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This arts integrated unit was co-taught with my teaching intern partner, Marlena Murtagh. We taught at City Neighbors Charter School, in Ms. Mercier's 2nd grade class. Our objectives were to further Ms. Mercier’s lessons on food and vegetables that she was already doing with her students. 2nd graders are still emerging as readers and writers, so we stressed literacy skills almost as equally as we did art skills. We taught four lessons in squence throughout one week.

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2nd grade_unit.doc

 

The link above is a downloadable copy of all the documents created for this unit, including the unit plan, 4 lesson plans with scripting, worksheets, examples of student work, and sequence chart.

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The first day of the unit, we introduced the topic of food/ Farmer’s Markets through carpet reading, and then showed the students a video (that we had created) of the Baltimore Farmer’s Market. They interacted with the video by tracing directly onto the projection paper, and also drawing individually in their field journals. This lesson was intended to give our students to have a larger awareness of the vegetables that are local to our area.

 

 

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Our second lesson focused on vegetables that we bought from the Farmer’s market, which we taught the students to draw from observation. They created 2 drawings, one of their whole vegetable, and then one of it cut in half. This lesson was intended to show students what vegetables look like directly from the farm, and also to give them skills to better articulate form through drawing and writing.

 

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Talking to a student about how many parts his cabbage has.

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Our third lesson focused on collaborative learning through a game of possibilites. Students worked with cards that had action words for “changing” vegetables, student drawings (of vegetables from the previous day), and pictures (of meals involving those vegetables) on them. They worked in small groups to create flow-chart combinations in order to investigate the many ways that vegetables can look and be used in final meals.

 

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Me and my teaching partner reading Pete's a pizza by Wiliam Steig. We asked students to act out the actions of making a pizza as we read from the book.

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On the last day of teaching, we taught out students about the different roles people play in getting food to their tummies. We worked collectively to define the words producer (farmer), preparer (chef), and consumer, and then each student was assigned one of these roles. They used worksheets to come up with 2 lines & a movement that they each preformed during a short play.

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Darrell's notes in his field journal after a group discussion of the various roles that people play in getting food to the table.

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