920FP-Charest,+Elizabeth


 * Lesson #1 **
 * Lesson Objectives**: Students will be introduced to each of the musical time periods they will be studying, by a teacher led discussion. Students will have an understanding of their upcoming assignment by discussing the project and reviewing the grading rubric.

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
 * National Music Standards Addressed**:

Musical examples from each of the time periods, artwork masterpieces from each of the time periods, example of a final project poster, copy of the final project rubric.
 * Resources Used**:

1. (Introduction) Teacher explains to students that music styles and instruments have been evolving since the time of the cave man. In music there are different names for periods of time and styles of music. We will be studying 5 time periods, although there are others, and will be more in the future. 2. Teacher gives a brief overview of each of the 5 time periods, while playing some examples of music from the time period. Also, show examples of artwork from the time period. 3. Discuss the final product that the students will be working on. Show an example of a finished poster that the teacher has created. 4. Review the grading rubric with the students. 5. (Closing) Answer any questions about the assignment. Tell the students that next week we will assign groups and jobs and then get to work.
 * Procedure:**

** Musical Era Timelines Unit **
 * Lesson #2 **


 * Lesson Objectives**: Students will know their group jobs, by teacher assignment. Students will have a minimum of three facts about their topic by doing research on the web.

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
 * National Music Standards Addressed**:

Graphic organizer for notes and gathered information, pencils, computer lab
 * Resources Used:**

1. (Introduction) Gather in the computer lab. Teacher reviews the final project and overall theme of the project with the students. 2. Tell students which group they will be in and which job they will be doing. Do the student assignments ahead of time. Each group should have a varied level of student abilities. Do the job assignments with the students. Give each student a number, and each job a number. Use dice to randomly assign a student number with a job number. 3. Tell students that by the end of the class they should have at least 3 interesting details written on their graphic organizer about their topic. Students are encouraged to find as many interesting facts as possible. 4. Tell students that the search engines they can use are: [], [], [|www.askkids.com], www.kidrex.org 5. Discuss ways to narrow the search results – by adding words like “and” / “or” 6. Give students the graphic organizers and pencils. 7. Have the students go to their work station and start working. 8. (Closing) Collect the graphic organizers and tell the students that next week they will be typing a paragraph about their topic.
 * Procedure:**

** Musical Era Timelines Unit **
 * Lesson #3 **


 * Lesson Objectives:** Students will complete one paragraph on the topic they are assigned to by using their graphic organizer and the computer.

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
 * National Music Standards Addressed**:

Graphic organizer for notes and gathered information, pencils, computer lab
 * Resources Used:**

1. (Introduction) Gather in the computer lab. Teacher reviews the final project and overall theme of the project with the students. 2. Tell the students that by the end of the class they should have a typed and printed paragraph of the interesting facts about their topic that they found in last weeks class. If students would like to write more than one paragraph about their topic they may. 3. Review the grading rubric with the students. 4. Students use the rest of the class time to finish and print their paragraph. 5. (Closing) Tell the students that next week they will be drawing a small picture to go with their paragraph and assembling their poster with their group mates.
 * Procedure**:

** Musical Era Timelines Unit **
 * Lesson #4 **


 * Lesson Objectives**: Students will collaborate with peers by putting together their poster and sharing their information about their topic.

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
 * National Music Standards Addressed:**

Written paragraphs, poster board, coloring utensils, scissors
 * Resources Used:**

1. (Introduction) Show the students an example of the final poster board that they will be creating with their group mates. Tell students that in today’s class they will finish their poster by creating a small picture (3x5) to go with their paragraph and cutting and pasting their picture and paragraph to the poster board. 2. Then the group members will creatively decorate the poster board. 3. As students decorate the poster board they will also be taking turns sharing the information they found about their topic with each other. This will serve as practice for their presentation. 4. Students will have the rest of their class time to work in their groups. 5. (Closing) Tell the students that in the next class they will be presenting their posters. They should also be thinking over the course of the week, about why we should study music history.
 * Procedure:**

** Musical Era Timelines Unit **
 * Lesson #5 **


 * Lesson Objectives:** Students will collaborate with peers by taking turns presenting information on their shared poster. Students will use creative and analytical thinking skills and self reflection by answering a writing prompt on the class blog.

6. Listening to, analyzing, and describing music 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
 * National Music Standards Addressed**:

Finished musical time period posters, music examples from the time periods, the computer lab
 * Resources Used:**

1. (Introduction) Students gather in the computer lab. Teacher tells the students that they will be presenting their posters and answering the prompt, “Why is it important to study music history” on the class blog. 2. Each group is given about 3-5 minutes to show the other students their poster and to point out the various topics they studied. While the groups are presenting the teacher will play pieces of music from the time period. 3. At the end of the presentations, the students choose a work station and write on the class blog about why studying music history is important.
 * Procedure:**

** Music Timelines Unit Grading Rubric ** || ** 4 = Proficient with distinction ** || ** 3 = Proficient ** || ** 2 = Nearly Proficient ** || ** 1 = Below Proficiency ** || ** Class Time Use ** || ** Written Paragraph ** || ** Blog Entry ** ||
 * Class time and resources were used efficiently. *Student always stayed on task.
 * Student completed all assignments and had extra time for extensions. ||
 * Student used class time and resources efficiently.
 * Student stayed on task.
 * Student completed all class work. ||
 * Student used most of the class time and resources efficiently.
 * Student was at times off task.
 * Student nearly completed assignments. ||
 * Student did not use class time and resources wisely.
 * Student was off task frequently.
 * Student did not complete his/her work in the time given. ||
 * Student completed more than one paragraph about the assigned topic.
 * The paragraphs contained more than three facts.
 * Paragraphs were well written with no spelling or grammatical mistakes. ||
 * Student completed one paragraph containing three facts relating to the assigned topic.
 * Paragraph had no spelling or grammatical errors. ||
 * Student completed one paragraph with two facts relating to the assigned topic.
 * Paragraph had a few spelling or grammatical mistakes. ||
 * Paragraph was incomplete or off topic.
 * Paragraph contained many grammatical or spelling mistakes. ||
 * Blog entry completely answered the question in way that captures the reader’s attention.
 * Blog entry was thoughtful and contained evidence of self reflection.
 * Entry contained details about the presentations and time periods. ||
 * Blog entry completely answered the question.
 * Blog entry contained evidence of self reflection.
 * Blog entry referenced the presentations. ||
 * Blog entry answered the question without evidence of self reflection or reference to the presentations. ||
 * Blog entry was fragmented or off topic.
 * Blog entry showed no evidence of self reflection or reference to the presentations. ||