ALEX Resources

   View Standards     Standard(s): [ELA2021] (2) 32 :

32. Identify rhyme schemes in poems or songs.

[ARTS] DAN (2) 2 :

2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.

[MA2019] (2) 2 :

2. Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

a. State automatically all sums of two one-digit numbers.

The teacher will introduce students to the word syllable and demonstrate to students how to count syllables in words using the digital tool. Next, the teacher will read a haiku poem to students and have the students count the syllables in the haiku using the strategy demonstrated in the video clip. Lastly, the teacher and students will read a variety of haiku poems, with the teacher encouraging the students to identify the syllable pattern in each poem using non-locomotor movements. The students will use mental math to calculate the number of syllables present in each line of a haiku poem and describe how this pattern supplies rhythm in a haiku. 

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] DAN (2) 2 :

2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.

[ELA2021] (2) 32 :

32. Identify rhyme schemes in poems or songs.

This activity is designed to be presented after the activity Dancing to Haikus-Part 1: Counting Syllables. In this activity, the teacher will introduce pairing a haiku poem with locomotor movements, such as jumping, twirling, and skipping. The students will develop ideas to connect locomotor movements with prompting from a haiku poem. 

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] VISA (2) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (2) 3 :

3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ELA2021] (2) 32 :

32. Identify rhyme schemes in poems or songs.

[ELA2021] (2) 42 :

42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.

Students will identify repetition in works of art.  They will write a poem using repetition.  They will create a border using a repetitive pattern.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.