Learn From Home

Learning resources brought to you by Tucson Unified's Curriculum and Instruction

Flori Huitt, Assistant Superintendent for Curriculum and Instruction | Heidi Aranda, Senior Director of Curriculum Development

We've provided a rich selection of free online learning sources in English language arts (ELA), math, science, and visual arts. These are organized by grade level. Click the grade level for your child to get started!

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How to Use This Page

This page contains a "menu" of lessons and activities for this week's learning at home. You will find the objectives: the specific skills that your child will be able to do. Then you will find a selection of lessons and activities which help your child master those skills. If you run into technical issues or other difficulties with any of these, simply move on and choose another. These activities fit into the Sample Dailly Schedule.

Please keep the following in mind:

  • Your child DOES NOT have to complete all activities listed for each subject.
  • Activities have been identified to give your child choice and variety.
  • Your child's teacher may suggest other activities more appropriate for your child.

Questions?

Please email or call your teacher.

Grades 1 Visual Arts - Week Five

Grade Level: 1st Grade
Big Idea/Title of Lesson:  Where the Wild Things Are /Monsters and Parts of a Story     
Date: 2020      Duration:  2/60min classes

Objective:  After reading Where the Wild Things Are by Maurice Sendak, students identify the beginning, middle, and end parts of a story. They apply the sequence in the creation of a monster puppet and creative poem.
 

State Standards Being Addressed
Language Arts:
Standard:
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Standard for Fine Arts – Strand 1: Create
Concept 3: Elements and Principles PO 001. Identify and use elements in his or her own artwork.

Global Perspectives:
Students expand art vocabulary and literacy skills. Students connect real life events to the sequence of a story. Students learn that Maurice Sendak illustrated children’s books and was a multimedia writer and author. Where the Wild Things Are won a Caldecott medal in 1963. In addition to being widely known and published, the book was developed in to both an opera and a feature length film. Students become familiar with texture (how something looks like it feels) and how to use repetition of lines or shapes to create it. Students are introduced to creative writing and poetry- expressing oneself and creating a work of art with words.

21st Century Skills Content: (place an X before all that apply)

X  Creativity/Innovation                         X  Problem Solving                                _  Health/Wellness
X  Critical Thinking                                 _  Democracy                                        _  International Perspectives
X  Communication                                  X  Adaptability/Resiliency                     _  Ethics
X  Collaboration/Teamwork                   _  Financial & Economic Literacy            _  Social/Civic Responsibility

Teacher’s Role During and After Lesson:
 Before:  Teacher will review story mapping parts of a story (beginning, middle, & end).
 During:  Teacher will monitor student progress and will help students laying out the proportions of their monster, creating monster parts, and adding textures/ watercolor. They will also assist with set up/clean up of materials, and make any connections to the curriculum during the lesson that they see important.
 After: Teacher will continue to use vocabulary from the OMA lesson to reinforce understanding of Language Arts and Fine Arts standards.

Materials:
Where the Wild Things Are by Maurice Sendak, oil pastel, manila paper , poster of monster parts, texture poster, brads, hole punch, scissors, black crayon
Vocabulary:
Texture: How something looks and feels.
Sequence: The order in which something occurs.
Monograph: A large “coffee table,” book about an artist or artists

Lesson Plan Design:  
Day 1:
A.  Anticipatory Set / Activation of Prior Knowledge:
Students pair and share with the person next to them and discuss the order in which they got ready for school this morning. What did you do first when they woke up? What happened next? What did you do before you left for school?
OMA Teacher asks students to share. While students are sharing, OMA Teacher writes events in a three different columns on the board; beginning, middle, and end.
B.  Teaching the Lesson:
OMA Teacher reads Where the Wild Things Are to students. OMA Teacher talks about the sequence of the book. Just like getting ready in the morning, there is a beginning, middle and end to every story. Prompting students: OMA Teacher asks: What happened in the beginning of the story? What happened in the middle? How did the story end? While students are describing events, OMA Teacher writes events in three different columns on the board; beginning, middle, and end.
OMA Teacher gives three student volunteers images of monsters from the beginning, middle, and end of story. Class discusses and place students in a line based on where they belong in the sequence. OMA Teacher shares monster parts poster on the board and has students include one of each part in their monster drawing. As a class, students will practice drawing the proportions of their monster’s body by tracing with their finger on their paper. Head (top of paper), Body (middle of paper), and legs/feet (bottom of paper).
Students begin drawing each body parts with oil pastels. Students have the rest of class time to complete monster.
C.  Closure / Concluding the Lesson:
Students whisper to neighbors about the sequence of today’s lesson. What happened at the beginning of class? What happened in the middle of class? What happen at the end?

Day 2:
A.  Anticipatory Set / Activation of Prior Knowledge:
OMA Teacher shows students the Mystery Texture Box. Student volunteers come up and choose something from the box. They describe how it feels to the class. The class guesses what they think the student might have. The student pulls out the object and show the class.
B.  Teaching the Lesson:
OMA Teacher introduces texture. Texture is how something looks and feels.  Looking at photocopies of monsters from the book, students will talk in small groups and brainstorm monster textures (fur, scales, feathers, hair, spikes, bumps etc.) Students draw two or three different textures, using oil pastels, on their monster using the Texture poster as a reference or create their own textures.
After students have completed their monster textures, students will attach arms with brads and glue their monster to a cardboard “stick.”
Once students have completed their “Wild Things Monster”, OMA Teacher reviews the sequence of the art project and connect to parts of a story.
C.  Closure / Concluding the Lesson:
Students turn to their whisper buddy and whisper their favorite part of the monster project and when it happened: at the beginning, middle, or end of the project.

Methods for Facilitating Creative and Critical Thinking:
Students problem solve, practice decision-making, analyzing, and evaluating their artwork throughout its creation. 
Strategies for Active Participation:
Whole group brainstorming and discussion, pair share, buzz body, Mystery Texture Box, and whisper buddy.
Strategies for Reviewing, Assessing Understanding, and Reinforcing:
OMA and Classroom Teachers check for understanding through discussion, class participation, and making connections to the story throughout the lesson.

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