• Teachers who participate in the Arts Integration class offered by the Arts Education Branch complete lesson plan ideas for integrated lessons. Some of them may be found here. They are organized chronologically from TK-12. Additional lessons will be added throughout the year. By clicking on plan, you will get additional information.
     

    GRADE LEVEL

    ARTS DISCIPLINE(S)

    OTHER CURRICULAR AREA(S)

    OBJECTIVE(S)

    TK/K

    Hilda Rubio

    Dance

    Math

    Students will be able to perform tactile movements in response to oral instructions and visual cues. Students will be able to count by ones and tens various times all the way to 100.

    TK/K

    Hilda Rubio

    Music

    Science

    Students will be able to sing a familiar song and then change the lyrics for it. Students will be able to recite from memory the parts of a plant.

    TK/K

    Hilda Rubio

    Theatre

    History-Social Science

    Students will be able to demonstrate and act out the jobs community workers are in charge of. Students will be able to identify and orally describe the different jobs in their community and who does them.

    TK/K

    Hilda Rubio

    Visual Arts 

    Math

    Students will be able to use geometric shapes to create an original work of art. Students will be able to name and identify plain geometric shapes in the environment and in various works of art, such as those by Kandinsky.

    K

    Herminia Rivero-Henwood

    Dance

    Math

    Students will be able to move in a variety of ways within their range and capacity to the tune of Number Macarena. Students will be able to say and count the number names in standard order while doing the Macarena moves.

    K

    Sue Kim

    Dance

    Math, ELA Listening

    Students will be able to perform the brain dance. Students will be able to count and do the movements correctly responding to the oral directions.

    K

    Roger Harrell

    Dance

    English

    Students will be able to…Imitate and create their own movements to go along with a story, including the feelings of the characters as the story progresses. Students will be able to…Remember details of a story and demonstrate how this story is unique and interesting, including the lesson or moral of the story.

    K

    Herminia Rivero-Henwood

    Music

    Language Arts  

    Sing age appropriate songs from memory and active listening. Students demonstrate basic knowledge of one to one letter-sound correspondence.

    K

    Sue Kim

    Music

    ELA Speaking & Listening

    Students will be able to learn the song and play the circle game. Students will be able to identify the characters and understand the sequence of the story.

    K

    Roger Harrell

    Music

    History-Social Science and English

    Students will be able to…

    Sing along with the class the melody for “This Land Is Your Land” following the guitar accompaniment. Write a short phrase or sentence about their choice for a song subject.

    Show a rudimentary understanding of a map of geographic features of the US.

    K

    Herminia Rovero-Henwood

    Theatre

    ELA-Literature

    Students will participate and perform imitative movements and improvisations to retell stories. Actively engage in group reading action with purpose and understanding, thus be able to retell a story that is read.

    K

    Sue Kim

    Theatre

    ELA Speaking & Listening, History-Social Science

    Students will be able to role play familiar community members: firefighter, teacher, principal, nurse, policeman doctor, dentist, mail carrier. Students will be able to identify and describe some jobs people do in the community and in schools.

    K

    Herminia Rivero-Henwood

    Visual Arts  

    Math

    Students will be able to use geometric shapes and forms to construct or make an artwork. Students will be able to name, identify and talk about the geometric shapes in their work of art.

    K

    Sue Kim

    Visual Arts   

    History-Social Science

    Students will be able to use geometric shapes in a work of art and make a collage. Students will be able to identify shapes in their neighborhood and create their neighborhood.


    Martha Mejia-Zavala

    Dance

    ELA: Language 

    Students will be able to name and perform the eight basic locomotor movements through space and in place. Students will be able to create low. middle and high levels of movement. Students will be able to print all letters of their first and last name and capitalize the first letter of their names without omitting any letters.

    1

    Gregnmur Raspet

    Dance

    Math

    Students will be able to integrate dance and math to make a model of subtraction and addition problems using dance to represent the problem. Students will be able to understand addition and subtraction problems with numbers lower than 20.

    1

    Eileen Luna

    Dance

    Math

    Students will use different body movements such as tactile, core distal, vestibular and cross lateral while listening to the rhyme Hickory Dickory Dock. Students will show hours on an analog clock.

    1

    Diana Albanez

    Dance

    Science

    Students will be able to perform a variety of movements to represent types of matter (solid, liquid, and gas). Students will be able to identify and understand the different forms of water.

    1

    Juana Benitez

    Dance

    Science

    Students will be able to use at least three different qualities of movement by Margaret H. Doubler. Students will be able to name at least three stages of the water cycle.

    1

    Martha Mejia-Zavala

    Music

    Science

    Students will be able to sing with accuracy and from memory age-appropriate songs. Students will be able to describe how their performance improved after practice and rehearsal. Students will be able to tell about plant parts and how those plant parts help meet the plant needs. Then they will be able to compare the plant needs to similar human needs. For example, the roots give the plant water and people need water too. 

    Diana Albanez

    Music

    Math

    Students will be able to sing the doubles song from memory. Students will recognize the doubles relationship and use it as a strategy for remembering addition facts within two like addends.

    1

    Juana Benitez

    Music

    Language Arts  

    Students will be able to describe how the different kinds of music creates various moods. Students will express in complete sentences how the different music made them feel while following discussion rules.

    1

    Martha Mejia-Zavala

    Theatre

    Math

    Students will be able to do pantomime, tableau and improvise. Students will be able to represent problems involving addition and subtraction within 20 to solve word problems.

    1

    Diana Albanez

    Theatre

    Social Studies

    Students will be able to portray a crop picker’s experience in the field. Students will demonstrate an understanding of the struggles crop pickers faced in the field.

    1

    Juana Benitez

    Theatre

    Language Arts  

    Students will be able to improvise different parts of a story. Students will be able to retell what happened in the beginning, middle, and end of a story using complete sentences.

    1

    Martha Mejia-Zavala

    Visual Arts

    History/Social Sciences

    Students will be able to make a Day of the Dead skull and share about the d art emphasizing line, color, Shape/form and texture. Students will be able to share about how El Día de Los Muertos (Day Of The Dead)is a tradition in Latin American Countries and Halloween is a tradition in the U.S.A.

    1

    Diana Albanez

    Visual Arts  

    Math

    Students will be able to identify the elements of art in their environment, with emphasis on shapes. Students will be able to create two-dimensional/ three-dimensional shapes and compose new shapes from composite shapes.

    1

    Eileen Luna

    Visual Arts    

    Math

    Students will be able to make a 2D robot creation using different color construction paper which will be cut by students into squares, circles, rectangles, triangles, ovals, etc.

    Students will be able to count how many of each shape he or she used to create the robot. Students will then be able to write simple sentences using the sentence frame “My robot has _______ rectangles. My robot has _____ circles, etc.

    1

    Juana Benitez

    Visual Arts   

    Language Arts   

    Students will be able to use at least 3 elements of art in a self portrait. Student will able to discuss their portrait using complete sentences and explain where they used at least three different elements of art in their drawing.

    2

    Lesly Leonardo

    Dance

    ELA

    Students will be able to use their bodies and space to create a dance using different movements for each letter of their names. Students will be able to write an acrostic poem using the movement alphabet list to write and perform a movement for each letter of their first names.

    2

    Pam Cohen

    Dance, Visual Arts   

    Science

    VA -Students will learn the resist technique using oil pastels and watercolors.

    DANCE - Students will create a moving representation of their underwater habitat using a combination of locomotor and non-locomotor movements. Students will research a specific under water habitat and learn about the plant and animal life of that habitat.

    2

    Lesly Leonardo

    Music

    Math-Geometry-Fractions

    Students will be able to understand that music has a written language for rhythm and melody and will use that language to write music notes down on paper. Students will be able to divide a circle or "pizza" into halves, thirds, or fourths and be able to describe the parts using the correct terms.

    2

    Lesly Leonardo

    Theatre

    History-Social Science

    Students will be able to create a tableau and pantomime historical scenes based on significant times in the life of Cesar Chavez. Students will be able to show their understanding of migrant workers' struggles and Cesar Chavez's heroic work to help migrant farm workers. 

    2

    Ellen Warkentine

    Theatre

    Language Arts, Dance

    Students will dramatize The Turkey Girl. Students will watch, describe, and perform the Zuni Turkey Dance. Students will compare and contrast The Turkey Girl to other Cinderella stories in the unit, and describe the difference between the turkey dance and other dances in Cinderella Stories. Students will describe the Zuni Turkey Dance.

    2

    Gregnmur Raspet

    Visual Arts  

    Math

    Students will use line shape, form and space to create two and three-dimensional models of common shapes. Students will use line, angle, sides, faces and shapes to create models of triangles, quadrilaterals, and cubes.

    2

    Lesly Leonardo

    Visual Arts  

    Math-Geometry

    Students will be able to create various shapes out of construction paper to make a "shapely" robot that shows visual balance. Students will be able to describe the plane shapes they made/used to create their robots. They will also compare and contrast shapes (i.e. describe number of sides/angles).

    3

    Allison Curry Greene

    Dance

    Social Studies, Language Arts    

    Students will learn and perform a rain dance. After hearing a story and viewing a video of a Native American rain dance, students will be able to discuss the characteristic and significance of the rain dance to Native Americans.

    3

    Margaret Thi

    Dance

    Math

    Students will be able to expand the ability to incorporate spatial and time concepts in movement problems.

    Students will be able to create, memorize, and perform original movement sequences with a partner or a small group. Students will be able to explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 

    3

    Gregnmur Raspet

    Music

    Math

    Students will be able to read, listen to, analyze, and perform simple rhythmic patterns using eighth, half, and quarter notes. Students will develop a simple understanding of fractions using ½, ¼, and 1/8 as a number, build a model, and perform a fraction using claps.

    3

    Margaret Thi

    Music

    Math

    Students will be able to read, write, and perform simple rhythmic patterns using eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests. Students will be able to explain equivalence of fractions in special chases and compare fractions by reasoning about their size.

    Students will be able to understand two fractions as equivalent if they are the same size, or the same point on a number line.

    Students will be able to recognize and generate simple equivalent fractions and explain why the fractions are equivalent by using a visual fraction model.

    Students will be able to express whole numbers as fractions and recognize fractions that are equivalent to whole numbers.

    Students will be able to compare two fractions with the same numerator or the same denominator by reasoning about their size; recognize that comparisons are valid only when the two fractions refer to the same whole.

    3

    Allison Curry Greene

    Music

    Math-Fractions

    Students will be able to work in pairs to choose a time signature and then place notes, drawn correctly, on a treble clef staff. Students will be able to select notes (whole, half, quarter and eighth note) on a staff and identify its part of a whole.  

    3

    Ellen Warkentine

    Theatre

    Math, Visual Arts  

    Students will create props for a dramatization of Roald Dahl’s Esio Trot. Students will learn about mixing tempera paints to create shades of green for tortoise props/puppets. Students will estimate and measure masses to create tortoise props/puppets for the dramatization of the story Esio Trot.

    3

    Allison Curry Greene

    Theatre

    Science

    Students will be able to participate in a cooperatively planned improv that incorporates the five Ws. Students will be able to identify the motions of a simple machine.

    3

    Margaret Thi

    Theatre

    English Language Arts  

    Students will be able to identify who, what, where, when, and why in a theatrical experience. Students will be able to refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

    3

    Allison Curry Greene

    Visual Arts  

    ELA-Writing

    Students will be able to illustrate a cover and/or scene using color to convey the mood of the piece. Students will be able to write a fairytale.

    3

    Margaret Thi

    Visual Arts  

    History-Social Science

    Students will be able to paint or draw a landscape, seascape, or cityscape that shows the illusion of space. Students will be able to identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

    3-5

    Visual Arts  

    Language Arts-Writing  

    Working in groups of three, students will create multiple “exquisite creature” compositions to use in a writing assignment. Students will select one or more of the “exquisite creatures” that have been drawn and incorporate them into a narrative writing piece.

    4

    Melissa Gallo

    Dance

    Science

    The students will use the Qualities of Movements to create a dance to represent The Rock Cycle. The students will display an understanding of The Rock Cycle.

    4

    Evelyn Ozuna

    Dance

    Health

    Students will be able to create a dance using qualities of movement to demonstrate the digestive system’s functions. Students will work collaboratively to identify the parts and structures of the human digestive system and explore how the parts work together.

    4

    Bonnie Ratner

    Dance

    Physical Science

    Students will be able to create, memorize, and perform a pathway dance phrase going from a line on the floor to various planes and dimensions of space. Students will be able to demonstrate electrons traveling in a circuit and how the electrons are affected by charged objects.

    4

    Leslie Stewart

    Dance

    English/Language Arts  

    Students will be able to collaborate to create and perform a dance demonstrating understanding of prepositional phrases. Students will be able to write and identify prepositions and prepositional phrases. They will understand how they can be used to add detail, variety and interest to their writing.

    4

    Melissa Gallo

    Music

    Language Arts  

    The students will use the parts of a song to identify the main emotion being conveyed. The students will use supporting lyrics in a song to determine the main idea of the song. 

    4

    Evelyn Ozuna

    Music

    Math

    Students will be able to read, write and perform rhythmic notation using fraction concepts. Students will be able to compare fractions and explain equivalent fractions while using fraction models.

    4

    Bonnie Ratner

    Music

    Mathematics

    The students will be able to read, write, and perform rhythmic notation. Students will understand how music rhythm is structured using fractions, clearly communicate this understanding, and use fractions to model rhythms.

    4

    Leslie Stewart

    Music

    Math, CCSS-ELA

    Students will increase aural sensitivity and awareness by demonstrating various rhythms. Students will engage in active listening while identifying and demonstrating understanding of fractions as represented by beats in a measure. Music with measures (or "wholes") of 2, 3, 4 and 5 will be used. Students will connect the beats in each measure with the denominator of a given fraction.

    4

    Melissa Gallo

    Theatre

    History-Social Science

    Students will be able to participate in cooperative planned improves that represent the different groups of people in the Gold Rush. Students will be able to understand the daily life of the many groups of people in the Gold Rush.

    4

    Ellen Warkentine

    Theatre

    Social Studies, Music

    Students will dramatize a folk song from the Gold Rush using pantomime, tableau, and/or improvisation and identify the narrator’s objectives and motivations.   Students will compare and contrast what each group’s song reveals about different motivations to move west. Students will engage in active listening while identifying and demonstrating understanding of fractions as represented by beats in a measure. Music with measures (or “wholes”) of 2, 3, 4 and 5 will be used. Students will connect the beats in each measure with the denominator of a given fraction.

    4

    Evelyn Ozuna

    Theatre

    Social Studies

    Students will be able to dramatize an event using Improvisation. Students will be able to identify, demonstrate, and explain the effects of the Gold Rush on settlements, daily life, politics, and the physical environment.

    4

    Veronica Perez

    Theatre

    Language Arts  

    Students will be able to improvise Ike’s point of view before and after obedience school. Students will be able to describe the events that took place by using the characters thoughts and compare and contrast.

    4

    Bonnie Ratner

    Theatre

    History-Social Science, ELA

    Students will: work collaboratively in small groups to create and perform tableau to show how characters interact with the setting and situation. Students will: understand and demonstrate the setting, motives, and actions of “49ers” and how they change before coming to California, at their arrival, and after the Gold Rush.

    4

    Leslie Stewart
     

    Theatre

    Science and CCSS-ELA

    Students will be able to collaborate to create a tableau to dramatize food chains & will bring it to life using “thought bubbles” & improvisation. Students will be able to identify and explain how organisms interact in a food chain. They will understand key terms including producer, consumer, decomposer, herbivore, carnivore, omnivore, energy transfer, and other pertinent vocabulary.

    4

    Melissa Gallo

    Visual Arts  

    CCSS-Language Arts  

    The students will use positive and negative space to create a piece of art showing the literal and figurative meaning of an assigned idiom. The students will use the Visual Pun Activity to explain the meaning of common idioms.  

    4

    Evelyn Ozuna

    Visual Arts   

    Social Science

    Students will create a 3 dimensional map of the California regions using the additive and subtractive process. Students will be able to identify the four regions and their characteristics.

    4

    Veronica Perez

    Visual Arts   

    Language Arts  

    Students will show appropriate proportions of a character image. Student will use a drawing to portray the character according to what the text said.

    4

    Bonnie Ratner

    Visual Arts  

    ELD

    Students will use the elements of art, specifically shape/form, line, and space to create two contrasting drawings of the same idiom, one showing a literal interpretation and the other showing the figurative meaning. They will utilize the language of the discipline to discuss. Students will demonstrate understanding of various idioms by creating two contrasting drawings of the same idiom, one showing a literal interpretation and the other showing the figurative meaning, discussing their work and the work of others as well as explaining and positively critiquing their art in written form.

    4

    Leslie Stewart

    Visual Arts   

    History-Social Science, CCSS-ELA

    By using the questioning technique of Visual Thinking Strategies, students will analyze and discuss artworks from the historical period of the California Gold Rush. Students will use vocabulary from both the elements of art and principles of art during their discussions. Through the use of primary sources (paintings and photographs) students will deepen their understanding of life in California during the Gold Rush era.

    4/5

    Veronica Perez

    Music

    Language Arts  

    Students will be able to identify songs from different eras. Students will read a story about blues and understand how it influenced people.

    5

    Lorena Escobar

    Dance

    Science

    Students will use the concept of cycle to be able to make a diagram and perform a complex dance to sequence the process of how water moves through the water cycle (evaporation, condensation, precipitation). Students will be able to complete a diagram representing the process of water changing through the water cycle (evaporation, condensation, precipitation).

    5

    Veronica Perez

    Dance

    Life Science

    With teacher modeling and assistance, students will be able to diagram and perform a complex dance sequence that reflects how blood flows through the circulatory system, including the lungs (respiratory system). Students will be able to complete a diagram that tracks the blood flow through the circulatory system, including the lungs (respiratory system) with the use of their notes.

    5

    Myra Oliva

    Dance

    Earth Science

    Students will identify a constellation, its formation and then create movement representing that constellation. Students will learn about the celestial constellations and how these stars aiding the slaves in their escape to freedom.

    5

    Lorena Escobar
     

    Music

    Social Studies

    Students will write and perform a song explaining who were the early European explores and identifying the areas European countries claimed from the New World. Students will read and research about the early explores and will learn which areas they claimed for the European countries that sponsored their expeditions.

    5

    Jill Echevarria

    Music

    Social Studies, ELA- Speaking & Listening

    SWBAT sing “The Star Spangled Banner” as a chorus with the class/grade level, and compare and contrast the styles of different versions of the song. SWBAT describe the historical events leading up to the writing of the song, and memorize and sing the song with appropriate rate and expression.

    5

    Myra Oliva

    Music

    Language Arts - Reading 

    Students will be able to determine the role spirituals played in the life of the slave. Students will be able to determine a theme of a story from details in the text (The Drinking Gourd).

    5

    Mina Chu

    Music

    Language Arts  

    Students will set to music original compositions based on specific reading material. In groups, students will be assigned a chapter, scene, or stanza from specific reading material and asked to compose a verse of song summarizing the piece.

    5

    Gregnmur Raspet

    Music

    Language Arts-Reading Lit

    Students will set to music original compositions based on specific reading material. In groups, students will be assigned a chapter, scene, or stanza from specific reading material and asked to compose a verse of song summarizing the piece.

    5

    Theatre

    Social Studies

    Students will research and create a play about one of the early explorers to the Americas. Students will make connections between what they have learned in their research and interpret what they think these explorers were like as people.

    5

    Jill Echevarria

    Theatre

    Social Studies

    SWBAT participate in a planned improvisation that explores the ideas of cooperation between colonists and Indians. SWBAT demonstrate understanding of the ways that Indians and colonists cooperated with each other.

    5

    Ellen Warkentine

    Theatre

    Science, Language Arts  

    Students will collaborate with a group to create an environmental PSA to persuade audiences to take action and protect Earth’s resources and environment.

    Students will analyze and implement techniques used in PSAs to convey their message. Students will research from multiple texts on an environmental topic for their PSA, such as recycling, reducing waste, saving water, preserving natural habitats, protecting an endangered species, etc.

    Students will create a strong persuasive script and call to action citing facts on how humans impact the environment.

    5

    Mina Chu

    Theatre

    History-Social Science

    Students will be able to use tableau, dialogue, and improvisation to understand the causes of a popular uprising. The learner will be able to understand how the unfair demands of a government can lead to popular uprising.

    5

    Myra Oliva

    Theatre

    Language Arts   

    Students will be able to create an improvisational story based on The Drinking Gourd. Students will be able to determine a theme of a story from details in the text (The Drinking Gourd).

    5

    Lorena Escobar

    Visual Arts  

    Math

    Students will make a drawing of their bedroom by using one point perspective and applying geometric shapes to design their room. Students will learn different geometric shapes by drawing with given lengths accurately using geometric units. 

    Students will use the computer to develop a precise description of their dream room.

    5

    Mina Chu

    Visual Arts  

    Language Arts  

    Working in groups of three, students will create multiple “exquisite creature” compositions to use in a writing assignment. Students will select one or more of the “exquisite creatures” that have been drawn and incorporate them into a narrative writing piece.

    6

    Teresa Orozco

    Dance

    Math-Number Systems

    Students will move in creative ways to show forward and backward. Students will be able to recognize and utilize a number line to show the direction of positive and negative numbers in relation to moving left or right from the zero.

    6

    Jalina Ramirez

    Dance

    Science

    SWBAT move their body to different musical rhythms, as they are matched with different stages of weathering and erosion. SWBAT demonstrate their understanding of weathering and erosion by “pretending to be a rock,” and move their body as an expression of different the stages of the cycle.

    6

    Sujey Landin

    Dance

    Math-Reasoning

    Students will be able to 1) create a short dance study with a partner based on multiple possibilities for meeting and parting; 2) chart the various movement possibilities using any of a number of methods (e.g., grid, chart) as a part of the creative process; and 3) explain their process to others. Students will be able to use mathematical reasoning skills to solve a complex problem, and explain the way in which they reached their answer using any of a variety of methods (e.g., words, charts, numbers, tables).

    6

    Saera Yang
     

    Music

    English

    Students will be able to read music by identifying the notes on the staff. Students will listen and read about the effects of the Great Depression with the key terms bolded within the text. Using the provided “story” and a general overview of the Great Depression, students will then be asked to define the key vocabulary terms as they appear within the “story” and apply those terms in their everyday life. 

    6

    Sujey Landin

    Music

    History-Social Science

    The student will describe the role of music in the mythology of ancient Greece. The student will describe the role of music in the mythology of ancient Greece as it relates to the everyday life of the ancient Greeks.

    6

    Lorena Escobar

    Theatre

    ELA

    Students will be able to collaborate to perform scenes that include dialogue and setting. Students will be able to sequence ideas logically use facts and details and analysis of a short story.

    6

    Jalina Ramirez

    Theatre

    Earth Science/CCSS

    SWBAT Participate in cooperative, planned improvisation to demonstrate their understanding of Earth processes. SWBAT Compare and contrast the landforms that arise as a result of convergent, divergent, and transform boundaries.

    6

    Sujey Landin

    Theatre

    Science

    The student will understand that the elements of theatre (light, sound, blocking, acting techniques) can manipulate and opinion. The student will understand that healthy habitats need to be maintained by protecting indigenous organisms.

    6

    Jalina Ramirez

    Visual Arts  

    Math

    SWBAT Draw a variety of symmetrical shapes or items. SWBAT Draw symmetrical figures and label their corresponding points on a coordinate plane.

    6

    Teresa Orozco

    Visual Arts 

    Math-Geometry

    Describe how balance is effectively used I a work of art (e.g. symmetrical, asymmetrical, radial). Decompose geometric figures and apply mathematical techniques to solve real-world and mathematical problems.

    6

    Sujey Landin

    Visual Arts   

    English/Language Arts  

    Students will be able to compare images from two cultures and explain how the art reveals the characteristics from the in which it was created. Students will be able to write a multi-paragraph composition that effectively answers the essential question.

    6-7

    Jalina Ramirez

    Music

    Business and Careers

    SWBAT Identify career pathways in music. SWBAT design a career plan that reflects interest in a specific career in music, and identify career opportunities, the requirements for education, training, and licensure.

    6-8

    Saera Yang

    Music

    Math, Dance

    Students will be able to demonstrate a great dynamic range in movement utilizing space, time and force. Students will be able to add, subtract, multiply and divide using musical notes.

    6-8

    Sybil Gonzales

    Visual Arts/Music

    History

    View and identify a work of art and its genre. Identify the connection between the artwork and music from the same genre.

    7

    Christine Gustafson
     

    Dance

    Life Science

    To perform an improvised movement sequence: Meet, Around, Part, that utilizes space and locomotor movements. To demonstrate understanding of DNA structure and replication process.

    7

    Stephanie Greene

    Dance

    Life Science

    Students will use at least 3 of the 6 qualities of movement. Students will develop an awareness of the process of DNA replication.

    7

    Christine Gustafson
     
     

    Music

    Life Science

    To read and write rhythmic notation. To construct labeled diagrams to communicate knowledge and data collected.

    7

    Stephanie Greene

    Music

    Life Science

    Students will be able to…Recognize how the tempo of the music effects the mood and/or interpretation of a story. Students will be able to… create characters (organs) to emulate the digestive process through in the influence of movement and freezing.

    7

    Saera Yang

    Music

    Social Studies, Theatre

    Students will be able act out various scenes of Beethoven’s life by using pantomime and tableau. Students will be able to Analyze and explain how and why people in a particular culture use and respond to specific musical works from their own culture.

    7

    Christine Gustafson

    Theatre

    Life Science

    Use creative expression to perform a teaching machine. Demonstrate understanding of the function of an animal cell and what each cell part is responsible for.

    7

    Stephanie Greene

    Theatre

    Life Science

    Students will be able to create a tableau. Students will be able to create a beginning, middle and end of a story through tableaux about mitosis and/or meiosis.

    7

    Christine Gustafson

    Visual Arts  

    Life Science

    Use creative expression to depict a “mythical creature” using mixed media. Depict how an animal is specifically suited and adapted for living in a certain environment.

    7

    Stephanie Greene

    Visual Arts  

    Life Science

    Students will create a mythical creature by using various forms of media. Students will be able to justify the environment that they created around their mythical creature due to specific adaptations of the mythical creature.

    8

    Azusena Mena

    Dance

    Physical Science

    Participate in cooperative locomotor activity. Differentiate between molecular motions in phases of matter.

    8

    Saera Yang

    Music

    Science, Visual Arts 

    Students will be able to draw mythical creature and play their instruments in different tempo. Students will be able know that states of matter (solid, liquid, gas) depend on molecular motion.

    8

    Azusena Mena

    Music

    Physical Science

    Students will be able to identify and analyze the form of a musical composition. Students will be able differentiate molecular motion in all three phases of matter.

    8

    Azusena Mena

    Theatre

    Physical Science

    Participate in cooperative pantomime. Differentiate between molecular motions in phases of matter.

    8

    Keyla Villalba

    Visual Arts   

    Physical Science

    Students will be able to use the elements of art and principles of design to collaboratively create an art piece based on their video interpretation. Differentiate between molecular motions in phases of matter.

    10

    Jeff Pierson

    Theatre

    ELA

    Using a literary text (short story), students will create a new character, improvise a scene, and evaluate the scenes of their peers. Students will analyze the plot and characters of a short story and infer how a new character might affect the outcome of the story.

    10

    Jeff Pierson

    Visual Arts   

    ELA

    Students will analyze an example of street art and then create (a plan for) their own piece. Using art as a text, students will describe the elements of the piece and infer the intended message or theme.

    9-12

    Pam Cohen

    Visual Arts 

    Geography, English

    Students will draw on personal/family experiences of immigration and translate that experience into a 3 page graphic novel. Students will be able to:

    - create and develop cartoon characters

    - create a graphic novel using traditional hand drawn techniques as well as digital techniques.

    Students will be able to visually interpret non-fiction

    narrative in comic or graphic novel form 

    Students will draw on personal/family experiences of immigration and translate that experience into a written narrative.

    9-12

    Pam Cohen

    Visual Arts/Filmmaking, Theatre

    English

    VISUAL ARTS/FILMMAKING

    Students learn about proper coverage and composition for a two person dialog scene and will write and produce a short dialog scene

    THEATRE

    Students will be able to incorporate the narrative arc of inciting incident - rising action -climax - resolution in a short dialog scene.

    ENGLISH 

    Students will write a dialog scene with clearly developed characters using the structure of the Narrative Arc.

    9 or 11

    Pam Cohen

    Visual Arts, Dance

    US History

    Visual Arts

    Students will be able to identify the principles of design of rhythm and movement in a work of art and express these in an original abstract work of art.

    Dance

    Students will understand the principle of rhythm in dance, and use different types of rhythm and movement in a dance composition that interprets the work of art presented.

    History

    Students will identify changes in production during industrialization how these changes were experienced by different classes in US society.

    10-12

    Da'Lisha Kimble

    Dance

    Biological Sciences: Life Cycles

    Students will be able to participate in cooperative and collaborative (self/group choreographed) dance groups that allow them to demonstrate/incorporate their content knowledge through and interpretive dance that smoothly transitions and visually explains all aspects of the water cycle. Students will be able to fully explain the processes of the water cycle beginning from a specific area and moving forward in proper sequence in collaborative groups utilizing various means for demonstrating their knowledge (i.e. an individual assessment written out and thoroughly explained on paper, as well as a group demonstration).

    10-12

    Da'Lisha Kimble

    Music

    Cell Biology

    Students will be able to explain how selected music makes them feel (i.e. emotions, nostalgia, etc) and connect with how it makes their peers feel-expanding to various cultural backgrounds. Students will be able to identify the various parts of organelles within a cell and understand how they each work for the function of cells as a whole.

    10-12

    Da'Lisha Kimble

    Theatre

    Genetics

    Students will be able to utilize the techniques of teaching machine to highlight/demonstrate the various phases and place them in correct sequence. Students will be able to understand and explain how the various phases of mitosis work together to create daughter cells that are identical.

    10-12

    Da'Lisha Kimble

    Visual Arts  

    Evolution

    Students will be able to understand how to incorporate artistic principles of design to explain pieces of art. Students will be able to explain how natural selection works for organisms to be able to survive and reproduce successfully in various environments.