Sarah Buller Term IV Curriculum Convergence Chart Standards:

CCSS ELA Grade 2 Reading Standard Lit 4: Describe how words and phrases supply rhythm and meaning in a story, poem, or song. CCSS ELA Grade 2 Reading Standard Info Text 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS ELA Grade 2 Reading Standard Info Text 3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CCSS ELA Grade 2 Reading Standard Info Text 5: Know and use various text features to locate key facts or information in a text efficiently. CCSS ELA Grade 2 Writing 2: Write informative/explanatory texts CCSS ELA Grade 2 Writing 5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS ELA Grade 2 Writing 7: Participate in shared research and writing projects. Nat. Cur. Standards for Social Studies 2: Time, Continuity, and Change: Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and periods

Curriculum Materials: Harcourt StoryTown Readers: Lesson 18: Ah, Music by Aliki Read Aloud Books: Zin! Zin! Zin! A violin by Lloyd Moss. When Marian Sang: by Pam Ryan The Magic School Bus: In the Haunted Museum: A Book About Sound Sounds All Around by Wendy Pfeffer Thunder Cake by Patricia Polacco Play, Mozart, Play by Peter Sis Duke Ellington by Andrea Davis Pinkney Max Found Two Sticks by Brian Pinkney Hip Hop Speaks to Children: A Celebration of Poetry with a Beat by Nikki Giovanni Read and Do Science: Sound by Melinda Lilly The Star-Spangled Banner illustrated by Peter Spier

Knowledge of Students and Context: The students are highly expressive in their analysis of the arts and interpreting the mediums. From observing and leading these perceptive group discussions, on topics such as vaudeville and civil rights music, the students enthusiastically engage with music and sound. Students are still inclusive when discussing the topic of music and sounds in their everyday lives and to study various styles. Students will have the opportunity to share and appreciate the function of the sounds they captured from their everyday lives Students are motivated by a previous class nonfiction text publication to re-create this artifact to share with the next class of second graders. Students need to practice how to creatively express themselves through self-direction since very often the classroom norm praises only regimented right or wrong type responses.

What

Lesson
How

Why
Theories of Teaching and Learning: Dewey, Moll: Funds of Knowledge. When attempting to have children fully participate in constructing their learning, we must validate and incorporate their strengths displayed both inside and outside the traditional classroom setting. Surveying their sound and music experiments as an initial activity will validate this sharing environment. Student voice will also be firmly encouraged Gardner: Students are given multiple ways to learn about sound and music in addition to varied assessment forms through writing and performance. Various learning styles of students will also have the chance to thrive here.

Teaching Methods: Students will be grouped cooperatively to complete a final weeklong project assessment. After reviewing the text features, they will have the opportunity to research their own information on a topic. Eventually students will gather their collective knowledge to re-create their own nonfiction text product. The class will practice creative expression after learning the respective factual information from texts and in reaction to auditory sound selections. Through demonstration and experimentation, students will discover and experience the content knowledge. The theme of communicating through sound will be taught across multiple subjects that are traditionally separate.

Educational Philosophy and Beliefs When students are given authentic assessments and projects they have will demonstrate higher engagement. The final product will be quality work since students see the value. To achieve deeper learning and lasting connections to the content knowledge, students need to situate their learning amongst prior knowledge and life experiences. Students must have opportunities to experiment and construct their own products to demonstrate mastery of learning objectives. Students should be constantly in a genuine dialogue with other classmates, with the whole class, and with the teacher as this strengthens their own understandings and evidence.