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Hebron Valley Grade 2_Poetry in Every Subject!
Day 1 and Day 2_Librarian - Introduction Literary connection
Lesson Part One: Intro to the unit- Build background through Poetry Lessons. Possible activities (use the Comprehension Toolkit and TeachingBooks.net for guidance as well):
Choose some fun poetry books and do some read aloud. As you read each one, have students respond to the poetry by asking these questions:
What do you notice about the poem’s sound? (Look for answers about rhymes, etc.)
Did you notice any patterns? If so, what?
What images did the poet/author make in the poem? How did they do that? What parts of the poem give you that image?
When all is done, create an anchor chart about what Ss learn. One possibility might be a treemap, with poetry at the top, and the elements, with examples, listed below, and the frame of reference is the poetry books read. Another might be a circle map with poetry in the middle, and what kids learned in the outer circle, with book titles in the frame of reference. However you want to make the anchor chart is fine, as long as it covers and incorporates the vocab of rhythm, repetition, rhyme, and their impact on imagery. This anchor chart will then go into the classroom.
Lesson Part Two: Note- If the Art teacher is not involved in the unit of study, the librarian would do this part as well
Review the elements of poetry students have learned. Next, play a few seconds of a song that is familiar to them (in this case, we used Pharrell Williams' "Happy"). Explain to students that songs are merely poems with music. Then show students the lyrics, reading the first few lines as a poem, discussing the rhythm, repetition, pattern, imagery, and meaning. Discuss how just as music is related to poetry, so is Art. The elements of poetry are all around us, even if we don't realize it.
Lyrics can be found here: https://www.lyrics.com/lyric/30024711/Pharrell+Williams/Happy
Begin by pulling up https://www.guggenheim.org/artwork/artist/vasily-kandinsky on the board and allow students to just look at the art pieces. Ask them what they notice.
Next, read the book The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock. Stop along the way to ask students to reflect and respond on what they're reading.
Finally, after reading the text (you may only read part of it and suggest students check it out to accommodate for time), pull up some of Kandinsky's work to evaluate more closely. Where is there rhythm? Where is there repetition and pattern? As colors repeat themselves in the piece, imagine the song that must have played in his head?
Tying it all together- all of the elements of poetry, music, and art bring unity to the piece. We glean meaning from these pieces through the elements coming together. Stanzas in poems, choruses in songs, and repeated patterns, colors, line and shape all tell a complete story.
Challenge students to listen to songs and think of the poetry involved, look at the natural world around them and identify the patterns, repetition, and rhythm they see, and finally to think of art as a visual poem- that may carry sound for some very special people, like Kandinsky and Pharrell Williams.
Identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.[1B]
Read: (librarian literary connection)
- The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock
- Link to: Video - the movie I have it, too. http://www.pbs.org/wgbh/nova/blogs/secretlife/neuroscience/steffie-tomson/