64

Grade Level: Multi level

Lesson Theme / Title: Castle Construction Company (CCC)

Lesson Rationale: Students will research medieval castles and use found or recycled materials and their imaginations to build their own castles.

Enduring Understandings:

x Art reflects the time period, culture, and status of a regions inhabitant(s). x Art is an integral part of our environment and can be demonstrated through architecture and construction.

Essential Questions:

x What can artwork tell us about a culture? x How do one’s experiences influence artwork?

65

Objectives- Students will be able to:

x View a medieval castle design and create one of their own design using recycled materials

Creative Practice: Imagine Introduction / Hook: Once upon a time in the Kingdom of Far Far Away, the king and queen decided that they needed a new summer castle for their vacations. They have told you, the owner of the construction business to spare “no expense”.

Creative Practices: Investigate & Construct Procedures / Activities: Vocabulary list- review Provide student with a selection of supplies- cardboard box and tubes, scissors, glue, markers tape, construction paper, and a separate area of other ‘embellishments”.

66

Creative Practice: Reflect Closing Activity: Each castle designer will take us on a personal tour of their castle. Describe where it would be located as the Royal summer home.

Assessment: Formative: Discussion on medieval castle design and construction. Summative: 1) Castle completion 2) Oral ‘tour’ of construction 3) Quiz on vocab

Opportunities for Integration / Art Forms Used:

x Social studies- medieval times, warfare, knights, feudal system, living conditions x Math-graph paper planning- make castle to scale x Language arts- create stories of knights, princesses, fiery dragons x Computer programs for construction

67

Connections and Metacognition

Higher Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering

21st Century Skills Life and Career Skills Innovation Skills: critical

thinking, communication, collaboration, creativity

Core Subjects- 3Rs and 21st Century Themes

Information, Media, and Technology Skills

Supplemental Materials: Books on Castles

x Castles, Philip Steele, Kingfisher/NH 1995 x Castle, Chris Gravett, DK Publishing, 2004 x Medieval Castle, Fiona MacDonald/Mark Bergen, Peter Bedrick Books/NY, 1990 x Medieval World, Jane Bingham, Scholastic Books Inc/ NY, 2005

References and Credits: Google Images

x http://www.timeref.com/castles/castpart.htm x http://mrsrandhistory.weebly.com/castle-design-project.html x http://englishfortourism.e-monsite.com/pages/tour-guiding-in-english/medieval-castles.html

68

Standards Common Core State Standards: ELA click here to view detailed standards Reading Writing Speaking and Listening Language

Key Ideas and Detail #2

Text Types and Purposes

Comprehension and Collaboration

Conventions of Standard English

Craft and Structure

Production and Distribution of Writing

Presentation of Knowledge and Ideas #4

Knowledge of Language

Integration of Knowledge and Ideas #7

Research to Build and Present Knowledge

Vocabulary Acquisition and Use #6

Range of Reading and Level of Text Complexity

Range of Writing

Common Core State Standards: Math click here to view detailed standards # 1,2,4,5,7 National Core Arts Anchor Standards: Click here to view detailed anchor standard

Creating

Performing

Responding

Connecting

Anchor Standard # 1,2,3 Anchor Standard #4,5,6 Anchor Standard # 7,9 Anchor Standard # 10,11

69

70

71

– a structure attached to the front of the castle walls that provided extra defense; it was sometimes part of the gatehouse

– a large courtyard inside the castle walls (also called a ward)

– a small tower at the end of a curtain wall; in a concentric castle, it’s built along the middle of the outside wall

– a large, strong beam on wheels that was hit repeatedly against castle doors in order to break them down

– a narrow wall built along the outside edge of the wall walk, with merlons and embrasures on top that soldiers could use to defend the castle

– a weapon that used gunpowder to fire a ball of rock or metal at castle walls to destroy them. Cannon balls travelled a lot faster than things thrown by a catapult or trebuchet and did a lot more damage.

– a machine that could throw things at castle walls to destroy them

– a castle that was built with two or more curtain walls around it, giving many levels of defense to the castle

– a chain of walls, connected by towers, that were built around the keep and the castle courtyard

– the bridge over the castle moat that could be raised or lowered, helping to keep enemies out

– where prisoners were kept, usually located in the cellar of one of the towers

– the name for the empty space in between merlons along a castle wall, in between battlements; someone could fire a weapon from an embrasure, then hide behind the merlon

72

– the name for a toilet in the castle

– structures built to defend entrances to the castle, such as towers and bridges

– a large room in the keep or another part of the castle where the lord had meetings and held banquets and celebrations

– the main tower and stronghold inside the castle walls, where the lord lived

– a narrow slit in the castle walls that were used as windows, ventilation, or to shoot arrows through when defending the castle

– higher parts of the castle wall, in between battlements, that could be used to hide behind for protection when defending the castle; the spaces between merlons are called embrasures

– a deep ditch filled with water that went all the way around the castle walls

– a mixture usually made from water, sand and lime that was used to build castle walls; it hardened in between the rocks to form a smooth barrier without any holes.

– a large hill that the keep would be built on

– holes in the ceilings of the castle entrance that rocks or hot oil could be poured through if invaders had entered

– a gate that could slide up and down in front of the castle doors

– steep defensive barriers or walls around castles

73

– wooden towers on wheels that were built at the castle by the attackers so they’d be the same height as the castle walls; they gave the attackers an easy way to cross over the walls, and sometimes had battering rams in them so the doors could be knocked down at the same time.

– towers were built into castle walls, or around the outside of the keep; they were first built square, but then people found that round towers were actually harder to destroy because they didn’t have corners

– a big slingshot that could throw rocks, or even fireballs over the castle walls; it could shoot things farther than a catapult could

– a small tower on top of one of the main towers of the castle, which provided a good lookout point for people to see any approaching enemies

– a passageway along the top of the castle walls

74

- ( )

Grade Level: Multi-level

Lesson Theme / Title: Mad-Libs (Shrek Style)

Lesson Rationale:

x Students will use their knowledge of ELA. x Using the Mad-libs random selection of words, students will rewrite the story. x Using their new ‘silly stories’, students will create new characters or situations for a shadow puppet show. x Group students- each group will do a different mad-lib.

Enduring Understandings:

x Using art media, techniques and processes- students will create their own puppet show. x Organization of visual communication- group work with directors, and set design. x Art is a personal or individual response to their environment- once story is written, students will make a

connection between the stories of each group to finish with one longer story.

Essential Questions:

x How can other disciplines influence our understanding of art? x What can artworks tell us about a culture of society? x How are the elements of art and principles of design used to organize and express ideas?

75

Objectives- Students will be able to:

x Draw Shrek figures and setting based on their own creative stories. x Will be able to form productive groups, assigning roles that they are best suited for.

Creative Practice: Imagine Introduction / Hook: You are an “up and coming writer/producer” in the theater! You have the good luck of starting your career by working on this whacky production of Shrek.

Creative Practices: Investigate & Construct Procedures / Activities:

1. What are the characteristics of each Shrek character? 2. How have their physical looks and location changed after rewriting your story? 3. Draw (on black paper) silhouettes of all characters and objects in scene. (See video for puppet construction)

76

Opportunities for Integration / Art Forms Used:

x Story writing, ELA skills. x Group work for tolerance.

Creative Practice: Reflect Closing Activity: Compare each story- which one is the most ‘far-fetched’ from the original? Was it still a good story? Why? How does this reflect individualization?

Assessment: Formative:

x How well do the students know the story of Shrek? x Discussion.

Summative:

x Puppet show. x Story (using ELA standards rubric).

77

Connections and Metacognition

Higher Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering

21st Century Skills Life and Career Skills Innovation Skills: critical

thinking, communication, collaboration, creativity

Core Subjects- 3Rs and 21st Century Themes

Information, Media, and Technology Skills

Supplemental Materials:

x Paper x Straws x Dowels x Scissors x Glue x Masking tape x Oak tag x Puppet theater/ light source

References and Credits: Google Images

x http://www.hvanrossum.com/howto.html

78

Standards Common Core State Standards: ELA click here to view detailed standards Reading Writing Speaking and Listening Language

Key Ideas and Detail # 1,2,3

Text Types and Purposes # 3

Comprehension and Collaboration # 1

Conventions of Standard English # 1

Craft and Structure # 4,5,6

Production and Distribution of Writing # 5

Presentation of Knowledge and Ideas # 4

Knowledge of Language # 3

Integration of Knowledge and Ideas # 9

Research to Build and Present Knowledge

Vocabulary Acquisition and Use # 4

Range of Reading and Level of Text Complexity # 10

Range of Writing

Common Core State Standards: Math click here to view detailed standards # 1,2 National Core Arts Anchor Standards: Click here to view detailed anchor standard

Creating

Performing

Responding

Connecting

Anchor standard # 1,2,3 Anchor standard # 4,5,6 Anchor standard # 7,8 Anchor standard #10,11

79

http://www.hvanrossum.com/howto.html

1) Draw shape of character on cardstock. (Black is better, but not necessary). 2) Cut out figures- legs and arms may be separate elements to be attached for movement. 3) Attach moving arms and legs with brass fasteners. 4) On back of figure, you can either tape a dowel to the back for holding and moving, or using a bendy straw, tape the small part

to the back and insert dowel in the long end to extend ‘handle’. This process can be viewed on the following YouTube video. https://youtu.be/pSVd_0AKTKc

5) Some character templates can be found on Google images under silhouettes for those who are under a time constraint. Having the students design their own is recommended.

80

Donkey, Shrek and Princess Fiona traveled through the forest on their way to __________(place), when suddenly a man swooped down on a __________ (noun), grabbed the princess, and swung back up to the limb of a tree. “____________! “ (exclamation) Shrek yelled ___________(adverb). “Who are you and what are you doing with my princess?” “I am Robin Hood, and these are my ____________(adjective) Men : ____________John, Will_________(noun), and Friar ____________ (Person in Room-male) , and it’s our job to rescue this princess! But before Robin Hood could do anything, Princess Fiona elbowed him in the __________(part of body) and backhanded him on his _____________(another part of body). The rest of Robin Hood’s band continued to _________(verb), but one by one the princess knocked them unconscious. “Shall we go?” she said _____________(adverb) to a stunned Shrek and donkey as she smoothed out her ___________(article of clothing).

? Donkey’s nostrils flared and his _________(part of body) stood on end. Something smelled ________ !(adjective) It might have been ________ (type of food). There was a field full of ____________ (same food plural) nearby, but he didn’t think the smell was coming from there, so he ________(verb, past tense) over to Princess Fiona and began to sniff at her __________ (article of women’s clothing). Nope, it wasn’t the Princess. She smelled as sweet as a _________ (noun). Finally he nosed his way ______ (adverb) over to Shrek. His shoes smelled like _________(something really smelly) and his breath reeked of ________ (something really smelly), but neither of them was what Donkey had first caught a whiff of. “I’s not me,” Shrek said ____________(adverb). “It’s the smell of __________ (plural noun)” Donkey looked at him suspiciously. He knew what he smelled it wasn’t coming from any old ________ (same plural noun)!

Shrek and just sat down to a/an _____(adjective) meal of ______ (color) ______ (food) and ________ (plural noun) when he heard his door creak open. In stumbled Three Blind ______ (animal, plural), who proceeded to knock over Shrek’s jar full of __________ (part of the body-plural) and his candle made out of ____________(bodily secretion). Before he could even figure out what had happened, his home was ___________ (adverb) invaded by a mob of even more visitors. ______ (number) dwarves showed up hauling ________(type of container) with a sleeping woman in it. Out in his yard, a mad playing a _________(musical instrument) was leading a whole group of __________(animal-plural) who ________(verb-past tense) behind him. And if all that wasn’t bad enough, when he looked in his bedroom, Shrek found that a wearing a/an __________(article of women’s clothing) was _________(verb ending in ING) in his bed!

81

Grade Level: Multi Level

Lesson Theme / Title: Night and Day Fiona

Lesson Rationale:

x Students will learn the basics of drawing portraits. x Students will discuss the features of Fiona during the day and at night.

Enduring Understandings:

x Artists get inspiration from many different sources. x Art is a personal or individual response to their environment. x Artwork elicits a personal response. x Artists construct images based on their perspective.

Essential Questions:

x How do one’s experiences influence artwork? x What is an image? x How do our images influence our own view of the world?

82

Objectives- Students will be able to:

x Learn how to draw a portrait. x Use math for measuring for proportion x Depict themselves in a self-portrait while imagining an alternate identity.

Creative Practice: Imagine Introduction / Hook: In Shrek, Fiona has a secret. At night, she turns into an Ogress. Think about how you would look at night if you shared Fiona’s affliction.

Creative Practices: Investigate & Construct Procedures / Activities:

1) Step by step activity- how to draw a human face (see attached). 2) After rough sketch is drawn, finish one side with your likeness. 3) On the opposite side, draw what you might look like if you were like Fiona. 4) Color with colored pencil.

83

Opportunities for Integration / Art Forms Used:

x Math- fractions used for measuring proportions x ELA- writing- journaling of feelings of change

Assessment: Formative: Knowledge of Fiona Summative: Completed drawing- half and half face accomplished. Assessing your own and other’s artistic work – NO judgment statements.

Creative Practice: Reflect Closing Activity:

x Discussion- compare and contrast each completed portrait x How did your ‘night face’ compare to Fiona’s? x Did you ‘night face’ still look like you?

84

Connections and Metacognition

Higher Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering

21st Century Skills Life and Career Skills Innovation Skills: critical

thinking, communication, collaboration, creativity

Core Subjects- 3Rs and 21st Century Themes

Information, Media, and Technology Skills

Supplemental Materials:

x Drawing paper- 9x12 x Pencils, erasers x Colored pencils x Packets of drawing directions

References and Credits: Google Images

x www.expressivemonkey.com drawing directions

85

Standards Common Core State Standards: ELA click here to view detailed standards Reading Writing Speaking and Listening Language

Key Ideas and Detail #3

Text Types and Purposes #3

Comprehension and Collaboration #3

Conventions of Standard English #1

Craft and Structure #6

Production and Distribution of Writing

Presentation of Knowledge and Ideas

Knowledge of Language

Integration of Knowledge and Ideas

Research to Build and Present Knowledge

Vocabulary Acquisition and Use

Range of Reading and Level of Text Complexity

Range of Writing

Common Core State Standards: Math click here to view detailed standards #1,6 National Core Arts Anchor Standards: Click here to view detailed anchor standard

Creating

Performing

Responding

Connecting

Anchor standard # 1,2,3 Anchor standard #4,5,6 Anchor standard #7,9 Anchor standard # 10.11

86

87

!

Grade Level: Upper Elementary

Lesson Theme / Title: Ogres, Trolls, and Goblins...Oh My!

Lesson Rationale: Trolls are often associated with a negative label – which is false! Using the theme of friendship, unity, and acceptance from Shrek students will experience and explore a classical musical tale by creating a unique troll character, village and story. Students will also expand their understanding of the tone color, dynamics, tempo and expressive capacities of various songs. Additionally, participants will cultivate and enhance the power of imagination, creativity, innovation and acceptance through an integrated arts approach.

Enduring Understandings: x Readers and artists use strategies to construct meaning of the text. x Readers and artists develop a deeper understand of the text using music, dance, visual art, and drama elements. x There can be different strategies to solve creative problems and cultivate acceptance. x Composers write themes / melodies and use instrument sounds to represent characters, feelings, and moods. x Some music tells a story. x Everyone can be creative, imaginative and innovative with the arts. x The arts can be a strong force that unites all.

88

Essential Questions: x How can I use music, instruments, and expressive movements to enhance the meaning of story and understand

the text? x Why are strategies important? x How do readers and artists reflect and respond? What connections do they make? x How can a folk tale be told through music? x How can melodies, dynamics, tempos and instruments remind us of characters in a story? x How can I use my imagination, creativity and innovation when listening and responding to music? x How can the arts as a means to build community and acceptance?

Objectives- Students will be able to: x Read a wide range of print and non-print texts. x Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. x Adjust use of spoken, written, and visual language: vocabulary development, variety of audiences for a variety

of purposes x Use the four creative art practices: imagination, investigation, construction and reflection to enhance and

create meaning of the text. x Perform on instruments, alone and with others, a varied repertoire of music. x Evaluating music and music performances using a peer rubric. x Create a troll character, village and story through visual and theatre arts. x Understand relationships between the arts, themes from Shrek and disciplines outside the arts through an

integrated arts approach.

89

Creative Practice: Imagine Introduction / Hook: “Big, Bright, Beautiful World ….of Imagination”

x Introduce “In the Hall of the Mountain King” with music and imagination. x Melodies can have a powerful effect on our imagination and creativity. Close your eyes, listen to the music and

imagine a magical creature. Explain what he/she is doing in the music and why. x Share answers, why is imagination more important than knowledge? x Reveal the “true” magical creature – a troll! Show pictures of ogres from William Steig – the original author of

Shrek and Theodor Kittelsen, a Norwegian artist that created troll images. x Tell the story of In the Hall of the Mountain King to the music. Find an adaptation of this story at

http://www.inthehallofthemountainking.com/ or create your own. x Make connections to tempo and dynamics. A listening map can be found at

http://www.classicsforkids.com/activitysheets/october2009.pdf x Make connections to the composer: Edvard Grieg, playwright Henrik Ibsen, and Theodor Kittelsen.

90

Creative Practices: Investigate & Construct Procedures / Activities: Part I –“This is Our Story”

x Review the story, and tempo / dynamic vocabulary words. Interactive Now (Volume 7) by Phyllis Thomas has a great interactive smart board lesson for “In the Hall of the Mountain King”.

x Listen to “In the Hall of the Mountain King” and complete a bubble map. Students complete the map and write words that describe the music.

x Share and discuss bubble maps. **Discussion point –trolls are depicted as the villains in the story and music, but this is not a fact true of all trolls – by definition all trolls are magical, mythical cave dwelling creatures.

x Create trolls! Using the definition / discussion point above, students will create their own troll, name it and give it a kind superpower. They will later become this troll.

Part II –“Freak Flag”

x Become your troll character. Act like your troll to the music, tempo and dynamics and put it on the mountain mural (draw a simple mountain landscape-students will add to this later). Each troll walks up to a phrase in the music. There are 18 phrases. Have students count them. Use this sentence to help you count the phrases: In the Hall of Mountain King, see the trolls, see the trolls, In the hall of Mountain King the trolls will chase you down!

x Give each student a number 1-18. Students place trolls on the mountain mural when their number is called out. Trolls 1-12 (andante) 13-16 (allegro) 17,18 (presto)

x Use costumes and props. Encourage students to find hiding places. Have everyone jump out and run in place at the end.

91

Creative Practice: Reflect Closing Activity: Part III –“I Smell a Happy Ending”

x Create a troll village / mountain mural! The village must demonstrate acceptance of all the trolls students created. Students can draw scenes that demonstrate kindness such as a unity bridge, a kindness festival etc. Additionally, students could create a banner, flag, logo or symbol that connects all the trolls and defines kindness.

x After creating the village students will listen to “Morning Mood” another song from Peer Gynt Suite No. 1. This song is about a sunrise. Have you ever watched the sun rise? Where were you when you saw it? If you have never seen a real sunrise you will be able to imagine a sunrise as you listen to this piece of music. Listen to the music, what do you envision, what do you see? Students can complete a bubble map describing the song as they listen to it.

Harnessing the Landscape II by Kim Nelson x A peaceful sunrise can conger many moods and images, it is often a symbol of new beginnings. Let us use our

imaginations and create a new ending for our misunderstood trolls. x Students will create a 3-part story (introduction, climax / conflict and resolution) in groups. Using their bubble maps, and

troll drawings students will create a story that demonstrates kindness and acceptance in the troll community they created. Troll superpowers can be put into practice during the story.

x Select groups to read their story to “Morning Mood”. Additionally, students could act out their story to the music or create tableaus. The possibilities are endless!

92

Assessment: Formative:

x Informal assessment through performance and teacher observation. x Volunteer solo performances and performance of the music and movement activities. Did the students creatively

match their movement to the text and to the music? x Check during the performances that every student has a job, and creatively, collaboratively and kindly

participated. x Assess with artwork if students used their imaginations to create a new creature / troll.

Summative:

x Have students evaluate how they worked as a group. x Troll and Morning bubble maps. x Performance of “In the Hall of Mountain King”. x Performance of “Morning Mood” stories.

Opportunities for Integration / Art Forms Used: Music, Dance, Theatre, Visual Art.

Extension Ideas: x Create a picture-strip story (like a comic strip) showing scenes of a sunrise as it happens. x Ogres, Trolls and Goblins… Oh My! Is there a difference? Explore the nature and habitat of these and other

creatures. Then write a song or rap about how misunderstood these creatures are in their lives. Create a campaign to rebrand Ogres, Trolls, and Goblins with buttons, banners, and flags.

x Using In the Hall of Mountain King adapted from Henrik Ibsen by Allison Flannery, orchestrate the story. Add instruments to help understand and decode words. Assign instruments to characters.

x Duke Ellington and Billy Strayhorn arranged Greig’s Peer Gynt Suites for jazz orchestra. Listen and compare the two versions of “In the Hall of the Mountain King” classical versus jazz arrangement.

93

Connections and Metacognition

Higher Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering

21st Century Skills Life and Career Skills Innovation Skills: critical

thinking, communication, collaboration, creativity

Core Subjects- 3Rs and 21st Century Themes

Information, Media, and Technology Skills

Supplemental Materials: x Read the book Duke Ellington, the Piano Prince and this Orchestra by Andrea Davis Pinkney. x Read more about trolls in Norwegian Troll Tales by Joanne Asaia (editor) with illustrations by Theodor

Kittelsen (Penfield Book; Revised & Expanded edition, July 2005, ISBN-10;1932043101). There is even a recipe for Troll Pudding!

References and Credits: x Atlanta Symphony Orchestra. (2010). The soul of music [Brochure]. Author. Retrieved March 30, 2014, from

http://www.atlantasymphony.org/aso/asoassets/downloadcenter/Soul%20of%20Music%20Teachers%20Guide.pdf.

x Ball, W. (2008, October/November). "In the hall of the mountain king" from Peer Gynt suite No. 1, Op. 46. Music Express, 9(2), 10-11. Retrieved March 31, 2014.

x Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers. Boston, MA: Allyn & Bacon/Pearson.

94

Standards Common Core State Standards: ELA click here to view detailed standards Reading Writing Speaking and Listening Language

Key Ideas and Detail 2. CCSS.ELA-Literacy.CCRA.R.2

Text Types and Purposes

Comprehension and Collaboration 2.CCSS.ELA-Literacy.CCRA.SL.2

Conventions of Standard English 1. CCSS.ELA-Literacy.CCRA.L.1

Craft and Structure 4. CCSS.ELA-Literacy.CCRA.R.4

Production and Distribution of Writing

Presentation of Knowledge and Ideas 6.CCSS.ELA-Literacy.CCRA.SL.6

Knowledge of Language 3. CCSS.ELA-Literacy.CCRA.SL.3

Integration of Knowledge and Ideas 7. CCSS.ELA-Literacy.CCRA.R.7

Research to Build and Present Knowledge

Vocabulary Acquisition and Use 5.CCSS.ELA-Literacy.CCRA.SL.5

Range of Reading and Level of Text Complexity

Range of Writing

Common Core State Standards: Math click here to view detailed standards National Core Arts Anchor Standards: Click here to view detailed anchor standard

Creating

Performing

Responding

Connecting

Anchor Standard #1 Anchor Standard #4 Anchor Standard #7 Anchor Standard #11

95

In the Hall of the Mountain King Bubble Map Name: _______________________________________________Date______________Room______________ Complete the bubble map to describe the song “In the Hall of the Mountain King”. Use this map to help you draw and move like your troll.

96

In the Hall of the Mountain King Troll Character Name: _______________________________________________Date______________Room______________ Troll’s Name:______________________________________________________________________________ Troll’s Superpower__________________________________________________________________________ While listening to the song “In the Hall of the Mountain King” draw a picture of your troll.

97

Morning Mood Bubble Map Name: _______________________________________________Date______________Room______________ Complete the bubble map to describe the song “Morning Mood”.

98

Morning Mood Flow Map Name: _______________________________________________Date______________Room______________ Complete the flow map to create your story that will accompany “Morning Mood”.

99

Grade Level: Lower to Upper Elementary

Lesson Theme / Title: When Fairytales and Nursery Rhymes Collide

Lesson Rationale: Shrek is a collection of everyone’s favorite fairytales and nursery rhymes. Students will explore the differences between these two literary genres through an integrated approach. Using Common Core ELA and National Core Arts Standards students will read, analyze, and interpret the text. The definition of text includes non-print texts, such as works of dance, media arts, music or theatre. Students will also explore the integral relationship of music and literature.

Enduring Understandings: x Readers and artists use strategies to construct meaning of the text (print and non-print). x Rhyming words can help decode words and sounds. x Readers develop a deeper understand of the text using music, dance, visual art, and drama elements. x Text can have many meanings in different subjects.

Essential Questions: x How can letters and sounds help me decode words and read? x Why are strategies important? x How do readers and artists define text? What connections can be made?

100

Objectives- Students will be able to: x Read a wide range of print and non-print texts. x Define the word text in a variety of subjects. x Identify, define and create rhyming words through writing and integrated arts activities. x Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. x Adjust use of spoken, written, and visual language: vocabulary development, variety of audiences for a variety of purposes. x Use spoken, written, and visual language to accomplish their own purposes. x Use the four creative art practices: imagination, investigation, construction, and reflection, to enhance and create meaning

of the text. x Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. x Find and maintain the beat through a variety of songs, nursery rhymes, fairytales and instruments.

Creative Practice: Imagine Introduction / Hook: –explore texts through literature, singing, steady beat and pantomime (a text of drama) First students will explore the definition of text through literature (rhyming words) with these warm-up activities. Energizers and warm-ups prepare students for creative problem solving by promoting concentration and focus and activating higher-order thinking. The following activities can help students identify, interpret and define rhyming words and identify / maintain the steady beat. Studies have shown that nursery rhymes are important for early language development (combing sounds to form words, articulating, and using pitch, volume, and inflection while speaking) and cognitive development (using patterns and sequence). After, these activities have students define the term nursery rhyme. Nursery Rhyme Collection

x Chants and Action Poems – Many collections are available, such as Cole’s Miss Mary Mack and Booth’s Dr. Knickerbocker. Ask student to echo line by line. Display the words and add actions. For example, with Dr. Knickerbocker the chant suggests actions: “Let’s put the rhythm in our hands” (clap, clap). Encourage variations. Students can pantomime their actions or add instruments / movements to the rhyming words. The steady beat can be maintained through recorded music (see supplemental materials) or have students keep the beat on percussion instruments.

x Rhyme Change – Nursery rhymes and other chants and poems are great verbal warm-ups for creative thinking. For example: “Hickory Dickery Dock, A Mouse ran up the ….” (students supply the rhymes). Change vowel sounds for phonemic development: Dack, Deck, and so forth. Students can pantomime their actions or add instruments to vowel sounds.

101

x Wash the Dishes Wash the dishes, dry the dishes -Two children hold hands and swing arms back and forth Turn the dishes over -Still holding hand, turn under so children are standing back to back Repeat rhyme and turn under again so children are facing each other.

x Nievie, Nieve Nievie, nievie, nick, nack Which one will you tic-tac? Tac one, tac two, Tac the best of them for you. I’ll tac this, I’ll tac that I’ll tac nieve nick-nack!

A small group of children stand in a circle. The first child puts one hand into the center with palm down. Maintain the beat of the poem; the next child places his or her hand on top of the first hand. Children continue around the circle placing their hands on top. The second time around the circle each child places his or hers other hand on the pile. Each subsequent time around the circle each child removes his or her hand from the bottom of the pile and places it on top of the pile. Gradually increase the speed.

x Do, Do Pity Case Motions: The children stand in a circle. They take turns thinking of some chore and pantomiming a motion to represent that chore. All children imitate that motion and sing the song at the appropriate tempo to reflect the motion.

102

Creative Practices: Investigate & Construct Procedures / Activities: further exploring the meaning of text through story theatre Students will use the knowledge and skills gained during the nursery rhyme activities to create a dramatic interpretation of the text using Sarah Cynthia Sylvia Stout.

Sarah Cynthia Sylvia Stout By Shel Silverstein

Found in Where the Sidewalk Ends Adapted for story theatre by Trish Lindberg

Narrator

(Narrator gestures to her) Sarah Cynthia Silvia Stout Would not take the garbage out (Sarah shakes her head no) She’d scour the pots and scrape the pans Candy the yams and spice the hams (Sarah mimes these actions as the Narrator says the lines) But though her Daddy would scream and shout (Daddy turns and confronts Sarah)

Daddy Sarah! You take that garbage out! Now! You hear me? NOW!

Narrator She simply would not take the garbage out (she defies Dad) And so it piled up to the ceiling Coffee grounds, potato peelings (One by one, participants become garbage and pile up around Sarah’s feet) Brown bananas, rotten peas, chunks of sour cottage cheese (participants keep piling up around Sarah) It filled the can and covered the floor (Garbage makes itself as tall as it can and as wide as it can) Cracked the window (participants do so with their bodies) And blocked the door (participants explode all over Sarah) With bacon rinds and chicken bones (One by one, other participants are assigned garbage to portray, encourage movement and sounds indicative of the kind of garbage it is). Drippy ends of ice cream cones Prune pits, peach pits, orange peel Gloppy glumps of cold oatmeal. (The oatmeal could be several people and when they join the group other pieces of “garbage” begin to shiver)

103

Finally it reached so high that it touched the sky (All garbage stands up and reaches for the sky) And all of her neighbors moved away (“Garbage” turns into neighbors and they move away from Sarah) And none of her friends would come to stay (Neighbors turn into “Friends” and taunt her) When finally, Sarah Cynthia Sylvia Stout said

Sarah OK, I’ll take the garbage out!

Narrator But then, of course, it was too late. The garbage reached across the state (Participants make a line behind Sarah) From New York (Participants point both arms to the left) To the Golden Gate (Participants open up top arm over to the right) And there in the garbage she did hate, poor Sarah met an awful fate (Participants circle around her lifting arms ominously over Sarah’s head) That I cannot right now relate, because the hour is much too late (Narrator point to their watch) But children (Narrator points at audience) remember Sarah Cynthia Sylvia Stout and

Everyone ALWAYS TAKE THE GARABAGE OUT! (Pointing to audience) The end! (Have participants drop hand to sides and take a bow together).

Creative Practice: Reflect Closing Activity: apply and reflect on the definition of text through fairytales and nursery rhymes using music and theatre. After students defined and explored nursery rhymes they will transfer that knowledge to comprehend fairytales through multiple means of text.

x The Three Little Pigs are characters from Shrek but they have their own story. In this rendition of the story nursery rhymes and fairytale have collided.

x Read the story with a swing style rhythm for the class. Ask the children to pat / snap a half note beat as you present the tale using lots of creative and dramatic interpretation.

x Read again having as many students join along as are able.

104

The Three Little Pigs Adaptation by Cristi Miller

AX (repeat as needed)

Once upon a time, in case you didn’t know, There were three little pigs who lived long ago. (tambourine) All three decided to build a home, One from which they’d never roam. (guiro) The first little pig was full of tricks And thought he’d build a house from sticks. (woodblock) The next little pigs thought straw the best. (maracas) He knew his house would pass the test. The third little pig, being very wise, Thought one of bricks would take the prize. (cowbell) Very soon their pads were done And so they though they’d have some fun (vibraslap) BX (repeat as needed)

But suddenly a bad wolf appeared, (hand drum) Someone that the pigs had feared. BM/AM (tremolo, repeat as needed)

“Little pig, little pig let me come in!” (low wolf voice) “Not by the hair of my chinny chin chin!” (high pig voice) “Then I’ll huff and I’ll puff and I’ll blow your (low wolf voice) house down!” And he blew that stick house to the ground (woodblock)

105

AX (repeat as needed)

Now to the house of straw he’d go (maracas) And down it came with one big blow. (cymbals) The house of bricks was last of all (cowbell) The wolf, he knew this too would fall. (hand drum) BM/AM (tremolo, repeat as needed)

“Little pig, little pig let me come in!” (low wolf voice) “Not by the hair of my chinny chin chin!” (high pig voice) “Then I’ll huff and I’ll puff and I’ll blow your (low wolf voice) house down!” But to his surprise this one was sound (triangle) AX (continue pattern up to octave C)

So up on the roof the wolf did creep (hand drum) And down the chimney he did leap. (slide whistle) But the brothers three were way ahead And showed him a boiling pot instead (ratchet) AX (repeat as needed)

Those three little pigs were quite a crew (tambourine) ‘Cause that old wolf became…….. (hand drum)

106

Wolf Stew! (conga drums)

The End

107

Assessment: Formative:

x Informal assessment through performance and teacher observation. x Performance of the energizers, nursery rhymes and warm-up activities. x Definitions of nursery rhymes and fairytales – Thinking Maps can be a great tool for this type of assessment.

Summative:

x Have students self-evaluate and evaluate how they worked as a group. x Performance of the music and theatre stories. Did the students demonstrate the meaning of text in a variety of

settings? Have students write a short reflection piece about text and their experience with using text in multiple forms.

Opportunities for Integration / Art Forms Used: Music and Theatre.

Extension Ideas: Continue to explore rhymes with fingerplays, action songs, and circle games. For example perform the song “No More Pie” http://www.giamusic.com/pdf/Z153_2009.pdf. Use the following books for more activities:

x Feierabend, J. M. (2004). The book of beginning circle games: Let's make a circle. Chicago, IL: GIA Publications.

x Feierabend, J. M. (2004). The book of songs & rhymes with beat motions: Keeping the beat. Chicago: GIA Publications.

x Feierabend, J. M. (2003). The book of fingerplays & action songs: Let's pretend. Chicago, IL: GIA Publications.

108

Connections and Metacognition

Higher Order Thinking Creating Evaluating Analyzing Applying Understanding Remembering

21st Century Skills Life and Career Skills Innovation Skills: critical

thinking, communication, collaboration, creativity

Core Subjects- 3Rs and 21st Century Themes

Information, Media, and Technology Skills

Supplemental Materials: x Keeping the Beat from Corelli to Kabalevsky – CD- John Feierabend x Move It! Expressive Movements with Classical Music for All Ages – DVD - John Feierabend / Peggy Lyman x There’s a Hole in the Bucket – CD- John Feierabend / Jill Trinka x Had a Little Rooster – CD- John Feierabend / Jill Trinka x Old Joe Clark -CD- John Feierabend / Jill Trinka x Feierabend, J. M. (2006). First steps in music for preschool and beyond: The curriculum. Chicago, IL: GIA

Publications.

References and Credits: x Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers.

Boston, MA: Allyn & Bacon/Pearson. x Feierabend, J. M. (2004). The book of songs & rhymes with beat motions: Keeping the beat. Chicago: GIA

Publications. x Miller, C. (2005, March). This is our show. Music Express, 5(5), 27-28. Retrieved January 6, 2016.

109

Standards Common Core State Standards: ELA click here to view detailed standards Reading Writing Speaking and Listening Language

Key Ideas and Detail 1. CCSS.ELA-Literacy.CCRA.R.1

Text Types and Purposes 2.CCSS.ELA-Literacy.CCRA.W.2

Comprehension and Collaboration 2.CCSS.ELA-Literacy.CCRA.SL.2

Conventions of Standard English 1. CCSS.ELA-Literacy.CCRA.L.1

Craft and Structure 4. CCSS.ELA-Literacy.CCRA.R.4

Production and Distribution of Writing 4.CCSS.ELA-Literacy.CCRA.W.4

Presentation of Knowledge and Ideas 4.CCSS.ELA-Literacy.CCRA.SL.4

Knowledge of Language 3. CCSS.ELA-Literacy.CCRA.SL.3

Integration of Knowledge and Ideas 7. CCSS.ELA-Literacy.CCRA.R.7

Research to Build and Present Knowledge

Vocabulary Acquisition and Use 5.CCSS.ELA-Literacy.CCRA.SL.5

Range of Reading and Level of Text Complexity 10. CCSS.ELA-Literacy.CCRA.R.10

Range of Writing

Common Core State Standards: Math click here to view detailed standards National Core Arts Anchor Standards: Click here to view detailed anchor standard

Creating

Performing

Responding

Connecting

Achor Standard #2 Anchor Standard #4 Anchor Standard #8 Anchor Standard #11