Level II: Integration Ideas
Workshop 2
Table of Contents
Act It Out...................................................................................... 19
Foil ................................................................................................ 20
Found Object Building................................................................ 22
Freezedance ............................................................................... 25
Instruments .................................................................................. 28
Koosh Balls................................................................................... 30
Picture Perfect ............................................................................. 32
Scarves ........................................................................................ 33
Stuffed Stockings......................................................................... 36
Materials written by Dr. Jennifer Raine
Joan Merwyn, Erica Rooney, Nancy Volante
Contributing EASE Level II Teaching Artists
2014-15
Matt Bogdanow
Shellie Bransford
Lisa Dove
Melanie Maria Goodreaux
Peter Hoyle
Annie Levy
Scott Lilly
Kyla McHale
Greg Paul
Vanessa Ramirez
Nysheva-Starr
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
Page 19
Act It Out
Act It Out
Through the basic strategies and procedures outlined in Level I Act It Out, students act
out scenes taken from a variety of curricular sources.
Please refer to the Level I Act It Out activity for guidelines on selecting and/or creating
scenes of an appropriate level of difficulty.
In general, easier scenes
•
•
are very short, and
require only two actors.
Difficulty increases
• as scenes become longer, and
• as scenes require more actors, and
• if the scene requires someone to portray a non-human character (for example,
falling rain in the water cycle).
Examples
ELA:
students write their own scenes (1 sentence, or longer stories)
act out a poem being studied (in its entirety or broken down into
smaller chunks)
act out a book being studied (in its entirety or broken down into
smaller chunks)
Social Studies:
important moments in history
fiction or non-fiction writing about people from different cultures
community workers
Math:
act out word problems
Science:
life cycles of insects
the water cycle
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Foil
Foil: Integration Ideas
Foil and Sorting
1. Sorting different sized balls
• Make large and small foil balls (or large, small and medium).
•
Prepare containers with “large” and “small” words or symbols; students sort
balls into the appropriate containers.
2. Sorting balls, twists, and folds
• Make foil balls, twists and folds as outlined in the Level I Foil Bling activity.
• Prepare containers with “ball,” “twist,” and “fold” words or symbols;
students sort objects into the appropriate containers.
Foil and Math
Counting, Addition and Subtraction
Students can make foil balls or other shapes, then use them as manipulatives for
counting, adding, and subtracting.
Shapes
Foil can be folded into many two-dimensional shapes, including squares, rectangles,
triangles, trapezoids, rhombuses, etc. (Circles and ovals are tough, however.)
•
Easier version: If folding foil on its own is too challenging, another option is for
students to press or fold foil over a cardboard shape.
Measuring
1. Measure pieces of foil
• Measure a certain length of foil to cut from the roll (for example, 12”).
• Try folding the foil in half and measuring it again. Repeat!
2. Roll and Measure
• Make foil balls.
• Tape a “starting line” to the floor with masking tape.
• Taking turns, students place a foil ball at the starting line. Depending on
their coordination/abilities, they can
o roll the ball by pushing it with their hand, or
o roll the ball by blowing on it.
• Measure the distance from the starting line to the foil ball.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Foil: Integration Ideas (continued)
Foil and ELA
1. Make foil letters
• Make foil twists as outlined in the Level I Foil Bling activity.
• Use these twists to make foil letters. For some letters, you may need to
demonstrate a strategy for attaching two or more twists together.
2. Make foil words
• Once you have a number of foil letters made, you can use them to make
words, or even sentences.
3. Make foil characters or objects from a story (WARNING: very advanced)
• If students are able, have them make foil figures representing characters in
a story, and/or for important objects in a story.
(PLEASE NOTE: “Sculpting” with foil in this way is a very advanced skill; it
may be extremely frustrating for many students. Only attempt this if you’re
extremely confident in your students’ skills and frustration tolerance.)
• Students can use these figures and objects to act out a story as you or
another student reads it.
Magical Button / Magic Wand
1. “Magical Button”
• Construct a “Magical Button” out of foil.
• The leader can use the button as a prompt for either a single student or the
whole group to answer questions, as appropriate.
For example, “When I press this button …”
•
o
“… count by 10s to 100!”
o
“… name an animal and its habitat!”
o
“… say a word that starts with the letter ‘R’!”
o
“… clap four quarter notes!”
If desired, this activity can be done in partnerships, using multiple
“Magical Buttons.”
2. Magic Wand
• The foil wand can be used in the same manner as the Magical Button (see
above).
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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•
Found Object Building: Integration Ideas
Found Object Building
Interacting with Curriculum
1. Gather building materials: Gather three-dimensional cardboard, paper, wood,
or foam building materials (as described in Level I Found Object Building).
• Adults can do this ahead of time, or the class can collect building items
over a period of time.
• Ideally, you will have approximately 2-4 items per participant.
Note: Some students can become overstimulated when working with items with
a lot of text and pictures (for example, a cereal box).
If this is an issue for your students, choose building items without stimulating text
or pictures, or pre-paint items that are too stimulating.
• Don’t forget to collect a flat cardboard base to build on.
o
o
o
You’ll need one base per structure made.
Each structure can be shared by a group of 3-12 participants.
Depending on the size of the group, the base should be approximately
1 to 2 feet square.
2. Prepare curricular supplies: Find or prepare pictures or papers with curricular
information on them.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Found Object Building: Integration Ideas (continued)
3. Attach curriculum to building materials: Students take turns gluing or taping a
curricular item to a three-dimensional building material (box, tube, etc.):
• Choose curricular paper. A student chooses a curricular picture or paper.
(At this point, discussion can happen about that particular curricular item.)
• Choose building material. The same student chooses a box or other 3-D
building material.
• Attach curriculum to building material. Using glue or tape, attach the
curricular paper to the building item.
• Repeat until each student has had at least one turn.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Found Object Building: Integration Ideas (continued)
4. Build: Take turns, and use the curriculum-decorated 3-D materials to build with.
• Select and glue an item: The first participant glues one of the items from
Step #2 onto the cardboard base.
o
Students may glue the same item they created in Step #2, OR
o
Students may choose another student’s item to glue to the structure.
• Discuss: At this point, discussion can happen about that particular
curricular item. This is an effective way to keep students engaged while
waiting their turn.
• Continue with the next turn: The next participant then chooses a different
item, which they can glue onto the base, or onto the first item.
• Repeat: Repeat until each participant has had at least one turn.
5. Discuss: Once the structure is complete, the curricular items can be discussed
further. In general, this entire process can be utilized to engage with students
around curricular vocabulary and ideas. For example:
•
“I see you’ve placed Michelle Obama on top of Frederick Douglass. Who is
next to Frederick Douglass?”
•
“The 10 box is next to the 40 box. What is 10 plus 40?”
30
20
Or …
60
40
10
50
Examples
Social Studies:
communities and community workers
Visual Arts:
different lines and patterns
Math:
types of numbers (even numbers, multiples of 10, etc.)
clocks with different times on them
ELA:
vocabulary: (sight words, adjectives, rhyming words etc.)
pictures of characters in a story
lines of a poem; make your own poem by recombining the lines
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Freezedance: Integration Ideas
Freezedance
Freezedance with Destinations
Larger Classroom Option
Set-up
1. Prepare cards with curricular items on them (shapes, numbers, letters, words,
pictures, etc.). Make one card per student of each type of card; i.e. 6 students 
6 rain cards, 6 snow cards, 6 sun cards.
2. Students tape the cards to the floor, spread out around the room.
Game play
1. Play music on the CD. Students dance around the room.
2. Stop the music and say what type of card everyone must find (for example,
“Snow!”). Everyone must find the correct type of card to stand on. Once
everyone has found the correct card, resume play.
VARIATION:
Cards can be taped to chairs; when students need to “freeze” they can sit down in
a chair with an appropriate card taped to it. Just remember that there must be
enough chairs for everyone; this isn’t a game with a “loser” (such as Musical Chairs)!
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Freezedance: Integration Ideas (continued)
Smaller Classroom Option
Set-up
1. Prepare cards with curricular items on them (shapes, numbers, letters, words,
pictures, etc.). Make only one of each type of card.
2. Students make large masking tape squares on the floor (large enough for all
players to stand inside), and then tape a curriculum card inside.
Game play
1. Play music on the CD. Students dance around the room. (For larger classes, ½
can play while the other ½ watches, then switch.)
2. Stop the music and say what type of card everyone must find (for example,
“Snow!”). Everyone must find the masking tape square with the “snow” card,
and all players must go stand inside the square. Once everyone is inside the
correct square, resume play.
Examples
Science:
weather
animal families
Social Studies: different kinds of community workers
ELA:
letters
pictures of characters from a story
Music:
types of instruments
musical notes
Math:
types of coins
clocks with different times on them
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Freezedance: Integration Ideas (continued)
Big Math Freezedance
Set-up
Students use colored masking tape to make three or more squares on the floor.
•
•
Each square should be a different color.
Squares should be large enough for at least half the people in the room to be
able to stand in them.
Game play
1. Play music on the CD. Students dance around the room.
2. Stop the music. Everyone must find a square to stand in, and go stand in it.
3. Do math!
• “How many people are in the red
square?” “ … the green square?”
• “Which square has the most people
in it?” “ … the fewest?”
• “How many people are there if you
add the green square to the blue
square?”
4. Subtraction
• Start with the number of students in a square.
• “If we start with 5, and take 2 out, how many are left?” – Ask 2 students to
leave the square.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Instruments
Instruments: Integration Ideas
Chanting with Instruments
A chant is any words that you can repeat. (Remember “I have self-control … I’m cool, I
can wait”?)
Anything that needs to be memorized can be turned into a chant.
Chants are fun on their own, but they’re even more fun when you say them while
playing instruments!
Turn your classroom learning into chants, and perform them with instruments.
Examples
Classroom rules: “Walk - ing feet … walk – ing feet”
Geography:
“New York’s capital is Al –ba –ny … New York’s capital is Al –ba –ny”
ELA:
days of the week
months of the year
the seasons
“The let – ter D says, ‘ Duh duh duh!’ … The let – ter D says, ‘ Duh duh
duh!’”
Math:
counting by 2s, 5s, 10s
times tables
For added fun, make a parade! Chant, play instruments, and march around the room!
Music and Numbers
Students can be asked to play an instrument a specific number of times; others can
count along out loud or silently.
Instruments and ELA
You can use instruments to provide sound effects for stories you’re studying.
Students can select which instruments represent which story elements, and the manner
in which the instruments are played.
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Instruments: Integration Ideas (continued)
Instrument Conversations
ANSWERING QUESTIONS
This is a simple and fun way to motivate students to answer questions.
1. Use an instrument when asking
a question that requires an
answer. Play along with your
question (or, speak and play
the instrument after the words,
if having two sounds at once
would be too confusing for
your students).
What city do we live in?
Tap tap-tap tap tap tap tap?
New York City!
Tap tap tap-tap!
2. Pass the instrument to the person
answering the question. They get to
play while they answer!
More complex version: If students are able to demonstrate sufficient self-control, each
student could have an instrument in hand, but would only be allowed to play it when it
was their turn to answer the question.
EMOTIONAL LITERACY
This activity is very difficult for emerging students to grasp; it works best with students
who already have a good understanding of the emotions in question.
1. Two students each choose an instrument, and
sit facing one another. The other students and
adults in the class watch as an audience.
2. Choose an emotion – happy, angry, sad, for example – and have an instrument
conversation that reflects that emotion.
3. Another option is to have the players choose their emotion in secret, and to let the
audience try to guess which emotion they are playing.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Koosh Balls: Integration Ideas
Koosh Balls
Passing and Tossing for Learning
Answering Questions with a Koosh Ball
1. Question posed: The teacher, or a student, holds the Koosh and asks the class a
curricular question (for example, “What time is it on this clock?” or “How do you
spell “tree?”).
2. Question answered: The leader passes or tosses the Koosh to the student who will
answer. The student answers, then passes or tosses the Koosh back to the leader.
3. Incorrect answer option: If the student answers incorrectly, they choose another
student to help answer, and pass or toss the Koosh to that student. We
recommend then returning to the original student with the same question, so
they have the experience of answering correctly.
What is 4 x 3?
Michael?
12
Learning Sequences with a Koosh Ball
1. In a circle: Pass a Koosh around the circle. Whoever has the Koosh says the next
item in the sequence.
•
Challenging Variation: Instead of passing to the next person, the
person with the Koosh can toss it to whomever they wish across the
circle. That person will catch it, then say the next item in the sequence.
2. In partners: Toss a Koosh back and forth, saying items in the sequence as you toss
and catch.
Sequence Examples
Math:
counting by 1s, 2s, 5s, 10s etc.
practicing addition or times tables
ELA:
days of the week
months of the year
alphabet
vowels
Science:
colors of the rainbow
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Koosh Balls: Integration Ideas (continued)
Body Part Identification
Students work in pairs. One pair can work at a time while others watch.
1. Set-up: One partner sits in a chair, strikes an interesting pose, and freezes.
2. Game play: The other partner identifies various body parts and tries to balance
one or more Koosh balls on that body part. For example:
•
•
•
•
•
•
•
head
elbow
hand
knee
foot
back
shoulder
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Picture Perfect: Integration Ideas
Picture Perfect
Through the basic strategies and procedures outlined in Level I Picture Perfect, students
use their bodies to recreate pictures taken from a variety of curricular sources.
Remember to choose pictures that are at an appropriate level for your students.
Following is a review of the Level I guidelines for selecting pictures:
•
•
•
Master the Basics First: Single Subject
Gaining Skills: Multiple Subjects
Expert Students Only: Non-Human Subjects
Examples
Social Studies:
community workers
important moments in history
people from other cultures
families
Visual Arts:
famous paintings and other works of art
Emotional Literacy: pictures of people expressing different emotions
Math:
take pictures of math problems depicted with manipulatives; recreate
those pictures with bodies
analog clocks
geometric shapes
ELA:
pictures from a picture book
letters
Music:
famous composers
people playing instruments
Science:
weather
animals
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Scarves: Integration Ideas
Scarves
Scarves: Practicing Sequences
1. Set-up: Line up in pairs, each partner holding the end of a scarf.
2. Game play: The first pair lifts their scarf up and says the first item in the sequence.
Then the next pair continues. After the last pair, play continues with the first pair
again.
Two!
Two!
Four!
Four!
Sequence Examples
Math:
counting by 1s, 2s, 5s, 10s etc.
practicing addition or times tables
ELA:
days of the week
months of the year
alphabet
vowels
Scarves: The Magic Reveal
Use scarves for hiding sight words, numbers, pictures of vocabulary words, or anything
else you want students to identify.
Find your inner magician! Swoop the scarf away for a dramatic reveal, and have
students identify the word, number, or picture!
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Scarves: Integration Ideas (continued)
Scarves: Answer Circle
Set-up
1. Tie scarves together in a circle. Before tying the final knot, thread the scarf
through a small Boomwhacker, then complete tying the circle.
2. Write answer choices for curricular questions on index cards, and tape the cards
to the students’ and paras’ chests.
3. Stand in a circle, holding the scarves, with the Boomwhacker in front of the
leader.
Game play:
1. The leader chooses a “question card” with a curricular question on it, and asks
one student to answer the question.
2. When the student answers, the teacher asks students to silently find the person
with that answer on their chest.
3. The teacher then tapes the question card to the Boomwhacker.
4. Students work together to slide the Boomwhacker around the scarf circle until it is
in front of the person wearing the correct answer.
Examples of questions and answers
Math:
addition/subtraction equations  numbers
times  different clock faces
Visual Arts:
ELA:
names of colors  actual colors
rhyming words (different sets; one of each pair is a question, and one of
each pair is an answer choice)
vocabulary words (question: the word is said aloud; answer: students
find printed word)
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Scarves: Integration Ideas (continued)
Scarves: Cross the River
Set-up
1. Tie two scarves together at two corners, so they make one larger scarf. Use blue
scarves if you want to pretend that the scarves are a river.
2. Students work in pairs to lay two parallel lines of tape on the floor, about 4-6 feet
apart. Lines should be different colors of tape.
3. Two adults or students hold either end of the large scarf.
4. Students stand on one side of the scarf, on a masking-tape line.
Game play:
1. Students take turns crossing under the scarf. When someone is going under, the
holders lift it up high.
2. Going under could be
• in response to social questions; for example, “Go under the scarf if …
o you are wearing red
o you have a brother/have a sister
o your name starts with the letter “J”
o you have a pet
o you like ice cream
o your eyes are brown
• as a reward for answering a curricular question correctly (Teacher: “Who
knows the capital of Arkansas?” – Justin: “Little Rock!” – Teacher: “Justin
may cross the river!”
NOTE: Some children only want to stand under the scarf, and not to cross under it.
If the scarf is too stimulating, you can also play this game without it, by removing it
entirely and simply having students cross over to the other line.
EASE: Everyday Arts for Special Education 2014-15: Level II, Workshop 2
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Stuffed Stockings: Integration Ideas
Stuffed Stockings
Using Math While Constructing Stuffed Stockings
Options for counting newspaper balls:
• fill a bowl with 100 balls
• predict how many will be needed to fill a stocking, then count them
• put 10 in each stocking, then use stockings to count by 10s
• put 10 in some stockings and 5 in others, and notice the difference in length
Constructing Symbols with Stuffed Stockings
Using stuffed stockings, figure out how to put them together on a table or floor to make:
• letters
• numbers
• geometric shapes
Stuffed Stockings: Acting Out Stories
Use stuffed stockings as “puppets” to aid in story comprehension.
1. Print out or draw a picture of each character in a story (or write the character’s
name, if appropriate).
2. Fasten each picture to a stuffed stocking.
3. While one person reads the story, others use the stuffed stocking “characters” to
act out what’s happening.
4. Students may be able to speak or repeat any dialogue their character says.
So the wolf
knocked on the
door and said …
Little pig,
little pig, let
me come in!
Not by the hair
of my chinny
chin chin!