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Sort, classify and compare objects based on their attributes. Understand simple repeating
patterns.
Use the tools, basic skills, and techniques of at least three different mediums.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Learning Plan
Learning Activities:
Large group sing a song on sorting, then provide an overview and modeling of sorting by
single characteristic
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Resources
Whiteboard, whiteboard markers, manipulatives (for demonstration), construction paper, colored
tissue paper, scissors, glue sticks, clay, trowels & rolling pins, paint, paint brushes, container for
water/water, aprons
Adaptations
Enlarged pictures/print/manipulatives
Enhanced audio
Extended time
Visual instead of oral presentation
Subject: Mathematics
Grade Level: 5
Lesson Theme: PATTERNS, FUNCTIONS AND ALGEBRA Patterns and Functions /
VISUAL ARTS
Desired Results
MN State Standards:
Use the tools, basic skills, and techniques of at least three different mediums.
Understandings:
Essential Questions:
What are characteristics of a pattern?
Students will understand that
Recognizing patterns can help predict what How do I continue a pattern that has
already been started?
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Resources
Whiteboard, whiteboard markers, color tiles and other manipulatives, colored pencils, markers,
crayons, rulers, construction paper (a variety of colors/patterns), scissors, glue sticks, beads (a
variety of sizes/shapes/colors), elastic string, handouts with patterns, notebooks & pencils for
reflections
Adaptations
Enlarged pictures/print/manipulatives
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
Use models to represent and understand two- and three-dimensional shapes and how various
motions affect them. Recognize the relationship between different representations of the same
shape.
Understand the connections between visual arts and other disciplines outside the arts, such as
mathematics, science, or history.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group provide an overview and visual examples of 3-D scale modeling
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Whiteboard, whiteboard markers, computers with powerpoint and modeling software, projector,
rulers, measuring tape, notebooks, pencils, construction paper, graph paper, poster-board paper,
scissors, string, glue, tape
Adaptations
Enlarged pictures/print/manipulatives
Enhanced audio
Touch-screen computer instead of mouse
Use of more substantial manipulatives (such as blocks) instead of paper products
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group sing a song on communication, prompting to see what kids know about
communication skills, overview of vocabulary and communication process
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
The student will actively engage in the reading process and read, understand, respond to,
analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction
texts.
The student will express and communicate ideas using the components of theater.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group prompting to see what kids know about identifying descriptive wording and
about literature that was adapted to stage and/or screen, discussion of important vocabulary
and key considerations when looking to visualize reading, overview of readers theater with
description and modeling
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
The student will critically analyze information found in electronic and print media, and will
use a variety of these sources to learn about a topic and represent ideas.
The student will support personal reactions to media art works using the components of
media arts.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Quiz
Learning Plan
Learning Activities:
Large group prompting to see what kids know about identifying descriptive wording and
about literature that was adapted to stage and/or screen, discussion of important vocabulary
and key considerations when looking to visualize reading, overview of readers theater
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
The student will understand how families live today and in earlier times, recognizing that
some aspects change over time while others stay the same.
The student will understand the characteristics of visual art from a variety of cultures and
historical times.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Written interview(s) of
parent(s)/grandparent(s)
Learning Plan
Learning Activities:
Large group sing a song on families, then provide an overview with pictures/visuals of
ways that families of different cultural groups have changed over time
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concepts; prompt
for understanding
Resources
Whiteboard, whiteboard markers, family pictures from different periods of time, construction
paper, scissors, notebooks, pencils, crayons, colored pencils, markers, watercolor paints,
paintbrushes, glue sticks, scrapbook papers, magazines (to cut up), interview template for families
Adaptations
Enlarged pictures/print
Scissors with a variety of handle types
Extended time
Enhanced audio
Auditory story capture instead of written
Visual instead of oral presentation
The student will give examples that demonstrate how people are connected to each other and
the environment.
The student will create movement sequences with or without music.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group prompting to see what kids know about their communities, overview of
geographic and system/structural forces that impact where people live, examples of how these
factors can be seen in play with the things kids identified as characteristic of their communities
Small group/center activity practice concept with chosen performance task
Large group come back together to share work; review concept; prompt for understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
The student will apply economic theories and concepts to public policy issues.
The student will use artistic processes to create an original or perform an existing single,
complex work or multiple works in music.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group prompting to see what kids know about poverty, overview of federal definition
of poverty, characteristics associated with poverty, and economic principles that are relevant
Small group/center activity practice concept with chosen performance task
Large group come back together to share insights and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Computer-generated instead of oral composition
Audio-taped or videotaped reflection instead of written one
Extended time
The student will explore the characteristics and properties of sound and light.
The student will play simple rhythms and melodies on classroom instruments.
Understandings:
Essential Questions:
pitch?
How can you create a sound that is low in
pitch?
Assessment Evidence
Performance Tasks (choose one):
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group sing a song that uses a variety of pitches, then provide an overview of the
principles in practice and examples of different pitches
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concepts; prompt
for understanding
Individual write personal reflection statement
Resources
Whiteboard, whiteboard markers, varying sizes of glass-wear filled with different amounts of
water, felt-tipped drumsticks, different sized cymbals, lab-books to report findings, pencils,
notebooks
Adaptations
Enlarged pictures/print/manipulatives
Enhanced audio
Do an activity with variances in lights instead of sounds
Extended time
Visual instead of auditory presentation
Audio-taped or videotaped reflection instead of written one
The student will know that science and technology are human efforts that both influence, and
are influenced by, society.
The student will understand the connection between a work of music, its purpose, and its
cultural and historical contexts.
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Essay, oral, or powerpoint presentation
Learning Plan
Learning Activities:
Large group prompting to see what kids know about technological change, overview of
major technological changes and how they have been influenced by and impacted some
aspect(s) of society (i.e. printing press, steam engine, microscope, space shuttle, computer),
discuss how technology of music has also experienced change over time
Small group/center activity practice concept with chosen performance task
Large group come back together to share experiences and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Visual instead of oral presentation
Audio-taped or videotaped reflection instead of written one
The student will investigate the impact humans have on the environment.
The student will use artistic processes to create a single, complex work or multiple works
in media arts
Understandings:
Students will understand that
Essential Questions:
Assessment Evidence
Other Evidence:
Observation
Verbal prompts
Personal reflection statement
Learning Plan
Learning Activities:
Large group prompting to see what kids know about human actions impact on the
environment (past & present), overview of key processes/changes across time
Small group/center activity practice concept with chosen performance task
Large group come back together to share insights and work; review concept; prompt for
understanding
Individual write personal reflection statement
Resources
Adaptations
Enlarged pictures/print
Enhanced audio
Extended time
Audio-taped or videotaped reflection instead of written one
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Feelings
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Feeling Overwhelmed
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Feeling Scared
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Feeling Jealous
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Feeling Impulsive
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Feeling Confident
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Feeling Shy
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Feeling Hopeless
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Feeling Bullied
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Feeling Bored
2.) What is your role in your school? (check all that apply)
Teacher
Paraprofessional
Administration
Counseling
3.) What is your area of academic specialty? (check all that apply)
Social/Emotional/Behavioral Support
Art
Administration
No
If you answered Yes on the question above, please answer the remaining questions.
7.) At what stage of curricular implementation are you currently in?