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Integrated Lesson Plan Modified
Integrated Lesson Plan Modified
Integrated Lesson Plan Modified
Integrated Lesson Plan Modified
Integrated Lesson Plan Modified
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Integrated Lesson Plan Modified

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Based on "The Lion, the Witch, and the Wardrobe," this unit plan incorporates many content areas with all the arts and technology.

Based on "The Lion, the Witch, and the Wardrobe," this unit plan incorporates many content areas with all the arts and technology.

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  • 1. Asset/ASU/PBS Eight Integrated Lesson Plan Art in the Elementary Classroom Name: Noreen Strehlow Title of Lesson Plan Series or Unit: The Lion, the Witch, the Wardrobe, and You! Grade Level: 5th – 8th grades Subject Area(s): The Arts, Literature, Social Studies and Technology School/District: Phoenix Elementary School District #1 Time Frame to Complete Lesson: This is a one-trimester plan or longer SUMMARY: Brief Description of lesson/unit. By studying the book, TL, TW, and TW by C. S. Lewis, comparing it with a piece of Greek mythology, learning about the patriotic music and propaganda art from WWII, and integrating music, theatre and dance skills into a performance piece, we will address many of the state reading, social studies, dance, art, music, and theatre standards ENDURING IDEA/UNDERSTANDING: What is the larger universal understanding that you want students to know about this theme or topic? Does the idea have lasting value beyond the classroom? Why study it? • The enduring idea that I would want students to remember is that sometimes good things require noble sacrifice. • The idea has lasting value beyond the classroom because students will see the reasoning behind the parents sacrifice in giving their children over to a safer environment, and how physical separation can be necessary in order to secure a better life for someone you care about. • We would study it because it does come up as a historical element especially in times of war. Many of these students can’t remember a time when we were not at war because when they became cognizant of the outside world, it wasn’t a warm and fuzzy place. We don’t always recognize that fact about our students because we have been through times of war and times of peace. They really don’t have the same concept of peace as we do because of all the emphasis on various colored alerts, terrorism, anti-immigration reform, and school violence in the news. KEY CONCEPTS & ESSENTIAL QUESTIONS: What are the things that are important to teach? What do students need to know about this topic? • What does it mean to be a hero? • Who do you think is a good example of a hero? • Have you ever experienced something that you would consider a journey story in your life and how did it transform you? (It can be as simple as a walk to a local store if something interesting happened that made you think a bit differently about something) • How would you feel if your parents had to send you to a distant relative you didn’t really know? • How does it feel to live in a dangerous place? • Which character in the story do you most associate with and why? • If your character was a musical instrument, what would it be and what kind of music would it play? • If you entered a portal (like the wardrobe) where and when would you be? • If your portal opened up to a deserted island and you had the power to create your own world, what kind of world would it be? STANDARDS: Use AZ State Content and Technology Standards – Reading: Concept 1: Elements of Literature – Identify, analyze, and apply knowledge of the structures and elements of literature. PO 1 (Identify the components of the plot, PO 2 (Identify the theme of a literary selection {enduring idea}) PO 3 (Distinguish between major and minor characters), PO 4 (Analyze how a character’s traits influence actions) Social Studies: Strand 3: Civics and Government Big Idea: What does it mean to be a citizen? EQ 1: How do symbols, people and documents represent a government?
  • 2. EQ 2: Why is it important to have separation and balance of powers? EQ 3: Why do we have laws? EQ 4: What are the rights, responsibilities, and privileges of citizenship? Strand 2: World History Big Idea: How is world history impacting who we are becoming as a global society? EQ 1: What important lessons has world history taught us? EQ 3: Identify individuals or groups that laid the foundation for modern age through innovation, exploration, colonization and discovery? Strand 5: Economics Big Idea: How do basic economic principals affect our lives? EQ 4: What are the fundamentals of economics? Music: Concept 2: Understanding music in relation to history and culture. PO 5 (describing the historical context and or influence of music on daily life, culture, politics, etc.) Visual Arts: Concept 1: Artworlds – The student will describe the role that art plays in culture and how it reflects, records, and interacts with history in various times, places, and traditions. PO 202 (Discuss how artworks are used to communicate stories, ideas, and emotions) Technology/NETS-S Standards: Creativity and Innovation a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. Communication and Collaboration a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. Critical Thinking, Problem Solving, and Decision Making b. plan and manage activities to develop a solution or complete a project. d. use multiple processes and diverse perspectives to explore alternative solutions. Digital Citizenship d. exhibit leadership for digital citizenship. Technology Operations and Concepts d. transfer current knowledge to learning of new technologies. GOALS & OBJECTIVES: • Students will compare and contrast the two journey stories (Jason & TL, TW, & TW) according to each component • Students will be able to analyze some key elements of fashion in the WWII years • Students will be able to identify key patriotic tunes from the WWII years • Students will be able to analyze key elements of propaganda posters from WWII • Students will be able to defend their position on why their hero is the greatest hero • Students will create a multimedia version of their own journey story using either PowerPoint of SMART notebook • Students will be able to create a musical theme for a character using instruments and computer software • Students will be able to create a choreographed dance-based battle with and without props • Students will be able to create a virtual representation of their place of peace or create an old fashioned treasure style map of either Jason’s journey or the Narnia journey • Students will combine their TL, TW, and TW summaries, their musical themes, and their dance battle into an integrated performance piece or create a virtual performance. Recording can be video or machinima. ASSESSMENTS / TASK CRITERIA: How will student learning be assessed? 1) Each major section of the unit will have two kinds of rubrics
  • 3. a) An activity rubric to assess the total process i) Listening/Reading ii) Helping iii) Behaving iv) Time Management v) Working Habits vi) Accomplishing Objectives vii) Completion of Activity b) A product rubric to assess the specific project criteria i) Specific multimedia goals (1) Number of slides (2) Design properties (3) Graphics ii) Proper research & content goals iii) Developing and staying in a specific character PRE-REQUISITE KNOWLEDGE: List all technology skills and content knowledge needed prior to teaching this lesson. 1) Some basic geography as it pertains to WWII 2) Causes of WWII 3) The evacuation of children from London 4) Basic computer knowledge 5) Word Processing 6) Multimedia Basics a) Since students may have varied skills, anything they don’t know will be introduced as mini-lessons within the unit i) One on one, small group, or whole class INTER-DISCIPLINARY CONNECTIONS ACROSS THE CURRICULUM: Briefly describe how these objectives, activities and assessments have connections to other areas of your curriculum and specifically other subject content areas. I have looked at various standards for other content areas, most specifically Social Studies and woven them into this unit. This unit is designed to hit many standards in a meaningful way including the newest NETS-S standards. HISTORICAL CONNECTIONS TO LEARNINGS: Briefly describe how you might include historical connections to your students’ learning. Since we are going to be looking back to ancient mythology and WWII, we already have the elements of history built into the project. We will be looking at historical aspects of art, theatre, music, and movement within the structure of the hero’s quest. LEARNING ENVIRONMENT: Briefly describe where the learning will take place and how students will interact with others, e.g., whole group instruction, mini computer lab setting, and collaborative group setting. Most of the learning will take place within the classroom. When computers are needed, I will borrow a laptop cart or make arrangements to use the computer lab when the time comes for that part of the unit. The environment will vary daily. Overviews and background building will be whole group instruction, but there will be ample time for small group work or pair/share collaboration. If possible, we will do some things outdoors when we need more room. Tools and Resources LOCAL EXPERTS – COLLEAGUES: • I would go to the historical society and see if they had someone who could come to talk to the students about what it was like to live during WWII, hopefully as a child. • I would find a theatre company that could send someone to come in and work with the students on stage fighting and sword fighting for the stage.
  • 4. • I would ask throughout the district if anyone had some expertise in any aspect of the lesson they might share NUMBER OF COMPUTERS: The ideal situation would be one computer for every two students because although the multimedia projects could be done by groups up to three, I would want students to have more solo opportunities to use the avatars on the private teen island. SOFTWARE: Multimedia projects can be done with SMART Notebook, PowerPoint, or even Photostory. Students will get a chance to pick whichever program they feel best suits their needs and skill level. If the Office Suite wasn’t available, I would have students use the Open Source substitute of Open Office which contains a program that is pretty much a free version of PowerPoint. It is called Impress. These could be installed on CDs or flash drives for students to take home and use if they have a computer but not Office at home. It would also be nice to have a photo editing software like Photoshop Elements, but if not, Gimp would be a fine substitute. Teen Second Life would be used as a simulation for students to create their own world vision. Our district has purchased a private island but did not set aside funds to register students PERIPHERALS: I would need a SMART Board system, ceiling installed projector and sound system with microphones, and a 16 workstation laptop cart with wireless internet access or computer lab. INTERNET URL’S: http://www.teacheroz.com/WWIIpropaganda.htm http://www.britishsoldier.com/music.htm http://www.history.com/ http://www.historyforkids.org/learn/greeks/religion/greekrelig.htm http://www.mythweb.com/ http://www.woodlands-junior.kent.sch.uk/Homework/Greece.html http://usd230.k12.ks.us/espictt/ http://www.bbc.co.uk/history/ww2children/ http://cslewis.drzeus.net/multimedia/ http://falcon.jmu.edu/~ramseyil/lewis.htm PRINTED MATERIALS: http://www.amazon.com/World-War-II-Kids-Activities/dp/1556524552 http://www.amazon.com/Children-World-Front-Picture-American/dp/1575054841 The Lion, The Witch, and the Wardrobe by C.S. Lewis (class set) Vintage magazines from the period (Life, Look, Harper’s) SUPPLIES: http://narnia.ugo.com/television/narnia_animated/default.asp (1979 animated video) http://www.imdb.com/title/tt0094500/ (1988 BBC video) http://www.imdb.com/title/tt0363771/ (2005 video) I have a full array of art supplies of my own, but if I didn’t, I would get as many as possible I would try to get whatever we could scrounge for costumes and props RESEARCH MATERIAL & BOOKS: See above websites & printed materials
  • 5. Timeline, Methods & Procedures Since this is a unit that could take up to a semester if you wanted to keep it going, I am only going to include some of the first activities, and times will vary. 1) Explain to the class that they are going to be undertaking a unit that will take them from Ancient Greece, through WWII, and today. Tell them that it will involve all their normal subjects, but also art, music, movement, theatre, and technology. Tell them they are going to be able to use all of their talents during this unit and answer any questions that seem relevant without giving it away 2) Begin with a multimedia presentation including clips from Jason and the Argonauts, Clash of the Titans, The Greek Gods (history channel), the Hobbit, and Lord of the Rings. This has to be something so exciting that even the least interested student will take notice. 3) Have students sit in a circle to do the initial Paideia Seminar (click here for more information) They must all share answers to the open ended questions: a) What does it mean to be a hero? b) Who do you think is a good example of a hero? c) What is a quest or journey story? 4) Have you ever experienced something that you would consider a journey story in your life and how did it transform you? (it can be as simple as a walk to a local store if something interesting happened that made you think a bit differently about something) 5) Students will each choose a hero (no duplicates) Make sure you have at least one per student so you can do this by random drawing. (I usually allow 5 minutes for one trade but then they must work with that hero) a) Students will do research on that hero and take on that persona for a “Battle of the Heroes” competition. b) Students will have tasks they must perform as that hero, so if they have special powers or skills, those have to be in evidence. c) Students will have to come up with at least a rudimentary costume, prop, or mask that typifies the hero. d) Competition will include a variety of tasks so every student can show off e) Competition will be a performance assessment with a rubric 6) Students will then work with a partner reading the story of Jason from the Mythweb website. a) Students will do think/pair/share processes while reading the story. b) After everyone is ready, the group will be in small groups to discuss how the story of Jason fits the idea of hero and journey story and then come back to the whole group to share what was discussed. LOWER GRADE LEVEL: This lesson doesn’t lend itself to lower grade levels in my opinion. I do not want very young children thinking about war any more than what they hear on the evening news. I think you could certainly do some minor background building activities based on the story, but with no real depth. You could certainly do some basic music and movement activities based on characters also. That being said, I think there are plenty of primary teachers who would figure out a way to make this work for them. HIGHER GRADE LEVEL: This lesson lends itself very well to a higher grade level because of the levels of sophistication brought to the study of the material. You could really go into depth with students who were more capable. LEARNER TEAM STRATEGIES: I would always welcome the interest of any and all staff that would want to participate in this unit. I would be an advocate for this multi-art approach and seek out whatever collaborations I could. If it was a situation where it was mandated, I would make sure I was a good support person for those who were not quite sure what was expected of them.

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