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Arts

of

El Paso, TX

Level: 3rd Grade Estimated Unit Length: 3-4 Weeks Photo by: Carmen Stearns

ANGIE MENDOZA ALLISON SPEIGHTS MEGAN BRACKEN

Math -Make Pan De Los Muertos to sell at the Arts Festival -Price items to be sold at the Arts Festival -Collect data for the creation of class mural Science -Compare landforms, mountains, hills, valleys, and plains; -Recycled Materials Art project -Explore an animal who lives in the desert

Health -Stress Reducing Poems -Asarco art and exploration -Nutrients in art

P.E.
-Folkloric Dance -Physical Hobbies in EP -Chalk the Block

Arts of El Paso
Music

Art -Build a Day of the Dead Alter -Design a Calaca, Skull Mask to display at the arts festival.
-Make a traditional El Paso Instrument -Write a song to commemorate a lost one or a famous historical figure. Will perform their songs at the Arts Festival. -Study the elements of Folklorico Music

ELAR -Sensory Language -Concrete Poetry -Persuasive Writing -Art Interpretation

Social Studies -Identify Fine Arts in El Paso

-Paint a Class Mural to be displayed at the Arts Festival.

-Arts Festival
-VIVA! EL Paso

General Objectives

Students will be exposed to many forms of fine arts in El Paso which have been shaped by the local culture.


Students will help plan and participate in their own Arts Festival .
Students will create a variety of artworks, demonstrating their knowledge of El Paso. Students will actively engage in performances that reflect the fine arts of El Paso.

Texas Essential Knowledge and Skills

2011-2012

Photo: www.visitelpaso.com

Social Studies TEKS

(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities, past and present; (6) Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to: (A) identify ways of earning, spending, saving, and donating money; and (8) Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: (A) identify examples of how a simple business operates; (B) explain how supply and demand affect the price of a good or service; (C) explain how the cost of production and selling price affect profits;

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Social Studies TEKS
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(13) Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to: (A) explain the significance of various ethnic and/or cultural celebrations in the local community and other communities; (15) Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to: (A) identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage from various communities; (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

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(A) express ideas orally based on knowledge and experiences;
(B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and (C) use standard grammar, spelling, sentence structure, and punctuation.

(19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Language Arts TEKS

(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). (10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses. (12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text. (16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound)

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Language Arts TEKS

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and (E) publish written work for a specific audience.

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(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). (19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. (21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Physical Education TEKS

3(I) demonstrate various step patterns and combinations of movement in repeatable sequences 3(A) describe and select physical activities that provide for enjoyment and challenge 3(E) identify opportunities for participation in physical activity in the community such as little league and parks and recreation

Science TEKS

1(B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics 7(C) identify and compare different landforms, including mountains, hills, valleys, and plains 10(A) explore how structures and functions of plants and animals allow them to survive in a particular environment

Health TEKS

1(E) explain the effects of too much stress and practice ways to reduce stress such as exercising and listening to music 6(C) identify ways to protect personal health from environmental hazards such as lead removal and no smoking laws. 1(C) identify types of nutrients;

Mathematics TEKS
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3.1A Apply mathematics to problems arising in everyday life, society, and the workplace 3.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution and evaluating the problem-solving process and the reasonableness of the solution 3.3A Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines 3.8A Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals 3.9F Identify decisions involving income, spending, saving, credit, and charitable giving.

Music TEKS

3.1A Categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures 3.1B Use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances 3.2A Sing or play a classroom instrument independently or in groups 3.4A Create rhythmic phrases

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Art TEKS
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3.1A Identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events 3.2A Create artworks based on personal observations and experiences 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists
By: Diego Rivera

Detailed Introductory Social Studies Lesson Plan
By: Allison Speights

Photo By: Lucille Leggett

General Objectives
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Students will be able to distinguish characteristics of fine arts. Students will be able to identify examples of fine arts in El Paso. Students will create a collage poster to represent some of their examples.

Materials
• • • • • • • • Projector Computer with Internet White Board and Markers Poster Board Printer Markers Paper Glue

(13) Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to: (A) explain the significance of various ethnic and/or cultural celebrations in the local community and other communities (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas;

T.E.K.S.

Introduction

The teacher will play a previously prepared slide show of images and ask the students to pay close attention to the pictures and to think about what they all have in common. After the slide show, the teacher will ask the students to share their ideas as to how the pictures are related. With teacher guidance, the class will come to the conclusion that the pictures represent fine arts and will have brainstormed characteristics of fine arts. (CRT) (Technology)

Learning Experiences

The teacher will now ask the students if they can think of fine arts that they have encountered in El Paso. The students will write down class responses on the board. (CRT)

After there are several ideas listed, the students will work in pairs or small groups and research images of the student-given examples of fine arts in El Paso. Each group will find one photograph that they believe is a good representation of the particular fine art of their choice and print the picture. (Technology)

Explore

Now the students will cut out their photographs and, as a class, create a large collage poster that will represent a variety of fine arts in El Paso. This poster will be displayed throughout the duration of the interdisciplinary unit.


(CRT)
(MI- Visual Spacial)

Modifications and Assessment
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English Language Learners will be able to share experiences and ideas in their native language. English Language Learners will be able to research pictures of fine arts in Mexico to include on the collage poster. Students with disabilities will be given more time to think about ideas and experiences. Students will be assessed on their input to the group discussions. Students will be assessed on their group participation.

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Detailed P.E. & Health Lesson Plan
By: Angie Mendoza

General Objectives
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The student will be able to distinguish between social health and physical health (Analyze level of Bloom’s Taxonomy). The student will be able to create an art piece resembling their ideas about health (Apply level of Bloom’s Taxonomy).

Materials
Projector Chalk Chalk Board Sidewalk of the school

T.E.K.S.
3(E) identify opportunities for participation in physical activity in the community such as little league and parks and recreation

Introduction
What is your idea of a healthy person? Draw a picture and provide words that describe the person you drew As the students draw, prepare a bubble map on the projector labeled HEALTHY. (Technology)

Can some of you share your drawing and explain what you think a healthy person is?

Choose 4 – 5 students.
Good Job, we all have different ideas of what it means to be healthy (CRT)

Teach:
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There are two areas that we need to address to be healthy. We need to be PHYSICALLY healthy, by exercising, eating 3 meals a day, and getting the proper nutrients and sleep. (CRT) We also need to be MENTALLY healthy, by talking to our family and friends, expressing our feelings, listening to or watching things we enjoy, just to give a few examples. (CRT) Add these two categories to the projected bubble map. (Visual, Technology)

HEALTHY

PHYSICAL

MENTAL

EXPLORE:

What are some things you like to do that makes you happy? Maybe you play a sport, or you keep a daily journal. Think of something you might want to start doing, such as joining a club or painting. Write it down. (CRT) Now, we are going to have our own version of “Chalk the Block”, which is a free event once a year in downtown where people create art on sidewalks using chalk. Have the students create a draft of their artwork. Then, they will prepare for the actual event at their own school. Each student will describe their artwork and label as physically healthy, mentally healthy, or both. This experience will provide benefits to them in both areas as well, as they work outside and socialize. (Kinesthetic, Visual, Interpersonal)

Modifications and Assessment
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The students will be assessed upon their explanation and label of their artwork as either physically healthy, mentally healthy, or both. Students with disabilities will have the opportunity to work on a loose chalk board and will be allowed extra time. English Language Learners may create their artwork based on experiences before living in El Paso. Gifted and Talented students will be challenged further by having them learn about the history of chalk art.

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Detailed Art Lesson Plan
By: Megan Bracken

General Objectives
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Students will read about Diego Rivera and analyze the meaning of some of his murals. Students will work together and design a class mural.

Materials

TEKS
3.2A Create artworks based on personal observations and experiences 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists

Diego River: His World and Ours
By Duncan Tonatiuh White Butcher Paper Paint Brushes Paint

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Markers
Smocks for Each Student Projector

Introduction

Start by asking students to think about murals. Ask them if they have seen any murals around El Paso. There are many murals around El Paso that represent our culture. Students will listen to Diego Rivera: His World and Ours by Duncan Tonatiuh. Students will get into groups of two and discuss one of Diego Rivera’s murals. They will need to identify the main idea of the mural and explain what emotions they feel when looking at the mural. (MI- Interpersonal)

Learning Experiences
Students will have collected data for the classroom mural during a math lesson. They will have used the data to draw visual representations of the class’s story on paper. (CRT)
A large piece of white butcher paper will be placed on the wall and the drawings will be enlarged through projection. (Technology) Once the images are projected on the butcher paper students will use marker and paint to transfer the images onto the butcher paper. Once all the images have been transferred the mural will be completed and be displayed at the Arts Festival.

Modifications & Assessment

Special Education Modifications

Students who have physical disabilities that prevent them from working on the mural will work together to write the classroom story, which helps describe the aspects of the mural. ELL Students will be able to draw things that represent their cultural backgrounds. (CRT) Students participation in the creation of the classroom mural will be observed and used for assessment.

English Language Learners Modifications

Assessment

Possible Lesson Activities
INTERDISCIPLINARY

Social Studies

Students will learn about our city’s very own annual, locally produced, outdoor musical extravaganza, which is “VIVA! EL PASO” by watching a short video a clip. Following this introduction, the teacher will lead a class discussion for the students to share any personal experiences that they have had, as some may have attended this event in previous summers. The teacher will share photographs of the event that he/she personally experienced so that the class will have a better understanding of this local production. The class will create a giant KWL to organize their knowledge for this social studies unit. (CRT) (Technology)

Social Studies

Students will plan and actively participate in their very own Arts Festival. They will perform for donations and sell and display their creations from the different subject areas based on the arts in El Paso, Texas. They will participate in assigning prices for goods and services and consumers will be parents, students, and school staff, teachers, and administration. (CRT) (MI-Bodily Kinesthetic, Musical, Interpersonal) Students will use the money collected from their Arts Festival to pay for an exclusive SECo (Special Edition Company) performance so that they can experience a little bit of VIVA! EL PASO at their own school! This will be a shorter version of the summer production that will include: Mexican Folkloric dancing, Spanish Flamenco and Western Dances. (CRT)

Language Arts

Students will create Concrete Poetry to reflect an aspect of El Paso that is meaningful to them using sensory language. Students may use the book “Confetti: Poems for Children” by Pat Mora for inspiration. All of the students’ poetry will be published in a poetry book with their pictures and a brief “About the Author” next to their poem. Students will vote for the design for the cover of the book. The books will be sold at the Arts Festival.

(CRT) (MI – Intrapersonal, Linguistic, Visual-Spacial)

Students will develop persuasive texts to create posters, fliers, and a brief commercial script that they will perform for their families to advertise the Arts Festival.

(CRT) (MI – Visual-Spacial, Bodily-Kinesthetic, Linguistic, Interpersonal)

Language Arts

Students will analyze this canvas print by Candy Mayer and other prints of local art. They will choose their favorite of the select pieces of art and write down 3 words that describe how the art makes them feel. They will then write a journal entry about how the art makes them feel, using their description words for inspiration. In their journal, they will also include their opinion about the Author’s purpose.
(CRT)
(MI – Intrapersonal, Linguistic, Visual-Spacial)

Canvas Print: “El Paso’s Star” by Candy Mayer

Physical Education

The students will demonstrate step patterns and in repeatable sequences as learned from Folkloric dancers.
The students will explore the physical hobbies of people in El Paso used to provide for enjoyment and challenge, such as zumba, yoga, mountain hiking, cycling, kickboxing, and folkloric dancing. Each student will choose one they would like to try, make a drawing of themselves doing that hobby, and create a list of health benefits.

Science

The students will compare mountains of El Paso by their features, including their elevation and size. Observations of the mountains may lead to the next science activity. The students will make informed choices in the use and conservation of natural resources by reusing materials such as paper, aluminum cans, and plastics in making an art project related to El Paso, Texas. The students will explore how structures and functions animals allow them to survive in a particular environment, in this case, the desert. Each student will make an art piece to go along with a small presentation.

Health

By reading “The Desert is My Mother” by Pat Mora, the students will learn about the ways we can reduce stress and express our feelings by writing in diaries, poems, songs, or creating other types of art. The author, who was born in El Paso, will serve as inspiration for students to write about our surroundings. The students will explore reasons for which Asarco was demolished. They will be exposed to photographs, paintings, and videos. The hazards it posed to animals and people will be researched and discussed between the students.

The students will observe the style of Mexican art in paintings such as in Fruit Bird by Frida Khalo, or the book Delicious Hullabaloo by Pat Mora, and will create their own painting of a healthy meal or fruit/vegetable using a similar style. The student will identify the nutrients available in the chosen food.

Mathematics

Students will collect data on their classmates including information on their cultural backgrounds. They will then use the data to create a bar graph of common traits. They will then use the data to help them create pictures that represent their findings. (CRT) Students will use their knowledge of fractions to help them make accurate measurements while cooking Pan De Los Muertos. They will sell the Pan De Los Muertos at the Arts Festival.

Students will get into groups of four and come up with the prices for the items to be sold at the Arts Festival. They must take into account the amount of product they will have to sell and how much profit they need in order to hire the Viva! El Paso actors. (MI-Logical/Mathematical)

Music

Students will listen to Folklorico music and analyze the musical elements such as tempo. Students will create their own traditional instrument and perform it at the Arts Festival. (MIMusical/Rhythmic) Students will compose their own song to commemorate the person they built the Day of the Dead altar for. (MIMusical/Rhythmic)

Art

After reading El Dio De Los Muertos by Mary Dodson Wade and I Remember Abuelito: A Day of the Dead Story / Yo Recuerdo a Abuelito: Un Cuento del Día de los Muertos by Janice Levy students will create an altar for either a loved one who has passed or a historical figure who has passed. Students will design their own Calaca, skull mask. They will display these at the Arts Festival(CRT)

Unit Assessments

Unit Assessments

Students will be assessed throughout the unit based on:
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Completed Works of Art Participation and Performance Informal Observations of Student Effort Contributions to the Arts Festival Involvement in Small Group and Class Discussions

Unit Materials

Unit Materials
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Butter Whole Milk Water Flour Yeast Salt Sugar Eggs Oranges

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Measuring Cups Measuring Spoons Mixer Oven Cookie Sheets Colors (Markers, Crayons, Etc…) Paints Paint Brushes Butcher Paper Projector Graph Paper Shoe Boxes

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Tissue Paper Glitter Calaca Outline Paper Towel Rolls Straws Tape Rulers Scissors

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Paper Pens and Pencils Computer with Internet White Board and Markers Poster Board Printer

Construction Paper • Projector

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Orange Juice
Sauce Pans Mixing Bowls


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Glue
Radio Folklorico Music

Children’s Literature

Resources
FOR TEACHERS

Bibliography
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Brooks, M. (2010). Spenser Goes to El Paso. Singapore, Malaysia : Simple Fish Book Co. Julie Kirk-Purcell (2011). Sidewalk Canvas: Chalk Pavement Art at Your Feet Paperback. Fox Chapel Publishing. Levy, J. (2007). I Remember Abuelito: A Day of the Dead Story / Yo Recuerdo a Abuelito: Un Cuento del Día de los Muertos. Albert Whitman & Company. Lowery, L. (2004). Day of the Dead. Carolrhoda Books. Mora, Pat (1994). The Desert is My Mother. Piñata Books. Mora, Pat (1998). Delicious Hullabaloo. Piñata books. Mora, P. (1999). Confetti: Poems for Children. Lee and Low Books. Tonatiuh, D. (2011). Diego Rivera: His World and Ours. Harry N. Abrams. Turck, M. C. (2004). Mexico & Central America: A Fiesta of Cultures, Crafts, and Activities for Ages 8-12. Chicago Review Press. Wade, M. D. (2002). El Dia de Los Muertos. Children's Press(CT)

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Websites
Teacher Vision: https://www.teachervision.com/native-americanhistory/printable/6802.html?detoured=1  Mrs. Picasso’s Art Room: http://mrspicassosartroom.blogspot.com/2011/02/cupids-weave.html  VIVA! EL PASO- Four Centuries. Four Cultures. One City: http://www.viva-ep.org/  TEKS

Texas Education Agency (TEA), (2011-2012). Texas Essential Knowledge and Skills (TEKS). http://www.tea.state.tx.us/index2.aspx?id=6148

Diego Rivera http://www.pbs.org/wnet/americanmasters/episodes/diegorivera/about-the-artist/64/