1. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. Discuss the children's  favorite stories. What makes them special?  Could these stories actually happen, did they happen, or could they happen only in a dream? Discuss your storybooks.  Are they realistic or fantasy?  Look at and discuss the illustrations from the storybooks.  Are there lots of pictures with colors or not?  Do the pictures help tell the story?  Why?
3. Read the online audio book, Illustrators at Work as a class. Talk about fiction and non-fiction stories.  Are the teacher's storybooks fiction or non-fiction? Why or why not?
4. Children will create their own storybooks. Explore the Freedom Corps Kids and Four or More book creating websites. The children need to develop a simple story idea.  Choosing a main character or object can help with an idea, and kids may use reference pictures. Draw some characters or objects in the sketchbooks. You and your students can brainstorm on the board if you need to.
5. To create ideas for the text: On the 1st page:  Name it (who is the character?) 2nd page: Verb it (character is doing what?)  3rd page:  Finish your thought. Example: The Cow/ Jumped/ Over the Moon.  Title page could read: The Cow's Big Adventure. The kids may make their ideas more complicated and use more than three pages for their book if desired.  They can also use the character idea from their sketchbooks.
6. Begin your Book!! Pass out the white paper.  Make sure the holes are on the left side of all the paper when you write your story. You may begin with the text, lightly written on the lower or upper part of book.  Make sure not to use up all illustration space so leave lots of room for your pictures. Use a pencil to lightly draw the illustrations. 
7. Use black marker to go over text and illustrations (outline only). Paper clip all your pages together and write your name on the back of the last page. Save this for next time.
8. Clean Up: Put all reference materials away, pencils, sketchbooks, and book pages  where designated. Before the next art class, go to the school library and find a book that you really like the illustrations. When you come to art class you will be able to share the book you chose and tell what you like about the illustrations.

Differentiation
Support: Have a helper write the text onto scrap paper that the child can copy on the final copy OR the helper can write the text for the child. The child can also use main characters cut from magazines and glue them into the book.  Then he/she can add to the magazine cut-outs.
Extension: The student can use as many pages as possible to tell the story.

Lesson 2: Tell Your Story-the Writing Process (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials:  Sketchbook, pencil, bent wire for drawing ritual, assorted favorite fiction and non-fiction books (Beatrix Potter book, sport book...etc) for examples, assorted animal/fish/bird pictures, car and sport pictures, sheets of 9"x6" white paper with 3 holes punched on along long edge (using 3 punch hole puncher), black thin marker, assorted colored pencils, crayons and markers.
Vocabulary:  illustrator, fiction, non-fiction 

Activities

1. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook. 

2. Review the types of stories.  Discuss student stories in progress.  Are they fiction or non-fiction? Why or why not?  Who is the main character?
3. Continue creating a storybook. Continue writing your text and illustrate pages using a pencil then outlining with a thin black marker.
4. Once the text and illustrations are complete, use colored pencils, crayons or markers to fill in with colors. 

Differentiation
Support: 
Extension:  

Lesson 3:  Tell Your Story-Making Your Cover (Part 3)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials:  Sketchbook, pencil, bent wire for drawing ritual, assorted favorite fiction and non-fiction books (Beatrix Potter book, sport book...etc) for examples, assorted animal/fish/bird pictures, car and sport pictures, sheets of 9"x6" white paper with 3 holes punched on along long edge (using 3 punch hole puncher), black thin marker, assorted colored pencils, crayons and markers  9"x12" white poster board folded in half  (to make a 9"x6" cover) with 3 holes punched into folded edge, rulers.
Vocabulary:  illustrator, fiction, non-fiction 
Activities

1. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. Fold poster board cover so that front cover is showing. The holes should be on the left side of the folded cover. Use pencil to lightly write your title on the cover. You may use a ruler to mark a straight line before you begin. Then, add your name: by Jane Smith. Draw an illustration that describes your book.
3. Outline with a thin black marker and color in with assorted materials of choice. Insert finished book pages into cover fold, aligning the three holes.  Use yarn or ribbon to tie all the papers and cover together.
4. Clean Up: Put all your materials away. Look under your chair as well. When you are finished exchange your book with your friend and have fun reading his or her book.
5. Display the beautiful books outside the art room for all to enjoy!  Wonderful job!

Differentiation
Support: 
Extension: The student can use as many pages as possible to tell the story.

Lesson 4: The Pop-Up Book (Part 1)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials: sketchbook, pencil, found object for drawing ritual, 11x17 railroad board, folded lengthwise, approximately  2"x2" cut board to cut a shape, markers, scissors, glue, any other assorted materials for pop-up. 

Activities

1. "Story represents a pathway to understanding...of how we fit and why that matters...that we must listen to each other's stories and that we are each the authors of our own lives."
   Daniel H. Pink, A Whole New MindWire Drawing Ritual in Sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing time using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook. 

3. Explore the Webpages Magical Pop-Up Fun and Step Pop-Up Sample.

Differentiation
Support: Have all materials already cut for the child: railroad board needs to have the step already cut and the small square of board should be ready to draw on.
Extension: The Robert Sabuda Website is a GREAT site for more simple pop-ups you can make.   

Lesson 5:  The Pop-Up Book (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials:  sketchbook, pencil, found object for drawing ritual, 11x17 railroad board, folded lengthwise,  another piece of small board to cut shape from, markers, scissors, glue, any other assorted materials for pop-up such as markers, colored pencils, watercolors 

Activities

1. "Story represents a pathway to understanding...of how we fit and why that matters...that we must listen to each other's stories and that we are each the authors of our own lives."
   Daniel H. Pink, A Whole New Mind
   Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. Explore the Webpages Magical Pop-Up Fun and Step Pop-Up Sample.

Differentiation
Support: Have all materials already cut for the child: railroad board needs to have the step already cut, and the small square of board should be ready to draw on.
Extension: The Robert Sabuda Website is a GREAT site for more simple pop-ups you can make.   

Lesson 6:  Exploring Primary and Secondary Colors-Happy Accidents
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  11"x17" watercolor paper, primary color watercolors only, water containers, brushes, India ink in small cups, shish kabob sticks or Q-tips, paper towels, newspaper to cover table, 12"x18" colored construction paper for mounting.
Vocabulary:  primary and secondary colors, color wheel
Activities

1. "If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
   ~Marvin Bartel, Ed.D
   Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. The Primary Colors are the colors yellow, red and blue from which it is possible to mix all the other colors of the spectrum (or color wheel). Follow this lesson plan using red, blue, and yellow only. Use the KinderArt Website. It is best to see a sample painting after the completion of the painting to ensure complete originality and discovery.
   DO NOT tell your students what happens when the primary colors are mixed together. Let them discover this for themselves.
   Make sure the children let two of the primary colors bleed together to create the secondary colors by placing the wet primaries next to each other, or one primary can be placed on top of another. Allow all three primary and the three secondary colors to be seen in the picture. The kids can also experiment mixing the three primaries together in some areas. Do not over mix all the colors together.
   TIP:  When changing colors, dry the paintbrush first with the paper towel, then rinse and apply the second color. This will keep the rinse water as clean as possible. Apply the India ink with a shish kabob stick or Q-tip when colors are still wet. What colors did you make from your primary colors?
3. Clean Up: Put paintings in a designated area to dry. Put ink cups and watercolors in the proper place. Throw away all dirty newspapers and paper towels.  Wash hands if your hands are dirty. The children will choose a colored construction paper for mounting. The teacher will staple the colored construction paper behind the projects when they have dried.
4. Look at a color wheel or look at this color website. You can print out a Color Wheel. if needed.
5. Display the Primary and Secondary Happy Accidents outside of the art room for all to enjoy!

Differentiation
Support: Review the primary and Secondary colors with this Color Wheel. website.
Little Blue and Little Yellow by Lionni, Leo. (Mulberry, 1959 ISBN 0-688-13285-5. Paperback) Picture Book. 32 pages. Grades PreK+
For more info about color in children’s literature see Carol Hurst.com.

Extension:  Watercolor Painting Techniques
 

Lesson 7:  The Color Wheel
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials:  Sketchbook, pencil, found object for drawing ritual, printed color wheels, watercolors, brushes, water containers, paper towels
Activities

1. "If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
   ~Marvin Bartel, art educator, artist
   Drawing Ritual in sketchbook- Look at Art Rituals in the Classroom.  This is a 5 minute drawing time using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. You have explored primary and secondary colors in the last lesson.  Do you remember your primary colors?  What are they and what makes them so special? Can you recall your secondary colors? How did you make them?
3. Today you will paint a color wheel of primary and secondary colors.  The color wheel are colors that are organized; there is an order to the color wheel colors (just like the colors of the rainbow are in order!). Print a copy of the Simple Color Wheel.
4. The teacher will demonstrate proper tempera painting techniques. When changing colors wipe the brush FIRST with a paper towel before rinsing. Rinse brush in the rinse water and dry again with a paper towel.  Now you are ready to dip your brush in another color. Begin with red, blue and yellow. Paint them in the three largest circles.
5. Carefully mix two primary colors together creating a color that is not too saturated with one of the colors but makes a secondary color. Where does this secondary color belong on the color wheel?  Be Careful! Now finish the color wheel with your other two secondary colors.
6. Let this color wheel dry and tape this into your sketchbook for future reference.

Differentiation
Support: 
Extension:  

Lesson 8: Illustrating Your Dreams-a Surrealism Collage (Part 1)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials:  sketchbook, pencil, found object for drawing ritual, 11"x17"  white paper (12x18 paper cropped for mounting), Dali and the Path of Dreams, by Anna Obiols, and/or
Salvador Dali, by Mike Venezia, oil pastels, watercolors, water containers, sharpie, markers, magazine images, glue, scissors, etc.
Vocabulary:  Surrealism, Salvador Dali
Activities

1. "If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
   ~Marvin Bartel, Ed.D
    Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. Read one of the books above. Who is Salvador Dali? He is known as the most famous Surrealist in the world. Discuss Dali's life and work.  What is SURREALISM?
3. Surrealism is a cultural movement and artistic style that was founded in 1924. The Surrealism style uses visual imagery from the subconscious mind  to create art without logic. Surrealism is the art of dreams and fantasies. Have you had some strange dreams in the past?  What was your wildest dream? Many dreams could never happen in real life, but you can illustrate your wacky dream in your art!  This kind of art can be called SURREALISM- or art without logic.
4. Follow this Dreams Lesson Plan. In addition to this lesson, students should add a WORD and/or a SENTENCE. These can be repeated throughout picture, may flow in and out of the drawing, and may be written upside down or sideways...etc.  The Word or Sentence should relate to the dream and help describe it. ANYTHING GOES!!
5. TIP: It is best if the Salvador Dali paintings are viewed next art class when the children have completed their work. This promotes and ensures complete originality and discovery.

Differentiation
Support: 
Extension: Look over this site for more information on Surrealism and its Artists.  Watercolor Painting Techniques

Lesson 9:  Illustrating Your Dreams-a Surrealism Collage (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary and secondary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding: Visual arts tell stories with mood and emotion through images.
Essential Questions:  What makes a piece of artwork good?  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials: sketchbook, pencil, found object for drawing ritual, 11"x17"  white paper from last lesson, oil pastels, watercolors, water containers, sharpie, markers, magazine images, glue, scissors, etc., black construction paper for mounting
Vocabulary:  Surrealism, Salvador Dali, collage
Activities

1. "If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
   ~Marvin Bartel, Ed.D
   Begin with a 5 minute warm up called a Drawing Ritual in your sketchbook- Look at Art Rituals in the Classroom. Choose a found object and pretend an ant is sitting on it. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
2. Follow this Dreams Lesson.
   In addition to this lesson, students should add a WORD and/or a SENTENCE. These can be repeated throughout picture, may flow in and out of drawing, may be written upside down, sideways...etc. The Word or Sentence should relate to the dream and help describe it. ANYTHING GOES!!
3. Finish cutting and gluing  various collage materials of your choice onto the artwork.
   Finish coloring the picture with assorted materials like crayons, oil pastels or markers.
   You may add watercolor washes in any empty areas-use lots of water to mix with the watercolors.
   When your dreams collage is complete, glue the finished picture on to black construction paper.
   Write your name and grade on the lower right corner.
4. Here are some Salvador Dali Paintings to look at and more Salvador Dali Paintings. The students will delight at the surprising subjects and unexpected fantasies and unexpected images of the work of Dali,
   TIP:  Do not show paintings of Dali until AFTER the children have completed their artwork. This ensures complete originality and discovery.
5. Display work outside art room for all to admire!

Differentiation
Support:
Extension: Look over this site for more information on Surrealism and its Artists, Watercolor Painting Techniques

Lesson 10:
Duration:  1 class period
     
Enduring Understanding: 
Essential Questions:  
Materials: 
Activities

1. http://artsedge.kennedy-center.org/content/2284/

Differentiation
Support: 
Extension: