Create a Rubric for a Cross-Curricular, Arts-Integrated Lesson

Elizabeth Martin

July 25, 2017

EDUC 539: Expressive Arts

Professor Megan Giampietro

OVERVIEW

For the purpose of this assignment, I will provide a rubric for a visual arts integration activity in a 2 nd

grade cross-curricular lesson. Below, the following Arts and Humanities standard for the visual arts will

be met through this activity. The lesson will also be cross-subject, meeting both 2 nd grade

English/Language Arts and Mathematics Pennsylvania standards:

Standard - CC.1.3.2.F - Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

Standard - CC.2.3.2.A.2 - Use the understanding of fractions to partition shapes into halves, quarters, and thirds.

Standard - CC.2.3.2.A.1 - Analyze and draw two- and three-dimensional shapes having specified attributes.

Standard - 9.1.V.2.B1 - Create works of art inspired by the styles and materials of other artists.

This lesson could be done as a Read Across America activity in March, when Dr. Seuss’s birthday is
typically celebrated in schools. The teacher will read There’s a Wocket in my Pocket by Dr. Seuss, aloud
to the students. Students will have to think up their own “Seuss” creature, using the rhyming inspiration of
Dr. Seuss. The class will have talked about how Dr. Seuss invents words that rhyme with real words in
order to supply rhythm and meaning in his stories. Often, these are proper nouns, such as names of Seuss
creatures. They will also talk about how sometimes you cannot use the first words you think of if you
cannot think of a rhyming word, but have to try different combinations together. They will get an 8”x10”
piece of paper and will write two (or more) lines of rhyming text in the style of Dr. Seuss, with the creature’s
name being the only invented word. This will be written in its entirety so the theme may differ; it is not a
fill in the blank:

i.e There’s a Floom in my room! He plays ball in the hall. (optional: Mom does not like that at all!)

i.e Did you see the Glee in that tree? He likes cakes and snakes. (optional: and sometimes he bakes.)

Afterwards, they will get a geometric shape template with shapes such as a circle, oval, square, rhombus,
rectangle, trapezoid, hexagon, etc. They will have to create their own Seuss creature to go along with their
writing, using only the shapes on the template and tracing them on their paper. With this activity, they will
have to analyze which shape will work best for each area. In their drawing, they should use at least one shape

2
each that has been split into: halves, quarters and thirds. Once drawn, they can color it in using colored
pencils so that the shapes can still be apparent. They may also use the shapes to create background scenery
to provide more meaning to their picture in line with their writing, and can color this for a finished product.
Using a cross-curricular rubric will help me to visualize how the objectives of this lesson in the areas of
English/Language Arts, Mathematics and Arts and Humanities can be met though a single integrated lesson.

3
 Learning Excellent (4) Good (3) Average (2) Poor (1)
Objective
Student can The student clearly The student clearly The student The student does
identify how demonstrates an demonstrates an partially not demonstrate an
rhyme is used to understanding of understanding of demonstrates an understanding of
enhance a rhyming words. rhyming words. understanding of rhyming words.
fictional text and Student is able to Student is able to rhyming words. Student shows no
can produce encode a nonsense encode a nonsense Student includes effort to formulate
rhyme in “Seuss name” to “Seuss name” to some inaccurate rhyming words; or
writing. rhyme with a real rhyme with a real rhymes and may there is no written
word. Student is able word. Student is only produce 1 text produced.
to demonstrate 1 or able to demonstrate line of rhyming
more than 1 1 additional set of words. Student
additional sets of rhyming words in uses obscure
rhyming words in written context; words, with
written context to however it may not which are
enhance meaning and be related to or difficult to rhyme,
give his creature descriptive of the and therefore
personality, within his Seuss creature. chooses un-
writing. rhyming words to
complete a
sentence.
Student The student is able to The student is The student is The student does
demonstrates generalize from the mostly able to adequately able to not invent a
understanding of Dr. Seuss book to his generalize from the generalize from creature of his own
Dr. Seuss’s own work, using this Dr. Seuss book to the Dr. Seuss and instead writes
imaginary inspiration to produce his own work, using book to his own about something
characters in text in writing, a unique this inspiration to work. He copies irrelevant. No
and can emulate creature in Dr. Seuss produce in writing, a a creature name attempt to produce
a unique creature fashion. Student is unique creature in that was used in writing in the style
through this able to give his Dr. Seuss fashion. Dr. Seuss’s book of Dr. Seuss is
inspiration. creature a nonsense His subsequent lines or uses an made.
name and create a of rhyme may be obscure word as
personality for his irrelevant to and his name, which
creature through may not enhance his is unable to show
rhyming text. creature’s that he had the
personality or rhyming concept
description. in mind.
Student analyzes The student uses a The student mostly The student uses The student does
the attributes of variety of shapes to uses a variety of less than 3 shapes not use the shapes
2-dimensional creatively arrange shapes to creatively when drawing his when drawing his
shapes and them into the form of arrange them into creature. He creature. He may
applies them to a unique creature. He the form of a unique mainly uses produce an
creating a visual exhibits self- creature. He freehand drawing irrelevant drawing
art of an expression and exhibits self- for his design and of something
4
 imaginary creativity in drawing expression and little to no unrelated to the
creature. his creature. The use creativity in drawing background or lesson. He mainly
of only geometric his creature. The creature details uses freehand
shapes is evident and student includes are included. drawing for his
free-hand drawing is some free-hand Shapes are design and does not
limited to the inner drawing when haphazardly exhibit care when
details or intricate creating his creature, drawn and little to drawing. There is
features when although his main no color is used to no background or
coloring. features are formed enhance the creature details
Background detail from the shapes. design. included and no
that enhances the Background detail color is used to
creature is added that enhances the enhance the design.
using the shapes. creature is added,
mostly using the
shapes.
Student Student exhibits Student mostly Student exhibits Student exhibits
understands the creativity through an exhibits creativity some creativity little to no
basics of understanding of through a basic through a basic creativity and does
fractions, geometric fractions. understanding of understanding of not demonstrate a
demonstrating Shapes are accurately geometric fractions. geometric basic understanding
how shapes can divided into halves, Shapes are fractions. Shapes of geometric
be used in thirds and quarters accurately divided are inaccurately fractions. Shapes
halves, thirds and the new divided mainly into halves, or haphazardly are not divided at
and quarters, to shapes are used in the but possibly into divided. all.
make unique and context of his thirds and quarters, Freehand drawing
smaller shapes. drawing. The student and sometimes used is frequently used
shows extreme in place of freehand in place of
creativity in utilizing drawing to meet creatively using a
shape fractions to creativity needs. divided shape.
meet his drawing
needs, in place of free
hand drawing.