![]() “A hands-on activity supports students who struggle with verbal skills” (Cornett, 2011). Student project work will be reviewed against the rubric below.ĭiversity: This lesson continues the work of opening a window into different modalities of learning such as Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, use of visuals and role play. Students will be assessed for their activity participation, their participation as audience members and their working material. ![]() Ask follow up questions if students are not confident with their explanations. Work Time 20 min: Students go back to their desks to work independently to draw and illustrate their carpet ride, including character and setting.Ĭlosure 10 min: Students will present their Magic Carpet drawings to the class.Īssessment: Teacher will assess understanding during conference time and during the share. ![]() Do the same things while pretending to go back home. When you get there ask them what they see. For example, if you say, “we are turning right,” lean right. To get everyone’s attention, ask them to buckle up. The destination can go along with a theme they are going to be working on (market place) food store, zoo. Let the children know where they are going. Tell them they are going to go on a magic carpet ride. You can visit one place on your carpet.ĭirect instruction 15 min : Ask the children to sit on the rug. Objectives: Students will role-play the story of Ali and the Magic Carpet and recreate their own illustration of the fairytale using their knowledge of setting, character and plot. Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. They completed a K-W-L Chart on and used several resources to develop knowledge. (B)Students were able to accurately describe the components of a fairytale. Pre-assessment of Students Knowledge & Skills: (A) Students have been immersed in a unit on fairy tales and have explored the plot and setting of their favorite stories. Subject: English Language Arts with Arts Integration
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