ELA: Week 1
ELA: Week 1 / Monday
Art teachers will come to the classroom and introduce the concept of art as an enrichment for other subject matters.
Classroom teachers would review similes, metaphors, idioms, adages and proverbs and what/why we have them in our language.
Activity option A: As a group students will create examples of each. Activity: Students will create their own similes and metaphors using worksheet with fill-in-the-blank prompts.
Example simile: A friend is like a ; When I get tired, I am as .
Example Metaphor: A friend is ; Feeling tired is ;
They will then create images to illustrate one of their created similes or metaphors. If they finish early, they can draw an idiom out of a hat and try to illustrate it! ("Your the apple of my eye" or "You rub me the wrong way")
Activity Option B: Art teacher then describes assignment and requirements for the project. Students choose from idioms list and will draw out both meanings of the phrase.
Materials: Colored Pencils, Drawing paper, Pencils.
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| Teacher Example |
ELA: Week 1 / Tuesday
Art teacher will com into the classroom and introduce the focus of the day. Classroom teachers will begin talking about what an opinion piece is and how we compose it.
Art teacher will then explain the activity for the day. Students will be given an art challenge and they will need to test art materials and then give their opinion as to which materials works best to complete the challenge and why.
Activity: Students will be given an art challenge (make a landscape, make a taco, make a portrait, make a circus, etc) and a choice of three different art materials to use for their challenge (collage materials, oil pastels, paint and pencils, etc.) Before creating their art work they must choose three materials to test. After completing the challenge, they will write an opinion piece about why they chose the materials they did.
If they finish early, students may take on another challenge.
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| Student Work |
ELA: Week 1 / Wednesday
Classroom teacher will pre-teach a history of inventions,
choosing to read from the book “Toys! Amazing Stories behind some great
Inventions” by Don Wulffson or finding an article to read with the students
about great inventions.
Art teacher will teach about Leonardo Da Vinci as an
inventor. Read a short article about Da
Vinci and some interesting facts.
Activity: Students
will be creating their own inventions.
They can pick from a variety of art materials (craft sticks, paper,
collage materials, paint etc.) to create their inventions. They can make it 2D or 3D.
When they are finished with their inventions on a notecard
they can write: The name of their
invention, what it does, when it was invented and who invented it.
ELA: Week 1 / Thursday
Classroom teachers will pre-teach a history of flight,
finding fun facts through out history about flight.
Art teacher will introduce the idea of paper airplanes as
art. Talking about origami as the art of
paper folding and will tell a short history of origami.
Activity: Make paper
airplanes using origami. Then students
will have a contest with their origami paper airplanes.
For the contest students will be judged on:
- Origami
or Paper folding
- Art
design ideas on the plane
- Length
of Flight (each student gets 2 attempts)
- Sportsmanship
Math: Week 2
Math: Week 2 / Monday
Classroom teacher reviews multiplication. What is it and when do we use it.
Art teacher comes to the classroom and begins to talk about
the topic lesson; multiplication.
Explain that as a class they will have to figure out the a
multiplication/division fact to make their project. Pass out a paper plate to each student. Give them time to count each bump on their
paper plate. They should come up with
72. From there they can help you figure
out that 8x9=72. After they have got
it. They can count 8 or 9 bumps on the
plate then make a mark, do this all the way around. When they are done counting they can cut
small ½ inch cuts in their plate and then take a yarn and string it from one
cut across to another cut. Last they can
use it as a weaving project, tying a yarn in the middle and then weaving in and
out around in a circle.
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| Student Work |
Math: Week 2 / Tuesday
Classroom teachers review multiplication technique of
counting rows and columns to figure out how many in a set.
Art teacher comes into the classroom begins to discuss the
topic of the lesson. Create a skyscraper
building out of construction paper. Then
using brightly colored sticky notes make windows. After they have this step done you can have
them count the rows and the columns to figure out how many windows they have
using multiplication.
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| Student Work |
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| Student Work |
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| Teacher Example |
Math: Week 2 / Wednesday
Classroom teachers review story problems and practice a
couple. Then read a third one and ask
the students to come up with am idea for what kind of image they could use to
create the story problem visually.
Art teacher sets the project expectations for the visual
story problem.
On the back of the paper student writes their story problem,
then flips it and draws the story problem out to meet expectations.
Students can then try and solve all of their classmates’
problems without reading them. You could
even have students record each answer and if students get all the story
problems right they could win a reward.
Math: Week 2 / Thursday
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| Student Work |
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| Teacher Example |
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| Student Work |
Math: Week 2 / Thursday
Classroom teacher will review fractions and demonstrate
breaking one whole into different fractions.
Classroom teacher reviews what is a fraction and why and
when to use them.
Art teacher comes to the classroom begins to discuss how to
use pixelated images to help practice creating fractions and reducing
them. Then art teacher goes over
pixilated images (why and where they come form). Then talk about the game Minecraft.
Introduce the project idea of creating a Minecraft
self-portrait. When the art is completed
the students will need to find the overall number of squares. Fraction of each color used to the whole of
the picture (reduced).
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| Student Example |
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| Student Example |
Writing: Week 3
Writing: Week 3 / Monday
3.W.3 Write narratives:
Classroom teacher reviews narratives with the class. Activity:
Create a
storyboard. Students will then draw a situation/scene from a story on the front page for the cover of the book.
storyboard. Students will then draw a situation/scene from a story on the front page for the cover of the book.
Purpose: Students
learn how to create a handmade book and use it to write and illustrate
narratives
Materials: Book
making materials, pencils, color pencils
Procedure:
1. Start
with the demonstration on how to make a book.
Have the students making the books.
2. While
books are drying review what it means to write narrative. What components do you need to write the
story.
3. Have
the students come up with a title for the book and then a drawing for the front
cover. Cover should be done in full
color.
Writing: Week 3 / Tuesday
Narratives: Day two.
Students will trade their book with partners. That student will then look at the scene
drawn on the cover of the book and write their narrative for the story inside
the book. When finished, they will trade
back and each other’s stories.
Purpose: To have the
students create narrative stories based on someone else’s book cover title.
Materials: Books,
pencils, color pencils, story boards, rough draft of narrative
Procedure:
1. Students
randomly select a book of their classmates
2. The
students look at the cover and the title begin filling in their narrative
planning sheet.
3. Then
students will write their story idea inside the book (or on a separate paper)
4. The
books are given back to the original owner and then they have to illustrate the
remaining parts of the story.
5. Extra
time have students share their stories
## Note! This project took us a full week 1/2 to finish.
Writing: Week 3 / Wednesday
## Note! This project took us a full week 1/2 to finish.
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| Teacher Example |
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| Student Example |
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| Student Example |
Writing: Week 3 / Wednesday
Classroom teacher
will read the book “Wild Tracks!” by Jim
Arnosky to the class and discuss tracks.
Students will look at examples of tracks, measure them, and thry to
identify the tracks.
Activity: Students will make stamps and then use that
stamp to make a work of art.
Purpose: To hear/read from a book and use art to
inspire our art creation
Materials: Book, lg track example to measure and
identify, sticky foam pieces, cardboard square stack, plates, paint, paper
Procedure:
1.
Present the book to the students ## (teacher
read, break apart and pair read, take turns reading)##
2.
Students will then get a large example of an
animal print and with a partner try to identify the tracks and who they belong
to.
3.
Students will then have a demonstration on how
to create an animal track using sticky foam
4.
Students will take their tracks print and make
an art piece using their stamp and the stamps of others.
Writing:
Week 3 / Thursday
“The Raft” by Jim
LaMarche. After reading the book,
students would be given the challenge to create a “raft” that can float and
carry x-amount of weight (or an object), using a variety of recycled materials.
Purpose: Use literature to inspire a creation that is
made to be tested
Materials: Book, glue, hot-glue, raft making materials
(craft sticks, cardboard, tape, sticks, lego guys to test with, homemade river
to test if the raft can make it down the chute
Procedure:
1.
Present the book to the students ## (teacher
read, break apart and pair read, take turns reading)##
2.
Students are given the problem – These materials
were found in the woods, you must use them to create a raft that will carry you
down the river in order to get back to civilization.
3.
Students begin to create their rafts (time
permits draw out the plan first)
4.
Students will test their rafts on the last week
and see who far it can make it down the river.
Speaking and Listening: Week 4
Speaking and
Listening: 4th Week / Monday
Students will share their figurative language drawings and
classmates will try to guess the simile or idiom
(We were still working on our books. We spent the hour adding the stories that
they wrote and edited in the classroom in to their illustrated books.)
Speaking and
Listening: 4th Week / Tuesday
Share art tool opinion piece.
Activity: When finished,
students can make their own tools using materials found at the park.
(We finished our books and shared them with each other. Then we did origami frogs and boxes to go
with their science project. Students
also had the option of making Gods Eyes.
They really enjoyed the origami and spent a lot of time figuring out the
steps. I did have to help them with a
few of the harder steps. Other students
really enjoyed the Gods Eyes. It was a
good combination.)
Speaking and
Listening: 4th Week /
Wednesday
SOMETHING FUN!!!
(The classroom teachers planned a field trip to the Spring
Creek stream to check out the frogs so we didn’t have art today.)
Speaking and
Listening: 4th Week /
Thursday
Students present narratives / Showing of animations
(Because we missed our fun day we did it today. I set up 3 stations with origami, Gods Eyes
and side walk chalk.)
