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Darlene Guerrero ITL 528 SS Integrated Design II Dec 1, 2023 Discussion of students  Wyatt Valena Week 2 Discussion Contains unread posts Wyatt Valena posted on Nov 27, 2023, 12:57 PM Subscribed o Identify and list the content standard(s) from your content area that you plan to teach in your week- long series of lessons. You must have at least one . HSS-10.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. o Identify and list the Visual and Performing Arts standards you plan to overlap with. If your content area is in VPA , your task will be to integrate with the alternative art form. 6. MA: Cr2-Organize, propose, and evaluate artistic ideas, plans, prototypes, and/or production processes for media arts productions, considering purposeful intent. o Identify and list the additional content standard(s) you plan to overlap with. CCSS.ELA-Literacy.RI.9.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

o Explain why you chose these standards and how you see them overlapping naturally or intuitively that will deepen or facilitate your students' learning of your content standard. My initial idea for the week-long lesson plan was to have the students work through multiple assignments to scaffold their way to understanding the World History standard HSS. 10-1. In the beginning phase of the lesson, I intend to have students start with a lesson about the vocabulary involved with the standard. The vocabulary assignment will be a Frayer Model to show an depth understanding of the vocab. After that, the students will be handed a picture of Greek architecture and a picture of Roman architecture. Students can analyze and take notes about the comparisons between the pictures. Students can work through standard 6.MA: Cr2 as they formulate their thoughts about the two pictures. By the end of the week-long lesson, students will have been scaffolded to use the integrated Visual and Performing Arts along with the full understanding of the vocabulary to fully understand the standard HSS. 10-1. Finally, students can use California's standard CCSS.ELA- Literacy.RI.9.2 to determine the central idea of the World History standard and provide a detailed summary with specific details from the text. o Elaborate on how you plan to integrate these through UDL principles of multiple means of representation, engagement, and/or expression.  In other words, do you plan to use them as part of your instruction, learning activities, and/or assessment? UDL 2.5 Illustrate through multiple media- Students will be given the chance to choose between taking notes on a Chromebook or writing the notes on paper. Students will also be encouraged to research the two pictures of

architecture to enhance their understanding of Rome and Greece. UDL 3.1 Activate or supply background knowledge- Students will be encouraged to reference their funds of knowledge when trying to understand HSS. 10.1. and how their Western World may have links to ancient Greece and Rome. UDL 5.1 Use multiple media for communication- Students will be given the chance at differentiated assignments. Assignments will be on paper and also on the Chromebook. Google Classroom will be a key chance for Teacher/Student communication. References: California Department of Education. (2019). California Arts Standards for Public Schools . https://www.cde.ca.gov/be/st/ss/documents/caar tsstandards.pdf California Department of Education. (2013). California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects . https://www.cde.ca.gov/be/st/ss/documents/fina lelaccssstandards.pdf California State Board of Education. (2000). History-Social Science Content Standards . https://www.cde.ca.gov/be/st/ss/documents/hi stsocscistnd.pdf CAST. (2018). Universal Design for Learning Guidelines . CAST. https://udlguidelines.cast.org/ The Power of Arts Integration: Series Overview . (n.d.). Www.youtube.com. Retrieved November 27, 2023, from https://www.youtube.com/watch? v=9XcIg3eX2FY&t=1s

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less 2 Unread 2 Unread 2 replies 2 Replies 10 Views 10 Views View the profile card for Caitlin Pryor Last post 8 hours ago by Caitlin Pryor  Week Two Discussion Contains unread posts Gabriel Vasquez-Salinas posted Nov 27, 2023 7:24 PM Subscribed less 1 Unread 1 Unread 1 replies 1 Replies 5 Views 5 Views View the profile card for Wyatt Valena Last post-Tue at 7:38 AM by Wyatt Valena  Week 2 Contains unread posts Tim Barnard posted Nov 28, 2023, 11:17 AM Subscribed

In my 11th grade US History class, we're focusing on a multi-week-long lesson series about the Great Depression (HSS-11.6 ), and I'm going to integrate Visual and Performing Arts standards to make these lessons more engaging. This approach is in line with TPE 1.7 and 4.3, which stress the importance of including VPA in teaching. This not only highlights the interconnectedness of different academic subjects but also enriches the learning experience. I've selected a primary content standard from US History that centers on understanding the Great Depression—its causes and its impact on American society. We'll explore how design principles like rhythm and balance in art can reflect societal issues, which is particularly relevant when looking at artwork from the Great Depression era. I will use standard Prof.MU: C.Cn11 Connect and demonstrate the relationships between music and societal, cultural, and historical contexts when creating, performing, and responding. This Performing Arts standard will be incorporated, focusing on creating and presenting music that reflects the time, place, and culture of the Great Depression. This will encourage students to engage with the historical period of the Great Depression through performance and drama. English Language Arts standard that emphasizes how an author's choices in structuring a text can create specific effects will also be integrated (CCSS.ELA-LITERACY.RL.11- 12.5 ) . This standard will be invaluable when students analyze primary sources and literature from the Great Depression, enhancing their understanding of how language and narrative structure conveyed the experiences of that era. The integration of these standards aims to provide a multifaceted understanding of the Great Depression. By examining art and engaging in performances from that time, students will gain a deeper appreciation of the

societal mood and struggles. The incorporation of ELA will hopefully strengthen their analytical skills, particularly in understanding historical documents and narratives. To ensure that these lessons cater to different learning styles, I plan to follow the UDL principles. This includes using multiple means of representation, such as art and performances, to teach the history of the Great Depression. Creative activities like making art or performing scenes related to this historical period will keep students engaged and motivated. Additionally, allowing students to express their understanding through various formats, including art, writing, and drama, will ensure that every student has the opportunity to showcase their learning in a way that suits them best. Integrating VPA into the curriculum is not just about fulfilling educational standards but about enhancing the learning experience. By making learning more interesting and accessible, especially for students who are learning English as a second language or have special educational needs, the integration of the arts into these lessons is a powerful tool for engaging all students and making history come alive. References References: California Department of Education. "Content Standards." California Department of Education, n.d., www.cde.ca.gov/be/st/ss/ . Accessed 11/28/2023. "Visual and Performing Arts Standards 2009." National University, 2009, nationalu.brightspace.com/d2l/common/dialogs/quickLink /quickLink.d2l? ou=66715&type=coursefile&fileId=vpastandards2009.pd f. Accessed 11/28/2023.

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less 2 Unread 2 Unread 2 replies 2 Replies 11 Views 11 Views View the profile card for Cameron LaZenberry Last post Wed at 7:14 PM by Cameron LaZenberry  Sturges: Week 2 Discussion Contains unread posts Breeann Sturges posted Nov 28, 2023, 8:22 PM Subscribed Content: ELA VPA: Theatre, Media o Discussion Board_ Week 2 .pdf (56.97 KB) less 2 Unread 2 Unread 2 replies 2 Replies 3 Views 3 Views View the profile card for Gabriel Vasquez-Salinas Last post Wed at 6:54 PM by Gabriel Vasquez-Salinas  Week 2

Contains unread posts Hope Dodgen posted Nov 29, 2023, 6:02 PM Subscribed The content standard I plan to use is CA Social Science standard 11.7.5: “Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans. The VPA standard that I plan to overlap with is Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Specifically, 5.VA: Cn11, “Identify how art is used to inform or change beliefs, values, or behaviors of an individual of society”. The content area I plan to overlap with is the CA Social Science standard 11.7.1: Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor. I chose these standards because they will all coincide well with a unit discussing how WWII propaganda impacted Americans on the homefront. They will also overlap well because standard 11.7.1 asks students to understand the prelude to the war and why we got involved in the first place and 11.7.5 goes more into depth about how certain groups were treated during the war. I plan to utilize the standards through multiple means of representation. I will use background information to create a PowerPoint with visuals and videos to engage students first. Students will then answer a few high-order

questions in pairs or small groups (think-pair-share). Lastly, students will be able to study and then create their own WWII propaganda in pairs or small groups. Each member of the group will be responsible for completing part of the piece of artwork. Students will have to determine what kinds of people their propaganda would have influenced and why. Utilizing multiple means of representation is important according to Susan Bruckner and Nora Nunn in their article, “Universal Design for Learning: Meeting the Needs of Diverse Learners”. They wrote, “For meaningful learning to take place, students need to (1) be engaged in ways that are relevant to them (affect), (2) access and make sense of the information being transferred (recognition), and (3) act upon and demonstrate understanding of the content being taught (strategy)”. I will keep these three strategies in mind when creating my lesson. Bruckner, Susan and Nunn, Nora. (2023, April 27). Universal Design for Learning: Meeting the needs of diverse learners . EDC. https://www.edc.org/blog/universal-design-learning- meeting-needs-diverse-learners less 1 Unread 1 Unread 1 replies 1 Replies 2 Views 2 Views View the profile card for Gabriel Vasquez-Salinas Last post Wed at 7:02 PM by Gabriel Vasquez-Salinas

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 Week 2 Contains unread posts Cameron LaZenberry posted Nov 29, 2023 7:04 PM Subscribed CCSS.ELA.SL.9-10.4: Present information, findings, and supporting evidence, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task. CA CCSS for ELA - Content Standards (CA Dept of Education) Above is the common core standard I intend to work with for my weeklong lesson plan and the link to the ELA common core. I am still thinking about how I want to structure this lesson plan, but I plan to overlap with these two Visual Arts Standards: Visual and Performing Arts Content Standards - Curriculum Frameworks (CA Dept of Education) (brightspace.com) Visual Arts Grades Nine Through Twelve 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art. 5.3 Compare and contrast how different media (television, newspapers, magazines) cover the same art exhibition. I choose this standard because I feel that it integrate a meaningful element of self-expression like culture,

economics, belief systems, and personal preferences for media that can be easily crossed with the standard I have chosen, which is an abridged version is pushing student to logically organize and express thoughts verbally. These Visual Arts standards help give me direction for guiding questions and push the students to examine themselves. Thus, I also feel that UDL principles will come naturally with these standards, especially multiple means of representation. Given that I will have students give presentations about their beliefs, cultural traditions, or media sources students will likely have their perceptions broadened watching other peers present. less 2 Unread 2 Unread 2 replies 2 Replies 3 Views 3 Views View the profile card for Caitlin Pryor Last post yesterday at 5:53 PM by Caitlin Pryor  Discussion Week 2 Contains unread posts Barbara Pearson posted on Nov 29, 2023, 7:08 PM Subscribed Students are reading the novel Esperanza Rising (Ryan, 2002). This novel is culturally relevant and appropriate, as at least 90% of my students are of Hispanic descent. The use of Spanish language, descriptions of food, and display of customs within the narrative spark immediate text-to-self connections for my students. I have

chosen these standards because they lend themselves well to the novel and the events as they unfold throughout the story. (Table 1) Most of my students are second- language learners and have a decent command of the English language for understanding. Analysis and expressing support for their analysis are skills they struggle with. Table 1 Primary Content Standards RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from text RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide and objective summary of the text. Additional Content Standards RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. SL.8.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when

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Primary Content Standards indicated or appropriate. L.8.4a Use context as a clue to the meaning for a word or phrase. L.8.5a Interpret figures of speech in context. Visual and Performing Arts Standard VPA8.2.2 Perform character-based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning. The Reading Literature standards focus on both analysis and supporting their analysis with textual evidence beyond the “right there” answers . The Speaking and Listening as well as Language standards naturally support those literature standards, as students must express their analysis clearly and engage in meaningful dialogue about their reasoning . The Reading Literature, Speaking, Listening, and Language standards benefit the Visual and Performing Arts standards, as the comprehension of the story helps students best deliver the character lines in a Readers’ Theater. Differentiation is the cornerstone of Universal Design for Learning Support. While differentiation is nothing new, the breakdown of the “what,” “how,” and “why” of learning indubitably tailors the strategies specifically to student needs to encourage growth. Our first read of a text is always done as an uninterrupted read-aloud or recorded reading to provide auditory support. Second language learners typically have a higher listening comprehension, which is why I begin with auditory support. Students can choose to either just listen or they can listen and follow along in their novel. Our second read involves supports such as prompts, modeled think-aloud, questions that prompt/assist/guide understanding and graphic organizers . This is all meant to help them with their response journal chapter review. Engaging the learners at my school can be challenging because of their backgrounds. Consistent and timely feedback is a must to keep them engaged. In a

whole group setting I use positive reinforcement and only offer corrective feedback one on one. Autonomy is highly effective and used in all lessons, as I am flexible with the types of tools used (pencil/paper, computer), level of challenge, and timing. I will alter the timing, length of student work, and type of student work to provide a level of challenge that promotes growth without creating frustration. My response: I honestly wish one of my English teachers use a Spanish textbook to make the class more engagement in classes. Great idea, use a Spanish famous book as Esperanza Rising (Ryan, 2002). As you mentioned you have a classroom of bilingual, I bet those students will be eager to learn matter, more valuable than a teacher cares about their background, diversity, and culture which they learn through the diversity of your students in classes. The Visual and Performing Art standard which you choose audiobook, or reading out load. Reading out loud is great to hear your voice, catch your mistake of words in Spanish, and at the same time you can image the picture of the textbook in your mind. 0 Unread 0 Unread 0 replies 0 Replies 1 Views 1 Views  Week Two Discussion Contains unread posts Katie Winkler posted Nov 29, 2023, 7:48 PM Subscribed The kindergarten math standard that I will be using is K.G.2: Correctly name shapes regardless of their

orientations or overall size. We will be going over the flat shapes (circle, square, rectangle, triangle, and hexagon). The Visual and Performing Arts standard that I will be using is 2.0 Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Skills, Processes, Materials, and Tools: 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. I first chose the standard of naming shapes regardless of their orientations or overall size because I am currently going over the shape unit with my kinder class. I chose Skills, Processes, Materials, and Tools: 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art to go with the math standard to solidify my students’ learning process and knowledge of these flat shapes. They will be tracing the shapes (plastic tangrams) with different colored crayons on a big piece of white watercolor paper. They will then get to watercolor the shapes with different colors. They will not only be able to use all of the shapes we are learning about, feel the shapes, and trace the lines of the shapes, but the students will be able to create an original piece of art. After teaching the students the academic language of the shape names, the sides, and the vertices, I will have them trace these shapes with crayons on their pieces of white paper. While they are tracing the shapes I will be asking the students what the names of the shapes that they are tracing are. I will ask the students how they know those shapes are those particular shapes. I will be asking how many sides and vertices each shape has or if they are round. This way the students will not only be tracing the shapes, they will be discussing them. As they tell me why each shape is the shape that it is, I will be informally assessing to see which students are meeting

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the standard and which students may need more support. I will then have them paint certain shapes in order. I will tell the students to first paint the triangles, then the squares, etc. I will also use this as an informal assessment to see if the students can recognize and paint the correct shapes. less 0 Unread 0 Unread 0 replies 0 Replies 0 Views 0 Views  Discussion 2 Contains unread posts Kimberly Lee posted on Nov 29, 2023, 9:09 PM Subscribed In this post, I will outline how I plan to incorporate Visual and Performing Arts (VPA) standards into my one-week lesson plan. This approach aims to enrich my content instruction and align with Universal Design for Learning (UDL) principles, ensuring equitable learning opportunities for all students. Echoing the National Art Education Association's (NAEA) view on art integration, encapsulated by this quote - "Arts integration is key to meaningful, inclusive, and humanistic learning. Arts integration nurtures learners' abilities, conceptual tools, and strategies to construct meaning and achieve understanding” (National Arts Education Association, n.d). I intend to use specific VPA standards to reinforce this philosophy in my teaching. My lesson plan will be designed around the key concepts and skills in CCSS.ELA-LITERACY.RL.9.2. This standard involves determining and analyzing a text's theme or

central idea, including its emergence, development, and refinement through specific details and providing an objective summary of the text. It features a variety of activities designed to immerse students in thematic exploration. These activities span multiple mediums, such as songs, texts, and films, and incorporate different methods like close reading and critical viewing. Students will engage in these activities in diverse settings, including small group work, pair activities, and independent practice. The planned activities are crafted to enhance students' understanding of key concepts specified in the chosen content standard, such as the theme or central idea of a text, theme development, and the significance of specific details. Additionally, these activities aim to improve students' proficiency in the skills detailed by the standard, including determining a text's central theme, analyzing the progression of this theme and how it's influenced and clarified by textual details, and composing an objective summary of the text. I have selected several VPA standards to complement this ELA standard that seamlessly integrate with and enhance these literacy skills. The VPA standards I will share can be found on the California Department of Education Website. Here, you will find additional information, such as anchor standards and essential questions, that will provide more context to these standards. In one activity, students will work in pairs to watch a video of a well-known song accompanied by its lyrics. As they watch, they'll take notes. Their task is to dissect the song's storytelling methods, determine its main theme, and share insights with their partner. The culmination of this lesson involves crafting a joint statement about the theme substantiated by the song's content. This activity is crafted to align with VPA standard Int.MU: H.Re8 which involves interpreting the expressive meaning in music by considering musical elements, context, and text setting when applicable. This activity embraces the UDL principle

of Multiple Means of Representation. It engages students by delivering content through auditory (song/music) and visual (lyrics/video) channels, accommodating a range of learning preferences. By providing a collaborative learning experience, this activity also aligns with the UDL principle of Multiple Means of Engagement. The next activity is tailored to meet the Visual and Performing Arts (VPA) standard Prof.VA: Re8. This standard emphasizes interpreting an artwork or a collection of works, drawing upon adequate and pertinent evidence within the work and its diverse contexts. In this activity, students will critically view a short film as a whole class. During this, I will ask questions to guide them in making inferences from the film. Students will record notes in a graphic organizer. Finally, I will engage the class in discussion to determine the film’s theme collaboratively. Students will be encouraged to use the film content to substantiate their conclusions during this activity. This activity again aligns with the UDL principle of Multiple Means of Engagement by providing a collaborative learning experience. I would further align with this principle by selecting a culturally relevant film. This could stimulate increased student interest and foster a more inclusive learning environment. The next activity is an assessment to gauge students’ mastery of theme identification. Students will individually engage in close reading of a poem. While reading, students will annotate the poem by highlighting keywords, descriptions, or phrases that may point to the poem’s theme and writing thoughts and interpretations in the margins. Finally, students will identify the poem’s theme and present their substantiated conclusions through an oral or written report, creating a theme collogue, or creating a 3D representation of the poem’s theme (e.g., sculpture or model). This assessment is tailored to meet the VPA standard 7.VA: Cr2.3. This

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standard focuses on employing visual organizational strategies to create art that effectively conveys information or ideas. It also embraces the UDL principle of Multiple Means of Action and Expression by incorporating student choice and providing them with options to demonstrate their knowledge. I selected VPA standard Int.MU: H.Re8 because it emphasizes interpreting the expressive intent and meaning in music, complementing the selected content standard focusing on theme identification/analysis in texts. When students engage in the activity of analyzing a song, they will learn to identify themes in non-textual mediums. This will enhance their ability to identify themes and understand their development in written text and auditory expression. Students’ analysis and interpretation skills are expanded and amplified, giving them a more comprehensive understanding of theme development. VPA standard Prof.VA: Re8 was selected because it complements my selected content standard emphasis on identifying and understanding how specific textual details shape and refine the theme of a text. This VPA standard requires students to find evidence to support their interpretations of visual art. By applying this skill, my students will learn to look beyond implicit details and search for deeper meanings and themes in visual art. Practicing this skill through various mediums will enhance their interpretive abilities and fortify their skill of identifying the relevant textual details that develop a text’s theme or central idea. Finally, VPA standard 7.VA: Cr2.3 was selected because it encourages students to create art using visual organization strategies to convey an idea. This skill mirrors how authors use language and creative writing to convey an overarching message to their readers. Students will grasp how ideas can be conveyed in various

forms by creating an artistic representation of a text theme. This hands-on kinesthetic learning experience can enhance their comprehension of how themes are developed in written texts. References ELA content Standards: https://www.cde.ca.gov/be/st/ss/documents/fi nalelaccssstandards.pdf VPA Standards: https://www.cde.ca.gov/be/st/ss/documents/ca artsstandards.pdf Arts integration and universal learning design . (n.d.). The Kennedy Center. https://www.kennedy-center.org/education/resources-for- educators/classroom-resources/articles-and-how-tos/ articles/collections/arts-integration-resources/arts- integration-and-universal-design-for-learning/ less 0 Unread 0 Unread 0 replies 0 Replies 0 Views 0 Views  WK 2 DB Contains unread posts Desiree Carrizosa posted Nov 29, 2023 10:26 PM Subscribed o Identify and list the content standard(s) from your content area that you plan to teach in your week-

long series of lessons. You must have at least one . o Grade Nine and Ten 1.0 Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed. o Identify and list the Visual and Performing Arts standards you plan to overlap with. If your content area is in VPA , your task will be to integrate with the alternative art form. o 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Make Informed Judgments 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others. Identify and list the additional content standard(s) you plan to overlap with. Organization and Focus 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.

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1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. o Explain why you chose these standards and how you see them overlapping naturally or intuitively that will deepen or facilitate your students' learning of your content standard. I chose these standards for a more personal reason. When I was a freshman in high school, I wrote my first real and traditional argumentative essay. After that essay, I became aware that I am a great writer since my teacher at the time gave me a lot of praise. I want to open this door for some students and show students that writing could be a creative escape. I see these standards overlapping because “Standard Writing Strategies 1.0” intertwines directly with “Standards Organization Focus 1.1 and 1.2” since they all tie into having a coherent argumentative essay with a clear perspective with more advanced diction and language. The VPA standard ties in with my main standard since they both deal with arguments and choosing a position to prove. o Elaborate on how you plan to integrate these through UDL principles of multiple means of representation, engagement, and/or expression. Some resources that I will stress to be needed to support student learning and language demand in this lesson are multimedia, audiobooks, videos related to the lesson, textbooks, images, and bilingual aids for English Learners. The difficulty level of text, materials, or resources needed for the lesson is moderate because most students' prior knowledge relates to this lesson but it does add more depth to it. UDL Principle Guidelines incorporated action and expression, engagement, and representation. I incorporated giving students more than

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one way to express themselves and giving students more ways to be motivated. less 0 Unread 0 Unread 0 replies 0 Replies 1 Views 1 Views  Science overlaps with music... Darlene Guerrero posted on Nov 30, 2023, at 3:30 PM • 770 Words Subscribed This time I look at the common standards for Chemistry are the following. St Solutions are homogeneous mixtures of two or more substances. As a basis for understanding this concept: o  Students know the definitions of solute and solvent.  Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motions.  Students know temperature, pressure, and surface area affect the dissolving process.  Students know how to calculate the concentration of a solute in terms of grams per liter, molarity, parts per million, and percent composition.  Students know the relationship between the molality of a solute in a solution and the solution’s depressed freezing point or elevated boiling point.  Students know how molecules in a solution are separated or purified by the methods of chromatography. (Science content standards) As single subjective teachers or multiple subjects, we need to master interdisciplinary interaction which involves cross-curricular. Cross-curricular teaching is the use of multiple academic disciplines during each lesson plan. This teaching method works on students’ soft skill increase engagement and help improve student retention rates. Some examples of cross-curricular are making mosaics in Art and studying Italy in Geography. In the video “The Power of Art Integration: Serious

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Overview” " the Getty Measure has a great lesson plan for teachers to use art pieces in their class use. (The Power of Art Integration: Series Overview)Antoinette Pippen, 5 th teacher at the Alexandra Science, adapted a lesson plan from the Getty, by using the Eco-system Oval Basin, attributed to Bernard Palissy school about 1550. The lesson plan was a discussion of the Eco-system based on the objectivation of Art. Based on the overseas, the classroom will discuss deep into the science land. The student will ask the following question, do you think you are a balanced system? If their diversity in animals, plants, and people. The student replies great on the video, “Diversity is not enough to have a “healthy” eco-system. Think by the student art it freezes the student to think of different perspectives. Allow the students to understand the right vs the wrong. The Visual and Performing Arts standard I plan to use to overlap is created expression: Creating, Performing, and Participating Music the following 2.2 Single music four-part with or without accompaniment 2.6 Compose music in a distinct style. 2.7 Compose and arrange music for various combinations of voice and acoustic and digital/electronic instruments, using appropriate ranges and traditional and nontraditional sound sources. 2.8 Created melodic and rhythmic improvisations in a style or genre with musical culture (e.g., gamelan jazz and mariachi). (Visual and Performing Arts Content Standards for California Public School) The study has shown that playing music with plants has improved their growth or change of environment. For a human, music changes our mood depending on Jazz, hip-hop, soft rock, reggaeton, and country. In the article Art Integration and Universal Design for Learning: Explore the Powerful Alignment between Art Integration and Three Principles that Guide Universal Design for Learning (UDL); the principles of Universal Design for learning are the following multiple means of presentation, multiple means of action and express, multiple means of engagement. The common core is to align with Art integration such as music, drawing, dance, and much more. Students are much more hands-on learning, chemistry is most reading and memory, but hands-on laboratory experience. With multiple means of Action and Expression, art “integration engages students in the creative process which offers a university pathway to learning. Students 1) image, examine and perceive 2) explore, experiment, and develop craft, 3) create 4) reflect, assess, and revise and 5) share their product with others. (Art). The reason I choose music is because music students can have a different approach to how the plant grows. Students can choose an image using what we learn in different glassware to measure purification compared to a famous painting. As chemistry instructors, overlapping with something created music, drawing which they can critically think related to the objective of the lesson plan. I chose the standing of taking the temperature of the solvent and solvent, finding the molality because learning these concepts was tricky until I mastered them at the university level. I want to introduce some important topics for chemistry therefore

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involves some concepts of art, music, drawing, and visual performance which help the student to understand the material. Work Cited Arts Integration and Universal Design for Learning . The Kennedy Center. (n.d.). https://www.kennedy-center.org/education/resources-for-educators/classroom- resources/articles-and-how-tos/articles/collections/arts-integration-resources/arts- integration-and-universal-design-for-learning/ The Power of Arts Integration: Series Overview . YouTube. (2015, January 15). https://youtu.be/9XcIg3eX2FY Science content standards - California Department of Education. (n.d.). https://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf Visual and Performing Art Content Standard for California Public Schools https://nationalu.brightspace.com/content/enforced/66715-ITL528- 65178-2312/vpastandards2009.pdf (2023 less 0 Unread 0 Unread 0 replies 0 Replies 0 Views 0 Views  Caitlin Pryor Week 2 Discussion Contains unread posts Caitlin Pryor posted on Nov 30, 2023, 5:38 PM Subscribed How do we, as secondary teachers, merge other content areas into our designated content of teaching? Teaching is not always going to be about a single subject. Students learn six to seven different subjects in a day. Our jobs as teachers are to find a way to keep our students engaged with the material, peak their interest to learn more about the material, and find ways for students to showcase their understanding of the material. As a

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future English Language Arts teacher, I hope to do all of the following through the use of the Visual and Performing Arts (VPA) and History. Below are the standards for ELA, History, and VPA that I intend to use for my week-long lesson. o ccss.ela-literacy.w.11-12.3  Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well- structured event sequences. o ccss.ela-literacy.w.11-12.5  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.) o Presenting—Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work  Objects, artifacts, and artworks collected, preserved or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. o Connecting—Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art

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 Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. o ccss.ela-literacy.rh.11-12.7  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) to address a question or solve a problem. I chose these five standards because they all connect at the core of analyzing and identifying. Students can read a piece of text many times over and find what that text is about or maybe identify a deeper meaning. However, there comes this idea that there is only one correct way to understand a written text. In the YouTube video, The Power of Arts Integration: Series Overview, different teachers and art experts talked about the importance of using visuals to express an understanding of concepts and materials (Getty Museum, 2015). Students can use the same skills they would apply to a written text to any type of art. They can visually see an example and analyze what they are seeing. Once they have built these skills by looking at any type of art, then they can feel more confident in applying it to a written text. These practices are also a great way to help English Language Learners, students with learning disabilities, or other types of learning needs. Art is a universal language that anyone can understand ( 3 Reasons Why Your ELLs Need Arts Integration | Common Sense Education , 2023). When words seem to fail us, there is a type of art that can be used to express what we as people, students, and teachers feel in a moment. This can be from dance, acting, music, visual arts, literary arts, and media arts. Because there are multiple ways to express oneself in the arts, it supports the universal design of learning. VPA has

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content that is great for visual, aural, and kinesthetic learners ( Arts Integration and Universal Design for Learning , n.d.). Some of my favorite classes in high school and college were classes that allowed for creativity and different ways to express my understanding of the material. ELA classes are a great way to incorporate these skills and practices because the materials we talk about stem from some type of VPA. Whether my class was talking about a play, poetry, or a novel, there was something that visually sparked the creation to write. I want to encourage that same spark in all of my students so they too can experience the joy of reading, writing, and discussing what they find interesting about the different texts we will cover in a given course. If the class is all about reading a text, taking tests on the text, and repeating the cycle, the students will grow bored. Including VPA standards will encourage engagement and make learning a new experience for all students. References 3 reasons why your ELLs need arts Integration | Common Sense education . (2023, July 6). Common Sense Education. https://www.commonsense.org/education/artic les/3-reasons-why-your-ells-need-arts-integration Arts integration and universal learning design . (n.d.). The Kennedy Center. https://www.kennedy-center.org/education/resour ces-for-educators/classroom-resources/articles-and-how- tos/articles/collections/arts-integration-resources/arts- integration-and-universal-design-for-learning/ Getty Museum. (2015, January 15). The Power of Arts Integration: Series Overview [Video]. YouTube. https://www.youtube.com/watch? v=9XcIg3eX2FY

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less 0 Unread 0 Unread 0 replies 0 Replies 0 Views 0 Views  Joseph Daughenbaugh - Week 2 Discussion Contains unread posts Joseph Daughenbaugh posted Nov 30, 2023, 9:40 PM Subscribed Hello Everybody, Thank you for taking the time to read my discussion response. I look forward to learning about the ways you plan on integrating the visual and performing arts into your content areas; combining cross-curricular standards is a great way to access the Universal Design for Learning framework. Here are the content standards I will be including in my week-long series of lessons for Grade 5 elementary music: o California Arts Standards for Music Anchor Standard 9 (Responding) - Apply Criteria to Evaluate Artistic Work:  5. MU: Re9 - Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

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o California Arts Standards for Visual Arts Anchor Standard 7 (Responding) - Perceive and Analyze Artistic Work:  5. VA: Re7.1 - Compare one’s interpretation of a work of art with the interpretation of others. Additional content standards: o Music Technology Anchor Standard 1 (Creating) - Generate and Conceptualize Artistic Ideas and Work:  Prof.MU: T.Cr1 - Generate melodic, rhythmic, and harmonic ideas for compositions or improvisations using digital tools. o ELA Reading Standards for Literature - Integration of Knowledge and Ideas:  CCSS.ELA-LITERACY.RL.5.9 - Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Students will engage in a lesson sequence focused on the use of music for narrative storytelling. One of the activities will involve critically listening to Sergei Rachmaninoff's symphonic poem "The Isle of the Dead," while students draw their visual representation of the story he is trying to tell. After engaging in a discussion that highlights the criteria for the effective creation of a symphonic poem (referencing elements from Rachmaninoff's work), students will then share their drawings while discussing/evaluating the musical elements that influenced their interpretations (Music Standard 5. MU: Re9). Students' artistic renderings will serve as a visual guide for their evaluation of the symphonic poem's effectiveness in meeting the identified criteria: how can a musical composer create a narrative

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through their work? Engaging with Visual Arts Standard 5.VA: Re7.1, students will then compare their interpretations with the original inspiration for the work, a painting by the Swiss artist Arnold Böcklin. I selected these two standards as they intuitively connect the concept of effective storytelling and the subjective nature of artistic work; there is more than one way to tell a story. Later in the series of lessons, students will encounter the ELA Standard CCSS.ELA-LITERACY.RL.5.9 when I read them a short story called The Flying Dutchman. The purpose of introducing a written narrative is to bridge a connection between narrative storytelling with the use of visual art, music, and literature. Students will combine all of the elements they have encountered throughout the week to create their unique narrative. Engaging the Music and Technology Standard Prof.MU: T.Cr1, students will use the online digital audio workstation Soundation to create their stories using music and/or recorded voice. To finish their projects, students will use their choice of visual media for the creation of a cover picture. Utilizing the Universal Design for Learning framework, students will be able to access and/or engage in lesson activities through differentiated access to the affective, cognitive, and strategic networks of learning: o Multiple Means of Engagement  Providing options for recruiting interest while optimizing individual choice and autonomy (UDL Guideline 7.1), students will be able to express creative freedom while engaged in their creative projects at the end of the lesson sequence. o Multiple Means of Representation

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 Providing options for language & and symbols while illustrating lesson content through multiple media (UDL Guideline 2.5), students will be given examples of narrative storytelling from music, visual art, and literature. o Multiple Means of Action & and Expression  Providing options for physical action while using multiple tools for construction and composition (UDL Guideline 5.2), students will be able to create their narrations using different forms of expressive media (visual art, music, and verbal narration). After engaging the concept of narrative storytelling through different media, I hope that students will be able to discover new possibilities for both learning and self- expression. As an intuitive platform for the Universal Design for Learning, I think that the Visual and Performing Arts are an effective tool for knowledge acquisition in all content areas. Thank you again for taking the time to read my discussion response. I look forward to learning more ways we can all engage our students as we continue to grow as educators. References California State Board of Education (2013). California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects . California Department of Education. CAST (2018). Universal Design for Learning Guidelines version 2.2 . Retrieved November 30, 2023, from http://udlguidelines.cast.org

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State Board of Education (2019). California Arts Standards for Public Schools . California Department of Education. less 0 Unread 0 Unread 0 replies 0 Replies 0 Views 0 Views  week 2 discussion Contains unread posts Francesca Donati posted on Nov 30, 2023, 10:23 PM Subscribed During my week-long series of lessons, I will be addressing the Algebra 1 standard A.REI.6. A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables In this standard, students will learn how to solve a system of equations through graphing, substitution, and elimination. Students will be taught all three methods, however, at the end of the unit, they can solve using their preferred method. A system of equations is a set of two or more linear equations. When solving by graphing, the solution to the system is where the two lines intersect. Substitution and elimination are two other methods when solving systems. Over the course of instruction, students will learn when it is best to use a specific method. The VPA standard that I will be using is: Creative Expression 2.1: Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. I will relate this standard to my math standard by having students create their board games. Students will be sorted into groups of three and will be required to design a board game that integrates solving systems. Students will be asked to create at least ten cards that contain questions and provide a thorough answer key to each of the questions. Questions can be computational math problems, for example “Solve the system of linear equations using substitution given x=5y; y=x+8”

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Or the problems can be concept-focused, such as “If a system of equations has no solution, what does this mean about the two lines?” It will be required for all students to create a final question at the end of their board, which will require them to create a word problem. This activity is similar to having students create their version of a test, however, by having students create their own game, they can create their own rules and design their game board. This adds another level of creativity to the project. Again, because students are developing their questions, students will be deepening their knowledge of solving systems. Because each group will consist of three members, this will encourage participation from all group members. Sometimes, it is easy for a few students to do all of the work in a group project, by cutting down the number of students and assigning roles to each group member, all of the work will be split evenly. Thus, through collaboration and applying their knowledge of solving systems, this shows multiple means of engagement. This game board also gives opportunity for the more creative students. Some students may be excellent artists and some students may have creative minds. Both sets of students will be represented through designing and creating the actual game board and creating the word problem at the very end. Because each student will have a task and will have to imagine, create, and reflect, this represents multiple means of action and expression. less

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