PAIR

Professional Arts Integration Resource

 

4th Grade

4th Grade: Beginning, Middle, and End; Relay Drawing

Brewer Elementary, Year One

Allen – Meagan Cascone

Learning Objective/Exit Outcomes: 

  • Students will be able to draw a visual representation of a story.
  • Students will be able to identify the beginning, middle, and end of a story.
  • Students will be able to pick out key details that help define the beginning, middle, and end of a story.
  • Students will engage in collaborative discussion of peer artwork as well as their own.

State Standards:

ELAGSE5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

  1.  Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.
  2. Explain how selected elements and principles of design are used in works of art to convey meaning.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Integration Area/Subject:

ELA & Visual Art

Materials/Playing Space: 

  • Paper
  • Pencils

Description: 

Students were given a piece of paper folded in three equal sections. Each section was labeled, from top to bottom, 1, 2, and 3 in the bottom right hand corner, so students would keep the paper orientation the same throughout the Relay Drawing.

Students sat at tables with 3-4 people at each table. The teacher chose a book to read to the students. The students listened to the story and when the PAIR Specialist said “freeze,” the students had one minute to do a sketch of what happened in the beginning of the story.

The students then passed their paper one person to the right and the teacher continued to read until the next “freeze” was called. The students then had to do a sketch from the middle of the story.

The students passed their papers once more and the final part of the story was read. They finished their paper with the final sketch and then as a class, we talked about what the beginning, middle, and end of the story was and if it matched up with the sketches they had created.

Notes: 

A reminder that this is a quick drawing and doesn’t have to be perfect or the person who is drawing doesn’t have to be an artist, is always helpful!

Depending on your class style, you can either keep the other boxes hidden as the paper is being passed around by folding up the paper to only show one box at a time, or keep the paper unfolded, so the drawings can be seen the whole time as its passed around.

4th Grade: Prepositions, Minefield

JD Davis, Year One

Nichols – Meagan Cascone

Learning Objective/Exit Outcomes: 

  • Students will be able to identify prepositions.
  • Students will be able to retell directions using prepositions.
  • Students will be able to give directions using prepositions.
  • Students will contribute to peer learning and collaboration.
  • Students will work on soft skills, such as teamwork and empathy.
  • Students will engage in collaborative discussion following an activity.

State Standards:

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. 
  2. Follow agreed-upon rules for discussions and carry out assigned roles. 
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

ELAGSE4L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 

  1. Form and use prepositional phrases.

TA4.RE.1 Engage actively and appropriately as an audience member.

  • Participate as audience.
  • Demonstrate appropriate theatre etiquette.

TA4.CN.1 Explore how theatre connects to life experience, careers, and other content. 

  1. Connect theatre experiences to life experiences and other content areas.

Integration Area/Subject:

ELA & Theatre

Materials/Playing Space: 

We used the front of the room as our playing space and used different objects throughout the room as our different obstacles.

Description: 

The PAIR Specialist instructed the students to set up obstacles throughout the front of the classroom. The class decided what the goal would be for the student who had to make it through the obstacles. Once the course was set, the PAIR specialist adjusted a couple of obstacles so that it wasn’t impossible or dangerous. The students were reminded that we wanted the person with their eyes closed to succeed, that it is the students job as a group to protect the person with their eyes closed.

The PAIR specialist went through the obstacles with the student, while the teacher selected students to give directions. The students were reminded that only the person selected could give the direction and each person could only give one direction of how to get the student through the minefield. By one direction, this means something like “take 3 large steps forward” or “turn your body to your right 1⁄4 turn.” Students will be practicing communicating in a clear and concise way.

Once the student made it through the minefield, the PAIR specialist asked questions such as, “What was the hardest part about going through the obstacles? What was the hardest part about giving directions? What happened when more than one person tried to talk at one time?” 

The teacher then asked the students to describe what happened using prepositions. For example, “She had to step OVER the chair. She had to crawl UNDER the table. She went BETWEEN the two desks. 

At this point, the teacher set up a different obstacle course with the students while the PAIR Specialist went out of the room. The class discussed what they wanted the PAIR Specialist to do using their prepositions. “We want her to go AROUND the jacket and THROUGH the tables and step ON TOP OF the chair.

Notes: 

Students might need a reminder that when they give directions, they should look at where the student going through the course is standing. At times, when they wanted the student to move to the right, they would say left because that’s the direction it was looking at the student. Just remember to encourage students that we don’t want it to be impossible for the student going through the obstacles. Making it to the finish line is the goal for everyone.

4th Grade: Problem/Solution, Bippity Bippity Bop

Brewer Elementary, Year One

Allen/Meagan Cascone

Learning Objective/Exit Outcomes: 

  • Students will be able to tell the difference between a problem and an effect.
  • Students will be able to create a solution for a problem given to them.
  • Students will be able to come up with a problem that matches the solution given to them. 

State Standards:

ELAGSE4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. 
  2. Follow agreed-upon rules for discussions and carry out assigned roles. 
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

TAK.CR.1 Organize, design, and refine theatrical works. 

  1. Use imagination to create, revise, and/or add to ideas. 
  2. Demonstrate skills of the mind (e.g. imagination, focus, concentration). 
  3. Follow directions for and contribute in planning theatre experiences. 
  4. Listen to others with respect and courtesy in an ensemble.

TAK.PR.1 Act by communicating and sustaining roles in formal and informal environments. 

  1. Use body to communicate emotions. 
  2. Cooperate in theatre experiences. 
  3. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

TAK.PR.2 Execute artistic and technical elements of theatre. 

  1. Identify playing space and audience space.

TAK.RE.1 Engage actively and appropriately as an audience member. 

  1. Participate as audience. 
  2. Identify the basic elements of theatre etiquette.

Integration Area/Subject:

ELA & Theatre

Materials/Playing Space: 

The students remained in their desks for the beginning of this activity and presented what they created at the front of the class. 

Description: 

The teacher had different sheets of paper for each table group. On these sheets of paper were two problems and two solutions that went with the problems. The first direction was for the students to read the problems and solutions and choose a problem to represent with body movement.

Once each table decided on a problem, they created a body movement that would be easily repeated to show this problem. One table at a time, the students came up to the front of the room and showed their movement. The rest of the class had to guess what the problem could be. Once they guessed the correct problem, the students had to come up with different solutions to that problem. The team of students would then reveal what the solution was on their piece of paper. 

Once all students presented, they had to use their second solution and come up with a visual representation of the solution instead of the problem. Again, they went up one group at a time and presented the movement they came up with for the solution. The class then had to guess what they could be representing. Once they came up with the solution, the class had to come up with different problems that could result in that solution. 

This whole activity got the class thinking about many different problem and solution possibilities instead of just focusing on the two found on their paper. 

Notes: 

To really integrate this lesson, engage the class in a short discussion of what live theatre is, how an audience should act, what parts of the classroom will be the stage and the audience, etc. Students should have a clear understanding of the art standards as well as the ELA standards when this lesson is complete.

4th Grade: Operations of Fractions, Minefield

Key Elementary, Year One

Delgado – Jen Weisphal

Learning Objective/Exit Outcomes:  

  • Students will be able to correctly answer addition and subtraction problems including the operations of fractions.
  • Students will contribute to peer learning and collaboration.
  • Students will work on soft skills, such as team work, collaboration, empathy.

Standards: 

MGSE4.NF.3 Understand a fraction 𝑎 𝑏 with a numerator >1 as a sum of unit fractions 1 𝑏 . 

  1. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 
  2. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 21 Grade 4 expectations in this domain are limited to fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. 
  3. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. 

TA5.RE.1 Engage actively and appropriately as an audience member. 

  1. Participate as audience. 
  2. Demonstrate appropriate theatre etiquette.

TA5.CN.1 Explore how theatre connects to life experience, careers, and other content. 

  1. Analyze how theatre experiences reflect and connect with life and other content areas.

Integration Area/Subject:

Math and Dance

Materials/Playing Space:

Blindfold, optional

Description:  Minefield 

The PAIR Specialist explained the goals of Minefield to the classroom, which centered around getting one blindfolded student from point A (the door to the classroom) to point B (the opposite corner of the room where a print of the Georgia flag hung on the wall) by providing a single direction (take two small steps forward, turn your body from 12:00 on the clock to 10:00, lift your arm above your head, etc) each time a group of students answers a fraction problem correctly.

The teacher chose a student to be blindfolded and walk through the “Minefield” in the classroom. This student was asked to step outside and either put on a blindfold or close their eyes depending on the students’ comfort level. The teacher instructed the rest of the students to create “landmines: in the classroom by moving desks, chairs, etc around to make a completely new space to get the blindfolded student through.

Students were kept in the groups their desks normal sit in and each group would take a turn answering a fraction problem the teacher would write on a dry erase board as she walked around the room with the blindfolded student, adding extra guidance on each move. If the group answering the problem got it correct, they would collaborate on what instruction they would give the blindfolded student and once the direction was given and the blindfolded student moved, the teacher would present a new problem to the next group of students.  If a group did not get the answer correct, they would lose their turn to give direction to the blindfolded student and the next group would get the opportunity to answer to problem. 

The game will continue with students answering fraction addition and subtraction problems and giving directions to get the blindfolded student through the created Minefield, until the student reaches the goal (reaching up and putting his hand on the flag of Georgia).     

Debrief: 

It’s important to discuss how the game went because, while the topical goal of this art strategy is practicing operations of fractions, the underlying goal is creating unity in the class, collaborating to reach a goal, supporting each other through difficult situations, communicating clearly and precisely, and developing empathy.

  1. Ask the student who was blindfolded what the experience was like for them.  You may ask follow up questions about how they felt during the exercise, what it was like to trust the communication given by their peers, etc.
  2. Ask the students giving direction what it was like to watch one of their peers go through the Minefield. Did it stir up feelings of excitement, concern, etc? Do they understand the feelings of the student who was blindfolded?

Notes: 

The teacher used a small dry erase board to write down the problems so she could be IN the Minefield with the blindfolded student, which was helpful for this particular student, who had the wiggles and struggled to stay still while waiting for the next instruction. Being able to adjust the student during the game helped the class stay on track with giving directions.

Since fractions were part of getting the student through the Minefield, it would also be great to encourage the larger group of students to use fractions in their direction to the blindfolded student (turn your body ¼ to the right, walk 1 ½ times the length of a desk forward).

4th Grade: Place Value, Minefield

Dimon Elementary, Year One

Sutherland – Jen Weisphal

Learning Objective/Exit Outcomes:  

  • Students will be able to correctly identify place value.
  • Students will be able to use addition and subtraction in measurement.
  • Students will contribute to peer learning and collaboration.
  • Students will work on soft skills, such as teamwork and empathy.

Standards: 

MGSE4.NBT.1 Recognize that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

  • Understand the relationship between gallons, cups, quarts, and pints.
  • Express larger units in terms of smaller units within the same measurement system.

TA4.RE.1 Engage actively and appropriately as an audience member.

  • Participate as audience.
  • Demonstrate appropriate theatre etiquette.

Integration Area/Subject:  

Math and Theatre

Materials/Playing Space:

Blindfold, optional

Description: 

The PAIR Specialist explained the goals of Minefield to the classroom, which centered around getting one blindfolded student from point A (the middle of the room) to point B (the answer to a problem hanging on one of the four walls in the room) by providing a single direction (take two small steps forward, turn your body from 12:00 on the clock to 10:00, lift your arm above your head, etc).

The teacher put a math problem on the board (this review focused on place value and measurement) and every student wrote the answer down. The teacher chose a student at random (assigned a number in the classroom) and the first student to have the correct answer would be the student chosen to walk through the minefield. That student would be placed in the center of the room and blindfolded to be walked through the Minefield to the correct answer. 

Students would be called on to have their answer checked by the teacher. If the answer was correct, the student would earn the opportunity to give a direction to the blindfolded student to help them reach the correct answer in the room. 

The game would continue this way until the blindfolded student reached the correct answer and placed their hand on it.

Debrief: 

It’s important to discuss how the game went because, while the topical goal of this art strategy is practicing place value and units of measurement, the underlying goal is creating unity in the class, collaborating to reach a goal, supporting each other through difficult situations, communicating clearly and precisely, and developing empathy.

Ask the student who was blindfolded what the experience was like for them.  You may ask follow up questions about how they felt during the exercise, what it was like to trust the communication given by their peers, etc.

Ask the students giving direction what it was like to watch one of their peers go through the Minefield. Did it stir up feelings of excitement, concern, etc? Do they understand the feelings of the student who was blindfolded?

Notes: 

  • Playing Minefield this way allowed for the teacher to quickly check work and see who was understanding the content (place value, units of measurement, etc) and allowed for multiple quick rounds and a few different students to be blindfolded.
  • Another suggestion I would pose is to have the students answer the first question on their paper to know what direction to send the blindfolded student (without shouting out the answer), but give each student called on an additional problem that they solve to earn the right to give a direction. In this way, the teacher is allowing for more individual practice and review, while also allowing the blindfolded student to be misdirected on occasion, which creates a bit of additional fun to the game and elongates the game, making the learning more substantial.

4th Grade: Storytelling, Conducted Story

Blanchard Elementary, Year One

Hannan – Elizabeth Reeves

Learning Objective/Exit Outcomes: 

  • Students will be able to read and surmise a passage or story.
  • Students will be able to think critically about how a story may be changed depending on the perspective of the writer.
  • Students will be able to collaborate with peers to improvise a new ending to a story.
  • Students will be able to work on communication soft skills, such as listening and responding appropriately.

State Standards:

ELAGSE4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.

ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

TA4.CR.2 Develop scripts through theatrical techniques.

  1. Develop scripts based on stories (e.g. personal, imaginary, real).

TA4.RE.1 Engage actively and appropriately as an audience member. 

  1. Participate as audience. 
  2. Demonstrate appropriate theatre etiquette. 

TA4.RE.2 Critique various aspects of theatre and other media. 

  1. Identify artistic choices through participation and observation.

Integration Area/Subject:

ELA and Theatre

Materials/Playing Space:

None 

Description:

The teacher divided the class up into groups of 4-5 students and gave each group a story or passage to read together. Once students have read the story, each group will have a turn to play a theatre arts strategy called Conducted Story. Within Conducted Story, each group would line up at the front of the classroom to begin. The PAIR Specialist led the first round of Conducted Story. As the conductor, the PAIR Specialist would point to a student in the group to start the group’s story as any good story does with “Once upon a time…” The PAIR Specialist would then, at any moment, pull their hand back and point to another student in the group to continue the story on. The students must use focus to stop speaking, even if it is mid-sentence, and to pick up where the story left off as quickly as possible. It is the job of the other students in the classroom to be attentive audience members, focused and listening to the story to be able to recall as much information as possible.

With the teacher’s help, students were encouraged to come up with a new ending to their story. While the beginning of Conducted Story should start with an introduction of important characters and setting, it is then up to the students to come up with a new series of events that occurs within the story using the constants that are characters and settings and any other pertinent information. Students must listen to each other very carefully so that the story progresses and continues to make sense. The PAIR Specialist will take the opportunity to point to themselves when a story begins to go off track by reviewing the important plot points that have already been laid out, encouraging students to work with what has been given by their group before their turn.

After the first group’s story, the PAIR Specialist and teacher asked review questions about what happened in the story to the audience members who had been listening. This challenges the entire class to remain engaged, even when their group is not up at the front of the class.

The teacher then stepped in as the conductor for the next group.

Notes:

If you want to take this strategy one step further, connect reading and theatre strategies back to writing, and have each student individually write a new story ending to their favorite story they heard through Conducted Story.