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Robert Munsch Author Study

corinnep — Sun, 21 Jun 2009 16:07:17 CDT

Robert Munsch Author Study Unit
Contributed by Cindy Simoneau

***(Files are attached at the bottom)

Content

1. Ribbon Rescue Physical Education (Dance)
2. A Promise is a Promise Social (Treaties in the Classroom)
3. Aarron’s Hair Language Arts (Listening)
4. Alligator Baby Art (Sock Puppets)
5. Smelly Socks Health (Healthy Body)
6. Something Good Health (Nutrition)
7. Murmel, Murmel, Murmel Social Studies (Identity)
8. Andrew’s Loose Tooth Language Arts (writing stories)
9. Mud Puddle Science (soil& rocks)
10. MMM cookies Art (Baking Cookies)
11. Deep Snow Science (weather-Avalanches)
12. Love you Forever ( Music)
13. In Kindergarten We Share Everything (Social Studies- decision making)
14.Up, Up, Down (Language Arts- Author Study)
15. Purple, Green, and Yellow (St. Patrick’s Day- Scavenger Hunt)

Dinosaur Unit

bahslerd — Thu, 14 May 2009 14:21:12 CDT

All lessons have a corresponding attachment below
Dinosaur measuring lesson- Uses string to represent how big the dinosaurs are. Use this lesson with a higher grade. I found it to be a little too abstract thinking for Pre-K
Dinosaur fossil lesson 2 day lesson- Day 1- Bone hunt around the classroom. Children draw and represent. Day 2- Chips a Hoy Fossil digging lesson
Dinosaur fossil2 lesson- Better explains what the children are supposed to do on day 2.
Dinosaur name lesson (also works well as an assessment tool)- Children compare their names to Triceratops. Counting, name recognition.
Teeth sorting lesson- Children sort themselves into meat eaters and plant eaters
Dinosaur unit assessment- Outline of how to assess Pre-K for this unit. Space for anecdotal notes, and checklist for participation, comprehension, and responsiveness.
Make your own fossil- Children use bakeable playdough to great their own hardened fossil. Extension to a two day lesson, where they hunt for fossils.

-PreK

bahslerd — Wed, 13 May 2009 22:57:22 CDT

Arts Education

English Language Arts

French

Health

Math
Dinosaur measuring lesson

Physical Education

Science

Social Studies

-Grade 1

bayda20m — Fri, 10 Apr 2009 16:56:18 CDT

Arts Education

English Language Arts

French

Health
1. Grade One Healthy Bodies

Math
Geometry 2D and 3D unit - 2 units some lessons are same *SeeAttachmentAtBottom

Physical Education

Science
Animals *seeattachmentatbottom

Earth (rocks, water, air, pollution) *Scribd version

Social Studies
Decision Making Unit - for Grade 1 and 2 *Seeattachmentatbottom.

GR 1 Healthy Bodies

corinnep — Tue, 07 Apr 2009 15:48:44 CDT

The unit file is attached below.

-Grade 2

LauraMM — Mon, 06 Apr 2009 22:49:16 CDT

Arts Education

English Language Arts

French

Health

Math

Physical Education

Science

Social Studies
Decision Making Unit - for Grade 1/2 - SEE GRADE ONE SECTION

Bullying Activities

JanineSmits — Mon, 26 Jan 2009 22:02:37 CST

Voki Declaration of Rights/Responsibilities Objectives Knowledge: Students will describe a decision-making process · connect what they already know with what they are learning Skills and Habits Students will treat themselves and others with respect · increasingly accept responsibility for themselves and others · demonstrate respect for all people regardless of their race, sex, age, abilities, etc. Attitudes and Values Students will develop attitudes necessary for healthy living · value themselves as individuals Activity · Hand out “Students’ Bill of Rights”. · Discuss these rights. · As a class brainstorm other rights that students have. · Create a mindmap on SmartIdeas with these ideas. · Bring up the Voki website. · Discuss what a Voki is and how we are going to use it. · Do a demonstration of a Voki as a class. · Ask specific students to choose characteristics to make process faster. · As a group decide on a right for the Voki to say. Show students that you can either type or talk the phrase. · Play the phrase back to the class. · Have students partner up and create their own Voki on a laptop. · When students are finished have them post their Voki on our class wiki under Bullying. · Look at all the Vokis as a class. PowerPoint Scenarios Know the Impact Objectives Knowledge Students will identify sources of risk to healthy living

recognize situations that might be dangerous

on the playground

in the street

at home

when participating in physical activities
Skills and Habits Students will treat themselves and others with respect · develop their interpersonal skills · develop conflict resolution skills Attitudes and Values Students will develop attitudes necessary for healthy living · have confidence in their ability to make decisions Activity · Bring up the sample PowerPoint problem solving scenario. · Go through the scenario as a class. · Vote on what students believe should happen throughout the scenario and choose those options. · When finished discuss the activity. · Introduce the “Stop, Think, and Act Problem Solving Chart” · Discuss ways that this chart can be used. · Introduce the PowerPoint templates. · Make groups of 5 and choose a template to work with. · Students will use cameras and laptops to create their own bullying scenarios. · When all groups are finished creating their scenarios we will go through them as a class.

Grade 1

JanineSmits — Mon, 26 Jan 2009 21:56:49 CST

Arts Education

English Language Arts

French

Health

Math

Physical Education

Science

Dirt Discovery

Social Studies
Family Introduction
Charting Family
Families
Family Postcard

Families

JanineSmits — Mon, 26 Jan 2009 21:55:10 CST

Families Name: Janine Smits Date: November 12, 2008 Subject: Social Studies Grade: 1

Content: My Family	Teaching Strategy: Direct, experiential, interactive
Learning objectives: Students will know that: the family is a group. people belong to families. families have similarities and differences.	Assessment: · Participation in discussion and My Family book.
Common Essential Learning (CEL’s): Personal and Social Values and Skills Communication Independent Learning
Prerequisite Learning: Talking about families
Lesson Preparation: Equipment/material: family posters, My Family books, word wall family words Advanced preparation: My Family books

Extensions: Write a sentence about each person in the book. Do Family word search.

Presentation:
Set (__5__min) · Look at family posters Development (___30___min) · Do a sample booklet · Who are the members in the family? · Post family word wall pictures. · Have children write who is in their families. · Draw images of family member.
Closure (__10__min) · When students are finished or the timer goes off have students partner up and share and read their family book. · Switch and read to another student if time allows.

Classroom Management Strategies · Use up and down activities, touching body parts, etc. · Use students suggestions on sample family book. · Material managers to hand out My Family books. · Call students who are standing tall, praise these students. Explain instructions thoroughly. · Have students repeat instructions. · Move students if they are not working well individually or in groups.

Family Postcard

JanineSmits — Mon, 26 Jan 2009 21:52:08 CST

Family Postcard Name: Janine Smits Date: November 12, 2008 Subject: Social Studies Grade: 1

Content: My Family	Teaching Strategy: Direct, experiential, interactive
Learning objectives: Students will know that: the family is a group. people belong to families. families have similarities and differences.	Assessment: · Participation in discussion and postcard activity
Adaptive Dimension: · Asking more or less questions depending on interest
Common Essential Learning (CEL’s): Personal and Social Values and Skills Communication Independent Learning
Prerequisite Learning: Talking about families
Lesson Preparation: Equipment/material: postcard templates, Families by Meredith Tax, chart paper, marker Advanced preparation: postcard templates

Extensions: Make more than one postcard to give to family member. Read book from book box.

Presentation: Set (__10__min) 10:50 · Read the story Families by Meredith Tax Development (___30___min) 11:00 · Brain Break · Look at the postcard template. · What is this? · We are going to make a postcard that we can give to one of our relatives that doesn’t live with us. · Do an example on a chart paper. · What goes on the front of the card? What goes on the back of the card? What goes in this corner? What goes on the lines? What goes in this blank spot? What are we going to write? · What are we going to use to write? What are we going to use to color? · Who can tell me one thing we are supposed to do? Another? Another? Is that everything? · Have children go back to table and stand until they receive postcard. Closure (__10__min) 11:30 · Have students who are complete stand tall so that I can check to see if they completed the postcard. Then they can put their postcard in their book bags. · Come back to table and clear their pencil cases and books off the table. · Get ready for lunch

Classroom Management Strategies · Use up and down activities, touching body parts, etc. · Use students suggestions on chart paper. · Material managers to hand out the post cards · Call students who are standing tall, praise these students. · Call tables that are standing tall, praise these tables and students. · Have students who need to put their postcards away stand, and sit when they are done. · Tables that are standing tall get to put pencil cases and books away first. Then get ready for lunch.

Charting Family

JanineSmits — Mon, 26 Jan 2009 17:13:19 CST

Charting Family Name: Janine Smits Date: November 12, 2008 Subject: Social Studies Grade: 1

Content: My Family	Teaching Strategy: Direct
Learning objectives: · Students will be able to organize information using graphs or charts. · Students will know that people belong to families.	Assessment: · Participation in discussion and charting
Adaptive Dimension: · Asking more or less questions depending on interest
Common Essential Learning (CEL’s): Personal and Social Values and Skills Communication Numeracy
Prerequisite Learning: Talking about families
Lesson Preparation: Equipment/material: book, chart paper, markers Advanced preparation: chart, papers cut for students to draw on

Presentation: Set (__7__min) · Read the story Development (___30___min) · Have students draw the members of their family on pieces of paper. · Everyone who has a mom stand up. · Sit down when you go back to your table. · Everyone who has a dad stand up. · Sit down when you go back to your table. · Everyone who has brothers. · Sit down when you go back to your table. · Everyone who has sisters. · Sit down when you go back to your table. Closure (__5__min) · Everyone come to the carpet. · Add up how many moms, dads, sisters, and brothers.

Classroom Management Strategies · Have timer students set the timer for 5 minutes. · When the timer goes off put your markers down and stay seated. · Call tables who are standing tall, praise these tables and students. · Call tables that are standing tall, praise these tables and students.

Extensions: Talk about the differences between our families. Some people can be adopted, foster families, live with grandparents, etc.

Family Introduction

JanineSmits — Mon, 26 Jan 2009 17:11:45 CST

Family Introduction Name: Janine Smits Date: November 5, 2008
Subject: Social Studies/Language Arts Grade: 1

Content: My Family	Teaching Strategy: Direct, Questioning
Learning objectives: Knowledge Objectives Students will know that: the family is a group. people belong to families. families have similarities and differences. Skills/Abilities Objectives Students will: describe and compare families.	Assessment: · participation in group discussion · drawing of family · explanation of family
Common Essential Learning (CEL’s): Communication Critical and Creative Thinking Personal and Social Values and Skills
Lesson Preparation: Equipment/material: · David’s Family by Robert Munsch · White paper · Coloured paper for frame

Presentation:
Set (__5__min) · Read the book David’s Father Development (__30___min) · Discuss what David’s family looks like · Who is in his family? · Is it his real family? · What does your family look like? · Who do you live with? · Tell me one story about your family. · Draw a picture of your family. · Draw really well and careful because I’m going to put frames around them.
Closure (__5__min) · Have each child stand up at their table and show what their family looks like.

Classroom Management Strategies · If students lose interest have them stand up and do brain break movements directed by helper · Respond to only the students with their hands up · Praise children who are sitting and behaving well

Extensions: · Write a story about their family

Dominoes

JanineSmits — Mon, 26 Jan 2009 17:08:03 CST

Dominoes Name: Janine Smits Date: October 22, 2008 Subject: Math Grade: 1

Content: Representing Numbers	Teaching Strategy: direct group work
Learning objectives: · Students will be able to Accurately represent numbers 10 to 20 as a combination of 2 sets · Can count on from a known quantity · Recognize that for a given number of counters, the total number does not change it the grouping changes.	Assessment: · Cooperating in group work · Presenting charts during closure · 14 representation worksheet
Adaptive Dimension: · Use objects instead of paper for children that need more hands on and more relevant to their interests (dinosaurs).
Common Essential Learning (CEL’s): Communication Connections Problem Solving Reasoning Visualization
Prerequisite Learning: · Counting/ representing numbers to ten
Lesson Preparation: Equipment/material: glue, worksheets, pencils, crayons, puppets(set) Advanced preparation: domino sheets, chart paper

Presentation: Set (__5__min) · Have children gather on carpet. · Bring out puppets and count up to ten. · Add four more. How many is that? Let’s count. Development (__35__min) · Demonstrate the activity. Have a piece of chart paper stuck up on the wall and have one of the students come up and use the dominoes or pieces to represent 14. · As a class agree or disagree whether it is correct. · Explain that they will go back to their tables and find 4-5 different ways to make 14 in two columns. · Once everyone at the table agrees that it makes 14 glue the dominoes or pieces down. · When you have 4-5 different ways draw one of them on your worksheet. Closure (__10__min) · Gather on the carpet and have each group present how they made 14.

Classroom Management Strategies · Group work to explore numbers. · Wander around class and make sure each group knows what they are doing and are on task. · If students finish early they can read the books on the table or they can continue to create combinations of 14. · Explain instructions clearly.

Extensions: With the remainder of the dominoes come up with other combinations of 14 or a larger number. Draw pictures of their 14 items and color them

Creating a Band

JanineSmits — Mon, 26 Jan 2009 17:04:32 CST

Arts Ed Mini Unit This Mini Unit is on creating a band. Students have many choices and opportunities to explore and be creative. This unit is not an introductory unit. It would be used at the end of the year as an assessment tool; it will demonstrate some of the student’s knowledge in all strand areas. It is a fun and exciting way to end the year. Due to this project being at the end of the year; the lessons include many objectives. This is because much of what they are doing is review and they should have these objectives solidified.
Strands Music: Making Sense of Things - A Sense of Purpose Music is the primary strand for this mini unit. What a perfect unit for creating a band. They have a final project in mind and have a purpose to work towards. They need to create instruments, make a song with these instruments, and then play these instruments in a band.
Visual Arts: Ideas and Inspirations - Imagination as Inspiration Students have to imagine what they want their instruments to look like, how they envision their CD album covers, and what they want their music video to look like. Their imagination will inspire them to use materials in different ways and explore different mediums.
Dramatic Art: The World of Drama - Dramatic Style Students will be using one type of dramatic style. They will be acting like musicians of their choice. They will dress like them, act like them, and perform like them.
Dance: Making Sense of Things - A Sense of Purpose Like the Music strand, students have a sense of purpose. They are working towards a final product. They will be performing their songs as a band and including some aspects of dance.
Critical Components:
Creative Productive: Students create their own instruments, CD cover, and band journal. As a group, students create a music video, personas, clothing, and song. Critical/Responsive: Students have to really think about what their band should look like. They have to figure out what instruments and clothes/style/attitude will complement their personas. They have to respond to focused questions in their band journals as well as reflect on their personal experiences in the band. They have to create their own instrument and find ways to make it work for the sound they want to accomplish.
Cultural/Historical: Students throughout this process have a lot of freedom to choose where they want to take this project. Being in a band is a cultural experience in many cultures. As a class we will be looking at a variety of musical groups from different places and backgrounds. Students may or may not choose to continue to explore the traditional aspects but there is always a variety of influences from cultures affecting the student’s decisions. Some of the instruments they will create and use will be from different ethnic backgrounds. The music videos, CD covers, and musical arrangements will be from a variety of backgrounds and ethnicities.

Final Project Summary: Band Outline Students will explore the idea of bands. Make groups, instruments, personas, CD covers, music videos, and songs. Last day we will have a music awards ceremony and walk the red carpet as these bands, receive music awards, and do acceptance speeches. Must be school appropriate.
Journal: A large part of evaluation. There will be teacher directed questions to answer and reflections to write about.
Make Groups: Form groups of 4-5 members. If this cannot be done groups will be assigned.
Instruments: Each member of the group needs to make their own instrument. This can be played for part of the song, the whole song, or for a special effect. This can be decided as a group.
Song: There must be a musical component within the arrangement/song. Does not have to be singing but must have some vocal component whether that is interacting/chanting/rap/talking. Groups need to write in journals and justify what musical components were used. Refer to Musical Component handout.
Persona: All members should portray the same persona. Need to write a journal entry on what your persona is. Need to include: wardrobe, attitude, and body/hair. Refer to sample personas.
CD Cover Each member needs to create their own CD cover. Vote on which album cover that they want to use. Albums should reflect your group’s persona.
Music video: Practice your song and when ready record your video. When your group is editing you can add: pictures/transitions/other video. Again remember personas and to portray these in your video. Start off video with image of album cover with name of band. The rest is up to you to decide what you want your video to look like.
Red Carpet Event: Other grade 5 classes are invited. You will walk the red carpet, be introduced band by band. Review awards, watch the videos, and vote on which group should receive which award. Intermission. Present the awards, each member will give an acceptance speech. Afterwards there will be a party/social to mingle with the bands and sign autographs.

Unit: Ideas and Inspirations Topic: Creating a Band Grade: 5	Mini-unit: Imagination as Inspiration Time: 50 min.
Brief description of lesson activity: · Look at YouTube videos. · Discussion about what makes up a band – elements. · Forms of assessment for project. · Decide on groups and discuss. · Journal writing
Learning Objectives: Music · Begin to understand that reflection is an important part of the musician’s artistic process. · Explore the contributions of musicians and composers of various eras, locales, and cultures. · Recognize that instruments can be used in traditional and non-traditional ways to create a variety of distinctive sounds and styles.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Technological Literacy
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · Computer – YouTube · Projector · Chart paper, marker · Question sheet · Band Journals · Rubrics · Final Project Summary handout	Resources: Assessment: · http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/creative_process.pdf · http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/student_portfolios.pdf YouTube videos: · Blue Man http://ca.youtube.com/watch?v=1tWP6aYwi5M&feature=related http://ca.youtube.com/watch?v=M-VgW4Knb5s&feature=related · Stomp Out Loud http://ca.youtube.com/watch?v=NyWHmK7J4cM&feature=related http://ca.youtube.com/watch?v=Zu15Ou-jKM0 · Scrap Arts Music http://ca.youtube.com/watch?v=NYdCFr2wYJg · Nickelback http://ca.youtube.com/watch?v=p3qIjWuJeh4&feature=related · Eminence Symphony http://ca.youtube.com/watch?v=Yn71hIsm0U8&feature=related · Carrie Underwood and Rascal Flatts http://ca.youtube.com/watch?v=6lCfyWJBx_I&feature=related · Drum Circle http://ca.youtube.com/watch?v=NYGWlKXsmAU · Pow Wow http://ca.youtube.com/watch?v=1I-6SKHQV_8
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Introduce the idea of creating a band. · Ask questions and create a mind map to refer back to. · What is a band? · Who makes up a band? · What are some bands? · What are similarities and differences between those bands? · How can you create a band? · What do you need to make a band? Development: · Look at parts of the websites listed. · Look at the instruments, clothes, personas, etc. · Brainstorm more ideas about what is needed to be in a band. Now what do you think a band needs? What should we add to our list? Add to mind map. · Think about what type of band you would like to be in. Jot down any ideas they have on a piece of paper. · Give students a copy of the Final Project Summary handout. Discuss content. · Introduce band journals. Each student must make one contribution to their journal every class, whether it is ideas, problems, what they need to do, or reflections. · Introduce group peer assessment rubrics so students are aware that their group members are marking their participation. · Introduce teacher assessment rubric so students are aware of how I will be marking them. · Discuss guidelines on the assessment rubric. Conclusion: · Create own groups for bands. Decide whether they want to create groups with friends or with similar interests in band ideas. · Once groups are formed have groups discuss what they want their bands to look like. · Write in band journals about what their bands will look like. What they need to do? How they are going to get there? · Decide what we as an class want to start with. Instruments, Clothes, etc. (lesson plans are interchangeable to certain extent – logical progression)
Adaptation: Internet resources can be changed to suit students in class. African music/ performance Aboriginal music/ performance
Extensions: Start planning what each group wants their bands to look like/sound like/act like.

Unit: The World of Drama Topic: Creating a Band Grade: 5	Mini-unit: Dramatic Style Time: 50 min.
Brief description of lesson activity: Talk about personas. What are they and how is each group going to use them? What type of outfit is needed to create their persona? Create outfits. Reflect in journals.
Learning Objectives: Drama: · Contribute ideas that aid the progress of the drama · Demonstrate respect for the contributions of others · Begin to understand how imagination can extend the dramatic context. · Examine forms of drama in various cultures, past and present.	Common Essential Learnings: Communication Critical and Creative Thinking Personal and Social Development Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · Tickle trunk- with wide supply of material, clothes, masks, costumes. · White board, marker · Sample personas	Resources: Definition of persona (http://en.wikipedia.org/wiki/Persona)
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Write persona on the board. What is it? A persona, in the word's everyday usage, is a social role or a character played by an actor. (http://en.wikipedia.org/wiki/Persona) Development: · What type of personas can you think of for your groups? · Look at Blue Man group again and determine what their persona is. · Can you think of any other groups with a defined persona? · Compare and contrast personas from groups mentioned. · What type of clothes would you wear for your persona? Why? · Get into groups, decide on a name for your group, and discuss what persona you want to portray. Do research on internet if needed. · What does that mean you have to do? · How will you act in public? · Look in the tickle trunk, create a persona using supplies, and/or bring other materials to define your group for next class. Conclusion: · Discuss more in groups about how they want to act in public. · Write a reflection in journal about personas (clothing, hair/body, attitude) and what they are doing as a group and if there are any problems/concerns. Any additional information they want to include.
Adaptations: If groups are having difficulties with personas, draw predefined personas out of a hat. Sample personas will be available if students wish to choose one and make own adaptations.
Extensions: Create a hat for each individual in group. Each had means they have a different persona – like the seven dwarfs. Answer teacher guided questions in journal. Write a letter to a band and ask them what their persona is? What their style is? Are they the same in public/private?

Persona Samples:
Cowboy/Rock Band Wardrobe: - Cowboy hats - Ragged clothes Attitude: - You are the best band in the world - Want all the attention Body/Hair: - Tattoos everywhere - Hair hidden under hats
Hippies Wardrobe: - Grunge clothes Attitude: - Laid back - “Everything is good” - Don’t care about groupies or attention Body/Hair: - Head bands - Long straight hair
African drummers Wardrobe: - Traditional African clothes Attitude: - Care about success but not overly - Thank God for everything - Carry drum everywhere – it’s their baby - Love life Body/Hair: - Symbolic tattoos/piercings - Funky hair
Native Drummer Wardrobe: - Jeans and t-shirts - Necklaces and bracelets Attitude: - Want media attention for environmental causes - Messages about saving the planet - Vegetarian - Charity concerts - Native American names based on animals Body/Hair: - Slicked down hair

Unit: Ideas and Inspirations Making Sense of Things Topic: Creating a Band Grade: 5	Mini-unit: Imagination as Inspiration A Sense of Purpose Time: 2 - 50 min lessons
Brief description of lesson activity: · Introduce the materials and possible instruments to create. · Group discussion about instruments needed. · Create instruments. · Group share. · Journal writing.
Learning Objectives: Music · Become increasingly aware of own decision making in the creation of music and the development of musical ideas. Visual · Become increasingly self-aware in decision making about methods and materials. · Expand skills and abilities in using various visual art tools and materials. · Understand that they are communicating meaning through own art work.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: Ask students about instruments that they want to create to determine the materials that they would like to create. tin cans can opener sturdy tape (masking tape is okay, but plastic packing tape or duct tape works best) towels wooden spoons pencils · Strong y shaped branches · Metal bottle caps · Strong wire · Paint · Brushes · Assorted decorations, feathers, coloured cord, beads Pop bottles Measuring cups Water Funnels Old shoe boxes or tissue boxes Rubber bands Scissors Paper-towel tubes · Thread · Clay · Copper pipes or/and PCV pipe - pre-cut · Yardstick · Strips of foam rubber · 1 1 1/2-inch-wide mailing tube (or 1 3-inch-wide mailing tube) per child · 1 lb. 1 1/2-inch nails (or 3-inch nails) per child · 1 hammer per child (borrow from friends) · Wide plastic tape (only if your tubes don't have their own stoppers) · Selection of sand, rice, lentils, popcorn kernels, dried beans · Origami paper · wrapping paper · contact paper · coloured electrical tape · Felt · 1/2 to 1 Inch Size Jingle Bells · Glue · Needle and Thread · Waxed paper · Hole punch	Resources: · Premade instruments · http://www.artistshelpingchildren.org/musicalinstrumentsartscraftstideashandmadekids.html · http://www.diynetwork.com/diy/ca_crafts_projects/article/0,2041,DIY_13721_2271611,00.html · http://familycrafts.about.com/cs/musicalcrafts/a/blmusicc4.htm · http://familyfun.go.com/parenting/learn/activities/feature/famf78music/famf78music3.html · http://www.crayola.com/crafts/detail/roll-up-a-flute-craft/ · http://www.enchantedlearning.com/crafts/Boxguitar.shtml · http://familyfun.go.com/arts-and-crafts/season/feature/famf78water/famf78water5.html · http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=10663 · http://www.exploratorium.edu/science_explorer/can.html · http://artsedge.kennedy-center.org/teach/les.cfm?subjectId=&otherSubjectId=&gradeBandId=1&showDescriptions=true&sortColumn=&x=13&y=2
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Show students a couple of the instruments that can be created at the stations around the room. · Ask for ideas about how the materials at the table could be used to make a different type of instrument. Development: · Explain that each table has an instruction card to make an instrument. · The instructions are only a sample, you can use the materials at the tables as you see fit. · Have students discuss in their groups what type of instruments they want to use in their band. · Decide on which stations students are going to start at. · Create their own instruments using supplied materials. Conclusion: · Write in journals about experiences from both days. · Show and share instruments with group members on second day.
Adaptations: Students that are having a hard time creating their instruments can take materials home to work on or if after both classes they are still having difficulties work with those students at recess or afterschool.
Extensions: Meet with group members who are complete and start planning what groups want to do with their instruments. Write a reflection in their journal with focus questions. Create another instrument.

Unit: Ideas and Inspirations Topic: Creating a Band Grade: 5	Mini-unit: Imagination as Inspiration Time: 2 – 50 min. lessons
Brief description of lesson activity: · Review musical components. · Listen to a few examples of music. · Discuss what makes a good song. · Create own song/musical arrangement · Journal writing.
Learning Objectives: Music: · Become aware of a diverse range of voice types, styles, and forms of individual and group vocal expression. · Recognize that tempo functions or can function as an organizational technique in speech and music. · Recognize ways that melodies can be shaped to create musical expression. · Recognize that harmony is a fundamental component in creating texture in music. · Recognize the value of accidental discoveries in own compositions and put them to use where appropriate.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · How to Create a Song handout · Musical instruments from last class, additional instruments that they may want. · Musical Components handout · Computers · Stereos	Resources: · How to Create a Song handout http://www.ehow.com/how_2118297_create-a-song.html · Musical Components handout – SaskEd Curriculum pg. 185-189
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Review Musical Components handout · Discuss what makes a good song. · Listen to a few examples of music (determined by what type of band students are creating, to give inspiration and example to follow if needed) Development: · Introduce How to Create a Song handout to students. · Students can refer to How to Create a Song for ideas and progression in song writing. · Discuss in groups about what they would like to do. · Remind students that they each need to play an instrument or sing · Remind students that their songs do not have to be super complex, simple are just as good. As long as it follows guidelines. · Create own song/musical arrangement. · Use instruments to create arrangement. Closure: · Discuss what needs to be done at the end of first class, so that students are aware of where they need to continue from next class. · Journal writing at the end of both days.
Adaptations: Groups who are having difficulty with creating can copy a song and make a few changes. Computers and stereos will be available for groups who need to listen to a sample to create their own music/arrangements.
Extensions: Groups who are done early can do journal writing and start planning what they want on their CD cover.

Musical Components Elements in Music · The basic building blocks of music · The elements (rhythm, melody, harmony, tempo, dynamics, tone colour, texture) are used to serve both expressive and organizational purposes in the creation of music. Silence: The absence of sound: can be used for expressive purposes in music. Rhythm: Rhythm is composed of the interplay of beat, tempo, and patterns of duration. Rhythm can exist without pitch/melody. · Beat – the underlying repeated pulse in music · Tempo – the pace or speed of the music · Patters of duration (rhythm) – the length of a sound or silence in music (the term rhythm is often used to describe patterns of duration). · Syncopation – occurs when emphasis is shifted to beats not usually stressed: the emphasis occurs off the beat Metre: The structure of beats into accented (stressed) and unaccented (unstressed) rhythmic groupings that are often in sets or combinations of twos and threes. · Metre may function as an organizational technique in the composition and notation of music. · Stress in metre can be regular where the relationship between eats is always the same (e.g., waltz, march) or irregular (i.e., the relationship between beats varies) · Accents other than metre stress can be created by the use of high notes, long notes, or loud notes. Melody: Created when pitch and rhythm are combined into patterns (melody cannot exist without both rhythm and pitch) · Shape/contour – every melody has a distinctive shape or contour created from its particular arrangement of pitches and rhythms that helps us to distinguish between and recognize melodies · Scales – prescribed arrangement of ascending and descending pitch patterns · Interval – the space or distance (up or down) from one note to another · Tonic or keynote – the first and main not of a scale that establishes a keycentre (e.g., C Major) · Tonality – a sense of tonal feelings established by scale patterns (pentatonic, major, minor). The term “key” is used to describe this tonal sense ( e.e., a song in the key of C Major). · Key – the relationship of tones to a foundational tone, the tonic, or keynote Dynamics: Sounds in music may differ in levels of loud and soft. Tone Color: Each voice, instrument, or sound object has its own unique and distinctive sound quality or colour. Texture: The way a sound might feel if you could touch it: different textures are created when sounds are heard alone or when they are heard together with other sounds. · Harmony – created with the simultaneous sounding of two or more pitches: a fundamental component of texture · Consonance – a sense of tonal stability and restfulness (often described as pleasant sounding) · Dissonance – a series of tonal instability and tension (often described as harsh sounding)
Forms in Music Arrangement of patterns of sound into a distinctive and recognizable whole; the larger shapes and patterns that emerge in music from the combining of smaller structural units. Patterns and Forms: · Patterns in music are created through combining and ordering particular rhythms, pitches, and other aural elements (e.g., tempo, tone colour, dynamics); patterns may range from simple to very complex. Same/Repetition: · The foundation of musical organization and from; repetition occurs when patterns are repeated; established unity in music; may be exact or varied (rounds are examples of exact repetition). Ostinato: · A repeated rhythmic or melodic pattern Phrase: · A term used to identify patterns within more formal structuring of music; a basic structural unit in musical form – a musical thought. Phrase structure: · Combine to create simple song structures (e.g., Jingle Bells) Call/response, question/answer, rounds: · Upper case letters are used to designate or distinguish between sections of music; lower case letters are used to designate phrases and phrase structures. Phrases that have some slight variation but are otherwise identical can be identified with the addition of numbers. Verse/chorus: · A song usually structured around two sections; most popular music follows thie form pattern (ABAB) One part song form: · Literal repetition of a complete musical idea or statement
Notation: Traditional notation: · An accepted and widely used means of visually representing and preserving sounds/silences and sound patterns. Non-traditional notation: · Any invented visual representation of sounds and silences
Aesthetic Characteristics of Music The music expression conveys a: · Sense of order · Sense of development that can be simple (i.e., simple repetition and contrast that is obvious and predictable) or complex (i.e., more highly developed intricate patterns that are not easily recognized and may be unpredictable) · Sense of continuity (i.e., sense that everything seems to fit together in an appropriate way) or discontinuity (i.e., a challenge to our thoughts/perceptions through the use of asymmetrical and unpredictable shapes and patterns and/or discordant harmonies).
Experimenting aesthetic qualities The music expression may evoke: · A mood, ideas, or images · Qualities of feeling and movement such as tension, surprise, peascefuness, calm, or raucousness.
Aesthetic perception The listener/performer is able to: · Articulate images, thoughts, and feelings evoked by musical expressions and experience · Recognize and describe how the elements and forms of music fit together to reveal larger shapes and patterns.
Aesthetic appreciation Aesthetic appreciation occurs when the listener or performer is able to: · Respond intuitively to aesthetic characteristics contained in the music expression · Make a personal connection with the overall effect of the music expression; is able to draw meaning from the expression.

How to Create a Song
Step1 Find a Tune: We can all hum or whistle a tune. When you are feeling for a tune just let one rise within you and allow it some room.
Step2 Practise your Tune: Record or play your new tune on your instrument of choice. You may like to sing, hum or bang out a few chords.
Step3 Find some Words: As you hum, play or sing your tune concentrate deeply on the sounds and rhythm. As you are concentrating begin to think about a subject or topic that is of interest to you. Choose something that will match the mood of the new tune.
Step4 Jot Down your Words: Words will begin to form and arrive from within. They may seem to be jumbled or messy to start with. Don't worry about that just write them down as they come.
Step5 Decide if you are going to sing alone or with your entire group.
Step6 Keep writing down your words: If you get a whole flow - great. You may have verses, a chorus and a bridge. If not, that's ok, have a break or do something else. Maybe pick it up again in a few minutes. Just remember to find and feel the rhythm and mood of the song.
Step7 Organise the song: Once you think you have a song, break it into a few verses, a chorus and the fly-away or bridge. This is the most basic structure and is good for the beginner. Your song may look like this. V1...Chorus...V2..Chorus..(V3)...Chorus...Bridge.....
Step8 Practise your song: As you practise your song you may begin to edit the words, you might feel to use a different or more interesting word, or a more basic word. It's up to you. It's your artwork after all.
Step9 Put it all together with music and singing as a band.
http://www.ehow.com/how_2118297_create-a-song.html

Unit: Making Sense of Things Topic: Creating a Band Grade: 5	Mini-unit: A Sense of Purpose Time: 50 min. lesson
Brief description of lesson activity: Look at various album covers. Discuss components. Design individual covers for band. Group vote on which album cover to use. Write in journal.
Learning Objectives: Visual Arts: · Understand that own art works express unique ideas. · Understand that they can get ideas from such sources as memory, research, observation, feelings, or imagination. · Expand on visual art ideas in their journals. · Explore the contributions of visual artists of various eras, locales, and cultures.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Technological Literacy Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · Various album covers · Pre-cut paper · Computers / paper/ printer · Pastels · Camera/printer · Magazines · Markers · Pencil baryons · Charcoal · Paint	Resources: Albums: · Personal albums · Albums from library · Print off albums from the internet
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Have a variety of album covers displayed around the classroom. · Ask students to walk around the classroom. · Take two minutes and write in journals about which album cover they like the most and why. Development: · Each member of band creates their own album cover. · Each student can choose a table that they want to work at. Each table will have different art supplies that students can use. They can rotate tables if they need more than one medium. · Give each student two pieces of pre-cut paper. One for the front cover and one for the back cover. · Remind students to look at the other albums and see what they need to include on the front and back. · Students will work on their album covers. Closure: · Get into groups when finished and vote on which album cover they want to use to introduce their music videos that they will be creating. · Reflect in journal about album process and if their thoughts on the album cover choice. Write down things that students may want to do in their videos.
Adaptations: For students uncomfortable at writing the titles on the back of the album, computers will be available to print out their titles and glue them on and then design can continue.
Extensions: For students that finish early - have students create lyrics for another song that they could include in their album. Write in journals about how their album cover represents their group’s persona. Why they choose the album?
Unit: Ideas and Inspirations Making Sense of Things The World of Drama Topic: Creating a Band Grade: 5	Mini-unit: Imagination as Inspiration A Sense of Purpose Dramatic Style Time: 50 min. lesson
Brief description of lesson activity: Ketchup and mustard day.
Learning Objectives: · Depends on what individual students need to complete. · Based on previous lessons in unit – refer to learning objectives.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Technological Literacy Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · All supplies from previous classes	Resources: · All resources from previous classes
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Explain that today is a ketchup and mustard day. They will have this class time to practice, finish instruments, and finish wardrobe construction/persona construction, album covers, and songs. · Discuss what will happen next day. They will be creating and designing their own music videos. So everything needs to be ready for next class. If they are finished everything they can start discussing with their groups what they want to do for their music video. Development: · Free time to finish projects. · Time to start preparing for music videos. Conclusion: · Write in journals about how they feel about their band. Are they prepared? What do they still need to do? What do you want to do in your music video?
Adaptations: Same as previous adaptations depending on what student is working on.
Extensions: Same as previous adaptations depending on what student is working on. Start creating music videos.

Unit: Making Sense of Things The World of Drama Topic: Creating a Band Grade: 5	Mini-unit: A Sense of Purpose Dramatic Style Time: 2 – 50 min. lessons
Brief description of lesson activity: · Look at videos from other bands · Discussion about appropriateness · Practice · Video tape performance · Edit and add ins to video · Discussion about next class · Journal writing
Learning Objectives: Dance: · Know that sequencing means ordering movements in a meaningful way · Understand that they can get ideas for dances from sources such as stories, personal experiences, feelings, memories, music, research, observations, imagination, or movement itself. Drama: · Begin to appreciate the responsibilities and satisfaction of working co-operatively within dramatic contexts. · Become aware of the relationship of drama to the other arts. · Develop confidence in using a variety of strategies within dramatic situations. Visual Art: · Understand that they can get ideas from such sources as memory, research, observation, feelings, or imagination.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Technological Literacy Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · Computer/ projector/ internet · Video cameras · Digital cameras · Microphones · Instruments · Album covers – student created · Created clothing · Award categories – depends on student videos (decide on after viewing videos)	Resources: · Music videos related to the bands that are in the class.
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Look at music videos of bands that are similar to those in the class Development: · Discuss what is appropriate and not appropriate (no swearing, no discriminating clothes/actions, school appropriate) · Go through song before taking cameras. · Let students be creative. · Pair up with another group or book a time with the teacher to record their group. If teacher is recording each group has a maximum of 7 minutes so they need to be completely ready. Have a sign up sheet available. If they need a reshoot they have to sign up again. · Put their video on the computer and add transitions, images, text, etc. to create final product. · Finishing touches. Must be finished at the end of second day or they have to finish it at recess or at home. Conclusion: · End of first day students will write in journal about what they still need to finish. · End of second day discuss what will happen next class. We are going to have a music awards ceremony. They will be introduced, walk the red carpet, watch the videos, have a vote for different categories for prizes, each group will do a thank you speech and each member has to speak. Then we will have a party – music, food. · Write in journal what they will say for their acceptance speech. · Submit their videos.
Adaptations: If students are not comfortable adding transitions, images, and text have students from older grade come to our class and help students with videos.
Extensions: Work on acceptance speeches. Create an introduction for another band.

Unit: Making Sense of Things The World of Drama Ideas and Inspirations Topic: Creating a Band Grade: 5	Mini-unit: A Sense of Purpose Dramatic Style Imagination as Inspiration Time: 1 ½ hours - Friday afternoon
Brief description of lesson activity: · Introduce bands to other students · Introduce award categories · Watch videos · Vote · Intermission · Awards ceremony – speeches · Social event · Journal writing
Learning Objectives: Visual Arts: · Understand they are communicating meaning through own art work. Drama: · Make connections between own experiences and contributions to the work. · Become aware of the relationship of drama to the other arts. Music: · Understand that they are communicating meaning through sound/music creations. · Explore various ways that people can respond to a piece of music. Dance: · Understand that reflection is an important part of dance-making processes.	Common Essential Learnings: Communication Critical and Creative Thinking Numeracy Personal and Social Development Technological Literacy Independent Learning
Assessment: · Band Journal · Peer Group Assessment Rubric · Teacher Assessment Rubric · Interacting and questioning students about progress.
Supplies: · Videos · Red carpet · Microphones · Awards for each group · Clothes – persona - each group · Computer / projector	Resources: · Music awards on television
Component(s): Creative/Productive Component Critical/Responsive Component Cultural/Historical Component Step-by-step Procedures: Set: · Welcome everyone to our red carpet event. Development: · Introduce each band to the other grade 5 classes as they walk down the red carpet. · Go over the categories for awards; have them posted on the board. · Watch the music videos. · Have students write which group should get which aware. · Hand in votes. · Intermission – get a drink have some food and visit with the bands. Tally up votes - each group will win one award. · Come back and have each group/group member come up and do a thank you speech. · Thank everyone for coming. Conclusion: · Have a social event. · Music, food and drinks. Talk to other grade 5 students and find out what they thought. · Last 10 min. Other students leave and groups write in their journals – reflection from start to finish. Things they would change. What they liked - didn’t like. Any comments. · Hand in journals.
Adaptations: If students have voted for more than one group for the awards, change them to reflect everyone getting an award.
Extensions: Show videos to parents or school if students want to or are willing. Post videos on a private site for parents to view from home.

TEACHER ASSESSMENT – FINAL PROJECT

Performance Criteria	Level 4	Level 3	Level 2	Level 1
Explores and develops ideas	Consistently explores or contributes ideas and expands on the original idea in innovative ways.	Often explores or contributes ideas and can develop an idea beyond beginning stage.	Sometimes explores or contributes ideas but has some difficulty developing an idea beyond beginning stage.	Rarely contributes ideas or develops idea beyond beginning stage.
Demonstrates skilful technique or use of media/instrument/ voice/body/ strategies	Appropriate and expressive techniques are observed on most occasions.	Regularly works to improve skills and techniques.	Skills and techniques are lacking in major areas.	Little or no regard for application of skills or techniques.
Demonstrates problem-solving abilities	Often demonstrates effective problem- solving abilities. Provides a range of alternatives or innovative solutions.	Moderately effective problem- solving abilities. Provides occasional solutions.	Minimally effective problem-solving abilities. Has difficulty solving many problems.	Ineffective problem- solving abilities. Always relies on others to solve problems.
Works independently	Self-motivated and works independently at an advanced level.	Needs some direction but can work independently.	Rarely works independently.	Never works independently; needs constant guidance and support.
Possesses organizational ability	Demonstrates a high degree of organizational ability most of the time.	Usually organized but sometimes displays a lack of organization.	Rarely organized but attempts to be organized periodically.	Does not attempt to be organized and needs constant reminding and guidance.
Works co-operatively to achieve group aims	Demonstrates consistent leadership ability and uses mediation skills as needed.	Contributes some ideas and works co-operatively with others on most occasions.	Rarely contributes ideas or solutions to the group process.	Disrupts or does not contribute to group process.
Uses reflective thinking	Always uses reflective thinking when engaged in the creative process.	Sometimes uses reflective thinking when engaged in the creative process.	Rarely uses reflective thinking when engaged in the creative process.	Does not demonstrate reflective thinking when engaged in the creative process.
Understands and applies the elements of art	Most items demonstrate excellent understanding and application of the elements of art.	Some items demonstrate basic understanding and application of the elements of art.	Errors often observed in understanding and application of the elements of art.	Unable to demonstrate basic understanding of the elements of art.
Understands and applies the arts principles	Most items demonstrate excellent understanding and application of arts principles.	Some items demonstrate basic understanding and application of arts principles.	Errors often observed in understanding and application of arts principles.	Unable to demonstrate basic understanding of arts principles.
Displays proficiency in techniques / skill development	Techniques/skills consistently applied in accurate and expressive manner, often going beyond what is expected.	Some degree of proficiency of skills/techniques observed, but requires additional work in a few key areas.	Proficiency of skills/ techniques is lacking in many key areas.	There has been little or no skill development.
Expresses ideas individually and within a group	Consistently expresses ideas individually and when working with groups. Items reflect high degree of original thought.	Often expresses ideas individually and when working with groups.	Sometimes expresses ideas individually but has difficulty expressing ideas within groups.	Very reluctant to express ideas individually or contribute ideas to group projects.
Willing to take risks	Items demonstrate that student regularly pushes self in new directions to explore beyond the usual.	Items demonstrate that student will often try new approaches (e.g., improvising with a musical instrument or dance).	Items reflect a reluctance to try new approaches but will try something new occasionally.	Items demonstrate that student is not willing to try new approaches (e.g., repetitive visual images or same roles in drama).
Reflects on own work and learning	Clearly discusses or explains in writing why choices were made and describes with insight what did or did not work.	Can describe some key aspects of decision-making and problem-solving process.	Has difficulty describing his/her own creative process.	No attempt or interest in reflecting on development of own work.

http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/creative_process.pdf http://www.sasked.gov.sk.ca/docs/artsed/pdf/rubrics/student_portfolios.pdf BAND JOURNAL

ASSESSMENT

Student's Name: _______________________						Date: ______________________________

Rating Scale:				1	2		3
				Not Achieved			Fully Achieved
Rating	Criteria
1 2 3 Comments:	Final product shows evidence of planning and exploration.
1 2 3 Comments:	Use of imagination is evident.

1 2 3 Comments:	Content is appealing and appropriate.

1 2 3 Comments:	Organization choices are evident.

1 2 3 Comments:		There is evidence of careful planning and revision.
1 2 3 Comments:		Main ideas are depicted clearly.
1 2 3 Comments:		Focus questions are answered thoroughly.

1 2 3 Comments:		Appropriate form (e.g., drama, diagram, sound piece, graph, three-dimensional object, chart, dance, map) is chosen.
1 2 3 Comments:		Message (or idea represented) is clear.
1 2 3 Comments:		Care is given to choice of words, visuals, actions, sounds, and materials.
1 2 3 Comments:		Titling is clear and appropriate.






1 2 3 Comments:			Evidence of careful planning, creating, adjusting/problem solving, and preparing

http://www.sasked.gov.sk.ca/docs/ela/assessment/p196.html Peer assessment rubric for group work was created at the beginning of the school year by students and teacher collaboratively. This rubric was used for each group work project and will be used by this project.

-Grade 5

JanineSmits — Mon, 26 Jan 2009 16:53:41 CST

Arts Education

Creating a Band

English Language Arts

French

Health

Math

Physical Education

Science

Social Studies

Grade 2

asingh2 — Fri, 05 Dec 2008 17:38:33 CST

Arts Education

Poem to Dance

English Language Arts

Rhyming Words and Poems

French

Health

Math

Physical Education

Science

Social Studies

Ethi-thinking

Poem to Dance

asingh2 — Fri, 05 Dec 2008 17:37:32 CST

Unit: Learning about Motion Mini-Unit: Our Bodies in Motion

Topic: Poem to Dance Time:

Brief description of lesson activity (from Starter List of Activities, or other):

I will start by explaining to the students that poetry is everywhere, and so is movement. We will also talk about how one thing can have different meanings to everyone –which is known as interpretation. We can find both of these in almost everything we do. I will explain that there is some beautiful poetry that I have found from the Inuit culture, and we are going to look at two of these poems today. I will read the first poem and after, the students will help brainstorm ways we can add movement to the poem. After this activity I will break the students into 7 groups, give them each a stanza from the second poem and have them come up with some movement that fits with their stanza. After the students complete the activity, they will perform their interpretation in front of the class, in the order of the stanzas. I will record the performance so we can watch it as a full poem after they have all finished.

Dance Learning Objectives: Common Essential Learnings Objectives:
Associate words with actions C, CCT, PSVS

Assessment: SWBAT read and interpret an Inuit poem, and add actions to the words to form a dance.

Supplies: Two example Inuit poems (attached) Resources: N/A
Video camera, stanzas of second poem cut out.
Copies of 1st poem for every student.

Component(s):
Step-by-step Procedure:

Read poem by Inuit poet (Unknown), and brainstorm ideas that could be used to illustrate the poem through dance.
Separate students into 7 groups and give them each a stanza of the Four Dancers poem. Their job is to put actions to the words and create a dance. (Don’t tell them they are all doing part of the same poem.)
Students will have ~15 minutes to work on their stanza. After the 15 minutes they will share in groups in front of class (in order of stanzas)
While students are performing I will record groups. Once they have all performed I will show the video as a whole – which will illustrate the continuous poem with many interpretations.

A historical and interpretive study of Inuit drum dance in the Canadian central Arctic: the meaning …
KP Dewar - 1991 - National Library of Canada= Bibliothèque nationale du Canada
Web Search

Unknown

1. I call forth the song
I draw a deep breath
My breast breathes heavily
As I call forth the song.

I hear of distant villages
And their miserable catch
And draw a deep breath
As I call forth the song.

I forget altogether
The heavy breathing of my breast
When I call to mind the olden days
When I had strength enough
to cut up mighty bulls
I call forth the song.

While the sun was on his upward way
Across the sky
A song I call forth
As I draw deep breath.

-Unknown

2.Four Dancers

The winds
Are fours dancers
That become
Many dance

They rise
In the distance
In a place
That is stillness

They hear
A heartbeat
And dance
Its rhythms

They dance
In the distance
And dance
In our presence

They dance
in our words
and dance
in our breathing

they dance
our world
they dance
our being

the winds
are four dancers
that become
many dances.

Jim Tallosi

Skip counting

asingh2 — Fri, 05 Dec 2008 17:32:07 CST

Lesson Plan

Name: Amy Singh Date: November 5, 2008
Subject: Math Grade: 2

Content: (Topic) Skip Counting by 2s Teaching Strategy: I do, We do, You do
Learning Objectives: Extend a given skip counting sequence (by 2s) forward and backward. Identify and correct errors and omissions in a given skip counting sequence. Count quantity using groups of 2s	Assessment: Evidence that children: can identify the patterns of counting by 2 Understand that counting by 2 is a short cut Connect that this would be helpful and useful in their lives
Adaptive Dimension: Focus on just 2s this lesson for the whole class, if some truly understand they will be given the chance to help others.
Common Essential Learnings (CEL’s): C, CN, ME, R
Prerequisite Learning: Students must understand counting prior to skip counting.
Lesson Preparation: Equipment/materials 100 chart, pre-cut strips of paper (3 colours that get harder), manipulatives (~30 items that students can physically touch), paper with ~30 objects printed on it (x2), the last center will be counting shoes in the group. Advanced preparation Make special 100 chart, pre-cut strips of paper in different colours, print papers with 30 items off

Presentation:	Classroom Management Strategies:
Set (12 min): Draw a repeating pattern on the board (two shapes that repeat) and ask: what is the pattern here? How do we know that? Then bring out the 100 chart (with every 2nd number highlighted) and ask: What is the pattern here? Is there anything else you notice about the numbers? How many does each highlighted number increase by?	Call on students that are talking or that are off task and have them leave their desk to participate in activity.
Development ( 35 min) (7 mins each center) Break students up into groups (by rows) and have them use manipulatives to count by 2s. There will be five stations (one at each row) 1st – pre-cut strips of paper that have a number on the top (ie. 2, 4, 6, etc) students will have to finish the sequence on the piece of paperif time they can move on to harder papers (that start with 3, 5, 7) 2nd –manipulatives that students must count by 2s together to get the total.if finished early they can do a skip counting work sheet 3rd – 5 sheets of paper with ~30 items on each for them to count and trade. 4th – 5 sheets of paper with varying numbers of items on it group must find total (counting by 2s)* if they finish early they can work on highlighting numbers going up by 2 on the 100 chart. 5th – students will count how many shoes, socks, and eyes they have (by 2s) *if they have time they can find something else in the classroom that comes in two and count that!	Explain that each group will get one colour member that is the ‘ask me’ student. This is the person from the group that can come ask me questions about the stations. That member will be responsible for explaining to the groups. Tell students that if they cannot work well in a group then they will be moved to a space by themselves to do math.
Closure (8 min) What were some things we worked on in our groups? What can we do to count faster? Why do you think it is faster that way? How can we use this in our life? Would this be helpful?

Extensions: Have students choose an activity from the Math center.

Professional Development Plan (attach):

Ethi-thinking

asingh2 — Fri, 05 Dec 2008 17:30:49 CST

Lesson Plan

Name: Date:
Subject: Social Studies/Science/Art Grade: 2

Content: (Topic) “Ethi-Thinking” Teaching Strategy: Visualization/ Artistic Project Wild Expression
Learning Objectives: Be able to make a list of things that are harmful to the environment talk about why these things are harmful recommend activities that would not harm the environment	Assessment: SWBAT generate a list of harmful activities as a class. SWBAT illustrate harmful things that occur in our environment, and write about those things. SWBAT illustrate activities that are not harmful to the environment.
Adaptive Dimension: Include pictures or ideas about the rainforest. Allow students to dramatize their scenario in groups instead of drawing pictures.
Common Essential Learnings (CEL’s): C, CCT, IL/PSVS
Prerequisite Learning: Need to know what the environment is, and its importance.
Lesson Preparation: Equipment/materials – Whiteboard and marker. Pictures of things that can be harmful to the environment. Paper divided into picture and writing sections on both sides. Projector for video. Crayons or pencil crayons. Advanced preparation – Photocopy the drawing/explanation paper, laminate pictures, projector

Presentation:	Classroom Management Strategies:
Set ( 10 min) Show video of beautiful earth, discuss. Show video of polluted earth, discuss.	Connect video with land areas (Rainforests) Connect video with personal ideas (things close to home they can think about)
Development ( 40 min) Using pictures we will come up with a list of negative environmental issues that affect our earth. They will also discuss positive things we can do (8) Students will draw a picture of something they know happens that is bad and good for the environment and then will describe the picture. (32) Students also have the option to dramatize something that is bad or good for the environment	Ask students if they would like to make a play about something instead and to raise hands. They can sit on carpet quietly if silly they will draw instead. Set up drawers, and then break actors into groups. 1st step to decide on a problem as a group.
Closure (10 min) Students will be able to share dramas created and explain pictures they drew.	Remind students of respect and to listen in the way they would like other students to listen to them, and if they can’t be respectful they cannot share

Extensions: Connect the dot activity, colouring page

Professional Development Plan (attach):

Professional Development Plan

Topic “Ethi-Thinking”- Project Wild Date October 22, 2008
Teacher Amy Singh Observer

1. Professional Target:
My instructions should be clear so students are able to work without lots of questions.

I would also like to work on not saying ‘um’

2. Steps to Achieve Target:
I want to ensure that I am giving all of my instructions in groups before the activity starts.
I will work closely with my lesson plan so I am not using filler words.

3. Instructions for Observer: (Be Specific) – Please use class list and make a check mark next to student’s that are asking questions after activity has started.
Please place a mark on this page for every time I use the word ‘um’.

4. Data Collection: Class list attached

Please mark occurrences of ‘um’ here

Thunder Maker

bradraes — Mon, 01 Dec 2008 21:26:37 CST

Lesson Plan Template
Name: Brad Raes Date: Nov. 25
Subject: Science Grade: Four
There is a video demonstrating how to do this at http://www.spike.com/video/how-to-make-sound/2867139

Content: (Topic) Making a Thunder Pipe	Teaching Strategy: Direct
Learning Objectives: Students will follow directions and work collaboratively with the teacher and other students to make their Thunder Pipe.	Assessment: Participation End product How well they followed directions
Adaptive Dimension: Some students may need help with certain aspects such as measuring, cutting and gluing the pieces
Common Essential Learnings (CEL’s): Communication Numeracy Critical and Creative Thinking Technological Literacy Personal and Social Values and Skills Independent Learning
Prerequisite Learning: Students must know how to measure cut and glue using different materials.
Lesson Preparation Equipment/Materials: -Purchase 2’inch diameter, schedule 40 -PVC pipe from any hardware store. -Purchase light weight flexible spring - bring appropriate measuring, cutting and gluing materials. - Buy a suitable amount of drum skins Advanced Preparation: Find a suitable working area	-note that different diameters/ lengths of pipe will produce different sounds. -the correct spring may be purchased from many hardware stores. It is typically used in restaurants to clean industrial coffee makers.
Presentation Set: (___minutes) Explain and demonstrate to the class what they will be making and why. Explain that each work station is there for a purpose and that the students will assemble their product at the end. Development: (___minutes) -break students into groups Move students into different work stations That will be as follows 1. Students will cut a 7’ length of pipe 2. Students will cut a 12’ length of spring 3. Students will use protractor to measure a 2’ diameter circle on the drum skin. Students will then cut the circle out. 4. students will drill a 3/16 diameter hole in the center of their 2 inch piece of drum skin 5. students will poke the spring through the whole in their drum skin then glue it with a hot glue gun. 6. when this has dried students will glue the piece of drum skin to the bottom of their pipe using construction adhesive. Closure: (____minutes) After all the glue has dried class may play with them and or decorate them.	Classroom Management Strategies It is important to explain what is expected of the students during this time and what will happen if students choose not to follow the instructions. Care must be taken to group students in a manner that they will be able to work collaboratively and productively at each work station. Care must be taken when students mark and cut the drum skin to ensure that the surface area is being maximized and that students are not wasting material. Construction adhesive is a heavy duty adhesive and great care must be taken. It may be in a good idea to have an adult in charge of this station.

Extensions: Music, Math, English, Social,