Christine Yorba’s

Arts Integration Portfolio

“Art is not what you see, but what you make others see.”

-Edgar Degas

The following portfolio is a collection of original lesson plans

that demonstrate my ability to infuse the arts with multiple

content areas. Through this arts integration, I have learned

that you cannot just sprinkle the arts on an existing lesson and

call it “arts integration.” I now understand that infusing the

arts means providing pathways to learning by linking the arts

with the core curriculum. Bringing the arts into the curriculum

will further raise student achievement and improve student

engagement, as students discover and share strategies for

integrating the arts throughout content areas.

Table of Contents

Visual Arts Infused Lesson ............................................................................. 4

Visual Arts Student Work Samples ............................................................... 7

Visual Arts Lesson Feedback ....................................................................... 13

Visual Arts Idea Log ...................................................................................... 15

Music Infused Lesson .................................................................................... 17

Music Lesson Feedback ............................................................................... 22

Music Idea Log .............................................................................................. 23

Theater Arts Infused Lesson .......................................................................... 25

Theater Arts Idea Log ................................................................................... 28

Dance Infused Lesson .................................................................................. 30

Dance Lesson Feedback ............................................................................. 34

Dance Idea Log ............................................................................................ 36

LESSON PLAN TEMPLATE FOR STUDENT TEACHING

SUBJECT/CONTENT AREA: Math Date: 10.26.16

UNIT/THEME: 2D shapes-quadrilaterals vs. non-quadrilaterals

STANDARDS: CCSS.MATH.CONTENT.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. GLE 1.1.6: Understands, applies, and creates the elements shape and form when producing a work of art.

OBJECTIVE(S): Students will apply 2D shapes to produce a work of art. Students engage in an applied arts project to increase recognition and fluency of quadrilaterals and shapes. 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

KID FRIENDLY OBJECTIVE (KFO): Today I will create a work of art using only quadrilaterals.

MATERIALS NEEDED: white construction paper, shape cut outs, document camera, quadrilateral anchor chart, stickers, straws, coloring utensils, teacher example, exit ticket slips

ACADEMIC LANGUAGE:

Function (verbs): Define Recognize Create

PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content Literacy Strategies) 2D shape anchor chart from previous day will help with shape recognition and names Anchor chart has definition and input from students that state how you know a quadrilateral is a quadrilateral with examples and non-examples Teacher will model how to create a piece of art using shapes

Vocabulary: 2-dimensional Quadrilateral Rhombus Trapezoid Parallelogram Square Rectangle Kite Triangle Circle Oval Heptagon Octagon Pentagon Septagon

Words and shapes written on anchor chart Word quadrilateral broken down on anchor chart- quad= 4, like quatro, 4 wheels on a quad and lateral=side 2D=flat

Discourse: Quadrilateral bingo Exit ticket

Teacher will show the shape cut out on document camera Names and pictures of shapes on anchor chart Sentence frame for exit ticket-

“I know a shape is a quadrilateral if it has…… A ______ is not a quadrilateral because it has ___________.”

What quadrilaterals did you use in your work of art?

Syntax: What makes a quadrilateral a quadrilateral? –anchor chart Anchor chart with different shapes, images and names

Rationale for shape attributes

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles) Providing pre-made shapes for students Anchor chart of shapes and names for students Working at back table with students for support as needed

PROCEDURES: 1. This week in math we have been learning about what kinds of shapes? –turn and talk (2d shapes &

quadrilaterals) 2. What kinds of shapes have we been learning about? Yes, 2D means? (flat) and quadrilateral means? (4 sided) 3. Today we are going to do some more practice with 2D shapes while create masterpieces! 2D shape works of

art, we are going to use quadrilateral shapes to make our own works of art 4. This will help us learn the names of the shapes and what they look like 5. You are each going to get a blank piece of white construction paper and you are going to create your own work

of art using only quadrilateral shapes! Can you use other shapes? Nope. Only quadrilaterals. Turn and talk about what shapes we can use in our art work

6. Look at the anchor chart that we made together to see what kinds of shapes you can use-call on students to come up and circle which shapes we can use

7. Review which shapes they can use 8. Model how to get started, have a student pick a shape. Ok, so using this rhombus, what can I make? Get

student examples. Yeah, I can make a head for a person, animal, or made-up creature! 9. What if you get stuck? Have students list what resources are available to them. 10. So when we go back to our desks we are going to? (Call on student) 11. Are we going to make fun of other people’s art? Why? –Establish norms, refer to class promise 12. Have a student re-state what we are going to do when we go back to our seats 13. Re-state the instructions for the activity. Call on paper passers to pass out the construction paper. Once you

have your paper you can go start creating your masterpiece 14. Walk and monitor 15. Provide support as needed 16. Call to close for gallery walk-establish norms 17. Call to carpet and introduce exit ticket-quadrilaterals (flip over anchor chart) 18. Provide teacher example, sentence starters 19. Release to desks to complete exit ticket

STUDENT SELF ASSESSMENT (STUDENT VOICE): -exit ticket, work of art-containing only quadrilaterals These are the generic categories of questions that you need to contextualize to the content of your lessons for the students

Why do we need to learn about 2d shapes?

What strategies or resources are available to you?

What makes a quadrilateral a quadrilateral?

What quadrilaterals did you use in your work of art?

POST-ASSESSMENT (formative or summative)

Exit ticket

Christine Yorba

January 21, 2017

Week 3

Visual Arts Idea Log

Citation: Wilson, H. E. (2009). The Picasso in Your Classroom How to Meet the Needs of Talented Artists in Elementary School. Gifted Child Today, 32(1), 36-45.

Summary: This article discusses how to engage students in their strength areas, specifically those in the visual arts. The article lays out helpful charts that match up a student’s specific artistic talent with a curricular option the chart matches the characteristics of artistic talent and how to identify each characteristic in students. The article also provides a useful chart of different applications, ‘product choices’, for students to use across a range of subjects: science, social studies, math, and language arts. Lastly, the article discusses the important role that support plays for the development of young artists. Teachers and parents can support their child as they explore their creativity through artistic opportunities and differentiated avenues of expression. Towards the end of the article there are clear examples and directions of projects and thinking organizers that teachers can utilize in the classroom.

Application:

GLE/Preformance Expectation: GLE: 1.2.1 Understands and applies the skills and techniques of visual arts to create original works of art in two and/or three dimensions CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events GLE: 1.1.2 Understands, applies, and creates the elements shape and form when producing a work of art CCSS.MATH. CONTENT.3. G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).

Infusion Description: The product choices that are described in this article can be integrated into a number of subjects and units. For example, in language arts you could have students create a number of drawings like a story board, to summarize a book instead of summarizing in written form. Students could use origami to classify different shapes as they

construct and apply different elements of shape and form. In the way of writing, there are a number of writing prompts that are aligned with Bloom’s Taxonomy that can be used with any work of art. For science, students can create a picture dictionary of terms to make meaning of terms. For social studies, students can create a mural to express historical periods.

Citation: National Gallery of Art http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities.html

Summary: This website offers a variety of visual arts lesson ideas for grades K-12. The lessons and activities provided on this site provide works of art that can be used, a materials list, warm-up questions, background on the topic/style of art/or artist, a slideshow of art pieces, and lesson extensions. The lesson ideas on this site can be used across multiple subject areas. The site also offers teaching packets, classroom posters, free art videos (assessable through their site), and teacher workshop opportunities.

Application:

GLE/Preformance Expectation: GLE 1.3.1: Understands, applies, and creates artworks using visual arts genres and styles of various artists, cultures, places, and times. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) GLE 2.3 Applies a responding process to a presentation/exhibit of visual arts. (Engages, describes, analyzes, interprets, and evaluates) CCSS.MATH. CONTENT.5. G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Infusion Description: Students can use self-portraits to explore the arts and writing. Students can write about their own cultural backgrounds as they create their own portraits and autobiographies or study historical figures, artists etc. Students can use math to create works of art through architectural concepts and geometry. In the realm of social studies, students can study mythology and stories of the world as it relates to the visual arts. Students can use the arts to study ecology and the natural world.

SUBJECT/CONTENT AREA: music, reading Date: 2.6.17

UNIT/THEME: character traits

STANDARDS: GLE: 2.2.1 Understands and applies a performance process when preparing and performing music. RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

OBJECTIVE(S): Students will create a musical description of a character in a story to express their traits and explain how their actions contribute to the sequence of events. 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

KID FRIENDLY OBJECTIVE (KFO): Today I will create a musical description of a character to describe their traits in a story.

MATERIALS NEEDED: various musical instruments (noise makers), chart paper, markers, computer, overhead projector, Lon Po Po book

ACADEMIC LANGUAGE:

Function (verbs): Apply Describe Explain

PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content Literacy Strategies) Sentence frames __________ is __________ because ___________________ Character trait reason (text evidence)

Vocabulary: Character Trait Beginning Middle End Text evidence

Story elements anchor chart with visuals from stories that students have read before Input chart how to cite text evidence Students brainstorm a list of character traits-put in the front of room on anchor chart

Discourse: Character trait chart

Graphic organizer for students to record traits about their character

Syntax: Sequence of events Beginning middle and end

Teacher modeling on how to fill out organizer using a story that we previously read as a class B.M.E anchor chart (pull out from previous lesson)

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles) Scribing for students Visuals in place of words Anchor charts with vocab Visual directions Character trait mini anchor chart for students

PROCEDURES: 1. Play music that describes characters they know, have students guess the characters in partners-turn and talk 2. How did you know it was _____? This is how musicians and authors can express the personality or trait of a

character by using sounds or music. have students talk about the traits of each character-how do you know that Mickey is happy? Etc. this will segue into a mini lesson on character traits

3. Create a character trait input chart with students-what are some traits that characters can have? Have students explain what a character trait is with their elbow partner-record definition on anchor chart

4. Introduce task. Today you are going to create your own sound or musical tune for a character in book! Review learning target, write on board

5. Since we have been studying fairy tales of the world, we are going to re-read Lon Po Po and add musical descriptions to each character to describe them-turn and talk to your partner-who were the characters that we met in Lon Po Po yesterday?

6. Record character names on board, each one of you is going to get a character, think back to what types of traits each character had, then you will pick a noise maker and create a music to describe that character, model how to do that with a character they know, see how I used the xylophone to show happiness, isn’t Arthur a happy person? Yes, so would I make him sound like this (play a non-example) nope, so make sure your sound matches your character

7. Have students review what we are going to do, write the instructions on board 8. Assign characters, students pick instruments 9. Read story-review instructions-when you hear your character’s name-play their sound-sound norms 10. After story-review organizer Now that you know your character better, you are going to record your character’s

traits throughout the story using this-introduce organizer, model how to use, using Arthur 11. Have students review what we are going to do next 12. Release to desks 13. The next day students will create a character performance of their character, playing their musical descriptions

for their character as they read their description paragraphs about their character

STUDENT SELF ASSESSMENT (STUDENT VOICE):

Character trait organizer These are the generic categories of questions that you need to contextualize to the content of your lessons for the students

What was the learning target?

Why are you learning this?

How is this tied to previous learning?

How well did you meet the target?

How are you being evaluated?

What strategies or resources are available to you?

What are character traits important?

POST-ASSESSMENT (formative or summative)

Student writes a paragraph about how their character affected the events in the story.

*taken from http://www.totallyterrificintexas.com/2012/03/character-map.html

*taken from http://www.totallyterrificintexas.com/2012/03/character-map.html

Standard Beginning Approaching Meeting Exceeding STANDARDS: GLE: 2.2.1 Understands and applies a performance process when preparing and performing music.

Student does not apply a sound that correlates to the character’s trait

Student’s sound indirectly supports the character’s trait

Student applies a sound that represents the character’s trait

Student applies a sound that represents the character’s trait and provides a rationale for their sound choice

RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Student does correctly describe the character’s trait and does not explain how their actions contribute to the sequence of events

Student can identify some character traits and attempts to explain how their actions contribute to the sequence of events

Student can identify all character traits and can explain how their actions contribute to the sequence of events

Student can identify all character traits and can explain how their actions contribute to the sequence of events with supporting evidence from the text

Christine Yorba

February 6, 2017

Week 5

Music Idea Log

Citation: Blecher, S., & Jaffee, K. (1998). Weaving in the arts: widening the learning circle. Portsmouth, NH: Heineman

Summary: This book offers a variety of ways teachers can infuse literacy lesson to include music, dance, poetry, and the visual arts. The authors describe their methodology and how to set a learning environment that is encourages the fine arts. They also express how to use workshops to provide opportunities for students to discover their creative self.

Application: GLE/performance expectation- GLE: 1.1.2 Analyzes, understands, and applies the elements pitch and melody while creating, performing, and responding to music. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Infusion description-An idea that I took from one of the sections on music integration was the idea of having an opera workshop. I would introduce a mini-opera as an imaginative way for students to work on their comprehension skills to retell a story. This would also be an opportunity to develop creative and collaborate skills. The goal of a mini opera is for students to learn to tell a story completely through music. Students decide upon a fairy tale or nursery rhyme they would like to turn into a mini opera, those interested in the same one can work as a group. Then students take their nursery rhyme and fit their retelling to that tune. For example: the song skip to my Lou and the 3 little pigs: “skip, skip, skip to my Lou….” “I am the first little pig…I am building a house of sticks…” I think this would be an interactive and creative way to retell stories.

Citation: Gilmore, B. (1999). Drawing the line: creative writing through the visual and performing arts. Portland, Me.: Calendar Islands .

Summary: Each chapter of this book focuses on one genre of art and offers examples of how to incorporate artistic opportunities for students. The chapters focus on visual arts, music, theater, and folk art. The chapters offer useful ideas and descriptions of how to incorporate the arts with creative writing. Although this book is aimed at secondary students, the activities presented in this book can definitely be adapted for a younger audience.

Application: GLE/performance expectation- GLE: 1.1.1 Analyzes, understands, and applies the elements beat and rhythm while creating, performing, and responding to music. CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Infusion description- As students explore poetry; I could use this idea from the mosaic in the air chapter that focuses on music integration. I could have students make lists of all interesting sounds that they hear at school throughout the day. Then have them write poems or stories where they must include as many of those sounds as possible.

LESSON PLAN TEMPLATE FOR STUDENT TEACHING

SUBJECT/CONTENT AREA: Math Date:

UNIT/THEME: Word problems (addition and subtraction), module 2

STANDARDS: CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding GLE: 1.2.6 Creates a scene that portrays a relationship between characters in a given setting.

OBJECTIVE(S): Students will solve word problems through portraying a scene using addition and subtraction. 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

KID FRIENDLY OBJECTIVE (KFO): Today I will create and act out word problems and use addition or subtraction to solve them.

MATERIALS NEEDED: anchor chart paper, markers, power point number talk, math worksheet, learning journal, white boards, expo markers, number counter objects (beads, cubes etc.)

ACADEMIC LANGUAGE:

Function (verbs): Solve Add Subtract

PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content Literacy Strategies) Anchor chart on word clues-how to know if you are adding or subtracting Support on how to solve

Vocabulary: Add subtract Compare take away All together gave away Both fewer In all less Total how many more

Collaboratively made anchor chart to support operational thinking How to find word clues within a word problem? Visual model

Discourse: Number talk with white board practice Math work page

Teacher modeling, how to show your thinking when solving a word problem How to build an equation

Syntax: Signal words for operations Subtraction-subtract the larger number minus the smaller

Model operations Bold clue words

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles) Reading aloud word problems for whole group number talk Work with students at back table, reading each problem, providing additional support

PROCEDURES: 1. Pass out do-now before students enter (12 mins) 2. Call to carpet

3. Mini lesson on word problem language (10 mins) -Today we are going to solve word problems, sometimes they ask us to add or subtract. What are some clue words that help us figure out if we are adding or subtracting?

4. Turn and talk-clue words, ask for student ideas, record desired responses in t-chart, talk through other responses, hype up ideas

5. Create class anchor chart, review clue words orally with students 6. Now that we have a tool to help us with word problems, lets solve some! 7. Launch number talk-power point (10 mins) 8. Discuss protocol for today’s number talk-today we are going to act out these story problems! So if you see your

name in the word problem, I want you to come up and act it out. You can use these counter objects to represent what is happening in each problem. For example, if there are cookies, then you can use these blocks and pretend they are cookies. Go over norms again

9. If you are in the audience, you are still participating by writing the equation and showing your thinking on your white board

10. We are going to use our acting skills to model how each code word means either addition or subtraction, I want you to watch what each “actor” is modeling-are they showing addition or subtraction?

11. Have students repeat the protocol for today’s number talk 12. Dismiss to get white boards and markers 13. Begin slide show, read word problems aloud, remind students to use the tool we just made, and actor protocol 14. Check for understanding on white boards, support those that need it-make sure you show your thinking 15. Flip boards-call on students to come up and share their thinking-highlight the strategy, -who else used the

same strategy? Different strategy? ask another student how they knew to add or subtract. Did the actor do something to help you understand?

16. Close number talk, dismiss rows to put away supplies 17. Rate yourself-1-3, write a number 3 if you can solve word problems without any help, 2 if you need help from a

friend or teacher, 1 if you are still confused and need more practice 18. Introduce journal page-just like in number talk, we are going to use our word clues to solve more word

problems 19. Model-complete journal page first, then cut and glue into learning journal 20. Paper passers pass out work page 21. Now that you are all seated with your work, now begins our independent work time, when you hear the

xylophone, then you can ask your neighbor and teacher for help (15 mins) work with students at back table 22. Ring xylophone, now you can ask for help 23. Close and dismiss to recess 24. After recess students will have time to share their word problems and act them out in groups

STUDENT SELF ASSESSMENT (STUDENT VOICE):

Whiteboard self-assessment after number talk These are the generic categories of questions that you need to contextualize to the content of your lessons for the students

What was the learning target?

Why do we need to learn how to solve word problems?

How do you think you did with solving word problems?

What strategies or tools are available to you?

POST-ASSESSMENT (formative or summative)

Learning journal work page

Exit ticket- -How did acting out the word problems help you? -What rating do you give yourself now? (3 if you can solve word problems without any help, 2 if you need help from a friend or teacher, 1 if you are still confused and need more practice) -What do these clue words mean? Take-away means____________ Sum means___________ In all means___________ Less than means_____________ Difference means ______________ More than means_______________ -Write a word problem using either addition or subtraction and a clue word.

Standard Beginning Approaching Meeting

CCSS.MATH.CONTENT.3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding

Student does not yet understand what operation clue words correspond with addition and subtraction

Student correctly applies the correct operation most of the time and is developing in their knowledge of the operation clue words

Student correctly applies the correct operation to all word problems and understands what each operation clue word means

GLE: 1.2.6 Creates a scene that portrays a relationship between characters in a given setting.

Student does not portray the correct operation in their story problem scene

Student applies the correct operation, but does not model the operation correctly

Student applies the correct operation and models that operation correctly

Christine Yorba

February 13, 2017

Week 6

Theater Arts Idea Log

Citation: Https://www.facebook.com/eisforexplore. ""How I Learned Not to Be Afraid of Theater": 8 Ways to Bring the Theater Arts into the 3–5 Classroom." WeAreTeachers. N.p., 08 Feb. 2017. Web. 13 Feb. 2017.

Summary: This website/teacher blog offers educators a list of eight do-able theater arts activities for grades 3-5. I appreciate this teacher’s list of activities and that they focus on improving reading comprehension and speaking and listening skills.

Application: GLE/performance expectation- GLE: 1.2.1 Creates facial expressions, gestures, body movements/stances, and stage positions for characters in a performance GLE: 1.2.8 Applies acting skills and techniques to develop a character from a script and/or creative dramatics for a performance S.S.5.4.1 Draws conclusions using at least two clear, specific, and accurate examples in a paper or presentation. CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace Infusion description- I personally would like to try out the wax museum production in a social studies unit, where students can choose a historical figure or character and become them. This is a creative way for students to learn about a person of significance and present information about them. The other idea I liked was to host a classroom talk show, where students can stage an interview process with community members, family guests, or each other in relation to any unit of study or just an interview to get to know our community. Both of these ideas would engage a variety of learners and would encourage students to build their public speaking skills.

Citation: "Teachers are using theater and dance to teach math - and it's working." The Washington Post. WP Company, n.d. Web. 13 Feb. 2017.

Summary: This article discusses that when theater arts are used in the math classroom, the results are that the two emit success among learners.

Application: GLE/performance expectation- GLE: 1.2.3 Creates a character that is human, non-human, and/or an inanimate object from an event in a story GLE: 1.2.4 Applies to role-playing his/her prior knowledge of non-human and imaginary creatures CCSS.MATH.CONTENT.K.MD. A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object Infusion description- I could see myself using this idea in the classroom with younger elementary students when teaching about units of measurement. This activity is a perfect example of how you can adapt the curriculum, while still meeting the standard. By using animal steps as the unit of measurement. The students can interactively engage in how many steps it takes a variety of animals from a starting line to a target. Students can role play different animals varying in shape and act out the math lesson, so we can gather data to work with. We can test our hypothesis and come to conclusions as to which animal has the biggest stride.

LESSON PLAN TEMPLATE FOR STUDENT TEACHING

SUBJECT/CONTENT AREA: geometry /math Date: February 19, 2017

UNIT/THEME: Symmetry

STANDARDS: CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry GLE: 3.1.1 Applies his/her understanding of how dance expresses feelings and presents ideas.

OBJECTIVE(S): Students will recognize a line of symmetry by using their bodies to create works of symmetry. 3 parts: 1) skill or knowledge to be learned, 2) activity to learn, 3) performance to assess

KID FRIENDLY OBJECTIVE (KFO): Today I will use dance to show lines symmetry.

MATERIALS NEEDED: anchor chart paper, computer, doc camera, dance images presentation, long piece of yarn, painters tape

ACADEMIC LANGUAGE:

Function (verbs): Recognize Create

PLANNED Language SUPPORTS (Use SDAIE/Sheltered English list OR Content Literacy Strategies) Anchor chart on how to know if something is symmetrical-examples and non-examples Slideshow on different dance symmetry images

Vocabulary: Symmetry Line of symmetry

Visual input chart with examples Anchor chart with definitions

Discourse: Line of symmetry dance piece

Teacher will model with students PowerPoint with dance image examples

Syntax: 5 dance moves/poses Each mirroring their partner

Teacher will model activity Tape on the carpet to show the line of symmetry

ACCOMMODATIONS: (strategies to accommodate different learners: ELL, cultural differences, 4 quadrants/learning styles) This lesson works well for students that aren’t as verbal as others, as they can express their understanding of the learning target without verbally communicating. Students can draw pictures to show their 5-movement sequence Students can show the teacher their dance at recess, if preforming in front of their peers is an issue

PROCEDURES: This is a continuation from the previous day’s math lesson on symmetry, where students where learning about what symmetry is and worked on a few examples using different shapes and objects. In this lesson, students are continuing their learning of symmetry by using dance to demonstrate their understanding of what makes something symmetrical. In this case they will be using their bodies. We will invite families to our line of symmetry recital. (this lesson will most likely be spread across multiple days.)

1. Today we are going to use the math lesson that we did yesterday, “what did we learn about yesterday in math? (choral response) Yes. Symmetry. We are going to use what we learned yesterday and put some dance into our lesson! We get to dance out our math lesson!

2. So we learned about symmetry. What is symmetry-turn and talk, refresh memory with anchor chart and hand signals for when something is symmetrical and not symmetrical

3. Today we are going to use that line of symmetry for our math dancing. Any guesses of how we are going to show symmetry by using dancing? Yes! We are going to use our bodies to show and make symmetrical shapes. Let’s look at some examples of how we could do this. Show PowerPoint slides of symmetrical dance.

4. As the slides are being shown as clarifying questions along the way. How do you know if something is symmetrical? Is this symmetrical why or why not? Turn and Talk

5. Now, that we have a better idea of how we can use our bodies to create lines of symmetry, let’s try it out. Class makes a circle.

6. The teacher will model by standing in the middle of the circle modeling a line of symmetry pose for the class. So does the left side of my body match the right side of my body? Teacher will model examples and non-examples and ask students to critique and fix how to make my pose symmetrical.

7. So know we know that in order to make a symmetrical pose, we need to have the left side of our bodies match or mirror like ____ said to match the right side. Like this (pose)

8. Are we ready to get symmetrical? Let’s do some stretching first, because all athletes, dancers stretch and warm up before they begin

9. Then students will have a turn to go in the middle and demonstrate their understanding by posing. Once in place, teacher will use yarn to show the line of symmetry, I will hold one end and a student will hold the other. Students will discuss if the pose is symmetrical, making sure that both sides of the students body are matching

10. After the demonstration, students will be paired and will be asked to mirror their partners movements/dances, teacher will discuss the protocol

11. Students will create a dance routine of at least 5 symmetrical poses/dance movements. One student will be the leader and the other the follower, taking turns. The line of symmetry will be between your hands. Make sure you move slowly so you can follow each other and so we can check to see if your movements are symmetrical. You need to have at least 5 poses. You will each get to dance to the mix tape that we made at the beginning of the year. (we made a mix tape of everyone’s favorite songs)

12. Before dismissing groups, model the activity with a student volunteer. Teacher will place a long piece of painters tape on the floor to represent the line of symmetry. We will show how we stand on either side of the line and mirror each other’s movements by following each other’s dance patterns.

13. Check for understanding-what are we going to do next-turn and talk with your partner-write instructions on board

14. T-walk to see if pairs need help 15. Ring bell, call to carpet, explain the protocol for the line of symmetry recital, norms and what we are looking

for-symmetry-how will we check? Introduce hand signals-symmetrical or not, at the end we can give feedback and praise

16. After everyone has danced and given feedback, students will complete an exit slip 17. Thank guests for coming 18. Exit tickets 19. Home

STUDENT SELF ASSESSMENT (STUDENT VOICE):

Teacher will record and monitor student progress towards learning target based on their participation in all line of symmetry activities.

These are the generic categories of questions that you need to contextualize to the content of your lessons for the students

What was the learning target?

Why are you learning this?

How is this tied to previous learning?

How well did you meet the target?

How are you being evaluated?

What strategies or resources are available to you?

POST-ASSESSMENT (formative or summative)

Dance piece and exit slip

Teacher Recording Sheet

Student name Student recognizes that

the line of symmetry is

when you can fold something in half or mirror something and

both halves match exactly

Not yet

Starting to Yes

Student can represent at least 5 poses that are symmetrical

Student can explain what a line of symmetry is with at least one example

Name: ____________________

Exit Ticket

Which pictures can you draw a line of symmetry for?

How do you know if something is symmetrical?

Draw something that is symmetrical with a line of symmetry.

Christine Yorba

February 19, 2017

Week 7

Dance Idea Log

Citation: Cravath, Erika Cravath. Creative Dance Integration Lesson Plans. N.p., 2011. Web. 19 Feb. 2017.

Summary: This online resource offers a plethora of lesson plans that incorporate dance to teach and enhance the curriculum. The lessons provided offer a student-centered approach that helps kinesthetic learners better understand the content at hand. The lessons are divided into sections based on content: reading, math, science, social studies, music, and visual arts. The lesson plans are meant for grades 2-5, but could be adapted for other grades. This collection also offers various tips for implementing dance into your instruction.

Application: GLE/performance expectation- GLE: 1.2.1 Recognizes, understands, and applies the

technique and skills of dance. GLE: 3.1.1 Applies his/her understanding of how dance expresses feelings and presents ideas CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Infusion description- After browsing through the different math/dance infusion lessons. I could see myself using the comparing and contrasting number values by having students create different shapes with their bodies in groups (interpretive dance style). This would allow students to see an actual visual representation of a value and compare it to another. I also thought the idea of the a.m. and p.m. lands was a clever way to incorporate movement and telling time. Students will show different times of day using their arms. Then students take turns watching each other use their dancing bodies to represent a time of day and students guess what time it is.

Citation: "Exploring Dance: Movement, Space & Poetry." Teaching Channel. N.p., n.d. Web. 19 Feb. 2017.

Summary: This site provides an online teaching library of dance integration lessons via video. There are a number of videos that incorporate movement and dance across grades K-5. These videos are pretty useful, because you see the instruction play out with real teachers and students. Each video varies in length, and includes the lesson objective and guiding questions to consider as watch to heighten engagement and reflection. I think these videos are a great resource to become inspired on how to incorporate dance, the lessons are simple and engaging. They are great examples of how to truly infuse and not just sprinkle in the arts.

Application: GLE/performance expectation- GLE: 3.1.1 Applies his/her understanding of how dance expresses feelings and presents ideas GLE: 4.2.1 Remembers and understands skills, concepts, and vocabulary that dance has in common with other content areas CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetryCCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events Infusion description- After perusing through a few videos, I gravitated towards the lesson that explored symmetry through dance. I thought that is was very creative of the teacher to have the students think about what things are symmetrical, then she asked if we are symmetrical and the students all said, yes. Then she showed the students different dance pictures, so they could be inspired on creating symmetrical poses with their bodies. This teacher even uses a dance warm-up after giving instruction/mini lesson, then the kids go into the symmetry activity. The students even critiqued groups to see what they could improve on to make their poses more symmetrical. I really want to try this idea out with future students. Another idea that I want to try was using movement to express emotions. Students use movement to express how various characters were feeling throughout the story. The kids in the video expressed that by acting out the emotions, it helped them to see how the characters were actually feeling. The teacher asks: what does exclusion look like? Feel like? Sounds like? Taste like? Smell like? Then the teacher does the same questioning with the word inclusion. Then the students pick a word from the word wall of characteristics then they act them out in a circle. Then students explore social problem solving that come with each word. This lesson touched on a lot and I think this would be a great lesson do explore in the beginning of the year that can lead into building the learning community and class promise/norms.