Integration+Plan

School/District: Custer School District
 * Name of Designer: Judy Hansen

A. **Subject Area/Topic**: Fifth Grade Music B. **Targeted Standard**: ** Standard Four: Listening ** ** Indicator: ** 1. Students will listen to, analyze, and describe music. ** Standard Five: Understanding Relationships ** ** Indicator: ** Students will understand music in relation to history and culture. c.classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary.

Unpacking the standard ||  ** //  Core  // **  ||  ** //  Unpacked  // **  ||  ** //  Bloom’s Level  // **  ||  -Listen to and describe music. ||  Analyze  Remember   ||  -Explain the characteristics that cause each work to be considered exemplary. ||  Apply   Analyze  Evaluate   || ||   ||
 *  Students will listen to, analyze, and describe music.   ||   -Listen to and analyze music.
 *  - classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary   ||   -Classify a variety of musical works by genre, style and culture.

What do students need to be able to do?

D. **Academic Vocabulary**: **Form: **<span style="font-family: 'Cambria','serif';">The overall structural organization of a music composition (e.g., AB, ABA, call and response, rondo, theme and variations, sonata-allegro) and the interrelationships of music events within the overall structure. **<span style="font-family: 'Cambria','serif';">Genre: **<span style="font-family: 'Cambria','serif';">A type or category of music (e.g., sonata, opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, lullaby, barbershop, Dixieland). **<span style="font-family: 'Cambria','serif';">Musicality: **<span style="font-family: 'Cambria','serif';">refers to the expression or expressiveness of performance; performing with appropriate *dynamics, phrasing, *style, and interpretation and appropriate variations in dynamics and tempo. **<span style="font-family: 'Cambria','serif';">Style: **<span style="font-family: 'Cambria','serif';">The distinctive or characteristic manner in which the *elements of music are treated. In practice, the term may be applied to, for example, composers (the style of Copland), periods (Baroque style), media (keyboard style), nations (French style), *form or type of composition (fugal style, contrapuntal style), or *genre (operatic style, bluegrass style).
 * <span style="font-family: 'Cambria','serif';">Composer- ** <span style="font-family: 'Cambria','serif';">a person who writes music
 * <span style="font-family: 'Cambria','serif';">Characteristics: **<span style="font-family: 'Cambria','serif';">components of music, such as *meter, rhythm, *tonality, intervals, chords, harmonic progressions.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">

E. **Assessments** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Formative:: Student composed Flashcards and test on Quizlet.com Summative: Rubric on the Blabberized response of the composer.

F. **Student Learning Activity** (copy/paste this section between the horizontal lines as many times as needed):


 * 1) What will students be asked to do?
 * 2) How might this be framed as an inquiry based situation?
 * 3) In what ways could this be connected to an authentic learning experience?

Which type of resource is this? (Teacher or Student) (Online or Offline) > Where will I use this activity in the instructional cycle?
 * 1) Opening Motivational Activity
 * 2) Central Focus of Lesson Plan
 * 3) Research Tool for Students
 * 4) Closure Activity
 * 5) Assessment Tool
 * 6) Remediation Tool
 * 7) Enrichment Tool

Which 21st century skills wil be addressed? Critical Thinking and Problem Solving Research and Information Fluency
 * 1) Identify and define authentic problems and significant questions for investigation.
 * 2) Plan and manage activities to develop a solution or complete a project.
 * 3) Collect and analyze data to identify solutions and/or make informed decisions.
 * 4) Use multiple processes and diverse perspectives to explore alternative solutions.
 * 1) Plan strategies to guide inquiry.
 * 2) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 3) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * 4) Process data and report results.
 * 5) Notes:

G. **How will I configure my classroom** for the learning activity? > Computers not needed - printable resource > Whole group instruction, using a projector and / or interactive white board > Whole group activity, with small groups using mobile laptops simultaneously > Small group, using classroom computers or mobile laptops as rotating stations > One to one, using classroom computers or mobile laptops as rotating stations > One to one, with individual student laptops > Other: > How will I manage implementation? Classroom Management > General computer rules/procedures > Specific directions for activity > Helping Hands > Other > What additional considerations will support successful implementation? > Software > Hardware > Supplemental Materials > Other:

H. **Reflect on the integration plan**. What considerations need to be made? What is my alternate plan if for some reason the technology is unavailable?

I. **How does this plan fit** with the rest of your general curriculum to support student learning?

N. In what ways could you tailor this integration plan to meet the **individual student learning needs**? [|help on how to format text]
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