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Dr. Charles R. Drew Elementary School Grades PreK-5 Montgomery County Public Schools. Team Members *Jenn Kozak *Corey Logsdon Wanda Means-Harris *All members seeking CPD credits. Dr. Charles R. Drew ES Action Plan. Action Plan- copy on next page
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Dr. Charles R. Drew Elementary SchoolGrades PreK-5Montgomery County Public Schools Team Members *Jenn Kozak *Corey Logsdon Wanda Means-Harris *All members seeking CPD credits
Dr. Charles R. Drew ES Action Plan • Action 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.
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
Washington Performing Arts Society: Musical Journey to Latin America by Cantaré Assembly
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. 14
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 15
Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot? 16
Jenn Kozak- Lesson 1Character Interviews: Loyalist or Patriot? 17
Jenn Kozak – Lesson 1 Artifacts Students used character interviews to demonstrate the different views of the Loyalists and the Patriots. 18
Jenn Kozak- Lesson 2 Artifacts Students use the See, Think, Wonder routine to view the Battle of Breed’s Hill from both perspectives. The Redcoats Approaching Minutemen Ready for Battle 21
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. 22
Jenn Kozak– Lesson 3What was it like crossing the Delaware, George Washington? 23
Jenn Kozak– Lesson 3What was it like crossing the Delaware, George Washington? 24
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 night All soldiers are very pained Still, there is courage. By Catherine Lo 25
Jenn Kozak – Lesson 3 Artifacts Students composed an original haibun based on the painting of George Washington crossing the Delaware. 26
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 World Materials 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 Columbus Materials 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
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.
“The Land of the Taino” by Corey Logsdon through the Human Slide Show
THE END • The team would like to thank the instructors and artists at MATI for all their help and support!
