So true.
I'm a firm believer in teaching both academics and character ed hand in hand. There's nothing more important to me in my classroom than helping students understand the balance of being both academically strong in your skills as well as a good, honest, and caring person. In virtually every story we read and lesson we learn, both of those messages and themes come ringing through. It makes perfect sense then that last week we spent time each day learning about the significance of Dr. Martin Luther King Jr.
(*I have to be honest and say that I was inspired by both Dr. King and Krista Wallden from Creative Clips for this project. Her clip art got me once again. Can. NOT. Resist. And so it turned into this...)
You can snag this activity in my TPT store.
(*I have to be honest and say that I was inspired by both Dr. King and Krista Wallden from Creative Clips for this project. Her clip art got me once again. Can. NOT. Resist. And so it turned into this...)
You can snag this activity in my TPT store.
We started off the week with lots of probing and question asking.
What schema do you have about Dr. King?
Do you know what he is known for?
Tell a neighbor one fact you already know about Martin Luther King Jr.
I loved hearing what they had to say. Since they haven't been around that long and had that many life experiences yet, sometimes the only schema they bring is from kindergarten. Love those fresh eyes!
Over the course of the four days of our activity, we read some amazing picture books (included suggestions in my packet), watched a brief Brainpop Jr. video, read a Scholastic News article, and watched a few informational clips from Dr. King's "I Have a Dream" speech. They were inundated with text and media clips (mostly upon their request to see the "real" footage).
Each day after reading/discussing/viewing our informational topic, we colored, cut, and glued the triorama pieces to a new section.
As we completed each section, students glued the trioramas together to make the completed square on the last day. I have included some "wrap up" ideas in my packet for each day as a way to solidify thinking for the day.
Here's a view looking down.
My students were given several options on where and how to place the pieces on each section. I tell them frequently that even though we all start with the same materials and pieces, art is about making it your own. For each section, I listed the options I gave my students if you're interested.
(*Also, for the sake of time, I precut my triorama sections for the students. Normally, I would give them squares and take the time to teach them how to fold, cut, and make their own. However, we had too much to get through. Next time.)
Enjoy!
Peace.
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| Day 1...just the start |
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| Day 2 |
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| Day 4 |
Here's a view looking down.
My students were given several options on where and how to place the pieces on each section. I tell them frequently that even though we all start with the same materials and pieces, art is about making it your own. For each section, I listed the options I gave my students if you're interested.
(*Also, for the sake of time, I precut my triorama sections for the students. Normally, I would give them squares and take the time to teach them how to fold, cut, and make their own. However, we had too much to get through. Next time.)
Enjoy!
Peace.
