it for a string quartet. Listen for similarities and differences
from the “Wade in the Water” we sang. (Play CD selection: Track #14)
Discuss similarities. (Same basic tune) Discuss differences. (No text, string
instruments, some minor changes in basic melody, and contrasting melodic
change in middle part of piece.)
IV.
Explanation of musical form: The structure of music is a metaphorical
“house”. “Front porch” is an Introduction; “back porch” is the Coda (musical
tail); main house contains a number of “rooms”, some the same, some varied,
and some contrasting.
V.
Play the Still arrangement of “Wade--” again, asking students to raise their
hand each time they hear the original melody of “Wade in the Water.”
Students discern that the musical form of the piece is: Introduction, A, A, B,
A, Coda. (Still structured the string quartet arrangement into a “traditional”
European musical form: Ternary.
VI.
We will now explore that European form in a symphony by Mozart:
Symphony No. 41 “The Jupiter.” As you watch the videotape of Leonard
Bernstein conducting the orchestra, note the names of the various selections
used, rather than A and B. (Play 30 minute edited version of Leonard
Bernstein’s Young People’s Concert, “What is Sonata Form?”
VII. During the viewing, pass out cards with Exposition, Development,
Recapitulation, etc. in order for the students to participate with the film
audience.
VIII. After viewing the tape, discuss the ternary form and symphony (sonata)
Form. Rather than ABA, the sections are Exposition, Development, and
Recapitulation.
IX.
Our next experience in Lesson III will explore Symphony No. 1 of William
Grant Still and the “melding” of musical style.
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Lesson 3
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
I.
The student will identify mood, style and tone color contained in movements
three and four of William Grant Still’s Symphony No. 1 (Afro-American.)
II.
The student will discuss cultural stereotypes, which lead to misunderstanding
and lack of respect.
III.
The students will read, discuss, and compare the excerpts of poetry by Paul
Laurence Dunbar as attributed to movements three and four of the Symphony
No. 1 by Still.
Proposed Concept:
Broad Significant Question:
Deepening Questions:
I.
Does the music from the third and fourth movements of the Still Symphony No. 1
reflect the culture of the African-American people in the early 1930s? In what
ways does it reflect, and in what ways does it differ?
II.
What does the music say about the life of William Grant Still and his education?
III.
Why would still assign stanzas of poetry to accompany the movements of his
Symphony No. 1? Do these stanzas help you to understand the feelings that the
music seeks to portray? (Poetry found in Appendix I.)
IV.
What does the poetry suggest to you about the life of poet, Paul Laurence
Dunbar? (Stanza for 3rd movement is in dialect; stanza for 4th is in "standard
English.")
Engagement:
- E1 Experiencing the Masterwork
Recording: William Grant Still Symphony No. 1
"Afro American," Detroit Symphony Orchestra,
Neeme Jarvi, Conductor, Chandos9154. Art
Print: Tanner, The Banjo Player
Paul Laurence Dunbar: (excerpts from poetry
chosen by W. G. Still to relate to Symphony No. 1)
(See Appendix, p. 18) Large posters
of four families of musical
instruments
-
E2 Engagement Strategies
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
- Application/Prediction
I., II., III. Evaluations for this introductory lesson will be by interactive discussion,
Participation and engagement with issues brought forth.
Students may also be evaluated by reflective writing on the mood and tone color
contained in 3rd and 4th movements.
Inquiry:
I.
Review ideas, discussions, and experiences from Lesson I and II
(Blues/Sonata Form.) (Lessons III, IV, and V connect the European Sonata
Form with the Blues/Spiritual genre.)
II.
Begin by “jumping” in and listening to some music without knowing
anything about it. (Play 3rd movement of the Symphony. 3:05 minutes)
Questions: What instruments do you hear? Can you identify the instruments
from the posters showing the four families of orchestral instruments: strings,
woodwinds, brass, and percussion? Do you hear any instruments not pictures
on the posters? (Note the banjo.) Show the art print, Tanner’s The Banjo
Player. When do you think it was written? What is the general mood of the
piece? Does the music telling anything about the person of the composer?
(After discussion) When you know that this music was written by an
African-American man in the 1930’s, what challenges, problems, and
influences might be evident in his music? Is this typical music of the African
American culture? What music is typical? (Blues, Jazz, Spirituals)
III.
Briefly give the highlights of the life of composer William Grant Still, his
music and education. (See Appendix p. 19)
IV.
Have students read the two stanzas of poetry assigned to the 3rd and 4th
movements of music. Ask students to compare the poetry. Does the poetry
help you to predict the mood and “flavor” of the 4th movement, before
hearing it?
V.
Play the 4th movement of the Symphony. (8:13 minutes.) As the students
listen, have them list some of the instruments they hear along with descriptive
VI.
VII.
words they might assign to the movement that would express their perception
of the mood of the piece.
Lead discussion about the comparison of the two movements and the feelings
expressed in each. What do the two stanzas of poetry tell you about the man
Paul Laurence Dunbar? (Encourage students to postpone discussion of the
dialect aspect of the poetry until the third lesson.)
After hearing the 3rd and 4th movements of the symphony, what would be
student’s predictions of the mood of the 1st and 2nd? If Mr. Still composed
this symphony in spite of stereotypes and cultural barriers, what does this say
to you about his character? (Perseverance, respect for self, respect for the
creative process, etc.)
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Lesson 4
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
The student will identify Character Traits evidenced in the music and poetry.
I.
After reviewing materials from Lesson I, the student will identify the themes,
form, and structure of the 1st Movement of W.G. Still’s the “Afro-American
Symphony”.respect, creativity.)
(Tolerance,
II.
The student will compare the music and designated poetry of the 1st
movement to the 2nd movement.
Proposed Concept:
Broad Significant Question:
Deepening Questions:
I.
II.
in
How did William Grant Still express his life experiences, culture, musical
training through his music?
In what ways did Mr. Still attempt through his composition to gain acceptance
II. In what ways did Mr. Still attempt through his composition to gain acceptance in
III. Did Mr. Still have difficulty publishing and performing his music?
IV. Would his music be more likely to be accepted by the African-American culture
Engagement:
his Experiencing
time, rather thanthe
theMasterwork
mainstream "white?" (Note: He had difficulty with
- of E1
both.)
Teacher Key (Outline sheet of Symphony No. 1, Form)
CD: W. G. Still: Symphony No. 1 "Afro American"
Listening Outline Sheets
out and placed
in plastic bags.)
-Icons
E2(cit
Engagement
Strategies
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
See section # IV Under Inquiry
- Application/Prediction
I.
Students will identify the Themes, Form, and Structure by correctly placing cutouts on
Listening Guide.
II. Students will compare music and poetry through discussion and questioning
by teacher.
III. Students will be evaluated on character traits and musical connections through
reflective writing.
Inquiry:
I. Review material from Lesson I from discussion of W.G. Still, Blues,
Spirituals, and the ideas of the poetry assigned.
II. Excerpt of the 1st movement of the Afro-American Symphony are played,
identifying the "blues" theme and the "spiritual" theme. Students discuss
differences in the two themes. (CD # :30— blues theme; CD # 2:25—spiritual theme.)
III. Identification of Form and Structure of Themes in 1st Movement:
1. Students are given a listening outline sheet (Introduction, Exposition of
Blues and Spiritual Themes, Development, Recapitulation, Bridges, and
Coda) of 1st movement of Afro-American Symphony. They are also given a
bag of cutout icons for specific components to be placed on outline sheet as
they listen. (Listening Outline Sheet and page of icons included.)
2. Piece is played with a verbal cue (number) to place a chosen cutout on the
appropriate spot on the outline. (Teacher can refer to cue numbers on the CD
player for accuracy in giving verbal numbers.)
3.
After completion of 1st movement, students discuss their decisions.
4. Movement is played again with teacher placing parts on overhead projected
outline sheet. (Teacher can note to student that Mr. Still re-introduced the
Spiritual theme first in the Recapitulation, rather than the Blues—unusual.)
IV. Reflection: Student re-reads the poetry assigned to the 1st movement. Does it fit
with student's own ideas ot "meaning" of the music?
Does it contribute to the listener's understanding of the piece, or detract?
V. A student reads aloud the poem assigned to the 2nd movement, followed by listening
to the entire 2nd movement (5:17 minutes.)
VI. Reflection: What musical characteristics contribute to the feeling of pathos and
sadness of the 2nd movement? Does the poem enhance or detract? How does the 2nd
movement differ from the first?
VII. Reflection (Writing/Discussion—Character Traits) Was Mr. Still referring to his own life
in this piece, or lives of African Americans in the past? What aspects of citizenship and
respect come to mind in Mr. Still's music? How does this music differ from the student's
perception of "African-American" music? Why would Mr. Still write music in the classical
"symphony" form? (Possible guides for Teacher—W.G. Still, wanted to "fuse" the music of
the African-American culture into the mainstream of American music. He wanted his music
to have universal appeal—i.e. integration of creative ideas.)
Joining with Arts Partners:
Keeping with the School Improvement Plan:
- K1 - No Child Left Behind & State Requirements
 Comprehensive School Reform CSR
- K2 - Local System / School Plans
Learning Through Service
- Community Service
- Community Exploration
- Community Action
Lesson 5
Instructional Unit Title: William Grant Still
Date:
Key Authors:
Other Authors of this Unit:
E-mail Address:
School:
Grade: High School
Key Standards, to be taught to mastery:
I.
The student will sing three songs:
“Wade in the Water” from the African-American spiritual tradition.
“Shalom Chavarim” from the Hebrew folk culture.
“Hey Ya, Ho Ya, “ a Native American chant.
II.
The student will perform an Israeli folk dance (simple grapevine step in
circle) while singing “Shalom.”
III.
The student will perform the three songs within ensemble, adding instruments
and movement.
IV.
The student will have opportunities to discuss and write about issues of
stereotypes, tolerance, fairness, creativity, and respect, which have been
suggested through the listening experiences with Symphony No. 1.
Proposed Concept:
Broad Significant Question:
Deepening Questions:
After the completion of the Symphony No. 1, W.G. Still assigned a stanza of poetry to each
of the four movements of the symphony. The first three are in dialect, the last stanza is in
standard English. Questions for Reflection:
1. Why would Still use the "dialect” version of the poetry?
2. Why would Still use the "dialect" version of the poetry in the first three
movements and not the fourth?
3. "Translate" the stanzas written in dialect into standard English. Does this change
the meaning or emotional impact of the stanzas?
4. Does it make a difference in the interpretation of the "soul" of the piece that the
stanzas were added after the completion of the piece, rather than at the beginning
Or during the composition?
5. What implications can be made to the present time of the challenges faced by Mr.
Still in the writing, performance, and publication of his music?
If Mr. Still were alive today, would he still face issues of intolerance? If so, in
what ways?
Engagement:
- E1 Experiencing the Masterwork
Three songs: "Wade in the Water," "Shalom Chavarim," and "Hey Ya,
HoYa." (See page 16).
-
E2 Engagement Strategies
Focus Statement:
Gaining Original Creations:
Helping Reflection:
- Observation
- Interpretation
Reflective writings serve as Unit evaluation.
- Application/Prediction
Students are evaluated by engagement and participation in singing,
Moving, and playing instruments.
Inquiry:
I. After reviewing material from Lesson I and II, teach students three songs:
"Wade in the Water" from the African-American spiritual tradition.
"Shalominging
Chavarim"
from the
Hebrew
folk in
culture.
"Shalom."
(Holding
hands
circle, begin right foot stepping to side
s
singing "Shalom." (Holding hands in circle, begin right foot stepping to side
cross left behind right; step right, cross left in front of right; repeat.)
III. Students
improvisational body percussion and movement while walking
Joining
with can
Artscreate
Partners:
In a circle and singing "Wade in the Water."
IV. Students
Ya"
in center of circles
Keeping
withsing
the "Hey
School
Improvement
Plan:while several students play a large
drum.. - K1 - No Child Left Behind & State
V. The three
pieces will be performed all together in ensemble:
Requirements
"Hey Ya" in center
with drum.
 Comprehensive
School Reform CSR
"Wade in
the
Water"
singing
and /moving
- K2 - Local
System
Schoolclockwise
Plans in inside circle, performing
improvisational movement.
"Shalom" moving
(grapevine)
Learning
Through
Service counter-clockwise in outside circle, and singing.
V. After- performance,
discuss
the three cultures represented and how they might
Community
Service
relate to- theCommunity
creation of theExploration
Afro-American Symphony. (All three cultures represent
historically
oppressed people.)
- Community
Action
VII. Students are given copies of the poetry (in Appendix) and asked to "translate" the
dialect verses into "standard English." Some selections are read. Reflective questions (as
Resources
listed above) are suggested for discussion.
VIII. While the Symphony is played in its entirety, (24:10 minutes) students engage
in reflecting writing about their own reaction to the music, discussions, taken place in the
three
lessons. (IfSymphony
time is constrained, only one or two of the movements may be played.)
Afro-American
st
Outline of 1 Movement
(CD # references to Chandos Recording 9154 Detroit Symphony Orchestra, Neeme
Jarvi Conducting)
(Total Minutes: 7:22)
I. Introduction
II. Blues Theme 1 (.30)
III. Blues Theme 2 (1st Variation) (1.05)
IV. Bridge (1. 37)
V. Blues Theme 3 (2nd Variation) (1.48)
VI. Bridge (2.08)
VII. Spiritual Theme 1 (2.25)
VIII.Spiritual Theme 2 (1st Variation) (2.58)
IX. Spiritual Theme 3 (2nd Variation) (3.24)- harp pronounced
X. Bridge (3.55)
XI. Development (4.06)- cymbals introduce
XII. Spiritual Theme 4 (3rd Variation) (5.05)
XIII.Bridge (5.34)
XIV.Blues Theme 4 (3rd Variation) (5.47)
XV.Coda (6.27)
(For use by teacher calling numbers of sections, and to check students’ work.)
Listening Outline Sheet
1.
2.
"Icon" Cutouts for Listening Outline
Spiritual
Spiritual
Spiritual
Introduction
Coda
Spiritual
Development
-:=hit
3 IWade
lev
- ra - ot.
Ic - lilt - ra - ol.
Slu - loin.
in --the
na loin
Ho\va -- ter.
ya - na
Hey
van
van
sliaya
Wade
in the
Wade
Wade
Wade inHey
theYa
Water
f in the Water
*__y^ +• *_j='
(Native-American
Chant)
in
Ihe
wa
ter
chil
dren
(African-American
- U>m
cha-\e-ritn!
Sha
- Spiritual)
loin. cha-\e-rim! Sha - loin. Sha - lorn.
(Note:
TheSha
three songs
are
in
public
domain.)
Introduction
Codaindicated
Development
•^^ Wade
l.c the wa - ter
-0- (iod's gon - na trou-hlc
-:=3 Ya
Hey
hit - ra - ot.
Ic - lilt - ra - ol.
Slu - loin.
I lev
(Directions:
Copy the Listening Outline Sheet for each student. Copy the Icon Sheet onto
heavy paper as needed for each student. Icons and Listening Sheets can also be laminated.
Cut around each of the Icons, Introduction, Coda, and Development. There should be a
total of 15 words/Icons in each packet.)
Shalom
(Hebrew Folk Song}
(Note: The three songs
Movement
indicated
I: Moderate
are in public
assai domain.)
(very moderate in tempo)
"Longing
Appendix
I. St.
Louis Blues
(W.C.
Handy)
Lyrics:
my life
longtempo)
twell
de night has pas’
Movement
II: All
Adagio
(slow
"Sorrow"
Let de wo'k come ez it will,
St. Louis Blues
It's moughty tiahsome layin’ ‘roun’W. C. Handy (As recorded in 1925 by Bessie Smith
So dat I fin' you, my honey, at las',
and
Louis Armstrong)
Dis sorer-lade
earfly groun',
Somewhaih des ovah de hill.
An' oftentimes I thinks, thinks
I, see that evenin' sun go down,
I hate
(from "Twell
detoNight
is Pas")
see that evenin' sun go down,
'T'would be a sweet t'ingI hate
des totodie,
It makes me think I'm on my last go 'round.
An' go 'long home.
Feelin' tomorrow, like I feel today,
(from "Wen I Gits Home")
Feelin' tomorrow, like I feel today,
I'll pack my grip and make my getaway.
Movement III: Animato
(lively
and animated)
St. Louis
woman,
with her diamond rings,
“Humor”
Pulls my man around by her apron strings.
Wasn't for powder and this store-bought hair,
An’ we’ll shout ouah
Thehalleluyahs,
man I love wouldn't go nowhere, nowhere.
On dat mighty reck’nin day.
I got the St. Louis blues, just as blue as I can be,
(from “An Ante-bellum
He'sSermon”)
got a heart like a rock cast in the sea,
Or else he wouldn't of gone so far from me.
Movement IV. Lento, con risoluzione (slow with determination)
“Sincerity”
II. Poetry by Paul Laurence Dunbar (1872-1906) as chosen by W.G. Still and
Be proud, my Race, in mind and soul.
assigned to each of the four movements of the "Afro-American" Symphony (No.
1.) (Complete
of Paul
Laurence Dunbar (1993.) Philadelphia, Pa.: Hakim's
Tyh
name is writWorks
on Glory’s
scroll
Publications)
In characters of fire.
Movement
Moderate
assai (very
in tempo)
High
mid theI:clouds
of Fame’s
brightmoderate
sky
Thy banner’s blazoned folds now fly,
And truth shall lit them higher.
(from “Ode to Ethipia”)