Final+Integration+Plan


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

A. **Subject Area**: Fifth Grade Music- This unit is the second part of a two part Composer Unit. The first part of the unit was centered around Standard Four which is Listening. They have already listened and analyzed various composer's music. . B. **Targeted Standard**:
 * Topic-** Composer Wars- It's composer vs. composer in Food Network's tastiest competition yet! It's the Composer Wars finale where five of the world's top composers face off until only one composer remains. The sweet prize: $10,000 and the opportunity to showcase their music at the winning gig. Whether a special Boston Pops anniversary celebrations, a star-studded Hip Hop party or an A-list celebration, these Composer Wars really are going to heat up!

** 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. -Explain the characteristics that cause each work to be considered exemplary. || Apply
 * C. Unpacking the standards: **
 * **// Core //** || **// Unpacked //** || **// Bloom’s Level //** ||
 * - 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.

Analyze Evaluate ||

D. **Academic Vocabulary **

**Absolute music- **music which has no narrative story) indicated by the composer. The listener brings his or her own interpretation to what he or she hears. It is the opposite of program music.  **Ballet- **a theatrical performance of a dance group with costumes and sceery. A ballet is performed to music without singing or spoken word.   **Composer- ** a person who writes music    **Characteristics: **components of music, such as meter, rhythm, tonality, intervals, chords, harmonic progressions.   **Form: **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, <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">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,  <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">style, and interpretation and appropriate variations in dynamics and tempo. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Opera-** a drama, either tragic or comic, sung throughout with scenery, acting, and the accompaniment of an orchestra. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Program music**- music which has a title or written notes that explain the composer's thoughts about the composition. It is the opposite of absolute music. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Suite-** a type of orchestral music that was popular in the late 1800's. It combines several short, often unrelated dance pieces, sometimes with a nationalistic theme. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Symphony-** a composition for a large group of musicians with four movements: allegro (fast), adagio (slow), scherzo (minutet/dance form), and allegro (fast). It may also have an introduction and several extensions. **<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 <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">to, for example, composers (the style of Copland), periods (Baroque style), media (keyboard style), nations (French <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">style), *form or type of composition (fugal style, contrapuntal style), or *genre (operatic style, bluegrass style). <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Medieval Period**- 500 to 1400 <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Renaissance Period**- means "Rebirth" It is music written between 1600 and 1750 <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Baroque Period**- means "Highly decorated" Music written between 1600 to 1750 by composers like J.S. Bach, Vivaldi, and <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">Handel. It is characterized by polyphony and contrasting effects in voicing and dynamics. Popular forms were the <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">concerto, suite, oratorio, cantata, and dance forms like the rondo and gigue. it was an important era for church music <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">written for the organ. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Classical Period-** Music written between 1750 to 1825 by composers like Mozart, Haydn, and Beethoven. It is characterized by <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">forms like the sonata, concerto, and symphony. Melodies were easy to hear and balanced by rich harmonies. It was <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">primarily a period of absolute music. In broad terms, it can be used to mean "art music," or the opposite of popular <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">music. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Romantic Period**- 1825 to 1900- Composers freed themselves of previous restrictive styles and forms. They expressed what <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">they felt through their music and explored new ways to us voices and instruments. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Twentieth Century**- (modern music)- a movement in music against romanticism and the German tradition. The composers reject regular harmonies and rhythms and explore dissonance and new tonalities. Percussion instruments are used extensively. <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">**Neoclassicism-** a movement in the twentieth century which includes characteristics of classical composers (Bach or earlier) in contemporary compositions.
 * <span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">Nationalism- **<span style="font-family: 'Cambria','serif'; margin: 5pt 0in;">a movement begun in the latter part of the nineteenth century in whichthe composer is inspired by the folk music and dance elements of his or her country.


 * E. Assessments **

the students researched, wrote, designed and produced for their composer. The students will be using a peer evaluation form to assess and comment on the composer projects. || Students will compose Flashcards using Quizlet.com. They will then practice for the test with the Flashcards and finish the unit by taking the test on the Quizlet site. ||
 * Formative ﻿ || Summative ||
 * Rubric will be used for the Blabberized response project

**F. Student Learning Activity #1**- To get to know and understand their composer for the new reality show "Composer Wars," the students will do research using handouts. They will then use Google Documents to write and submit their answers. Before submitting, the students will save to the Common drive and print out a copy of the Google Document for use in the next learning activity.

use information from a variety of sources/media. ||
 * **Type of Online tool used** || **Student** || **Teacher** || **Place in instructional cycle** ||
 * World Wide Web || X || X || Research tool for students ||
 * Google Documents || X || X || Central focus of Lesson Plan ||
 * Wiki space || X || X || Site Google Document embed and available for use. ||
 * **21st CENTURY SKILLS AREA OF FOCUS-Locate, organize, analyze, evaluate, synthesize, and ethically**

**Student Learning Activity # 2**- Using Google Documents, the students will be asked to answer 4 questions to be used to study for their test on the composers. The Google Document will be on my class Wiki Space. The composer questions from the other groups will be compiled using Quizlet where the students will be able to play games to learn about all the composers and then take a test at the end of the unit using Quizlet.


 * **Type of Online tool used** || **Student** || **Teacher** || **Place in instrucitonal cycle** ||
 * Google Documents || X || X || Central focus of Lesson Plan ||
 * Quizlet.com || X || X || Remediation and Assessment tool ||
 * Wiki Space || X || X || Google Document embeded and available to use. ||


 * **21st CENTURY SKILLS AREA OF FOCUS-** Process data and report results ||

**Student Learning Activity #3**- Using Word or handwritten, the students will be asked to write a script for their composer about why they should be the next Composer Wars winner. To make their case to the judges, the students will Blabberize their composer's picture with the answers to the four required questions. Their Blabberized response can only be 3 minutes and must answer the following questions to make their case. 1. Who they are, what genre they composed, and what time period they wrote in? 2. What is an interesting fact about the composer? 3. What piece of music was considered their best and why? 4. If they were living now, would they have embraced Hip Hop or would they have continued writing in the style they became famous for? Please justify the answer. The students will use a peer assessment form to evaluate and comment on their group's presentation as well as the other groups.


 * **Type of Online tool used** || **Student** || **Teacher** || **Place in instrucitonal cycle** ||
 * Blabberize.com || X ||  || Closure Activity ||
 * Quizlet.com || X || X || Remediation and Assessment tool ||


 * **21st CENTURY SKILLS AREA OF FOCUS-** Plan and manage activities to develop a solution or complete a project. ||

-Small group activities will be done with classroom computers. || Class will be divided into 5 groups. ||
 * **G. CLASSROOM CONFIGURATION** || Notes ||
 * -Whole group instruction and demonstration will be done with Smart Board.


 * **CLASSROOM MANAGEMENT** ||  ||
 * **COMPUTER RULES AND PROCEDURES**
 * Remain standing at your station until you're invited to sit down.
 * Sit quietly and keep your hands off the keyboard and mouse until you know what's expected of you.
 * Never touch another student's computer.
 * Keep your hands off the keyboard and mouse until you know what we're doing. Work quietly and stay on task. Make every effort to do your best.
 * Use only the "safe surf" search engines posted on the bulletin board
 * Don't eat or drink near the computers.
 * Respect your time and others' time.
 * Take turns using programs.
 * Fooling around or fooling around with the computer's C drive by removing the mouse ball, and changing icons and wallpaper on the desktop are prohibited
 * Print to a color printer only when color is needed.
 * When class is over, close all windows, put CDs where they belong, stand when asked, and put chair away.
 * Students must clear any Internet printing with the teacher before printing.

General directions for Web search. 1. If the students do the online search, the students will open 3 tabs. One for the Google Document, one for the search engine and one for the individual web site. 2. Students will be allowed to copy and paste the information they need into the Google document. 3. Students will record the URLs for the Web sites they use. 4. Students will print a copy of the Google Document for use in the next student learning activity.

General rules for Student Activity #2. 1.Students will take turns transfering or writing into the Google documents.

General Rules for Student Activity #3 1. Students will save their information in the Common Drive in the Music folder. 2. Students will all have an active role in the presentation. ||  ||

Supplemental composer information packets will be given to each group for use if they chose to use them. Hard copies of the questions will be available in case the internet is down or there are any problems with the computers. Oral presentations will be made if the program did not work or the students do not finish the project on time. A time limit will be given for each activity.
 * H. LEARNING CONSIDERATIONS**


 * I.**This unit is the final part of a year long discovery of various composers and their music. It introduces them to some new online tools and activities. Various opportunities and methods for collecting data will be evaluated and used as needed for individual learning needs. The Google document can be simplified or the students can be responsible for fewer questions. The Blabberized portion can be done as a live presentation instead of through the use of the Blabberize tool.