Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once y

Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once y
Name:       Date:       The gray boxes       provide below are available for you to highlight and type right in. Please change color of the font. Use complete sentences. Proofread for correct spelling and grammar! Remember that you beginning to demonstrate your understanding of the elements associated with the NAEYC Professional Preparation Standard 4-Using Developmentally Appropriate Approaches. Title:       Topic/Subject Area:       Age Group: Prekindergarten Pre-K Guidelines Objective: The learner will be able to:       Materials:       Procedures: How will you engage the learner? (opening of the lesson):       How will you explain the skill or concept that the learner is expected to know or be able to do? (concept development and instructional input):       How will you have the learner explore the skill or concept? (concept development and instructional input, continued; provocation):       Assessment Method:       Source (of your idea; use APA guidelines or Internet URL for citation):      
Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once y
Name:       Date:       The gray boxes       provide below are available for you to highlight and type right in. Please change color of the font. Use complete sentences. Proofread for correct spelling and grammar! Remember that you beginning to demonstrate your understanding of the elements associated with the NAEYC Professional Preparation Standard 4-Using Developmentally Appropriate Approaches. Title:       Watercolor Fish Art Topic/Subject Area: Art/2-dimensional Age Group: Prekindergarten Pre-K Guidelines Objective: The learner will be able to: √Create artworks using a variety of colors, forms, and lines √Develop manipulative skills when drawing, painting, printmaking, and constructing artworks using a variety of materials Materials: 12″ x 9″ 90-lb watercolor paper Liquid watercolors (blues and greens) Brushes Oil Pastel (Including black) Pan watercolors (optional) Table salt Fish puppet Procedures: How will you engage the learner? (opening of the lesson): Use a fish puppet to invite children to the carpet area then with a tablet or laptop computer, show the Coral Reef Aquarium Collection (https://www.youtube.com/watch?v=P7EB3Zxqj7g) Have the children to make note of the colors and sizes of the fish that are observed. Read the book You Be You (Linda Kranz) and discuss the observations that little Adri made when he was exploring. How will you explain the skill or concept that the learner is expected to know or be able to do? (concept development and instructional input): Tell the children they are going to create their own fish art projects using watercolor and oil pastels. They can draw their own shapes of fish and using their knowledge of the different kinds of lines, create “stripes” for them. They can also have fish with polka dots, add different tail shapes, mouths, and large or small fins. Have them paint the water backgrounds first, then, paint the outlines of the fish in the pastel color. While the background is wet, they can sprinkle it with a pinch of the table salt. Finally, they can use watercolors to paint the inside of the fish shapes. How will you have the learner explore the skill or concept? (concept development and instructional input, continued; provocation): As the fish paintings are completed and dry, have children do a “gallery walk” to examine and appreciate each other’s work. Ask them what they notice about the paintings. Have them share what connections they are able to make between the paintings they see, the fish they observed in the aquarium video on YouTube, and the book that was read. Closing: Bring the children back to the carpet area and talk about times they may have experienced feeling “different.” Using your fish puppet again, talk about the beauty that is in the ocean and what it might be like if every fish in the sea looked the same or swam the same way. Allow them to share what “You be You” means. If necessary, remind them that it is important for every individual to be himself or herself and just as important for us all to accept individuals as they are. Assessment Method: Use the work sample method and look for the ways that the children are making use of various colors, forms, and lines in the fish artwork they have created. Source (of your idea; use APA guidelines or Internet URL for citation):       https://www.deepspacesparkle.com/you-be-you-watercolor-fish-art-project/
Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once y
(Links to an external site. ) Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once you have selected your books, you will develop 4 detail ed activity plans for each. One plan must focus on a 2 -dimensional art project, another must focus on a 3 -dimensional art project, and there must also be one movement activity and another separate music activity. All four plans must each specifically teach a an objective (skill, concept, or technique) in visual art, movement (Links to an external site.) , and music (Links to an external site.) . For the link to the objectives found on the Texas Pre -K guidelines click here . (Links to an external site.) All four plans must be inspired by and related to the children’s book you have chosen. The activity plan format or template has been provided below. A source for other ideas linking art exte nsion ideas to children’s literature has also been provided below. Other links to additional literature and an example of an abbreviated integrated arts plan have also been provided. When you have completed your 4 plans for Part 1, upload and submit them h ere. NOTES – a) You may not use anything related to the example that I have provided (activities related to an Ocean or Under the Sea thematic unit); b) Remember to challenge yourself to use books other than those that you are most familiar with or ty pically use on a routine basis (including The Very Hungry Caterpillar and Brown Bear, Brown Bear). Don’t forget to apply what you now know about activity planning and the elements of Standard 4. Activity plan template Actions Source for Ideas with Art and Literature (Links to an external site.) Source for Anti -Bias Children’s Literature (Links to an external site.) Example of Abbreviated Integrated Arts Plan Actions (Yours will be in 4 different separate documents like this Actions ) Rubric Integrated Art Plans Rubric (1) Integrated Art Plans Rubric (1) Criteria Ratings This criterion is linked to a Learning Outcome Connection to a Children’s Literature Text 5 pts Exceeds Expectations All 4 plans are clearly linked to the selected inspirational text and reference it at some time in the activity procedures 3.75 pts Approaches Expectations 2-3 plans are clearly linked to the selected inspirational text and reference it at some time in the activity procedures 2 pts Falls Below Expectations At least 1 of the plans is clearly linked to the selected inspirational text and reference it at some time in the activity procedures This criterion is linked to a Learning Outcome Description of Learning Objectives 5 pts Exceeds Expectations All 4 plans clearly have a skill or concept from the Texas Pre – K guidelines or Movement and Music list provided 3.75 pts Approaches Expectations 2-3 of the 4 plans clearly have a skill or concept from the Texas Pre -K guidelines or Movement and Music list provided 2 pts Falls Below Expectations At least 1 of the plans clearly has a skill or concept from the Texas Pre -K guidelines or Movement and Music list provided This criterion is linked to a Learning Outcome Description of the Engage Section of Procedures 10 pts Exceeds Expectations All 4 plans clearly include a description of how the teacher will activate the learners’ prior knowledge or create a “hook” to get their attention and set the stage for new learning 7.5 pts Approaches Expectations 2-3 plans clearly include a description of how the teacher will activate the learners’ prior knowledge or create a “hook” to get their attention and set the stage for new learning 5 pts Falls Below Expectations At least 1 plan clearly includes a description of how the teacher will activate the lea rners’ prior knowledge or create a “hook” to get their attention and set the stage for new learning Integrated Art Plans Rubric (1) Criteria Ratings This criterion is linked to a Learning Outcome Description of the Explain Section of Procedures 10 pts Exceeds Expectations All 4 plans clearly include a description of how the teacher will explain the skill or concept that is being taught using demonstration, modeling, and/or guided practice 7.5 pts Approaches Expectations 2-3 plans clearly include a description of how the teacher will explain the skill or concept that is being taught using demonstration, modeling, and/or guided practice 5 pts Falls Below Expectations At least 1 plan clearly includes a description of how the teacher will explain the skill or concept that is being taught using demonstration, modeling, and/or guided practice This criterion is linked to a Learning Outcome Description of the Explore Section of Procedures 10 pts Exceeds Expectations All 4 plans clearly include a description of how the teacher will facilitate having the children explore the skill or concept that is being taught using developmentally appropriate approaches; effective strategies and tools 7.5 pts Approaches 2-3 plans clearly include a description of how the teacher will facilitate having the children explore the skill or concept that is being taught using developmentally appropriate approaches; effective strategies and tools 5 pts Falls Below Expectations At least 1 of the plans clearly includes a description of how the teacher will facilitate having the children explore the skill or concept that is be ing taught using developmentally appropriate approaches; effective strategies and tools This criterion is linked to a Learning Outcome Description of the Assessment Method 5 pts Exceeds Expectations All 4 plans clearly have an appropriate method of assessment from the resources provided; include a description of the evidence that will be examined and an example of how the method will look 3.75 pts Approaches Expectations 2 -3 of the 4 plans clearly ha ve an appropriate method of assessment from the resources provided; include a description of the evidence that will be examined and an example of how the method will look 2 pts Falls Below Expectations At least 1 of the plans clearly has an appropriate method of assessment from the resources provided; include a description of the evidence that will be examined and an example of how the method will look Integrated Art Plans Rubric (1) Criteria Ratings This criterion is linked to a Learning Outcome Documentation of the Source of Activity or Idea 5 pts Exceeds Expectations All 4 plans clearly have either an appropriate individual and verifiable URL, or a reference citation that is in APA format 3.75 pts Approaches Expectations 2-3 of the 4 plans clearly have either an appropriate individual and verifiable URL, or a reference citation that is in APA format 2 pts Falls Below Expectations At least 1 of the plans clearly has either an appropriate individual and verifiable URL, or a reference citation that is in APA format Total Points: 50 Previous Next