Very Special Arts Festival 2024 Study Guide

TABLE OF CONTENTS

The Music Center’s

45th ANNUAL VERY SPECIAL ARTS FESTIVAL

The Very Special Arts Festival, a TMC Arts program, is made possible by our generous supporters:

Mimi Song – Lead Supporter

Margaret Sheehy Collins

LSMK Investments

Moss Foundation

Nan Rae

Ring-MiscikowskiFoundation/The RingFoundation

The Robert Nelson Foundation

The Kenneth T. and Eileen L. Norris Foundation

Our Amazing Partners:

Media Sponsor:

ABOUT THE VERY SPECIAL ARTS FESTIVAL

The Music Center's Very Special Arts Festival is an annual inclusive event celebrating the artistic achievements of students of all abilities. The festival features student and professional performances, visual and performing arts workshops, and a student art exhibit created around the theme. Presented in partnership with the Los Angeles Unified School District (LAUSD) and the Los Angeles County Office of Education (LACOE), the Very Special Arts Festival is free and open to all grade levels. The festival will offer students and teachers theopportunity to experience performances and participate in multiple art workshops and well as a virtual art gallery.

Included in this study guide are three (3) lesson plans that were crafted to help teachers explore various ideas related to this year’s theme “Empowered by Arts”. The lessons have been prepared by Jeannine Flores and Karla Sequeira of LACOE and Center for Distance and Online Learning (CODOL). The lessons were developed with a focus on empowerment and are thoughtful and dynamic ways to bring arts to the classroom. Teachers may wish to incorporate some of these ideas into their existing curriculum in preparation for the festival.

We can’t wait to see you there!

The 2023 Very Special Arts Festival at The Music Center.

LessonTitle: SuperheroArt

TeacherAuthor: AdaptedfromLeanNewton

Grade(s): K-6,adaptableto8-12

ArtsDiscipline(s): VisualArts

BriefDescription: StudentslearnaboutStanLeeandcreatethemselvesasasuperhero.

Instructional/Technology

Materials&Resources:

EssentialQuestionsand LearningOutcomes

WhatdoIwantmystudents tounderstand?

● Pencils

● Copypaper

● BlackSharpieMarker

● SkyBlueConstructionPaper

● BlackConstructionPaper

● PaconTru-RayConstructionPaper,9″ x12″

● Googlethewords,“TransparentWordBubbles”andtypeout student’sanswersintothebubblesandprintthemout

● Photosofstudentsdressedasasuperhero–onefromeveryday life,onetheymakeup,oronetheyareinspiredby

Whatisyoursuperheroname?Whatisyourspecialpower? Howcanimagestellastory?

KeyTerms: Line Pattern Shape Primarycolors

Instruction: Sequenceofkeylearning activities Warm-up Readthebook, Wow!City!(AWow!PictureBook) byRobertNeubecker VideoLinktoReadAloud: https://youtu.be/b9NCz34C590?feature=shared (1.5min)

Havestudentslookbackatsomeofthetopsofthebuildings.Askthem whatshapestheysee.Havethemusetheirhandstoshowyoushapesor askthemalltodrawashapeintheair.Thisisahugehelptokinesthetic

learners.Then,showthemsomeimagesfromGoogleImagesofCity skylines.Havethemdescribethetopsofthosebuildings.Analyzethe heightsofthebuildingsandhowtheychange.Lookathowthebuildings overlap.

(Foruppergrades,considerotherbooksthataregradeappropriate.)

QuestionsforGroup:

● Askstudentswhatshapestheysee.Havethemusetheirhandsto showyoushapesoraskthemalltodrawashapeintheair.Thisis ahugehelpforkinestheticlearners.Then,showthemsome imagesfromGoogleImagesofCityskylines.Comparethem.

● Havestudentsanalyzeanddescribetheheightsofthebuildings andhowtheychange.Lookathowthebuildingsoverlap.

● Analyzethepatternsineachbuilding.

● Havestudentsexploredifferentwaystomakelinepatterns.Each buildingwillhaveitsownuniqueshapeandpattern.

● Namesomesuperheroesfromcomicbooks.Whatarethemain colorsused?Considerwhytheprimarycolorsarethemainones.

Inpopculture,weseeallkindsofheroeswithsuperpowers.Individuals withamazingphysicalstrengththathelpfightcrimeandmaketheworlda betterplace.Anentirecomicbookindustrythrivesonthis!Theman behindthemagicisamannamedStanLee.

Thisfamouscomicbookartmasterdiedin2018atage95!Hefollowedhis dreamsandcreatedsomeofthemosticonicsuperherocharactersofall time.Whilethesecharactershaveuniquestrengths,manyofthemare relatable,aseverydaypeoplewhojustwanttohelpmankind.Spider-man isaperfectexampleofaquiet,shymanwhoalsolovedhelpingpeoplein need.

EnjoylearningaboutStanandhearingthejoyinhisvoiceashedescribes howhedreameduphisideasandfollowedhispassion.Evenifyoucan’t fly,orclimbabuilding,orliftacar,youcanbeahero.Hisworkremindsus thatthroughart,wecanmakeadifferenceinthisworld.Wecaninspire joy,hope,anddreams.Wecanallbegreat Nocapes

Showvideo DrawMyLife:StanLeeTribute

https://youtu.be/z4qrz7FogKo?feature=shared (18min)

Introduction -EverydayHeroes

Mr.Rogerssaid,“WhenIwasaboyandIwouldseescarythingsinthe news,mymotherwouldsaytome,“Lookforthehelpers.Youwillalways findpeoplewhoarehelping.”Therearemanywonderfulnurses,doctors, janitors,firefighters,ambulancedrivers,teachers,counselorsetc.helping somanypeoplerightnow.But,Ibelievethatevenmomsanddads,and sistersandbrothersareactinglikeheroesrightnow.Studentsmaynot

evenrealizesmallthingstheyaredoingintheirowndailylifethatare virtuousandhelpourworldbecomeanevenbetterplace.

“Greatnesslies,notinbeingstrong,butintherightusingofstrength.Heis thegreatestwhosestrengthcarriesupthemostheartsbytheattraction ofhisown.”–HenryWardBeecher

BeforemakingSuperheroArt,askstudentstoconsiderthesequestions:

Whatdoesitmeantobestrong?

Howareyoushowingstrengthinyourlife?

Whenareyoubeingbrave?

Describetimeswhenyouarebeinghelpful?

Howareyouliftinguporcarryingupthemosthearts?

ArtInstruction&Prompt

Atthetopofthislesson,offeranimageofastudentproject.Forexample, astudentdressedasaSuperCatflyingoveracity.

StudentInstructions:Youhavethepowertomakepeoplesmileandto spreadjoy!Youhavethepowertobehonestandtruthful!Askstudentsto consider:Whatisyoursuperheroname?Whatisyourspecialpower?

TocreatetheirSuperheroArtcollage,studentsusered,blue,andyellowto createdifferentsizesandshapesofbuildings.Atwoinchthickstripof blackconstructionpaperlinesthebottomofthe12×18pageforthecity road.Havefunandcreateamagicalcitywithyourstudentasthe superherosavingtheday!

ReviewwhatstudentsknowaboutLine,andPatterns.Defineeachone withthestudentswithexamples.

Line:

Alineisanidentifiablepathcreatedbyapointmovinginspace.Itis one-dimensionalandcanvaryinwidth,direction,andlength.Linesoften definetheedgesofaform.Linescanbehorizontal,vertical,ordiagonal, straightorcurved,thickorthin.

InstructionalvideoonLine: https://youtu.be/7hNq-atocIc?feature=shared

Pattern:

Repetitionreferstooneobjectorshaperepeated;patternisa combinationofelementsorshapesrepeatedinarecurringandregular arrangement

Assessment:

SocialEmotional Learning(SEL): CASELCompetencies

CulturalRelevance: Howwillmystudents connecttothecontent?

Createanartist'sstatementabouttheirsuperheroartcollage.Writea paragraphortwoexplainingthechoicestheymadeintheirartwork,such astheshapes,colors,andpatterns.

Thestudentscanalsodescribetheirsuperhero'snameandspecialpower, andhowitrelatestotheirownstrengthsandvalues.Thiscanbewritten orverbal.

Studentscanpairupandtaketurnspresentingtheirsuperheroartcollage totheirpartner.Theycandiscussthechoicesmadeintheartworkand provideconstructivefeedbackbasedonthegivencriteria.

Self-Awareness:RecognizingStrengths

SocialAwareness:RespectforOthers,AppreciatingDiversity

Identifyingandbuildingonstudentstrengths. Celebrating,respecting,andappreciatingourlanguageandcultural diversity.

Developingasenseofcommunity,self-determination,trust,and democracy.

Providingaffirmation,mutualrespect,andvalidation. Helpingstudentscreateacounter-narrativeabouttheiridentityas learners.

Supportingstudentsinusingtheirlearningtocreatenewknowledge,art, andunderstanding.

Providingaclearprocessforreflectingandactingonteacher/peer feedback.

OtherConsiderations:

Pleaseinclude accommodations/ modificationsfor differentiation

Extensions:

Howcanthelessonbe expanded?

Considerdoingtheartprojectusingtechnology.Studentscancreate collagesofimages(freetouse,creativecommons)thatrepresenttheir superpowerorsuperheroasaGoogleSlide.

Providemanystudentexamplesandimagestoshareforstudentsto understandoutcomes,process,andacademiclanguage.

Createyourselfasaneverydaysuperherooncopypaperorinajournal. Possiblyyouareanurseorteacher.Perhapsyouareasupercat!Maybe youAREsuperman!Drawyourselfmakingadifference.

Alternatively,youcandesignanewsuperheroforacomicbook.Whatnew characterwouldmakeStanlightupandgetexcited?Thinkofthename, powerandcolorsoftheirlook.Whatinspiresthemtohelpothers?

Fortheartactivity,providepre-cutoutshapesforthecityscape.

CAArtsStandards:

3.VA:Cr1.1-Elaborateonanimaginativeidea.

3.VA:Cr2.1-Createpersonallysatisfyingartworkusingavarietyofartistic processesandmaterials.

3.VA:Cr2.3-Individuallyorcollaborativelyconstructrepresentations, diagrams,ormapsofplacesthatarepartofeverydaylife.

3.VA:Cr3-Discuss,reflect,andadddetailstoenhanceanartwork’s emergingmeaning.

3.VA:Re7.2-Determinemessagescommunicatedbyanimage.

3.VA:Re9-Evaluateanartworkbasedongivencriteria.

3.VA:Cn11-Recognizethatresponsestoartchangedependingon knowledgeofthetimeandplaceinwhichitwasmade.

IntegratedContent

Area(s):

CommonCoreState Standards:

EnglishLanguageArts ELA

Eng.Lang.Developm. ELD Mathematics Math

ELA,ELD,History/SocialScience

Manycontentsandconnectionscanbemade.Herearesomeexamples:

ELA-Grade3

SL.3.1Engageeffectivelyinarangeofcollaborativediscussions (one-on-one,ingroups,andteacherled)withdiversepartnersongrade3 topicsandtexts,buildingonothers’ideasandexpressingtheirown clearly.

SL.6Speakincompletesentenceswhenappropriatetotaskandsituation inordertoproviderequesteddetailorclarification

L.3Useknowledgeoflanguageanditsconventionswhenwriting, speaking,reading,orlistening.

L.6Acquireanduseaccuratelygrade-appropriateconversational,general academic,anddomainspecificwordsandphrases,includingthosethat signalspatialandtemporalrelationships

ELD-Grade3

A.Collaborative

1.Exchanginginformationandideaswithothersthroughoralcollaborative discussionsonarangeofsocialandacademictopics

2.InteractingwithothersinwrittenEnglishinvariouscommunicative forms(print,communicativetechnology,andmultimedia)

4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose, audience,andtexttype)

B.Interpretive

5.ListeningactivelytospokenEnglishinarangeofsocialandacademic contexts

6.Readingcloselyliteraryandinformationaltextsandviewingmultimedia todeterminehowmeaningisconveyedexplicitlyandimplicitlythrough language

Kindergarten-Math

CountingandCardinality

Counttotellthenumberofobjects.

4.Understandtherelationshipbetweennumbersandquantities;connect countingtocardinality.

a.Whencountingobjects,saythenumbernamesinthestandardorder, pairingeachobjectwithoneandonlyonenumbernameandeach numbernamewithoneandonlyoneobject.

MeasurementandData

Describeandcomparemeasurableattributes.

1.Describemeasurableattributesofobjects,suchaslengthorweight. Describeseveralmeasurableattributesofasingleobject.

2.Directlycomparetwoobjectswithameasurableattributeincommon, toseewhichobjecthas“moreof”/“lessof”theattribute,anddescribe thedifference.Classifyobjectsandcountthenumberofobjectsineach category.

3.Classifyobjectsintogivencategories;countthenumbersofobjectsin eachcategoryandsortthecategoriesbycount.

Geometry

Identifyanddescribeshapes(squares,circles,triangles,rectangles, hexagons,cubes,cones,cylinders,andspheres).

1.Describeobjectsintheenvironmentusingnamesofshapes,and describetherelativepositionsoftheseobjectsusingtermssuchasabove, below,beside,infrontof,behind,andnextto.

2.Correctlynameshapesregardlessoftheirorientationsoroverallsize.

Analyze,compare,create,andcomposeshapes

4.Analyzeandcomparetwo-andthree-dimensionalshapes,indifferent sizesandorientations,usinginformallanguagetodescribetheir similarities,differences,partsandotherattributes

5.Modelshapesintheworldbybuildingshapesfromcomponentsand drawingshapes.

2ndGrade–History–PeopleWhoMakeaDifference

2.2Studentsdemonstratemapskillsbydescribingtheabsoluteand relativelocationsofpeople,places,andenvironments.

4.Compareandcontrastbasiclanduseinurban,suburban,andrural environmentsinCalifornia.

2.5Studentsunderstandtheimportanceofindividualactionandcharacter andexplainhowheroesfromlongagoandtherecentpasthavemadea differenceinothers’lives.

3rdGrade–History–ContinuityandChange

3.4Studentsunderstandtheroleofrulesandlawsinourdailylivesand

thebasicstructureoftheU.S.government.

Determinethereasonsforrules,laws,andtheU.S.Constitution;therole ofcitizenshipinthepromotionofrulesandlaws;andtheconsequences forpeoplewhoviolaterulesandlaws.

Discusstheimportanceofpublicvirtueandtheroleofcitizens,including howtoparticipateinaclassroom,inthecommunity,andinciviclife. DescribethelivesofAmericanheroeswhotookriskstosecureour freedoms.

NextGenerationScience Standards: NGSS

Notes:

AdaptedfromLeahNewton

https://leahnewtonart.com/2018/04/30/super-hero-art-lesson-for-kids-ofall-ages/

LessonTitle: YouMovetheWorld!

TeacherAuthor: LACOECenterforDistanceandOnlineLearning

Grade(s): K-6,adaptableto8-12

ArtsDiscipline(s): MovementandTheater

BriefDescription: Studentscreatetheirownmovements/posestocreate tableaux/choreograph

Instructional/Technology Materials&Resources:

EssentialQuestionsand LearningOutcomes

WhatdoIwantmystudents tounderstand?

● Props(scarves,toys,hats,etc.)

● Picturebooks(focusonkids,dancing,movement)

*TheElectricSlideandKaibyKellyJ.Baptist

*Danza!AmaliaHernandezandElBalletFolkloricodeMexicobyDuncan Tonatiuh

*FindYourBravebyAprylStott

*KaiandtheDancingButterflybyCrystalZee

● Optional:student/familyphotos

● Chartpaper/whiteboard

● Markers

● Music/Playlist(freechoice)

● Movement/Dancevideos(Broadwayclips,dancerecitals, animatedclips)

Movementslookdifferentforeveryone Howdo you move?Howdo we move?Whatstoriesdoourmovementsconvey?

Howcanwemovetocreateadanceoratableau?

KeyTerms: Movement Choreography

Tableau/Tableaux Props

Locomotorandaxialmovements

Instruction: Sequenceofkeylearning activities

Warm-up: Playasongwithaslowtempo.Invitestudentstoclosetheireyesandfeel thatmovement.(Theycanbeseatedforthispart).Invitethemtomove whileintheirseat.Askthemtoopentheireyes(keepmoving)andlook

around.Noticehowotherpeoplemove.

Invitethemtosharehowtheyfeltandhowtheymoved.Charttheir wordsandincludesketchesasneeded.Thiswillbeyourfirstmovement wordwallthatyouwillrefertolater.Onecolumncanbeforverbsandthe otheradjectives/feelings.(Youcanmodelandaddwordsthatare appropriate- sway,bounce,tap,clap,float/happy,calm,tired,peaceful )

Nowplayasongwithamoreupbeattempo.Askstudentstoclosetheir eyesandfeelthatmovement.(Theycanbeseatedforthispart).Invite themtomovewhileintheirseat.Askthemtoopentheireyes(keep moving)andnoticehowothersaremoving.

Createthesecondwordwallandaskiftheyfeltadifferencewitheach movement.

QuestionsforGroup:

● Howdiditfeeltomoveslowly/quickly?

● Whichmovementdidyoulikemore?

● Howdomovementsmakeyoufeel?

● Howdidotherpeoplemove?

● Doweallmovethesameway?

IntroducetheworkCHOREOGRAPHY.

Showafewshortclipsofpeople/animatedcharactersdancing. Invitestudentsto:1.Calloutmovementstheysee2.Mirrormovements 3.Sharehowitmakesthemfeel

Discusshowchoreographyistellingastorywithyourmovements.Share howmanytimeswecelebratespecialmomentsinourliveswithdance, movements,posesandthiscouldbetimetosharepicturebooks,photos, etc.Talkabouthowtherearemanywaystomovetotellastory-weall movetheworld inmanyuniqueways.

Anotheroptionistohavestudentsholdamovementtocreateatableau. Thisisanotherwaytomove,holdthepose,andtellastory.

Introduction(Modeling):

Nowthatwehaveseenhowcharactersanddancersmove(inourvideos, clips,pictures,stories)let’sseeifwecanuseourbodiestotellastory. Todaylet’schoreographagroupdance/movementtableautogetherand thenyouwillhavetheopportunitytocreateyourowndancewithyour group(oryoucanperformyourown!)

It’simportanttorememberthatitisyourstorythatyouaretelling

Assessment:

SocialEmotional Learning(SEL): CASELCompetencies

CulturalRelevance: Howwillmystudents connecttothecontent?

throughyourdance,movement,ortableau.Youcanbeseated,youcan useyourspaceasyouseefit,youcanuseprops,etc.

Forourfirstgroupdance/movementtableau,let'sthinkabouthowweare feelingrightnowandwecantellourstorytogether. Let’sgetstarted:

1.Howareyoufeeling?Sayit,shareit,keepitinyourbrain just nameit!

2.Thinkaboutamovementyoucanpairwithhowyouarefeeling. Howdoesitlook?Doyouneedprops,space,areyouseated, whatpartsofyourbodyareyouusing?

3.Shareoutyourmovement(onebyone).

4.Nowlet’sperformourmovementstogether.

5.Couldweaddasongtoourmovements?Whatsongscanweuse? Canwecreateaplaylist?

CollaborativePractice:

Havestudentsgetintogroups(youcanassignorchoosewholeclass). Theycanchoosetochoreographadance/tableauthattellsacollective story.Invitethemtousepropsand/orincludemusic.Herearesome ideasontheirdance/tableautheme:

1.MyFavoriteDay

2.MyMorningRoutine

3.Celebrations

4.FavoriteThings

5.Family

Setupyourspaceforaperformanceandyoucanevenrecordthe experience!

Studentscanwrite,type,draw,shareouttheirexperience,theprocess, andhowitmadethemfeel.

Studentcanwatchthevideooftheirperformancesandsharea SEE-THINK-WONDER-APPRECIATEmoment

Self-Awareness:IdentifyingEmotions,Self-confidence

SocialAwareness:RespectforOthers,AppreciatingDiversity,Respectfor Others

RelationshipSkills:Teamwork,RelationshipBuilding

Identifyingandbuildingonstudentstrengths. Celebrating,respecting,andappreciatingourlanguageandcultural diversity.

Developingasenseofcommunity,self-determination,trust,and democracy.

OtherConsiderations: Pleaseinclude accommodations/ modificationsfor differentiation

Extensions: Howcanthelessonbe expanded?

Providingaffirmation,mutualrespect,andvalidation.

Helpingstudentscreateacounter-narrativeabouttheiridentityas learners.

Supportingstudentsinusingtheirlearningtocreatenewknowledge,art, andunderstanding.

Providingaclearprocessforreflectingandactingonteacher/peer feedback.

Consideryourspace,props,andconveythemessagethatalltypesof movementsarewelcome.

Modelmovements,shareavarietyofvideos,books,andpictures.

SupportELD,SpeechandLanguagebyusingdance/movementexamples tocreatelanguagewordwalls.

Createamovement/dancetodemonstratescience,socialstudies/history, andmathconcepts.

LessonDetails

CAArtsStandards:

Pleasefilloutallstandardsrelatedtothelesson.

4.DA.Cr1:a.Identifyideasforchoreographygeneratedfromavarietyof stimuli(e.g.,music/sound,text,objects,images,notation,observed dance,experiences).

PK.DA.Cr1:b.Findadifferentwaytodoseveralbasiclocomotorand nonlocomotormovements.

6.DA.Cr1:Explorevariousmovementvocabulariestotransferideasinto Choreography.

1.DA:Cr2:a.Improviseaseriesofmovementsthathaveabeginning, middle,andend,anddescribemovementchoices.

2.DA:Cr2:b.Choosemovementsthatexpressamainideaoremotion, orfollowamusicalphrase.Explainreasonsformovementchoices.

1.DA:Pr6:a.Danceforothersinaspacewhereaudienceandperformers occupydifferentareas.b.Exploretheuseofpropstoenhance performance.

IntegratedContent Area(s): ELA,ELD,History/SocialScience

CommonCoreState Standards: EnglishLanguageArts ELA Eng.Lang.Developm. ELD

Manycontentsandconnectionscanbemade.Herearesomeexamples:

1. SpeakingandListeningStandards K–5:Grade3 students-ComprehensionandCollaboration:a.Engageeffectively inarangeofcollaborativediscussions(one-on-one,ingroups,and

Mathematics Math teacherled)withdiversepartnersongrade3topicsandtexts, buildingonothers’ideasandexpressingtheirownclearly.

b.Askandanswerquestionsaboutinformationfromaspeaker, offeringappropriateelaborationanddetail.

2. LanguageStandardsK–5:Grade3students-Conventionsof StandardEnglish:Demonstratecommandoftheconventionsof standardEnglishgrammarandusagewhenwritingorspeaking.

3. ELD-PartI,strands1–4,correspondingtotheCACCSSfor ELA/Literacy1.SL.K.1,6;L.K.1,62.W.K.6;L.K.1,63.SL.K.1,6; L.K.1,61.ExchanginginformationandideasContributetoclass, group,andpartnerdiscussionsbylisteningattentively,following turn-takingrules,andaskingandansweringquestions.

NextGenerationScience Standards: NGSS

Notes: ThankyoutoCDOLteachingartistsKellanLawandPeggyBurtforthe inspiration!

LessonTitle: AllAboutMEJournal-MyVoice,MySuperpowers!

TeacherAuthor: LACOECenterforDistanceandOnlineLearning

Grade(s): K-6,adaptableto8-12

ArtsDiscipline(s): SocialandEmotionalLearning,VisualArts

BriefDescription: Studentswillcreateandcontributetotheirpersonaljournalthat celebrateswhotheyareandsupportstheirwellbeing.

Instructional/Technology Materials&Resources:

EssentialQuestionsand LearningOutcomes

WhatdoIwantmystudents tounderstand?

● Journal-spiral,compositionbookorloosepaper

● Constructionpaper(ifmakingaloosepaperjournal)

● Boxwithavarietyofartsupplies

● Stickers,stamps

● Student/familyphotos

● Clearpackingtape

Studentidentityandvoicearecriticalandplayaroleinstudentwellness. Checking-inregularlyandexpressinghowyoufeelcanhelpsupportsocial andemotionallearning.

HowdoIfeel?CanInamemyfeelings/emotions?WhatcanIcontribute tomypersonaljournaltohelpmeregulate?Whatstrategiesworkforme?

KeyTerms: Journal

SEL(SocialandEmotionalLearning)

MoodMeter

Checkingin

Sketchnotes

SpeechBubbles

MoodMeter

Doodle

Sketch

Instruction: Sequenceofkeylearning activities

Warm-up: StartwithhavingaMoodMeterpostedinclassorpresentedonascreen. Thinkaboutdifferenttypesofmeters(emojis,images,colors,words, characters,etc.)Askstudentshowtheyarefeeling.Cantheyidentifyon themeterwheretheyareandwheretheywouldliketobe?

Talkaboutthecomponentsofthemeterandsharetheimportanceof naminghowwefeelinordertofindstrategiestosupporttheirSEL.Think aboutshowingvideosorclipsorsharingpicturebookswithcharacters experiencingavarietyofemotions.

Handoutblankjournalsornotepaperstobeturnedintojournalsand invitestudentstodraw,sketch,doodlehowtheyarefeelingbasedontheir MoodMeterselection.

Sharethatthisisgoingtobeoneofthefirstpagesoftheirnewjournal thatwillgivethemtheopportunitytosharetheirfeelings,theirvoice, identity,andstory.

Introduction:

Shareajournalthatyoucreatedforyourself.Thecovershouldhavea collageofpictures,words,drawings,clippings,etc.(Youcancutoutyour picturesandusepackingtapetosecure).Talktothemaboutyourcover andhowitshowsyourstory,yourlikes,favoritethings,family,etc.

Coverideas:Youcaneitherworkwithstudentsontheircoverinclass, assignasahomeproject,orifyouarehavingaschool-sponsoredevent thiscanbeaprojecttoworkon(i.e.FamilyNight,ArtNight,Backto SchoolNight).

Havestudentsbrainstormwhatwouldgoontheircovers.Youcanpose thefollowingquestionsandevensendthemhome:

1.Thinkaboutyourfavorites:games,toys,snacks,music,placesto go,restaurants,books,etc.

2.Tellusaboutyourfamily

3.Whatdoyoucelebrate?

4.Doyouhavepets?

5.Tellmeaboutyourself describewhoyouare!

6.Whatareyourdreams?

CollaborativeJournalPractice:

Throughouttheday,provideopportunitiesforstudentstosharehowthey arefeelingusingavarietyofpracticesandart-integrationstrategies.You canuseMoodMeters,stories,videoclips,images,etc.tocheckinand identifyhowtheyarefeeling.Thenthinkaboutthefollowing prompts/activitiesthatcangointhejournal:

1.Invitestudentstocreateaplaylistoftheirgo-tosongs

Assessment:

SocialEmotional Learning(SEL): CASELCompetencies

CulturalRelevance: Howwillmystudents connecttothecontent?

OtherConsiderations: Pleaseinclude accommodations/ modificationsfor differentiation

Extensions: Howcanthelessonbe expanded?

LessonDetails

CAArtsStandards:

HappyPlaylist,MyGettingReadyfortheMorningPlaylist,etc.

3.Presentstudentswithemojisandinvitethemtodrawthatemoji thatrepresentshowtheyarefeelingandaskthemtodrawtheir emojifriendgroup.Whowouldtheyliketohangoutwith?

4.Doodleaway!Hereisagreatwaytostart: https://www.youtube.com/watch?v=g_R9CoASHdI&t=1s

5.Drawthebookcoverofyourautobiography

6.Createlists:Favoriteplaces,feelings,movies,celebrations,etc.

7.Drawyourselfandhowyouwanttobeseen:CreativeChris, SuperstarJenna,MusicalEthan,ScientistElijah,ArtisticGeorge

8.Draw/sketchyourPOWERwordfortheday!

9.DoaDid,Saw,Heard,Draw(write/draw/sketch2thingsforeach word)

10.Providestudentswithclayorstressballsandinvitethemtomold, squish,play… askthemhowtheyfeelusingit.Invitethemto drawitemsthattheywouldusetoputintheirownSELtoolkit

StudentjournalentrieswillbepartoftheirSELjourneyandpausingto reflectonpastpagescansupporttheirlearning/self-reflection.

Self-Awareness:IdentifyingEmotions,Self-confidence,Accurate Self-Perception

SocialAwareness:Empathy

ResponsibleDecision-Making:Reflecting,AnalyzingSituations

Self-Management:ImpulseControl,StressManagement,Self-Control RelationshipSkills:Communication

Identifyingandbuildingonstudentstrengths. Celebrating,respecting,andappreciatingourlanguageandcultural diversity.

Providingaffirmation,mutualrespect,andvalidation. Helpingstudentscreateacounter-narrativeabouttheiridentityas learners.

Supportingstudentsinusingtheirlearningtocreatenewknowledge,art, andunderstanding.

Consideradigitaljournalandsetaccessibilityfeaturesasneeded(speech totext,largefont,etc.)

SupportELD,SpeechandLanguage,andLanguageArtsbyintroducing waystotellstories:autobiographypages,comics,andpersonalnarrative.

Pleasefilloutallstandardsrelatedtothelesson.

2.VA:Cr1.2:Makeartordesignwithvariousartmaterialsandtools

IntegratedContent Area(s):

CommonCoreState Standards:

EnglishLanguageArts ELA Eng.Lang.Developm. ELD Mathematics Math

toexplorepersonalinterests,questions,andcuriosity.

K.VA:Pr4:Selectartobjectsforpersonalportfolioanddisplay,explaining whytheywerechosen.

K.VA:Cn10:Createartthattellsastoryaboutalifeexperience.

3.VA:Cn10:Developaworkofartbasedonobservationsofsurroundings.

ELA,ELD,History/SocialScience

Manycontentsandconnectionscanbemade.Herearesomeexamples:

1. SpeakingandListeningStandards K–5:Grade3 students-ComprehensionandCollaboration:a.Engageeffectively inarangeofcollaborativediscussions(one-on-one,ingroups,and teacherled)withdiversepartnersongrade3topicsandtexts, buildingonothers’ideasandexpressingtheirownclearly. b.Askandanswerquestionsaboutinformationfromaspeaker, offeringappropriateelaborationanddetail.

2. ELD-PartI,strands1–4,correspondingtotheCACCSSfor ELA/Literacy1.SL.K.1,6;L.K.1,62.W.K.6;L.K.1,63.SL.K.1,6; L.K.1,61.ExchanginginformationandideasContributetoclass, group,andpartnerdiscussionsbylisteningattentively,following turn-takingrules,andaskingandansweringquestions.

3. Writing:TextTypesandPurposes:Grade3:Writeopinionpieces ontopicsortexts,supportingapointofviewwithreasons.a. Introducethetopicortexttheyarewritingabout,statean opinion,andcreateanorganizationalstructurethatlistsreasons. b.Providereasonsthatsupporttheopinion.c.Uselinkingwords andphrases(e.g.,because,therefore,since,forexample)to connectopinionandreasons.d.Provideaconcludingstatement orsection.

NextGenerationScience Standards: NGSS

Notes:

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