Multi-Arts Integrated Unit

Amy Shinkarow, Cynthia Velasquez-Estrada, Sydney Lofton

April 17, 2018
University of South Florida, Sarasota-Manatee
 1

Table of Contents
Brainstorm…………………………………………………………………………………………………………………..………2
DOK/Matrix………………………………………………………………………………………………………………………….4
Lesson 1 - Music
Student Task Sheet…………………………………………………………………………………………………..5
Teacher Task Sheet……………………………………………………………………………………………..……6
Student Rubric………………………………………………………………………………………………………….8
Lesson 2 - Dance
Student Task Sheet…………………………………………………………………………………………………..9
Teacher Task Sheet………………………………………………………………………………………..……….10
Student Rubric………………………………………………………………………………..……………………...12
Lesson 3 - Visual Art
Student Task Sheet………………………………………………………………………………………………...13
Teacher Task Sheet………………………………………………………………………………………………...14
Student Rubric………………………………………………………………………………………………………..16
 2

Enduring Idea:
DIFFERENT PARTS COME TOGETHER TO MAKE A WHOLE.
“Knowing in part may make a fine tale, but wisdom comes from seeing the whole”.
Seven Blind Mice by Ed Young

ESSENTIAL QUESTION(S):
How do multiple parts work together to make up a whole?

Social Studies concept(s):

Time - SS.K.A.3.2 - Explain that calendars represent days of the week and months of the
year.

Mathematic concept(s):
Counting - MAFS.K.C.L.3.6 Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group i.e. by using matching
and counting strategies

Science concept(s):
Senses & Body Parts - SCK.L.1.4.1 Recognize the five senses and body parts

Language Arts concept(s):

Key Ideas and Details - LAFS.K.RI.1.1 With prompting and support, ask and answer
questions about details in a text.

Special skill(s) concepts:

Speaking - SP.PK12.US.5.5 - Retell and summarize a story or event.
SP.PK12.US.5.6 - Effectively use nonverbal language, such as proximity, eye contact,
gestures, and posture.

Visual Art concept(s):

Contrast - VA.K.C.2.1- Describe personal choices made in the creation of artwork.

Dance concept(s):
 3

Space - pathway - curved, straight, zigzag; one moves through space making pathways on
the floor or in the air. DA.K.S.3.3 - Develop kinesthetic awareness by maintaining personal
space and moving in pathways through space.

Theatre concept(s):
Dialogue - words spoken by the characters in a story. TH.K.S.2.1 - Pretend to be a character
from a given story.

Music concept(s):
Tempo - the speed of the music. MU.K.C.1.1 - Respond to music from various sound
sources to show awareness of steady beat.
 4

Essential Question
How do multiple parts work together to make a whole?

Webbs Depth Visual Art Theatre Music Dance

of Knowledge

Level One:
(Recall)

Level Two:
(Skill/Concept)

Level Three:
(Extended
Thinking)

Level Four:
(Strategic
Thinking)
 5

Task Title: Music

Essential Question
How do multiple parts work together to make a whole?

Student Task Sheet

1. Listen to the song and pay attention to the tempo.

2. Imagine you are one of the mice in the story trying to discover a mystery object.

3. Explore how the seven mice used their senses to solve the mystery.
 6

4. Create a seven-count beat naming the seven days of the week using tempo. Identify
two senses you use during your performance.

5. Look at the rubric and reflect on your performance.

6. Share your performance and the senses you used with the class.
 7

Task Title: Music

Essential Question
How do multiple parts work together to make a whole?

Teacher Task Sheet

What desired knowledge and skills will be assessed through this task?

Knowledge
Comprehension of the story
Identify tempo in music
Understand the five senses
Comprehension of a calendar

Skills
Ability to use body to create music.
Ability to create and present a performance.

What is the purpose of this assessment task?

The purpose of this assessment is to demonstrate understanding of the unit material.

Formative or summative?
Summative - The teacher will use the rubric to assess the students.

Task overview:
Students will create and present a seven-count song to demonstrate their understanding of
numerous standards. (Tempo, days of the week, senses, counting, etc.)

Goal
The purpose of this activity is for students to create a song. The students will make a
connection between the seven mice in the book, seven days of the week, then create a
seven-count song. The students will incorporate their knowledge of the senses and types of
tempo into their performance.

Role
Students pretend they are one of the mice in the story and in order to find the object, they
have to create a seven-count song.
 8

Audience
The audience is the other mice (students) in the classroom.

Situation
Pretend you are one of the blind mice trying to find the mystery object. In order for the
mystery object to appear, you have to create and perform a seven-count song and identify
the seven days of the week using tempo.

Performance or product
Performance: Students will present their song and explain their use of tempo and senses.

Lesson objectives:
● Students will be able to understand the difference in tempo (fast or slow)
● Students will be able to understand the days in a week
● Students will be able to understand their senses and body parts
● Students will be able to understand how to count
● Students will be able to comprehend the story

Aligning unit objectives:

MU.K.C.1.1 - Respond to music from various sound sources to show awareness of steady
beat.
SCK.L.1.4.1 Recognize the five senses and body parts
LAFS.K.RI.1.1 With prompting and support, ask and answer questions about details in a
text.
SS.K.A.3.2 - Explain that calendars represent days of the week and months of the year.
MAFS.K.C.L.3.6 Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group i.e. by using matching and
counting strategies
TH.K.S.2.1 - Pretend to be a character from a given story.

What student products or performances will provide evidence of desired

understandings?
The performance will provide evidence of students comprehension of calendars, numbers,
senses, and comprehension of the story.

https://www.youtube.com/watch?v=zJb3fTD1Ki0
9
 10

Task Title: Music

Essential Question
How do multiple parts work together to make a whole?

Rubric
Strong Developing Beginning
Knowledge &
Skills Criteria

Science I can identify two I can identify one I can’t identify any
senses used in my sense used in my senses used in my
performance. performance. performance.

Music
I can identify and I can identify or I can’t identify or
use tempo in my use tempo in my use tempo in my
performance. performance. performance.

Math
I can create a I can create a beat I can create a beat
seven count beat. using three to six using three or less
counts. counts.
Social Studies I can identify I can identify three I can identify three
seven days of the to six days of the or less days of the
week. week. week.
 11

Task Title: Dance Pathways

Essential Question
How do multiple parts work together to make a whole?

Student Task Sheet

Goal: Use the creative process to create a performance that shows pathways to
retell the story from your character’s view.

1. Think about your character’s part in the story and

what they saw. Work with your group to imagine what

body parts you can use to show you are traveling to the

pond.

2. Examine what day in the story your character travels

and what number your mice is.

3. Explore what dance moves you can use to create a

 12

pathway to the pond.

4. Create a dance to show the pathway your mice

traveled to the pond.

5. Use your rubric to reflect on your performance.

6. Share your performance with the class, telling us

 13

Task Title: Dance Pathways

Essential Question
How do multiple parts work together to make a whole?

Teacher Task Sheet

What desired knowledge and skills will be assessed through this task?

Knowledge
Comprehension of the story
Knowledge of various dance pathways in space
Understanding of body parts
Understanding of order of numbers
Knowledge of the days of the week

Skills
Ability to collaborate with a group
Ability to create and present a performance to the class
Ability to demonstrate understanding of days of the week
Ability to retell key details of a story

What is the purpose of this assessment task?

The purpose of this assessment is to have students use self monitoring to demonstrate
their understanding of the chosen academic and art concepts.

Formative or summative?
Summative - The teacher will use the rubric to assess the students.

Task overview:

Goal
The purpose of this activity is to have students use the dance concept of pathways to
understand the academic concepts of counting, senses and body parts, time, and key
details from text. The class will be split into seven groups. Each group will pretend to be a
mouse from the story and will create a pathway to get to the strange object by the pond.
Students will work together to retell the story using their bodies.
 14

Role
Performers

Audience
Audience members (students)

Situation
The dancers will explain Pretend you are mice traveling to see the bigger picture of an
object. There are many ways you can travel to get to your destination. Create a dance to
retell the story of how your mice traveled to see the bigger picture.

Performance or product
The dance will demonstrate an understanding of body parts, counting, and days of the
week. When students share their performance they will also retell the story from the
perspective of their character.

Lesson objectives:
● Students will be able to retell the story using their bodies by creating a dance using
the concept of pathways at a strong level.
● Students will be able to show their understanding of the order of numbers at a
strong level.
● Students will demonstrate their understanding of days of the week by the order of
which their group shares.

Aligning unit objectives:

DA.K.S.3.3 - Develop kinesthetic awareness by maintaining personal space and moving in
pathways through space.
SCK.L.1.4.1 Recognize the five senses and body parts
SP.PK12.US.5.5 - Retell and summarize a story or event.
SS.K.A.3.2 - Explain that calendars represent days of the week and months of the year.
LAFS.K.RI.1.1 With prompting and support, ask and answer questions about details in a
text.
MAFS.K.C.L.3.6 Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group i.e. by using matching and
counting strategies
 15

What student products or performances will provide evidence of desired

understandings?

Each group will demonstrate their understanding of the academic concepts by using
dance pathways. Students will show their understanding of numbers by counting out their
movements. The order of the performances will be a representation of the days of the
week because each mice moves on a different day. Students will share their performance
while demonstrating their understanding of the story by retelling it using key details from
the text.
 16

Task Title: Dance Pathways

Essential Question
How do multiple parts work together to make a whole?

Rubric
Strong Developing Beginning

Knowledge &
Skills Criteria

Math I can

Science
Language Arts
Social Studies
Group Work I I did not help my
group at all.

I used both my I used by body or I did not use my

body and my my words to body or my
Sharing
words to share. share. words to share.
 17

Task Title: Visual Art

Essential Question
How do multiple parts work together to make a whole?

Student Task Sheet

1. Reread story and imagine your character's journey.

2. Explore how you will draw the adventure.

3. Draw 4 boxes for the story

 18

4. Create a drawing showing the character’s adventure.

5. Draw something big and small in your drawing to show contrast.

6. Draw images to show at least two senses of your character.

7. Label the boxes with numbers in order

 19

8. Label boxes with the days of the week

9. Reflect on drawing using rubric

10. Share and explain your project

 20

Task Title: Visual Art

Essential Question
How do multiple parts work together to make a whole?

Teacher Task Sheet

What desired knowledge and skills will be assessed through this task?

Knowledge
Comprehension of the story
Knowledge of contrast of colors and big and small objects
Demonstrates an understanding of calendar days
Understands the senses and body parts

Skills
Ability to collaborate with a group.
Ability to create a visual of a character in the story, explaining comprehension of all
concepts

What is the purpose of this assessment task?

The purpose of this assessment is to check for understanding and demonstration of
criteria after the unit.

Formative or summative?
Summative - The teacher will use the rubric to assess the students.

Task overview:
Students will create a visual representation of a character in the story and be able to
explain how they incorporated all of the concepts (Calendar days, counting, senses,
comprehension of story, contrast in colors and theater concepts.

Goal
Students will create a storyboard drawing showing their understanding of the given
characters journey before and after they knew what the bigger picture was. Students will
be able to show contrast in their drawing between big and small images. Students will be
able to share what their characters is sensing using what body parts in their drawing.
 21

Students will be able to label storyboard 1-4 in the correct sequence. Students will be able
to label the boxes with the days of the week in the correct order.

Role
Students pretend they are one of the mice in the story, explain their character, and explain
what they experienced in the story.

Audience
The audience is people who came to get a full picture of their encounters.

Situation
Pretend you are one of the blind mice from the book and create a visual representation by
making a drawing of what you encountered the first time you went to see the mystery
object. Then, create another drawing to show your understanding of the object after you
saw the full object.

Performance or product
Product- Completion and explanation of artwork

Lesson objectives:
● Students will be able to comprehend the contrast in a visual artwork.
● Students will be able to comprehend a story, retell key pieces, and answer
questions.
● Students will be able to demonstrate their understanding of numbers, counting, and
be able to group numbers by less than and greater than.
● Students will be able to understand the senses and body parts.
● Students will be able to understand calendars and understand how days make a
week and weeks make a month, etc...

Aligning unit objectives:

SCK.L.1.4.1 Recognize the five senses and body parts

SP.PK12.US.5.5 - Retell and summarize a story or event.
SS.K.A.3.2 - Explain that calendars represent days of the week and months of the year.
LAFS.K.RI.1.1 With prompting and support, ask and answer questions about details in a
text.
 22

MAFS.K.C.L.3.6 Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group i.e. by using matching and
counting strategies

What student products or performances will provide evidence of desired

understandings?
The product will demonstrate students understanding of calendars, numbers, senses, and
comprehension of a story.

Task Title: Visual Arts

Essential Question
How do multiple parts work together to make a whole?

Student Rubric
Strong Developing Beginning

Knowledge &
Skills Criteria

Contrast I can explain 1 big I can only explain I cannot explain

and small object in how my drawing my drawing with
my drawing. uses one big or big and small
small item. items.
 23

Understanding of I can explain how I can only explain I do not

story my drawing shows part of my understand
the character’s characters journey characters journey
journey in the story

Senses and body I can explain how I I am able to I do not

parts used two senses in explain one sense understand the
my drawing. with help body sense and
body parts

Understands the I can label my I am able to label I am not able to

order of numbers story board 2 numbers of my label my
correctly 1,2,3,4 storyboard storyboard
accurately correctly

Understands I can label 3-4 I can label 2-3 I can label 1-0
calendars days correctly days days
24