OBJECTIVES:
The student should be able to:
• Comprehend and respond to visual text in an extended passage. (ELA-1-E5)
• Interpret (e.g., retell, summarize) texts to generate connections to real-life situations. (ELA-1-E6)
•
Write as a response to texts and life experiences (e.g., journals, letters, lists). (ELA-2-E6)
• Recognize and respond to a variety of classic and contemporary fiction and non-fiction literature from many genres (e.g., folktales, legends, myths, biography, autobiography, poetry, short stories). ELA-6-E2
• Use comprehension strategies (e.g., sequencing, predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas) to interpret oral, written, and visual texts. (ELA-7-E1)
• Fine Arts objectives are listed under “Integration/Correlations of Content”
TIME: 90 minutes
MATERIALS
Large beans or seeds
Book- Jack and the Beanstalk
Assortment of beans and seeds
Green construction paper
Glue, crayons, markers, pencils
Drawing paper
Computers
Kidpix software
Software from http://www.britishcouncil.org/kids-stories-fairy-tales.htm
Common items in the classroom for props
Pot and dirt
Green bulletin board paper and paper leaves
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will tell the children that she wanted to have “Show and Tell” with them because she found something rather odd. She will show them a large bean and tell them that she found it. She will ask if anyone knows what it is and what can be done with it. She will entertain answers that lead to a discussion about planting. Then she will ask if that bean reminds them of a story they might have heard before. If a student says “Jack and the Beanstalk” she will agree that the bean reminded her of that same story. If a child does not guess “Jack and the Beanstalk” then the teacher will tell them that the bean reminded her of the story. She will proceed to tell them that she’d like to share the story with them because it is one of her favorite fairy tales. She will ask, “What is a fairy tale?” and after several attempts to explain what it is, she will explain that it is a story with a lesson to be learned. She will tell them to be thinking about the lesson to be learned as she reads the story aloud.
ACTIVITY:
Teaching Model: The teacher will read the book entitled Jack and the Beanstalk to them, encouraging them to join in when she reads the giant’s words, “Fee, fi, fo, fum”. They will first of all discuss what the lesson to be learned was. Then she will question them about facts in the story to evaluate their comprehension and to assist them with retelling the events of the story.
Guided Practice: The teacher will tell the children that they will turn the story into a play and act it out. She will have them name the characters in the story and choose children for those parts. She will introduce the word “narrator” to them and choose a child for that part. She will introduce the word “props” to them and suggest that they use items in the classroom as their props. She will help the rest of the students, who will not be in the play, to understand what it takes to be a good audience.
Independent Practice: Students will complete this part of the lesson during “center time”. The students will be divided into three groups to complete an art project, a writing project, and a computer activity. For the art project, the children will be given an assortment of beans and seeds. They will have to sort the beans/seeds into groups according to physical attributes such as color, likeness, or size. (Beforehand the teacher will connect sheets of construction paper together to form a long column and draw a large beanstalk on this). The children will be given a piece of the drawing of the large beanstalk on which to create their own collage using the beans/seeds. After all collages have dried, the teacher will again connect the sheets of construction paper together to form the large beanstalk, with each individual collage forming a part of the beanstalk. While the children are working on their collages, the teacher will call attention to the texture of their bean/seed collages and ask them to describe the texture. In the writing center, the children will draw about their favorite part of the story and write a sentence about it. The teacher will compile all of these into a booklet to be placed in the reading center. While in the computer center, the children will listen to an online story of “Jack and the Beanstalk” and draw a picture of the story using Kidpix software.
Closure: The teacher will say to the children, “I was wondering what might happen if I plant this bean in some dirt. I wonder if it is a magic bean.” She will elicit predictions from the children about the “magic” bean and suggest that they plant it in some dirt and observe what happens. (After-hours, the teacher will create a large paper beanstalk, climbing up into the ceiling of the classroom from out of the dirt where the “magic” bean was planted).
EVALUATION/ASSESSMENT:
The teacher will assess the students’ performances through observation, participation, and questioning throughout the lesson. All of the students will demonstrate understanding of the concepts taught through student-generated projects such as drawings and writings.
ART CONTENT/CONCEPTS:
Explore and identify imagery from a variety of sources and create visual representations. (VA-CE-E1) Explore and discuss techniques and technologies for visual expression and communication. (VA-CE-E2) Use vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork). (VA-CE-E3)
Experiment to create various art forms, including art forms from other cultures. (VA-CE-E4)
Draw on imagination, individual experience, and group activities to generate ideas for visual expression. (VA-CE-E5)
Exhibit physical and emotional dimensions of characterization through experimentation and role playing. (TH-CE-E3)
Sort objects based on their properties (e.g., size, weight, texture). (PS-E-A1)
Construct patterns by using color, size, and shape of objects. (PS-E-A1)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Illustrate safety/injury prevention techniques related to daily activities. (3-E-3)
Propose rules and consequences for a given situation and explain why the rules would be important. (C-1A-E7)
Participate enthusiastically in independent and interactive physical activities. (Benchmark 7-E-3)
MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed students will receive additional assistance from peers or teachers with writings of drawings. Developmentally delayed students and students reluctant to participate will be given the opportunity to choose a minor role during role play activity. Advanced learners will be asked to give suggestions for props and to improvise during role playing. Culturally diverse students will be asked to name pictures/objects particular to this lesson in their first language.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
What I liked the most about this lesson was that it integrated, into the lesson, fine arts as well as theatrical arts. The children used three different methods of fine arts during their time in centers, including pencil drawings, computer-generated drawings, and collages. During whole group instruction, they changed the story into a play and acted it out.
All of this was time-consuming; therefore, presenting this lesson in two days would have been more beneficial. I would suggest that on day one the reading and discussion of the story, along with working on the bean collage, be done. On day two, the performance of the play could be done as a review of the story and the children could also do their pencil drawings and computer drawings on this day. If the performance of the play is done on day two, then more performances can be done, allowing all of the children an opportunity to participate. On day two, more time could be spent discussing and applying theatrical skills appropriate for this grade level. Having the children work on their drawings on day two and bean collages on day one would give them more time to concentrate on their collages. More time could be spent talking with the children about their bean collages, going into more detail and discussing more art concepts with them.
Evaluating this lesson according to the responses and motivation of the children, I would say this lesson was a success. Even though time was limited, the children did not waste their time. They were anxious to begin working on their projects and seemed to know exactly what they wanted to do. It was motivating to me to hear the discussions going on while they worked diligently on them. I would most definitely teach this lesson again, with the modifications mentioned above.
REFERENCES:
"Standards, Assessment and Accountability." Louisiana Department of Education. 2007. 2 Feb 2008 http://www.doe.louisiana.gov/lde/saa/1222.html
National Standards for Arts Education (2007): 23-29.
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