Lesson Plan Goal(s) Standard(s) Teacher will integrate music, drama, art, and dance into literacy. VA.3.C.1.

1: Use the art-making process to develop ideas for selfexpression. -Understanding the visual arts in relation to history and culture -Listening to analyzing, and describing music -Acting by assuming roles and interacting in improvisations (K-4) and by developing basic acting skills to portray characters who interact in improvised and scripted scenes(grades 5-8) -Demonstrating and Understanding dance in various cultures and historical periods SWBAT understand the history and culture of Picassos Cubism Art. SWBAT create their one-of-a-kind self-portrait. SWBAT explain through writing what they think is unique about themselves. 3rd grade

Arts Standard(s)

Objective(s)

Grade level

Rationale and Relevance Content

Students need to learn about different art styles and how they can integrate them into their culture. We choose to integrate Picassos style of cubism so that students can express what makes them unique through art. Literacy lesson with art integration

Procedures Activity Description Focus/Review/Hook Show students pictures of different people and explain how everyone is different. Ask students, What makes you different from everyone else? Materials Pictures random people from Google images. Time 5 mins

Activity 1Visual Arts

Discuss what diversity is based on the readings we did the previous days. Read Picasso by Mike Venezia While reading discuss the history and culture of cubism.

Picasso by Mike Venezia book

15 minut es

Transition Activity 2-Visual Arts

Students will return to their seats; teacher will explain assignments and show an example. Students will create a self-portrait using the concept of cubism and write what makes them unique. While working on this assignment, students will listen to music from different cultures and analyze it and describe it with their peers. (Students will continue to work on their portrait later in the lesson)

Crayon, markers, and scissors Culture CD-(includes music from various cultures)

15 minut es

Transition

Students will gather all the materials together and put it in their studentbasket. Students will get up from their desks and will go to the class carpet to do the next activity.

Activity 3Teacher and students will discuss the Music/Dance/Dram different types of music that were a played while they were working on their assignments. Teacher will discuss various forms of dance and music from different cultures. As teachers are showing students different dance movements with the music, students will mimic the teachers movements.

Culture CD-(includes music from various cultures) Made in Mexico by Peter Laufer book Dragon Dance by Joan Holub

30 minut es

Closure (procedural and content) Modifications Accommodations Lesson Extenders

Sing Me a Story: Teacher will pass out small books about Song and Dance different cultures to the different table Stories from the groups. Each group will come up with Caribbean by Grace a 2 minute skit that represents the Halworth culture assigned. Paris City of Art by Jean-Marie Perouse de Monticlos Students will continue to work on their self-portraits and writings while listening to other music from different cultures. Teacher will help students individually who struggle with writing. Students will be given extended time if needed. Students may share their portraits with their peers and read aloud to them. Students may also choose to share their portraits and writings in class. - Teachers will have the materials ready in the students basket. - Teachers will communicate expectations to the students.

Classroom Management Considerations