Lesson Plan

Are You Jumping for Joy or Pitching a Fit?

Subject Area

Arts Education
English Language Arts

Grade(s)

1

Overview

What makes you jump? When someone scares you? When you are fuming mad? When you are excited about scoring a goal? In this lesson, students will explore all the reasons that make us jump. The students will write a poem about a time they jumped and make a simple collage of themselves jumping. 

This is a College- and Career-Ready Standards showcase lesson plan.

English Language Arts (2021) Grade(s): 1

ELA21.1.R5

Utilize the writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

UP:ELA21.1.R5

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021) Grade(s): 1

ELA21.1.17

Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Unpacked Content

UP:ELA21.1.17

Vocabulary

  • Content knowledge
  • Read-alouds
  • Informational text
  • Literary text
  • Participating
  • Content-specific discussions
  • Peers
  • Drawing
  • Writing

Knowledge

Students know:
  • Content knowledge can be learned from read-alouds of informational and literary texts.
  • Content knowledge can be shared with others through discussions, drawing, or writing.

Skills

Students are able to:
  • Gain new content knowledge by engaging in read-alouds of informational and literary texts.
  • Participate in discussions with their peers demonstrating their knowledge of content-specific topics.
  • Produce drawings or writing that displays content knowledge learned through read-alouds.

Understanding

Students understand that:
  • They can learn new information by engaging in read-alouds of informational and literary texts.
  • They can demonstrate their understanding of content-specific knowledge through discussions, drawing, or writing.
English Language Arts (2021) Grade(s): 1

ELA21.1.37

With prompting and support, write simple poems about a chosen subject.

Unpacked Content

UP:ELA21.1.37

Vocabulary

  • Simple poems
  • Subject
  • Prompting
  • Support

Knowledge

Students know:
  • The components of a simple poem.

Skills

Students are able to:
With prompting and support,
  • Choose a subject for a poem.
  • Write a simple poem.

Understanding

Students understand that:
  • Poetry is a genre of writing that includes certain features and usually focuses on particular subjects.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.2

Explore and experiment with a range of art materials.

Unpacked Content

UP:AE17.VA.1.2

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Primary Learning Objectives

The students will write free verse poetry to express feelings.

The students will create two-dimensional art.

Additional Learning Objective(s)

Students will add a visual display to clarify their feelings related to their poem.  Speaking audibly, students will share their poem with the class. 

Procedures/Activities

Engage: 

1.  Ask students to turn and talk to a partner about a time they jumped. Share ideas with the class and list them on the board. Examples:  jumping rope, playing basketball, dancing, cheering, jumping over something, jumping into a pool, and playing hopscotch.

2.  Read When Sophie Gets Angry - Really, Really Angry... by Molly Bang or similar story that shows emotions. 

3.  Lead students in a discussion about jumping when we are mad. Ask a student to demonstrate what that might look like. 

Developmental Activity: 

4.  Create a list of synonyms for the word "jump". Examples:  bound, leap, hop, skip, soar, shoot, fly. 

5.  Tell students that they will create a free verse poem about a time they jumped.  Revisit the list of reasons we jump and add any new ideas. 

6.  Review the elements of a free verse poem (doesn't have to rhyme, can be in phrases instead of complete sentences, words may be repeated for emphasis, etc.). 

7.  Allow students time to talk with a partner about their ideas. Encourage them to write their thoughts down as soon as they think of an idea. Choose their best idea. Remember the feelings they felt while they were jumping. Ask them to incorporate these feelings into their poem.  After the poem is complete, read it to their partner for proofing.

Art Steps (Example here): 

8.  Distribute construction paper of various colors. Students will cut shapes to make the different parts of the body. Demonstrate how to position the shapes on the white paper to create a figure. Explain that they should move the pieces around to create different positions and find the one they like best before gluing. Use thin markers to add facial features. Students will also use construction paper to add details such as a basketball, clouds, grass, etc.

Culminating Activity: 

9.  Students will rewrite their poems on their collage paper. Students will share their poems and artwork with the class.

Extension Activity: 

10. Make a T-Chart of appropriate and inappropriate ways to deal with anger. Discuss the concept of self-control. 

Assessment Strategies

Teacher observation

Student participation during discussions

Rubric for poetry and artwork

Acceleration

Students who excel at poetry writing may write and publish additional poems.  Students could also be allowed to type their poems using a word processor.

Intervention

Students who struggle with ideas or writing poetry will work with teacher individually or in small groups to encourage creativity and confidence.

Approximate Duration

Total Duration

61 to 90 Minutes

Background and Preparation

Background/Preparation

Gather various colors of construction paper.

Make a copy of the Poem Rubric (one per student)

Materials and Resources

Materials and Resources

When Sophie Gets Angry - Really, Really Angry... by Molly Bang or similar story that shows emotion

Construction paper in various colors

scissors

glue

pencils

thin markers

Poem Rubric (one per student)

Technology Resources Needed

Computer with Internet access (if you don't have the book)

Digital Projector or Interactive Whiteboard (if you don't have the book)

Approved Date

2013-12-17
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