COMMON CORE STATE STANDARDS

• CCSS.ELA-Literacy.SL.2.5 – Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

NATIONAL ARTS STANDARDS

• MU:Pr4.3.2a Demonstrate understanding of expresive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent. 

LEARNING OBJECTIVES

• Students will develop their visual vocabulary using visual thinking strategies
• Students will demonstrate an understanding of expressive reading of a poem by using dynamics (loud and soft) and body percussion to create a rainstorm to accompany the poem Weather.

OUR APPROACH

ESSENTIAL QUESTION & KEY TAKEAWAYS

• Change is a complex process
• Seasonal changes impact people and nature
• Autumn is a season of much change
• Leaves change color in autumn because of changes in the weather
• Friends can help us change

FOCUS AREAS

• Writing
• Comprehension
• Vocabulary Building
• Visual Arts
• Observation

SUPPORTING TEXTS

• How Do You Know It’s Fall by Lisa M. Herrington
• The Little Yellow Leaf by Carin Berger
• A Color of His Own by Leo Lionni
• Why Do Leaves Change Color by Betsy Maestro
• Sky Tree by Candace Christiansen and Thomas Locker

UNIT GOAL

ASSESSMENT

• Informal check-ins at the beginning of lessons to determine needs/readiness
• Rubrics for FQTs and EOM tasks (for writing assignments and for associated Arts Integration tasks)
• Self assessment tools (“Steps for Success”) for movement, drama, and musical performance tasks based on the elements of art
• Informal assessment of student understanding through classroom observation, conversations as students work through tasks, and Socratic seminars

END OF UNIT ACTIVITY OVERVIEW

STEP ONE

Watch the video below to implement global strategies for Arts Integration with your students:

STEP TWO

Work with students to develop visual vocabulary by implementing visual thinking strategies and the visual vocabulary card deck:

STEP THREE

Try out rhythmic poetry and body percussion with your students to deepen their understanding of seasonal weather. Listen to this student example!

BRAIN TARGETED TEACHING IN THE CLASSROOM

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

LINDA WHELIHAN

Linda Whelihan is an artist and educator who specializes in engaging individuals and building community through shared art experiences. Her background as a teacher, museum educator, and artist informs her practice and she excels at creating art-full experiences that make lasting impressions. In her studio, she employs a variety of media and art-making techniques including puppetry, creative bookmaking and recycling. She is a natural facilitator and thrives on creating connections through whimsical pieces that charm and delight. She has exhibited and conducted art-making workshops for teachers and students in the Baltimore/Washington area and in Vermont where she has lived since 2007.

SARAH AGUDA

Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!

COMMON CORE STATE STANDARDS

• CCSS.ELA-Literacy.RL.2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
• CCSS.ELA-Literacy.W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• CCSS.ELA-Literacy.L.2.1.e – Use adjectives and adverbs, and choose between them depending on what is to be modified.

NATIONAL ARTS STANDARDS

• VA:Re8.1.2a – Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
• VA:Pr5.1.2a – Distinguish between different materials or artistic techniques for preparing artwork for presentation.

LEARNING OBJECTIVES

• Students will write an informative paragraph about how Chameleon changes, including a topic statement adn evidence that supports the topic
• Students will be able to demonstrate an understanding of how Chameleon changes through the use of printmaking techniques and a discussion of color choice and mood/emotion

MATERIALS

• flexible foam (recycled meat tray or printing foam)
• thick cardboard
• glue
• water based markers
• heavy weight white apper
• pencil
• damp sponge

OUR APPROACH

ESSENTIAL QUESTION & KEY TAKEAWAYS

• Change is a complex process
• Seasonal changes impact people and nature
• Autumn is a season of much change
• Leaves change color in autumn because of changes in the weather
• Friends can help us change

FOCUS AREAS

• Writing
• Comprehension
• Vocabulary Building
• Visual Arts
• Observation

SUPPORTING TEXTS

• How Do You Know It’s Fall by Lisa M. Herrington
• The Little Yellow Leaf by Carin Berger
• A Color of His Own by Leo Lionni
• Why Do Leaves Change Color by Betsy Maestro
• Sky Tree by Candace Christiansen and Thomas Locker

UNIT GOAL

ASSESSMENT

• Informal check-ins at the beginning of lessons to determine needs/readiness
• Rubrics for FQTs and EOM tasks (for writing assignments and for associated Arts Integration tasks)
• Self assessment tools (“Steps for Success”) for movement, drama, and musical performance tasks based on the elements of art
• Informal assessment of student understanding through classroom observation, conversations as students work through tasks, and Socratic seminars

END OF UNIT ACTIVITY OVERVIEW

STEP ONE

Watch the video below to facilitate the Chameleon activity:

STEP TWO

Gain a deeper understanding of the standards for FQ2:

STEP THREE

Try out the Chameleon Printing Plate activity!

1. Cut foam 4”x5”. Cut cardboard 5” x 6”

2. Cut white paper to the size of cardboard.

3. Draw chameleon onto foam (use pencil transfer technique*). Try to make it as large as possible. Go over lines again to make adeepimpression. Remember your image will be reversed when printed.

4. Glue foam onto cardboard.

5. Use water-based markers to color in the image. You may layer or mix colors.

6. Use a damp sponge to moisten white paper. Place paper, damp side down onto the printing plate and while holding in place, gently rub along the entire back of the paper. Lift and admire!

*Pencil transfer technique-print out chameleon shape to size. Flip paper over and with pencil scribble on the back filling in everywhere there will be a line. Press firmly, you want to leave enough pencil lead that it will transfer to the foam. Flip paper over and place it on the foam (use masking tape to hold it in place on one side like a hinge). With a pencil, firmly go over the lines. Your image will be transferred to the foam. Remove paper and go over lines again to make deeper indentations.

BRAIN TARGETED TEACHING IN THE CLASSROOM

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

LINDA WHELIHAN

Linda Whelihan is an artist and educator who specializes in engaging individuals and building community through shared art experiences. Her background as a teacher, museum educator, and artist informs her practice and she excels at creating art-full experiences that make lasting impressions. In her studio, she employs a variety of media and art-making techniques including puppetry, creative bookmaking and recycling. She is a natural facilitator and thrives on creating connections through whimsical pieces that charm and delight. She has exhibited and conducted art-making workshops for teachers and students in the Baltimore/Washington area and in Vermont where she has lived since 2007.

SARAH AGUDA

Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!

COMMON CORE STATE STANDARDS

• CCSS.ELA-Literacy.W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• CCSS.ELA-Literacy.L.2.1.e – Use adjectives and adverbs, and choose between them depending on what is to be modified.

NATIONAL ARTS STANDARDS

• VA:Re8.1.2a – Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
• VA:Pr5.1.2a – Distinguish between different materials or artistic techniques for preparing artwork for presentation.

LEARNING OBJECTIVES

• Students will plan and draft an informative paragraph about how sky tree shows the cycle of seasons
• Students will demonstrate and verbalize an understanding of the changes sky tree goes through across all four seasons through the production and presentation for a crayon resist accordion book. Students will utilize color and line as focal points in expressing the changes that take place.

MATERIALS

• craft paper or paper grocery bag (11” x 6.5”)
• pencil, crayons
• leaves or leaf templates
• long white paper strip (24” x 4 ⅜”)
• blue liquid watercolor
• gluestick
• paint brush
• water cup
• paper towel
• table cover
• watered down white glue or ModgePodge
• cereal box rectangles (4 ⅜” x 2”)

OUR APPROACH

ESSENTIAL QUESTION & KEY TAKEAWAYS

• Change is a complex process
• Seasonal changes impact people and nature
• Autumn is a season of much change
• Leaves change color in autumn because of changes in the weather
• Friends can help us change

FOCUS AREAS

• Writing
• Comprehension
• Vocabulary Building
• Visual Arts
• Observation

SUPPORTING TEXTS

• How Do You Know It’s Fall by Lisa M. Herrington
• The Little Yellow Leaf by Carin Berger
• A Color of His Own by Leo Lionni
• Why Do Leaves Change Color by Betsy Maestro
• Sky Tree by Candace Christiansen and Thomas Locker

UNIT GOAL

ASSESSMENT

• Informal check-ins at the beginning of lessons to determine needs/readiness
• Rubrics for FQTs and EOM tasks (for writing assignments and for associated Arts Integration tasks)
• Self assessment tools (“Steps for Success”) for movement, drama, and musical performance tasks based on the elements of art
• Informal assessment of student understanding through classroom observation, conversations as students work through tasks, and Socratic seminars

END OF UNIT ACTIVITY OVERVIEW

STEP ONE

Watch the video below to facilitate nature observation and to take a deep dive into FQ4 standards:

STEP TWO

Try out nature journaling with your students:

STEP THREE

Lead your students through the crayon resist activity!

Instructions:

1. Fold length of craft paper in half

2. Open up and fold bottom inch of paper up

3. Fold top inch of paper down

4. Fold left edge until it is ¼” from the center line. Do the same for the right edge.

5. Fold in half laterally to create your cover.

6. The front and back covers will depict two different seasons. Use crayon to draw both images. Press firmly. The wax in the crayon will resist the watercolor if you have pressed hard enough. Try using white crayon to outline your main details. Think about a border.

7. When both drawings are complete, open up the cover fully and then scrunch it up in a tight ball. You’re doing this so that you put cracks in the waxy crayon. That will make your images more interesting.

8. Unscrunch your paper and smooth it out.

9. Place cover paper on top of a bigger piece of paper that will protect your desk. Paint liquid watercolor over the entire surface of your cover. What do you notice?

10. When dry, paint with two coats of Modge Podge to bring out the details in your design and give your book a protective coat. Allow to dry.

11. Accordion-fold your white strip of paper.

12. We’re going to use the side of a “naked” crayon to create leaf rubbings. Leave the first and last page blank. How many different leaves can you find? Can you identify the trees they belong to?

13. Cut two rectangles out of the cereal box. These will be slipped under the front and back covers of your book to give it more stability.

14. Glue rectangles to first and last page of your accordion-fold paper. Slide those first and last pages into the folded book cover. You can glue those pages in or not. Your nature journal is complete!

STEP FOUR

Tie learning back to the EOM task:

BRAIN TARGETED TEACHING IN THE CLASSROOM

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

LINDA WHELIHAN

Linda Whelihan is an artist and educator who specializes in engaging individuals and building community through shared art experiences. Her background as a teacher, museum educator, and artist informs her practice and she excels at creating art-full experiences that make lasting impressions. In her studio, she employs a variety of media and art-making techniques including puppetry, creative bookmaking and recycling. She is a natural facilitator and thrives on creating connections through whimsical pieces that charm and delight. She has exhibited and conducted art-making workshops for teachers and students in the Baltimore/Washington area and in Vermont where she has lived since 2007.

SARAH AGUDA

Sarah Aguda is a 22 year veteran of City Schools, with experience teaching Prek-4th grade and general vocal music in an elementary setting. In the summer of 2010, she had her first experience with teaching through the arts and has never looked back! Sarah has served as Arts Integration Coach and Mentor for her school for the last 6 years. She loves the joy and excitement her students feel when engaging with Arts Integration. This fall, Sarah is thrilled to begin a new journey as her school’s full time Arts Integration Coach!