November 12, 2015

Today, the other section class started learning their parts for the Christmas Concert. They learn Los Peces en el Rio. We used blue fabric to create water and the students danced through the fabric like fishes. That way they will remember the song by the environment we created in the classroom.

November 10th, 2015

Today we worked on learning the Christmas Song, "Campanas sobre Campanas". We learned and practiced the words and then we started to learn dance movements to help the students remember the words. This will be performed at the Christmas Concert in December.

https://www.youtube.com/watch?v=DyRFHeNMoXA

Here is our class with their story boards! They have their four sections with the beginning, middle, and end of the story, Just a Minute.

November 5th, 2015

Today we completed a lesson on learning the beginning, middle, and end of a story. I taught the lesson through a book called "Just a Minute" That integrates Spanish and English! To test their understanding of the timeline of a story they drew on their white boards pictures of what they danced from the First thing, the middle of the story and then the end. 

Arts Bridge Lesson Plan

November 5^th, 2015

Katelynn Reed

Ideas from Ruth Lovato and Heather Heiner

Objective: Whole Child/ Life Skills Focus/ Understanding beginning, middle, and end of a story (start, then, then, then, last).

Artform Element focus: Explore/contextualize- In unique ways explore qualities of movement (explode, vibrate, and collapse).

Cultural: Learn about folk tales from an authentic culture.

Lesson goal: Students will be able to demonstrate a variety of energy qualities in movement. Students will also develop a new vocabulary. They will also understand what a beginning, middle and end is in a story.

Lesson Plan:

Materials: Just a minute by Yuri Morales ISBN 10 0-8118-3758-0 Music from ipod

Warm Up ·         Read the first page and point out Senor Calavera. Ask the students to identify parts of his body, focusing on the joints. Explain the joints necessary for moving. ·         Create a body-part warm up by focusing on the joints of the body. Creating (Energy) Using the book as a springboard, assign a different energy quality to each stage of the story. Begin with open exploration and then practice stopping at count 8 and count 4. Explore energy qualities in sets of three. ·         Uno- one house to sweep- swinging ·         Dos- Two pots to boil- rebounding ·         Tres-Three tortillas to stretch- Sustained ·         Cuatro-four fruits to slice- percussive ·         Cinco-five cheese to melt- melting ·         Seis- six steaming pots- sustained ·         Siete- seven piñatas to explode- Exploding ·         Ocho- eight platters to shake-angry ·         Nueve- Nine grandchildren- happy ·         Diez- the Celebration (the grade finale) Contextualizing What kinds of energy did you see? What was the beginning of the story? Middle? End? Assessment On a white board draw a four square dividing the board into four quadrants. Have the first labeled as beginning, second two as middle, and last square as the end. The students will draw a picture of what happened in the story for the beginning middle and end to test their understanding of what the beginning middle and end comprises of.

Here is the final product of our classes Story board. The story was all their idea from the nouns that we were learning!

November 3rd, 2015

Today we did a lesson on nouns! It was so fun for the kids! 

Arts Bridge Integrated Lesson Plan: Nouns

By: Katelynn Reed 

Song Contribution and ideas from Jana Shumway

Subject Concepts	Arts Concepts
Content Covered: Nouns	Content Covered: Energy and Shape
Learning Outcomes: The students will be able to learn and understand what a noun is and what the specific nouns are for the week.	Learning Outcomes: The students will be able to make shapes with their bodies and find different energy concepts dimensions to express their understanding of movement.

Lesson Plan

Learning Objectives: The students will be able to make shapes with their bodies correlating to a specific noun and find different energy concept dimensions to express their understanding of movement verb vocabulary.

Assessment: Students will be assessed through creating a story by testing their understanding using the different nouns learned and create a beginning middle and end.

Materials Needed: Pictures of person, place, thing or animal Noun is a person place or thing, school of house Rock! https://www.youtube.com/watch?v=zzlQ0wciXM0 Pictures and names with all the nouns for the lesson

Lesson Sequence: Warm Up and Review: Vowels Dance Action Verb Dance El Balie de la fruita Learning Nouns Introduce Nouns with pictures: Person, place, thing, and animal. Arriba Abajo: Sing the following song: Oh every person that you know And every place that you can go And everything that you can show You know they’re nouns You know they’re nouns Noun is a person place or thing, school of house Rock! https://www.youtube.com/watch?v=zzlQ0wciXM0 Have the children sing with you as they learn the song. Then dance the song. Oh every person that you know Dance with a friend And every place that you can go Run fast to get to a “place” then make a shape And everything that you can show Pick up a ribbon on the floor and dance with the ribbon You know they’re nouns Free dance then freeze on the word “nouns” You know they’re nouns Free dance then freeze on the word “nouns” Now introduce the nouns from the vocab list. Here are the nouns we will be learning today! They will make the shape of each noun and then move that noun in a verb like fashion 1.      Muneca (doll) Make different shapes of a doll. Make a tall skinny doll, solider doll, short doll, an army doll 2.      Pinata: Make a piñata shape! A hat piñata, a person piñata, a pumpkin piñata! A piñata swings back and forth and then bursts open with candy, now burst open! 3.      Caballo: Gallop like a horse! 4.      Camello: Make a hump like a camel and walk with the same arm as leg around the room. 5.      Oveja: Walk on all four legs and chew like a goat. 6.      Barco: Make a shape of ship. What does a ship do? Sway! Now saw like a ship 7.      Llave (key): Make a shape of a key! What does a key do? It will twist, now twist to unlock the door. 8.      Raqueta: Make a shape of a racket. What does a racket do? Swing to hit a ball. Now swing like a racket to hit a ball. 9.      Regalo: Make a shape of a gift. What are the different sizes? What gift are you? After they have explored with all the nouns, they will make a story about all the nouns and put it in order. Now we will create a story with all these nouns! What character do we have first? The Camel? What did the camel do? He used the key to open the door to the ship…then who came?... Write the story on the board and then make a dance about the story using the noun shapes that you used earlier. End class by talking about happened in terms on beginning, middle, and end. Or first, then, then, then, and last. If there is time, review the fruit lesson FRUTAS ·         Review the names of the fruit ·         Pass out to each student a little card with the name of the fruit in Spanish and a picture of the fruit on the card. ·         The students will all stand in a circle. When their fruit is called they will switch places with the other person that also has the same fruit as them. Only two people will have the same fruit with: ·         Naranja (orange) ·         Manzana (apple) ·         Platano (banana) ·         Pera (pear) ·         Cereza (Cherry) ·         Uvas (grapes) ·         Fresa (strawberries) ·         Melon (melon) ·         Sandia (watermelon) ·         Melocoton (peach) ·         Ciruela (plum) ·         Mango You are making and orchestra of fruit. There will be five different groups. 1.      Platono (Say the word twice and then peel the banana) 2.      Mansana (say one time then half Mansna, sana making a curving circle with the arms) 3.      Mango (Say mango three times with the hips swaying back and forth 4.      Uvas (say uvas four times while making circles with the hands and placing them in the space) 5.      Sandia (say one time and then pretend like you are sitting watermelon seeds) El balie de la fruita: Students will make a locotmotor pathway with their class by connection shoulders with their arms and making a chain. At first they will start with one line leader, then they will split the line and make two line leaders, then they will split again to make two line leaders and so forth. Melocoton (peach) fists punp down Mansana (apple)- under curve arms Pera (pear)- swivels Pina (pinapple) angled arms on three different levels Platono (banana) just make the shape of the banana with your body.

Learning Vowels 

October 29th, 2015

Today was a fun lesson learning the fruits. The difficultly came in one of the games, the students needed cards with pictures on it instead of just the words to increase the understanding of the activity. I am learning how much language learners need as many modes of learning as possible. Children have a love to move and to dance. Learning can be fun and engaging and still effective! 

Arts Bridge Integrated Lesson Plan

By: Katelynn Reed

Subject Concepts	Arts Concepts
Content Covered: Learning nouns, fruits	Content Covered: Locomotor steps Energy qualities Shapes
Learning Outcomes: The students will be able to memorize all the names of the fruit	Learning Outcomes: The students will be able to locomote in different pathways through the space with a partner and be able to embody different shapes and different energy qualities in those shapes.

Lesson Plan

Learning Objectives: By the end of the 30min class period the students will be able to memorize the names of the different fruits through different shapes and energy qualities in that shape.

Assessment: Mastery of the Frutas song.

Materials Needed: Youtube connection Music

Lesson Sequence: 1.      Warm Up with the vowels dance 2.      Warm Up with the action verb dance Nouns: Frutas First review all the fruits and their appearance and look how the word is spelled. Write the different fruits on the piece of paper. Enough for each student to have a different fruit written on their card. The children will stay in a shape. When they hear their fruit being called, they can move are the room and dance until the teacher says stop and calls a different fruit. The teacher may call more than one fruit at a time. ·         Naranja (organge) ·         Manzana (apple) ·         Platano (banana) ·         Pera (pear) ·         Cereza (Cherry) ·         Uvas (grapes) ·         Fresa (strawberries) ·         Melon (melon) ·         Sandia (watermelon) ·         Melocoton (peach) ·         Ciruela (plum) ·         Mango You are making and orchestra of fruit. There will be five different groups. 1.      Platono (Say the word twice and then peel the banana) 2.      Mansana (say one time then half Mansna, sana making a curving circle with the arms) 3.      Mango (Say mango three times with the hips swaying back and forth 4.      Uvas (say uvas four times while making circles with the hands and placing them in the space) 5.      Sandia (say one time and then pretend like you are sitting watermelon seeds) El balie de la fruita: Students will make a locotmotor pathway with their class by connection shoulders with their arms and making a chain. At first they will start with one line leader, then they will split the line and make two line leaders, then they will split again to make two line leaders and so forth. Melocoton (peach) fists punp down Mansana (apple)- under curve arms Pera (pear)- swivels Pina (pinapple) angled arms on three different levels Platono (banana) just make the shape of the banana with your body. Muneca (doll) Pinata Caballo Camello Oveja Barco Llave (key) Raqueta Regalo

October 27th, 2015

This was our second lesson plan with the first graders learning dance concepts of Shape and Energy while learning vowels and action verbs. The shapes that we made with partners helped the students to remember how the vowel sounds by the shape that they made. By moving through the action verbs, the students are able to engage fully in the learning process. 

Arts Bridge Integrated Lesson Plan

By: Katelynn Reed

Subject Concepts	Arts Concepts
Content Covered: Learning Vowels and Action Verbs	Content Covered: Shape and Energy Qualities
Learning Outcomes: The students will be able to learn the proper way to pronounce the vowels correctly and remember action verbs in their current unit.	Learning Outcomes: The students will be able to learn basic concepts in dance correlating to Energy and Space through improvisation and movement sequences.

Lesson Plan

Learning Objectives: By the end of the 45 min lesson plan the students will be able to memorize and remember the vowels and action verbs through shape qualities and

Assessment: Mastery of their performance of dancing in particular shapes and energy qualities while singing the songs to pronounce vowels and action verbs correctly.

Materials Needed: YouTube: Vowels  https://www.youtube.com/watch?v=kHBli926zxc   Action verbs https://www.youtube.com/watch?v=-csuoX_uM7U Letter cards of A, E, I, O, and U. Images of wall, ball, pyramid, screw, and pin.

Lesson Sequence: Rules of the classroom: ·         Respect: Look at the teacher when she is talking ·         Safety: Bare feet or tennis shoes ·         Responsibility: No pushing or touching your classmates Warm Up: Explore running verses walking When the students hear number 1 “uno” the students know to walk. When they hear the number 2 “dose” they know to run. When they hear me clap they know to make a shape. Experiment with various patterns. Introduce different shape patterns by having the students run around the classroom. When each shape is called, the students will make a shape. ·         Pin- linear ·         Wall- flat ·         Ball- round ·         Screw- twisted ·         Pyramid- tetrahedral These shapes will be used to help the students create shapes will the vowels. When they hear the vowel they will make that designated shape pattern. A-By yourself make an A shape with feet separated in second position, with hands connected and straight overhead E- Student will need to find a partner. One student will sit on the ground with their legs extended and arms extended outward. The second student will stand behind and outstretch their arms at a 90-degree angle. I-Student will jump up and point the I with their fist. O- Three people will be in a group one would lay on the ground extending their arms and legs, the other two will be on stand clasping hands. U- This will be done in partners, both sitting on the ground with their pockets outstretched on the floor with their arms directly up. Put everything together by using the song from YouTube and creating a dance using the shapes created in class. The students will sing to the song while in that shape and bounce to the music. They will locomote on the transitions and in the fast part they have an axial movement phrase: https://www.youtube.com/watch?v=kHBli926zxc Now we will work on Action Verbs: caminar, brincar, bailar, correr, comer, y domir (walk, jump, dance, run, eating, and sleeping). They students will learn a sequence about energy from these vocab words Caminar- Percussive Brincar- Explosive Bilar- Vibratory Correr- Sustained Comer- Swing Domir- Collapse Then complete the dance movements they just learned to the YouTube video song. YouTube Video: https://www.youtube.com/watch?v=-csuoX_uM7U Cool Down: stretch

AEIOU

Pin

Wall

Ball

Pyramid

Screw