Team Members*Jenn Kozak
*Corey LogsdonWanda Means-Harris
*All members seeking CPD credits
Dr. Charles R. Drew Elementary School
Grades PreK-5Montgomery County Public
Schools
Dr. Charles R. Drew ES Action PlanAction Plan- copy on next page The action plan was successful because it
included opportunities for ongoing professional development, collaboration, and outreach to family and artist community members. We truly made arts integration a part of our culture and that is reflected in teacher and student work throughout the building. Arts integration was a common thread throughout our building and beyond to include staff meetings, classrooms, bulletin boards, community events, newsletters, and field trips. We had a clear focus, roles, and timeline which ensured that there was accountability for completion of tasks.
Action Plan (page 1/2)
Action Plan (page 2/2)
Artifacts:Collaborative Poem Team Builder-Example of
how we used this AI strategy as a team building exercise at the beginning of the year: pictures/task
Washington Performing Arts Society- Musical Journey to Latin America by Cantaré Assembly
Arts Integration Open House-Schedule and invitation
Arts and International Night-Pictures and invitation
Arts Integration Bulletin boards-pictures/examples
Collaborative Poems: Pre-service Team Builder
Collaborative Poems: Pre-service Team Builder Cont’d
Washington Performing Arts Society: Musical Journey to Latin America by Cantaré Assembly
Arts and International Night
Arts Integration Bulletin Boards
Team Member Lesson Plans
Jenn Kozak- Grade 5
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Jenn Koak5th Grade Unit Plan – Social Studies
Goal of unit –
The students will be able to: identify the various perspectives held during the Revolutionary War- the Loyalists, the Patriots, the Redcoats, the Minutemen; They will explore the thoughts and feelings of each group during key turning points of the American Revolution.
Description -
Compose a haibun poem in order to convey the thoughts and feelings of the Minutemen as they crossed the Delaware River, express the various perspectives of the Loyalists and Patriots through character interviews, portray the difference in mood between the Minutemen and the Redcoats during the Battle of Breed’s Hill by composing and performing a soundtrack
Activities and materials – See next slide
5th Grade Standards- Standard 2.0: Student will understand the diversity and commonality, human
interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.
Standard 5.0: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
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Jenn Kozak5th Grade Unit Plan – Social Studies
Activities (3 lessons following this slide)
Lesson 1- Character Interviews: Loyalist or Patriot?Materials needed: “History Alive!” textbook, Loyalist and
Patriots T-Chart, Sample interview questions, TV host props Lesson 2- The Soundtrack of Breed’s Hill
Materials needed: Battle of Breed’s Hill art prints, “See, Think, Wonder” capture sheet, various classroom items to be used as musical instruments
Lesson 3 – What was it like crossing the Delaware, George Washington?
Materials needed: “George Washington Crossing the Delaware” by Emanuel Leutze art print, “Washington Crossing the Delaware” by Mort Kunstler art print, “See, Think, Wonder” capture sheet, haibun prewriting graphic organizer, “A Revolutionary Haibun” template
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Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot?
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Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot?
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Jenn Kozak – Lesson 1 Artifacts
Students used character interviews to demonstrate the different views of the Loyalists and the Patriots.
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Jenn Kozak – Lesson 2The Soundtrack of Breed’s Hill
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Jenn Kozak – Lesson 2The Soundtrack of Breed’s Hill
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Jenn Kozak- Lesson 2 Artifacts
The Redcoats Approaching
Minutemen Ready for Battle
Students use the See, Think, Wonder routine to view the Battle of Breed’s Hill from
both perspectives.
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Jenn Kozak- Lesson 2 Artifacts
Students then used various objects from around the classroom in order to create a soundtrack of the Battle of Breed’s Hill from both perspectives.
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Jenn Kozak– Lesson 3What was it like crossing the Delaware, George
Washington?
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Jenn Kozak– Lesson 3What was it like crossing the Delaware, George
Washington?
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Jenn Kozak – Lesson 3 Artifacts
It was a dreary night, crossing the Delaware River. The water tossed and turned as we tried to look ahead in the blinding snow. No man shifted or uttered a sound. The icy water washed over my feet, but I was already numbed. I shivered and thought of my family, how they were managing without a grown man to run the farm. Other soldiers hugged their knees, pin in their dull eyes. Thin sheets of ice only made the journey more difficult. At last, the crossing was over and the army stepped off the raft, unloading the few canons we owned. Everyone was pained, yet there was a determined glitter in everyone’s eyes, most of the courage from General George Washington.
Dark, cold, Christmas nightAll soldiers are very pained
Still, there is courage.
By Catherine Lo
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Jenn Kozak – Lesson 3 Artifacts
Students composed an original haibun based on the painting of George Washington crossing the Delaware.
Corey Logsdon - Grade 4
Corey Logsdon– Exploring Literature Unit Plan -4th grade Teacher
Goal of unit –The students will be able to: Identify the elements of a story, including characters, setting, problem, and solution, identify and explain character traits through their points of view, sequence the important events, identify and use words to express feelings, such as happiness, anger, sadness, frustration, acquire and use new vocabulary, use effective details, words, and figurative language.
Description - Students will read “Encounter” by Jane Yolen. They will be examining ways the author conveys important events in the story, how the setting and actions of characters impact the story. The students will apply and demonstrate this knowledge through a variety of Arts Integrated activities.
Activities and materials – next slide 4th grade - Standard 3.0 Comprehension of Literary Text
Use elements of narrative texts to facilitate understanding Use elements of narrative texts to facilitate understanding Identify and describe the setting and the mood Details that create the setting Identify and explain relationships between and among characters,
setting, and events Identify the characters point of view using text relevant information Apply the two voice poem structure in model Two voice poem to tell the points of view
Exploring Literature Unit Plan -4th Grade Teacher by Corey Logsdon
Lesson 1- Characters, Setting and Events: Columbus Lands in a New WorldMaterials needed: Class copies of Encounter, by
Jane Yolen, See, Think Wonder capture sheet, crayons, markers, pencils and other visual art medium
Lesson 2- Points of View of a Young Taino Boy and Christopher ColumbusMaterials needed: Class copies of Encounter, by Jane
Yolen Lesson 3 –The Land of the Taino
Materials needed: T-chart, Class copies of Encounter, by Jane Yolen
Lesson One “Columbus Lands in a New World” Corey Logsdon
Lesson One “Columbus Lands in a New World” Corey Logsdon
Students are using text relevant details of the characters and setting to the illustrate their comprehension of the text.
Lesson Two “Points of View of a Young Taino Boy and Christopher Columbus” by Corey Logsdon
Lesson Two “Points of View of a Young Taino Boy and Christopher Columbus” by Corey Logsdon
Student are developing their Two Voice Poems by focusing on points of view.
Lesson Three” The Land of the Taino” by Corey Logsdon
State Curriculum Content Standards, Indicators, Objectives:
Fine Arts Content Standard(s):2.0Historical, Cultural, and Social Context: Students will demonstrate an understanding of the history, traditions, and conventions of theatre, dramatic works, and other literature of the theatre.
Other Curriculum Content Standard(s): Standard 3.0 Comprehension of Literary Text
Students will read, comprehend, interpret, analyze, and evaluate literary text.
Fine Arts Indicator(s): Use a variety of theatrical elements to communicate ideas and feelings
Other Curriculum Content Indicator(s):Use elements of narrative texts to facilitate understanding
Arts Objective(s): Manipulate formal elements of performance, including time and space, to create improvisational scenes based on original or given ideas
Other Curriculum Content Objective(s): Identify and describe the setting of a story
Objective(s) (Connecting the content areas):
Students will be able to describe the setting of the text through Human Slide Shows/Freeze Frame using text relevent information.
Description of Lesson/Activities:
Students will read the story, "Encounter". Once students have completed their reading. Students will use the text to select details that define the setting: time, day or dates, month, year, season, historical references, geographical names, landscape details, and weather elements. Each group will create a human slide show to express an important part of the setting. One student will read an exerpt from the story, as the other students act it out from their group. The audience will utilize PQP after each group performs.
Assessment Strategies:
Anecdotal notes through out the process focusing on accurate portrayal of information, actions and feelings from the text.
“The Land of the Taino” by Corey Logsdon through the Human Slide Show
THE ENDThe team would like to thank the
instructors and artists at MATI for all their help and support!