Alexandra Gentilesco

Thematic Unit

Content Focus Area Thematic Centers Technology Assessment Student Common Core or PA
Area(Theme): Questions/ Integration and/or Rubric Products or Standards
Settings and Objectives (References, Scale Portfolio
Characters Software and/or
Resources)
Arts Integration Where is this x The painting will Students will -Exit ticket: Standard - 9.2.2.D1
Identifying and painting? What be projected on a be assessed students will
describing the tells you that? whiteboard or based on their write their Describe the historical and
setting(time and place) Who is in the smartboard. exit ticket as description of cultural context of works
and characters of a painting? Is it in well as the the paintings of art.
painting (A Field of the past or Students will content of their setting along
Poppies by Claude present? need paper, drawings. with an Standard - 9.1.V.2.E1
Monet). pencils, and explanation.
-Students will be coloring utensils. -Did they Use imagination and
able to determine identify a -Students will creativity to express self
the setting of a setting and draw a picture through visual arts.
painting by support it with of themselves
identifying key reasoning? in their favorite
details in the place and
painting. They describe how
will identify they feel when
in that place.

Language Arts -Students will x Book will be Students will Lesson will be Standard - CC.1.2.2.J
 identify projected onto be assessed conducted
Identifying the different characters and whiteboard or based on their orally. Acquire and use grade-
settings and characters settings as the smartboard so participation in appropriate
in The Rainbow fish by book is read to that students can the Interactive conversational, general
Macus Pfister. them. follow along and Read Aloud. academic, and domain-
observe the specific words and
phrases.
pictures. -Did they
identify
characters and Standard - CC.1.3.2.C
settings,
providing the Describe how characters
correct term for in a story respond to major
them? For events and challenges.
example: The
rainbow fish is Standard - CC.1.5.2.B
a character or
The ocean is Recount or describe key
a setting. ideas or details from a text
read aloud or information
presented orally or
through other media.

Mathematics Students will estimate What unit would At one Painting will be Students will -Worksheet to Standard -
the lengths of objects in we use the center, the projected on a be assessed record their CC.2.4.2.A.1
the painting A Field of measure the students will whiteboard or on the own heights,
Poppies by Claude child? Mother? observe the smartboard. worksheet. their Measure and estimate
 Monet. House? Trees? painting and classmates
Flowers? determine Teacher will -Did they heights, and lengths in standard units
the units they provide a tape record the their estimated using appropriate tools.
-Students will be would use to measurer for heights heights of the
able to determine measure students to accurately? characters in
the appropriate things they measure their -Did they the painting.
unit of observe. heights. provide
measurement for reasoning for
objects identifies At another their
in the painting. center, estimations of
students will the characters
measure heights? For
their own example: The
heights using child is 4 feet
a tape tall because I
measurer am a child and
and use them I am 4 feet
to estimate tall.
the heights of
the
characters in
the painting.

Science Categorize the -Separate the Students will The painting will Students will - Exit ticket Standard - 3.1.1.A1
characters and things things in the work in pairs be projected on a be assessed which
observed in the painting painting into two to determine whiteboard or on the exit describes the Categorize living and
 as living and nonliving categories: living the weather smartboard. ticket; they will role of sunlight
things. and nonliving in the collaborate in the painting. nonliving things by
painting. Students will with a For example: external characteristics.
Identify the weather of -Explain that the need a pencil classmate to The grass is
the painting: is it sunny? field has many Teacher will and paper. determine the very green and - Standard - 3.2.2.B6
Rainy? Hot? Cold? trees, green guide class in weather in the there are a lot
Windy? grass, and making a Teacher will need picture and of flowers, so ENERGY Recognize that
flowers which chart chart paper and how it affects the place in the light from the sun is an
indicates the categorizing markers. the growth of painting must important source of
presence of living and the be sunny. energy for living and
sunlight. non-living environment. nonliving systems and
things in the some source of energy is
painting. needed for all organisms
to stay alive and grow.

Social Studies Identify the setting and -Students will be x The paining will Students will Lesson will be Standard - 7.2.2.A
its characteristics. able to describe be projected on a be assessed conducted by
the setting in whiteboard or on their discussion as a Identify the physical
Describe why the terms of smartboard. participation in whole class characteristics of places.
characters are dressed a geography. For the class and in pairs.
certain way and identify example: hills discussion and Standard - 7.3.2.A
shelter in the painting. and plains their use of
proper Identify the effect of local
-Students will be vocabulary geography on the
able to describe such as hills, residents of the region
how the setting plains, past, (food, clothing, industry,
affects the and present trade, types of shelter,
characters etc.).
clothing choice.

-Students will
identify the type
of shelter used
by the
characters.

-Students will
speculate on the
time period of the
image using
general
vocabulary: is it
set in the past or
present? How do
you know?