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Journal 2

Clarissa Hendricks Journal 2 Koza and Wade Thinking about Music: Wade • “In some societies it is assumed that the practice of music is a human capacity and that all people will express themselves musically as a normal part of life.” • Local terminology can give a clue to this: • Sound vs. Music: Music is not only a thing it is a process. “Music is not universal. For the First Nation groups there is no word for music” and everyone takes part. This is hugely different from the idea of mainstream America, but not really the practice. • Christopher Small: “music is not a thing at all but an activity” and can be done “in any capacity” This could include listening or dancing. I never thought of it like this before and I find that I like the idea. • The author asserts that “people make music meaningful” Meaning that we assign the associations and that music doesn’t just automatically hole meaning before it is given meaning by an individual or agreed upon by a social group. She says that music can also acquire meaning from the context or the situation in which it is made and heard. • Additionally music is meaningful because it is useful to people. It is social creates interaction, a mood, worship, political, etc. Multicultural Approaches to Music Education: Koza Defining: • Traditionally: The teaching of ethnic or world music. • Sleeter and Grant: “Multiculturalism encompasses the education policies and practices that recognize, accept and affirm human differences and similarities related to gender, race, handicap and social class. A different orientation toward the whole education process. Social constructivist perspective adds the element of social criticism. To help children become citizens who will actively promote equality.” • “All music is ethnic” –Bessom • the traditional model has been one of exclusion, pointing out us and them The Beginnings • New Movement. Only six scholarly articles between 1914 and 1967. These brought attention and paved the way, but were full of problems and did little to affect change in the education system. • One example is the 1947 article describing a 20 unit education plan each focusing on music from a geographical region. Belgium and Switzerland were each given a unit, but the entire continent of Africa was excluded! • There was a belief that “music is a universal language capable of transcending the barriers of spoken or written word” • Music is a universal phenomenon. It is bound to social context. Modern Multicultural Music Education • Multiculturalism introduced into the curriculum with the Tanglewood symposium in 1967. Sponsored by the Music Educators National Conference. It declared: • “Music of all periods, styles, forms and cultures belongs in the curriculum.” Early Problems • Initially teachers focused on teaching structural or formal elements of music and used music from multiple cultures. They used form for example as a unifying thread across cultures. This resulted in leaving out contextual elements of the pieces being taught. • Additionally they were ambitious to teach all cultures and were only able to scratch the surface. Should we give appetizers or a four course meal? The important thing is to instill openness for music encountered in the future. Recent Strengths • Diversity and focus on context. Multicultural Music Education and Schooling • Send the message that music is worthwhile • Create an environment in which children can learn music in every classroom • All teachers are responsible for teaching music. (But then it takes cooperation and everyone must take an overall responsibility for all learning). • Integrate • There are many ways of learning and many ways to be intelligent. New Music Paradigm • Cactus example. Can be valuable and useful, but also limited and in need of a shift. • Reexamine large group sing alongs for example. Even untrained teachers can bring a musical experience to their students. • You do not have to wear the “expert” hat! • Show the children that they are all valued members of the class. • All children benefit Rethink the curriculum • Every culture is not possible…Strive for polymusicality. • Knowing the music from more than one culture. Needs to be contextual and integrated. Needs to be fair and Respectful. Be aware of gender and social issues. Context with a focus on Social Issues. • As a social construct music is never politically neutral or free of value. • Curricular content can: • Focus on current practices and social problems. • How music is used to sell social and political ideas. • Music used to effect social change and injustices

Unit Plan: Road to Independence

American Revolution Unit 5th Grade Siobhan Barrett, Clarissa Hendricks, Kellie O’Donnell, Corbin Janssen, and Taylor Harner American Revolution Unit – Secret Letter Writing Taylor Harner, 5th Grade Standards: CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Objectives: 1. The student will complete a webquest about secret letters sent during the American Revolution. 2. The student will write a secret letter from the point of view of a British or American soldier, discussing what they have seen and heard over the year that they choose to write on. Assessment: 1. Students answers on the webquest will be graded based on accuracy. 2. Students will be given a rubric that lists expectations for their letter. Adaptations: Read-aloud software during the webquest for students who have a visual disability. Use bouncy exercise balls to aid students who may have trouble sitting down long enough to finish the webquest and write a letter. Rationale: Giving students the opportunity to write a secret letter will further engage them and challenge them to look through the eyes of a Revolutionary soldier. Students will have the opportunity to improve their writing skills while also continuing to learn about the Revolution on a more personal level. Background: This lesson is part of an American Revolution unit and can be taught at any time in the lesson. Materials: iPads Webquest worksheets Secret letter instructions Writing rubric Revision checklist Paper Toothpicks Cornstarch Water Hotplates Iodine Sponges Steps in Lesson: Introduction: Students will work with their shoulder partners to complete a webquest about secret letters sent during the American Revolution. They will turn this in when finished to be graded based on accuracy of answers. Body: After students are finished with the webquest, the teacher will inform them that they will be writing their own secret letter. Students will pick to write from either the American or British point of view. A timeline of events will be accessed during the webquest and students should choose a year of the timeline to write about through the eyes of a soldier in their letter. Students will write a rough draft in pencil and will trade with the person across the table to revise using a given checklist. After the rough draft is revised and a final copy is written, students can get ready to create their secret letter. Students should print two final copies, one to use for writing their secret letter and one that should be turned in to the teacher before they start the hidden message writing. While students work on this part of the lesson, the teacher should prepare the ingredients to make the secret letters. Closure: Students will take a blank piece of paper and use a toothpick and the solution to write their letter. Students should be cautious and precise when writing so that the letter will be legible when “uncovered”. After the letters have dried, students will “intercept” letters from one another and use the prepared iodine solution to uncover and read the hidden message. Next Steps: This lesson could be followed with any of the other lessons in the unit. The teacher could also find a partner class to send secret letters to and from. One class could write from the British point of view while the other writes from the American and they could “intercept” each other’s mail and read it. Name: ________________________ Date: __________ Webquest – Secret Letters Directions: Use the following QR codes to explore two websites and answer the following questions. 1. What was the secret ink made out of? How did people “unlock” the secret ink messages? 2. What is a cipher? 3. Why did letters need to be written in secret codes and ink? 4. On “Spy Letters of the American Revolution”, click on the “People” button on the left sidebar. Choose one person and give a brief description of their story. 5. Who was Benedict Arnold? Secret Ink Instructions for Teacher • Mix 4 teaspoons of water with 2 tablespoons of cornstarch. • Stir until smooth. • Heat and stir over a hotplate for several minutes. • Dip a toothpick into the mixture and write a message on a piece of paper. • Let the paper dry. • Dip a sponge into a solution of 1 teaspoon of iodine and 10 teaspoons of water. • Carefully wipe the paper with the sponge. The message should turn purple .- See more at: http://www.educationworld.com/a_lesson/lesson175.shtml#sthash.I3GPxbpe.dpuf Letter-Writing : Secret Letters ________________________________________ Teacher Name: Taylor Harner Student Name: ________________________________________ CATEGORY 4 3 2 1 Salutation and Closing Salutation and closing have no errors in capitalization and punctuation. Salutation and closing have 1-2 errors in capitalization and punctuation. Salutation and closing have 3 or more errors in capitalization and punctuation. Salutation and/or closing are missing. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Length The letter is 10 or more sentences. The letter is 8-9 sentences. The letter is 5-7 sentences. The letter is less than 5 sentences. Content Accuracy The letter contains at least 5 accurate facts about the topic. The letter contains 3-4 accurate facts about the topic. The letter contains 1-2 accurate facts about the topic. The letter contains no accurate facts about the topic. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling. Name: _________________________________________________ Partner’s Name: _________________________________________ Revision Checklist € Is there a salutation and a closing on the letter? € Is the idea of the letter expressed clearly? € Is the letter 10 sentences or more? € Are there at least 5 accurate facts about the chosen year that the student has written about? € Are there any grammatical or spelling errors? Circle them in red. Other comments/suggestions: Taxation Simulation Math Kellie O’Donnell, 5th Grade Standards (Music and other Academic Area): 5.NBT.B.7 Perform operations with multi-digit whole numbers and with decimals to hundredths. Objectives (Include the three elements of an objective learned in class): The students will calculate 3 problems to solve the amount of taxes that go to each group given the instruction by the teacher. Materials: • Graph paper • Worksheet Background for teachers (if needed, describe any context for the lesson that another teacher should know): The simulation activity and lesson taught for social studies will be used to complete this lesson. Steps in the lesson: Introduction/Building Background Knowledge: The teacher will ask the students what the tax collector will do with the money they received during the simulation. The teacher will ask the task collectors to count up the money they collected. Body: (Step-by-step scaffolding that includes teacher modeling, guided work, and independent work) • The teacher will tell the students 50% of the tax money will go to the king and queen, 40% goes to the parliament, and 10% will go to the tax collectors. • The teacher will explain that .50 is equal to 50%, .40 equals 40%, and .10 equals 10%. • The teacher will review how to multiply two digit numbers with a decimal by doing one problem together. • The teacher will pass out the tax collection worksheet. • The students will calculate how much money goes to the king and queen, parliament, and the tax collectors. • When the students complete the worksheet, they will check their answers with a partner. • The students will make a graph showing how much money the king and queen, parliament, and tax collectors received. Closure: When the class is done graphing, they will discuss if they like it is fair that the king and queen get the most money. They will also discuss their reaction to the tax simulation. Assessment (linked directly to objectives): The class will be assessed on the worksheet, showing their calculations and the graph they completed. Adaptations/Extensions (include at least one strategy for differentiation): Students who struggle with math will be able to compare answers and ask each other for explanations. A student who does write well will be able to work with a partner. Rationale: Why is it important that students learn my lesson? What will they gain from my content? This lesson is important because taxes are something people face in everyday life. It is important to understand how to calculate decimals when dealing with money. Next Steps/ Connections to Other Subjects: What lesson will come next? How will you build on this learning? The next step would be calculating decimals up to the hundredths. Name ________________________

Co-Equal Lesson Plan: Music and Social Studies

Change in Community and Music Clarissa Hendricks 3rd Grade Standards (Music and other Academic Area): • Social Studies: Standard 4: Societies change over time. Benchmark 4.2: The Student will analyze the continuity and change and the vehicles of reform, drawing conclusions about past change and future change. • Music: Re8.1.3a: Demonstrate and describe how the expressive qualities such as dynamics and tempo are used in performers’ interpretations to reflect expressive intent. Objectives: • Given a map of Junction City and access to Google Earth, Students will draw a map of one block in Junction City 147 years in the future. • Given a portion of an Opera song from 1867/ a pop song from 2014, Students will demonstrate changes in tempo/dynamics through movement in their bodies. • Given an Opera song from 1867 and a pop song from 2014, Students will complete a venn diagram with similarities and differences in music then and now. Materials: • Map of Junction City in 1867 • Google Earth • “Me on the Map” by Joan Sweeny • Opera song O Patria Mia from Aida http://www.youtube.com/watch?v=OKh2baZH3aE • Let it Go from the movie Frozen http://www.youtube.com/watch?v=moSFlvxnbgk Background for teachers: The Junction City Opera House was built in 1882 and remodeled in 2013. Junction City was founded in 1867. By 1873 there were roads laid out with the names that we still use today. The county used to be named Davis county. Remember to review the terms tempo and dynamics. Introduction/Building Background Knowledge: 1. Play O Patria Mia quietly in the background. 2. Ask Students the Big Q: How has our community changed over time? Write it on the board and keep it there as a guiding question throughout the lesson. 3. Display map of JC in 1873. 4. We are in Junction City right now. We are in Junction City in 2014. This is a map of Junction City in 1873. That was 141 years ago! This map is a representation of our town. 5. Read “Me on the Map” 6. Just like in the story we can all find our special place on the map, even though the map was made along time ago we can still find our school on the map. Show students the school on the map. ( or tell them the intersection and see if they can locate it). This building wasn’t there in 1873, it looks like there were houses here then. (true for Franklin and Jefferson schools). 7. Ask: In what ways do you see right away that Junction City has changed? 8. If students need prompting ask what are some of your favorite places to go in Junction City? Answers may include froyo, movies, pool. Do you think those places were around in 1873? Body: (Step-by-step scaffolding that includes teacher modeling, guided work, and independent work) 1. Have you noticed the music playing in the background? You have!/You Haven’t! Well let’s listen to it a little closer. 2. Play the first few minutes of O Patria Mia from Aida. After it has played a few minutes: In the 1800s opera was the popular music. People still listen to Opera today, but there are new types of music that have taken over as most popular. 3. This time while I’m playing the song I want you to move your bodies with the music. When you hear a change in the dynamics of the music change how you are moving. You might be going nice and steady and then the music gets louder and you move faster or move up a level with your body, however you want to do it, just so I can see you have changed your movement. MODEL this for the students. 4. We are going to listen to a song that I am sure all of you are familiar with, but I want you to listen to it in a new way. We are listening for changes in dynamics. How does the music get louder or softer to add expression? 5. Play a portion of Let it Go. 6. This time I want you to move your bodies along with the music and change it up every time there is a change in dynamics. Just like we did with the Opera song. 7. Play the first few minutes of Let it Go again. While moving bodies and changing with the changes in dynamics. 8. Play each song again, this time looking for change in tempo. Closure: 1. Teacher will draw a large venn diagram on the board. Students will work together to brainstorm ways that the songs/styles of music are alike and different. Students will complete their own venn diagram with 2 differences and 2 similarities. 2. Return to the map of Junction City and tell students that we are going to use google earth to explore the areas of Junction City featured on the map from 1873. Google earth will give us an accurate idea of what JC is currently. Model what this will look like on the computer at the smart screen while students shadow on their computers. Allow them to choose a street, block, or intersection to focus on. 3. After choosing a block, street or intersection, students will find it on google earth and using the new information that they have + their previous experience as a citizen of JC they will draw a conclusion about why the changes have taken place and make an inference about what future changes might look like. They will depict this on a map of their on, being sure to include three sentences about their conclusions and inference and visions of future changes. Assessment (linked directly to objectives): • Did the students move his/her body at appropriate time to reflect the changes in tempo and dynamics? • Did the student complete a venn diagram with 2 similarities and 2 difference of popular music in 1873 and popular music in 2013? • Did the student draw a map with predictions for change in the future 141 years from now on one block, street, or intersection in Junction City, based on their inferences? Adaptations/Extensions (include at least one strategy for differentiation): • If student has difficulty manually writing he or she can dictate to faculty, staff or a recording device. • If child feels uncomfortable drawing he or she can describe the ideas about future change in written word. Rationale: Why is it important that students learn my lesson? What will they gain from my content? • Students will gain an awareness of their surroundings and a new perspective on their community and its background. It is important for us to know that each and every community has a unique history and that it shapes us, just as much as we shape it. They will hopefully gain a sense of community and ownership of their piece of the map, they can learn to take care of something that they feel is a part of them. Next Steps/ Connections to Other Subjects: What lesson will come next? How will you build on this learning? This lesson can lead into learning why people chose this spot to settle, what makes our particular population fluctuate (movement of Army troops). You could also discuss changing landscapes, such as rivers moving, and the human impact on the land. We could take a trip to the Konza Prairie and The Flint Hills Discovery Center to see what the area would have looked like before it began to be developed and used by farmers. We could then learn about the ecosystems the plants and animals of the prairie

ellicottlibrary

Top 20 Books/Series for the 2013-2014 School Year

Below are Ellicott’s top 20 library checkouts of 2013-2014 school year. The Elephant and Piggy books, Diary of a Wimpy Kid series and World Almanac for kids are the big winners of 2013-2014. Books in a series like the Diary of a Wimpy Kid and the Elephant and Piggy books are combined to get a clearer picture of what was popular.

1. Elephant and Piggy books by Mo Willems 2. Diary of a Wimpy Kid series by Jeff Kinney 3. World Almanac for Kids (all editions) 4. Bone series by Jeff Smith

5. Dork Diaries series by Rachel Renee Russell 6. Harry Potter series by J.K. Rowling

7. Pinkalicious books by Victoria Kann 8. Captain Underpants series by Dav Pilkey 9. Scary Stories to tell in the Dark books by Alvin Schwartz

10. Zita the Spacegirl by Ben Hatke

11. Walt Disney’s Donald Duck : “lost in the Andes” by Carl Banks

12. Big Nate series by Lincoln Pierce

13. Ivy + Bean series by Annie Barrows

14. Junie B. Jones series by Barbara Park

15. Magic Tree House series by Mary Pope Osborne

16. Robot Dreams by Sara Varon

17. Giants Beware! by Jorge Aguirre 18. The Lost Hero (Heroes of Olympus #1) by Rick Riordan 19. Curious George Goes to the Hospital by Margaret Rey 20. The Duckling Gets a Cookie!? by Mo Willems

(via ellicottlibrary)

Music video about fractions! I love it! By the 5th graders at Washington School.

Life size keyboard! from zentz.org

Doubles Rap found on life in first grade blog.

We Didn't Start the Fire Billy Joel

Blog from another great music teacher. She shares hands on activities for music lessons. Here it would be easy to find something for every grade level. She also has guidelines for grading criteria based on grade level.

The website of a music teacher with activities, lessons, tools, music and videos that can be used in the classroom. I love the listening maps that are available.

This resource has great ways to connect music with all other academic areas. It offers activity ideas and free printables.

Journal: Paul, Robinson and D'Agrosa

Music and Literacy Connections

What is it?

Literacy instruction needs to prepare students to be generators of knowledge not just possess a set of skills (Robinson). Music integration can help make that connection, they have commonalities including; “utilization of sound prior to symbols, symbolic representation, and utilization of coding, encoding and decoding processes” (Robinson). In both music and literacy sound precedes sight (Robinson). D’Agrosa agrees and says that in the music classroom students often learn songs through echo. Children in the regular classroom also learn through echo. Teachers employ the I say you say method. D’Agrosa suggests that it is essential for us to put into place a variety of strategies for children to construct meaning. Paul advocates that not only does music enhance literacy, but also literacy can enhance music. D’Agrosa says that singing may be a way for shy children to begin to learn literacy where in the regular classroom they feel afraid to join in or read alone. I agree. I remember in Church it was always easier to join in with a large group than with just a few. This is a great alternative to popcorn style reading approaches.

Phonological Awareness

The ability to detect and manipulate larger units of sound. Building up. Phonemic awareness is the ability to identify phonemes in a word and manipulate them. Syllabication and break down. D’Agrosa suggests that making oral rhymes is a great way for students to demonstrate what they know about phonemic awareness. Definitely better than a worksheet. His Twinkle Twinkle Little Star example incorporates print concepts as well as phonemic awareness. It takes place in the music classroom as well as in the regular classroom so there is no loss of curricular time for either teacher. Bresler said that a major factor in why teachers don’t integrate the arts more is time, I think this would solve the issue. It is a coequal lesson spanned over multiple periods based on collaboration, but if there was no music specialist in the district it is still achievable by a classroom teacher.

Fluency

The ability to read most words accurately, automatically and with expression. Probably one of the easiest concepts to incorporate. D’Agrosa’s fluency activity is short, simple and fun. I think that the music is subservient to the fluency, but it is still valuable. Kids are learning rhymes and movement and rhythm too. And Miss Mary Mack is just fun! Poetry is also useful in building fluency.

Vocabulary

Building your lexicon. Understanding the semantic representation of words. In music there is unique vocabulary. A connection can be made with high frequency words. Sight words contribute to fluency. Robinson’s example gets at fluency, rhyming, synonyms and history! I really like this lesson and will keep it for later.

Comprehension

A student’s understanding before, during and after engaging with a text. When listening to Abyoyo I found that it was easy to pay attention and retain the story line because the music kept me engaged and went along so well with what was happening. If I needed to remember what did the dad do again? Oh yay, the wood block: zum zum…made things disappear with his wand. I will use Robinson’s lesson for William Tell Overture. I like that it connects structure to components of a story.

Writing

The effective communication of ideas for a purpose. Before taking this class I wouldn’t have considered having students compose a song, which makes me sad now. They would have been missing out and I would have been missing some students. It meets the ELA writing standards and changes things up in the classroom.

History

Paul gives great ideas that I don’t want to forget: A Movement for Rosa paired with The Watsons Go To Birmingham. I think this would be best used in the regular classroom however. It really focuses on literacy and could be an entire unit based of the novel with the Rosa Parks piece being one connection. I think it would be a lot of time spent in the music classroom without much music experience gained unless there was some serious expansion done.

Emotional Respose

In Paul’s article I enjoyed the variety of material that he suggests, and that he encourages collaboration between music and classroom teachers, but his plans seemed repetitive and time consuming. I think that mostly they would be supportive of a classroom unit or lesson.

Other

It is also important to remember that literacy goes beyond reading and writing. It includes “speaking, listening, viewing and visually representing” (Robinson). Robinson also notes that if literacy is to hold student’s attention it must have relevancy in their lives. Students use four cueing systems phonological (sound), syntactic (structure), semantic (meaning), and pragmatic (appropriate use).

#Kansas #Junction City #social studies #map #1800s

Co-Equal Lesson Plan: Music and Social Studies 3rd Grade

Change in Community and Music

Clarissa Hendricks 3rd Grade

Standards (Music and other Academic Area):

Social Studies: Standard 4: Societies change over time. Benchmark 4.2: The Student will analyze the continuity and change and the vehicles of reform, drawing conclusions about past change and future change.

Music: Re8.1.3a: Demonstrate and describe how the expressive qualities such as dynamics and tempo are used in performers’ interpretations to reflect expressive intent.

Objectives:

Given a map of Junction City and access to Google Earth, Students will draw a map of one block in Junction City 147 years in the future.

Given a portion of an Opera song from 1867/ a pop song from 2014, Students will demonstrate changes in tempo/dynamics through movement in their bodies.

Given an Opera song from 1867 and a pop song from 2014, Students will complete a venn diagram with similarities and differences in music then and now.

Materials:

Map of Junction City in 1867

Google Earth

“Me on the Map” by Joan Sweeny

Opera song O Patria Mia from Aida

http://www.youtube.com/watch?v=OKh2baZH3aE

Let it Go from the movie Frozen

http://www.youtube.com/watch?v=moSFlvxnbgk

Background for teachers:

The Junction City Opera House was built in 1882 and remodeled in 2013. Junction City was founded in 1867. By 1873 there were roads laid out with the names that we still use today. The county used to be named Davis county. Remember to review the terms tempo and dynamics.

Introduction/Building Background Knowledge:

Play O Patria Mia quietly in the background.

Ask Students the Big Q: How has our community changed over time? Write it on the board and keep it there as a guiding question throughout the lesson.

Display map of JC in 1873.

4. We are in Junction City right now. We are in Junction City in 2014. This is a map of Junction City in 1873. That was 141 years ago! This map is a representation of our town.

Read “Me on the Map”

Just like in the story we can all find our special place on the map, even though the map was made along time ago we can still find our school on the map. Show students the school on the map. ( or tell them the intersection and see if they can locate it). This building wasn’t there in 1873, it looks like there were houses here then. (true for Franklin and Jefferson schools).

7. Ask: In what ways do you see right away that Junction City has changed?

If students need prompting ask what are some of your favorite places to go in Junction City? Answers may include froyo, movies, pool. Do you think those places were around in 1873?

Body: (Step-by-step scaffolding that includes teacher modeling, guided work, and independent work)

1. Have you noticed the music playing in the background? You have!/You Haven’t! Well let’s listen to it a little closer.

2. Play the first few minutes of O Patria Mia from Aida. After it has played a few minutes: In the 1800s opera was the popular music. People still listen to Opera today, but there are new types of music that have taken over as most popular.

3. This time while I’m playing the song I want you to move your bodies with the music. When you hear a change in the dynamics of the music change how you are moving. You might be going nice and steady and then the music gets louder and you move faster or move up a level with your body, however you want to do it, just so I can see you have changed your movement. MODEL this for the students.

4. We are going to listen toa song that I am sure all of you are familiar with, but I want you to listen to it in a new way. We are listening for changes in dynamics. How does the music get louder or softer to add expression?

5. Play a portion of Let it Go.

6. This time I want you to move your bodies along with the music and change it up every time there is a change in dynamics. Just like we did with the Opera song.

7. Play the first few minutes of Let it Go again. While moving bodies and changing with the changes in dynamics.

8. Play each song again, this time looking for change in tempo.

Closure:

Teacher will draw a large venn diagram on the board. Students will work together to brainstorm ways that the songs/styles of music are alike and different. Students will complete their own venn diagram with 2 differences and 2 similarities.

Return to the map of Junction City and tell students that we are going to use google earth to explore the areas of Junction City featured on the map from 1873. Google earth will give us an accurate idea of what JC is currently. Model what this will look like on the computer at the smart screen while students shadow on their computers. Allow them to choose a street, block, or intersection to focus on.

After choosing a block, street or intersection, students will find it on google earth and using the new information that they have + their previous experience as a citizen of JC they will draw a conclusion about why the changes have taken place and make an inference about what future changes might look like. They will depict this on a map of their on, being sure to include three sentences about their conclusions and inference and visions of future changes.

Assessment (linked directly to objectives):

Did the students move his/her body at appropriate time to reflect the changes in tempo and dynamics?

Did the student complete a venn diagram with 2 similarities and 2 difference of popular music in 1873 and popular music in 2013?

Did the student draw a map with predictions for change in the future 141 years from now on one block, street, or intersection in Junction City, based on their inferences?

Adaptations/Extensions (include at least one strategy for differentiation):

If student has difficulty manually writing he or she can dictate to faculty, staff or a recording device.

If child feels uncomfortable drawing he or she can describe the ideas about future change in written word.

Rationale: Why is it important that students learn my lesson? What will they gain from my content?

Students will gain an awareness of their surroundings and a new perspective on their community and its background. It is important for us to know that each and every community has a unique history and that it shapes us, just as much as we shape it. They will hopefully gain a sense of community and ownership of their piece of the map, they can learn to take care of something that they feel is a part of them.

Next Steps/ Connections to Other Subjects: What lesson will come next? How will you build on this learning?

This lesson can lead into learning why people chose this spot to settle, what makes our particular population fluctuate (movement of Army troops). You could also discuss changing landscapes, such as rivers moving, and the human impact on the land. We could take a trip to the Konza Prairie and The Flint Hills Discovery Center to see what the area would have looked like before it began to be developed and used by farmers. We could then learn about the ecosystems the plants and animals of the prairies.

#Community #Maps #social studies #music #3rd grade #opera #1800s #change #dynamics #tempo

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