Professional Documents
Culture Documents
Science
6th Grade Band……………………………………………………………………………………………………………….….……. 15
7th Grade Band…………………………………………………………………………………………………………….....……….. 19
Social Studies
6th Grade Band……………………………………………………………………………………………………………….….……. 23
7th Grade Band…………………………………………………………………………………………………………………...…… 26
Mathematics
6th Grade Band…………………………………………………………………………………………………………....……..……. 29
7th Grade Band………………………………………………………………………………………………………………….…….. 32
Sources…………………………………………………………………………………………………..………………………..…….36
FPAA INTEGRATED CURRICULUM 2
Fitzgerald Performing Arts Academy: 6th Grade Music and Art (Caeli Welker)
12-Day Unit National Art Standards Evidence of Learning
Theme
with societal, cultural, and historical context to deepen ending in a later period. Students will see
understanding. how art has changed over time through
● VA:Cn11.1.6a Analyze how art reflects changing times, observation and discussion. Students will
traditions, resources, and cultural uses. understand how the culture change and the
events of the period has influenced a
Dance change in art. Students will explore the
Anchor Standard #2 - Creating: Organize and develop artistic ideas dance structures of the various cultures
and work. that have come with the immigrants into
● DA:Cr2.1.6 a. Explore choreographic devices and dance New York. Students will choreograph
structures to develop a dance study that supports an artistic their own dance in groups based off of a
intent. Explain the goal or purpose of the dance. culture of their choice. Students will
perform for the class.
The Evolution The teacher will Each student will The teacher will try The teacher will give To encourage
of Music observe class compose a piece of to engage the students the option to diversity within the
discussions and music and present interests of every record their piece of classroom, diverse
make notes based this to the class. student by music to present to genres of music will
on student Students will be incorporating genres the class, allowing be incorporated in
participation. given a rubric for of music that him/her to use the unit to promote
this activity which students listen to. technological sounds diverse inclusion
will be used by the to incorporate into and connectivity.
teacher during his/her music.
student
presentations.
The European Teacher will In groups, students The teacher will The teacher will use Art from various
Impact promote will choose one prepare questions online virtual tours on countries and
discussion by piece of art to before going to the the website of the cultures will be
engaging students present on. They museum that will museum to further explored.
FPAA INTEGRATED CURRICULUM 4
Immigration in The teacher will Students will The teacher will The teacher will use Students are given
New York collect exit slips individually take a attempt to make the interactive the opportunity to
from students, written test on what unit engaging and powerpoints, prezi, choose any culture
showing what they is learned in class. relatable to the and videos within the to focus on for their
have learned. students by making unit as a means to summative
In groups, students lessons interactive show students the assessment.
will perform a dance and hands-on. changing of art
routine based on the through time and the
choreography of a differences of dance
culture of their in cultures.
choice.
Fitzgerald Performing Arts Academy: 7th Grade Music and Art (Caeli Welker)
12-Day Unit National Art Standards Evidence of Learning
Theme
FPAA INTEGRATED CURRICULUM 5
The Evolution The teacher will Each student will The teacher will try Students will conduct To encourage
of Music observe and research and present to engage the online research. diversity within the
facilitate class on one genre of interests of every classroom, diverse
discussions and music and discuss student by The teacher will give genres of music will
make notes based how it has incorporating genres students the option to be incorporated in
on student developed through of music that record their piece of the unit to promote
participation. time. Students will students listen to. music to present to diverse inclusion
compose a piece of Teacher will show the class, allowing and connectivity.
music and present music compositions him/her to use
this to the class. of past students to technological sounds
Students will be give students to incorporate into
given a rubric for inspiration. his/her music.
these activities
which will be used
FPAA INTEGRATED CURRICULUM 7
by the teacher
during student
presentations.
The European Teacher will Teacher will collect As a class, the The teacher will use Art from various
Impact promote students work students and teacher online virtual tours on cultures and
discussion by concerning personal will create a set of the website of the countries will be
engaging students criteria versus personal criteria museum to further explored.
in previously established criteria when concerning art analyze and discuss
prepared questions and give a grade. as well as put the art.
as they walk together a set of
through the established criteria
museum. that should be used
when analyzing art.
Immigration in The teacher will Students will present The teacher will use The teacher will use Students are given
New York use exit slips as a on a specific dance make the lessons interactive the choice to
way for students and perform a dance interactive and powerpoints, prezi, research, present and
to demonstrate routine in groups engaging by having and videos within the perform any cultural
learning and as a following a given students learn unit as a means to dance.
way to assess if rubric. cultural dances. show students the
students are changing of art
understanding the through time and the
material. differences of dance
in cultures.
Fitzgerald Performing Arts Academy: 6th Grade English Language Arts (Elizabeth McNulty)
12-day Unit Common Core English Language Arts Standards Evidence of Learning
Theme
The Evolution CCSS Writing Standards Grade 6: The students will choose a type of music
of Music Conduct short research projects to answer a question, drawing on that is prevalent in the United States. The
several sources and refocusing the inquiry when appropriate. students will then conduct research about
FPAA INTEGRATED CURRICULUM 8
The European CCSS Speaking and Listening Standards Grade 6: The students will be placed in small groups
Impact Engage effectively in a range of collaborative discussions (one- of 5 or 6 and will be asked to discuss the
on-one, in groups, and teacherled) with diverse partners on grade book that they are reading as a class. Each
6 topics, texts, and issues, building on others’ ideas and student will be expected to come to the class
expressing their own clearly. prepared with their own responses to
discussion questions given to them
previously. They will all be expected to
participate in the group discussion of these
questions and provide any input they have
prepared with clear examples and evidence.
Immigration in CCSS Writing Standards Grade 6: The students will think about what they have
New York Write narratives to develop real or imagined experiences or events learned involving immigration to New York
using effective technique, relevant descriptive details, and well- through Ellis Island. They will write a
structured event sequences. narrative that is based on an imagined
a. Engage and orient the reader by establishing a context and scenario in which they are immigrating to
introducing a narrator and/or characters; organize an event New York with their family from another
sequence that unfolds naturally and logically. country. They will base their story on true
b. Use narrative techniques, such as dialogue, pacing, and events they have learned about. While this
description, to develop experiences, events, and/or characters. will be a fun activity in which the students
c. Use a variety of transition words, phrases, and clauses to can use their imagination, they must prove
convey sequence and signal shifts from one time frame or setting that they are able to incorporate the
to another. fundamental elements of writing into their
d. Use precise words and phrases, relevant descriptive details, and paper, as well as prove their knowledge of
FPAA INTEGRATED CURRICULUM 9
sensory language to convey experiences and events. the subject at hand. They must include a
e. Provide a conclusion that follows from the narrated experiences vocabulary that is relevant to the material,
or events. describing the situation in great detail. They
must also have a chain of events that unfolds
logically, with a conclusion at the end.
The Evolution Gathering The final Model for the Use of the online Students will be
of Music information each presentation that the students how to use databases including either allowed to
step of the student has created databases to find primary and secondary turn in a written
project process about their chosen information. sources. paper without the
to use as type of music Differentiate between oral presentation if a
checkpoints to primary and speaking or language
make sure the secondary sources disability exists, or
students will when it comes to do an oral
reach their research. presentation if a
deadline. writing disability
exists.
The European The discussion The contributions The students will be The students will be Each student can
Impact notes that the made by each given guiding able to use a google give a reflection of
students prepare member in their questions that they document to each of their peers
for their small small group. can use during their collaborate some of contributions.This
groups. reading of the text their ideas when they way they must pay
that will help them are outside the attention to each
stay on track and classroom. peer and the students
better comprehend are getting feedback
the material. from more than one
source.
FPAA INTEGRATED CURRICULUM 10
Immigration in Open class The fictional story Complete practice Using computers in the Students who have a
New York discussions that the students will worksheets with the library during class disability in which
about what the submit to the students in which time to work on their they are unable to
students know teacher. they dissect a narratives, allowing for write, they may be
and can narrative and define immediate assistance if paired with a peer
remember about specific writing needed from the who is proficient in
what they have techniques being teacher or librarian. typing who will
learned used in said This is helpful, assist them in typing
previously about narrative. This may especially in the case their paper.
immigration in include aspects such of a student who may
New York. as transition words, not be proficient in
dialogue, pacing, writing in a word
characters, events, document.
etc.
Fitzgerald Performing Arts Academy: 7th Grade English Language Arts (Elizabeth McNulty)
12-day Unit Common Core English Language Arts Standards Evidence of Learning
Theme
The Evolution of CCSS Writing Standards Grade 7: Students will be asked to choose a famous
Music Gather relevant information from multiple print and digital musician from any era and do a great deal of
sources, using search terms effectively; assess the credibility and research on them from multiple print and
accuracy of each source; and quote or paraphrase the data and digital sources. Once they have gathered
conclusions of others while avoiding plagiarism and following a their research, they will paraphrase the
FPAA INTEGRATED CURRICULUM 11
The European CCSS Speaking and Listening Standards Grade 7: Students will be asked to engage in a
Impact Engage effectively in a range of collaborative discussions (one- socratic seminar in which they discuss the
on-one, in groups, and teacherled) with diverse partners on grade book, “An American Tale”. While this is a
7 topics, texts, and issues, building on others’ ideas and book meant for somewhat younger readers,
expressing their own clearly. a. Come to discussions prepared, there is still much information about many
having read or researched material under study; explicitly draw people who immigrated from Europe to start
on that preparation by referring to evidence on the topic, text, or a life in America. The book details what
issue to probe and reflect on ideas under discussion. b. Follow impact many of these different cultures had
rules for collegial discussions, track progress toward specific on the culture of America. It will allow the
goals and deadlines, and define individual roles as needed. c. students to get an idea of what kind of ideas
Pose questions that elicit elaboration and respond to others’ came into America from surrounding
questions and comments with relevant observations and ideas countries, and how those ideas have evolved
that bring the discussion back on topic as needed. d. in this day and age. The students will be
Acknowledge new information expressed by others and, when asked to answer certain discussion questions
warranted, modify their own views. which they will voice in a whole class
discussion for a grade. The discussion
questions will revolve around the book and
how some of the culture these Europeans
brought have effected America and evolved
over time.
Immigration in CCSS Speaking and Listening Standards Grade 7: Students will be asked to dress up as a
New York Present claims and findings, emphasizing salient points in a famous person who has immigrated to the
focused, coherent manner with pertinent descriptions, facts, United States from another country and
details, and examples; use appropriate eye contact, adequate create an oral report of their life. They will
FPAA INTEGRATED CURRICULUM 12
volume, and clear pronunciation. present this oral report to their class while
dressed as the subject of their choosing.They
will be allowed to choose anyone who has
made some impact on American culture.
The students will bring in any props that
they will need to better convey the
information they have learned about their
subject.
The Evolution Students will The students will Teachers will The final product will Students will have
of Music submit the submit paraphrased demonstrate for be put on a created the option of using
sources they find summaries of the students how to Padlet website in an online highlighter
with an analysis sources they find, paraphrase properly. which all of the tool as assistive
of the credibility avoiding plagiarism The teacher will give students can technology that will
of each source. and touching on all the students sample contribute by typing a help them emphasize
the key aspects of the articles and together summary of their what is important in
research. as a class, they will research into their their readings. This
determine what is respective boxes. will allow that
important about the information to stick
article and what out to them when
should be included in they are paraphrasing
a summary. the article.
The European Students will The teacher will take The teacher will The socratic seminar Students who are
Impact submit any notes careful notes on the begin the socratic will be recorded with English Language
that they take information that each seminar as a a video recorder that Learners will be
during the student presents, as participant and touch has audio recording grouped together and
course of the well as the degree of briefly on some of the as well. The teacher allowed the
seminar, which eloquence and discussion questions can watch this to opportunity to
FPAA INTEGRATED CURRICULUM 13
will take place professionalism that so the students know make sure he/she engage in the
over the course the student exhibits more of what is didn’t miss anything discussion in
of several days. while speaking. This expected from their that a student said due Spanish, or the
They will also summative responses. to rapidness of language they are
submit any notes assessment will be speech. The students most proficient in.
that they based on their verbal will also be given the
prepared for the ability. opportunity to listen
seminar. to the video to see
what areas they may
be able to improve in
the next time they are
given the chance to
engage in any form of
public speaking.
Immigration in The students will The teacher will take The teacher will give The students will If there is some kind
New York engage in an notes, following a the students a very each be recorded of language
informal meeting rubric, of the detailed rubric of during their impairment, the
with their information that the what is expected of presentation and a student will be given
professor to student is presenting them with their compilation video of the option of writing
discuss their during their oral projects. each of their the report rather than
plans and ideas presentation. presentations will be presenting it orally.
for their chosen sent home for the
subject families to enjoy.
The Evolution of The data on their lab Short answer Labs and data collection Students will use The interdisciplinary
Music form. conclusions reached chromebooks to fill out lesson connecting the
to the application their lab forms. lab to music.
questions on their lab
form.
The European The students will Short answer Labs and data collection The students will use their The interdisciplinary
Impact have a journal with conclusions reached lab groups will share a lesson of the european
all of the different to the application google document which impact connects a
data they have questions on their lab will increase their historical understanding
collected to get a full form. practice with online forms of the various European
understanding on the of communication and wind instruments to a
European impact. By collaboration.. science lesson using
the end the students energy.
will see the different
changes.
Immigration in The students will Short answer Labs and data collection The students will use The Interdisciplinary
New York have an exit slip conclusions reached Kahoot before they do lesson connecting the
FPAA INTEGRATED CURRICULUM 17
before they leave the to the application their lab to see what they lab to Immigration in
classroom. About questions on their lab know about the New York by the
what data they form. Immigration in New York depending on the
acquired throughout and the different distances amount time that an
the lab. What is and the impact on the immigrant was removed
something they have resistance or connection from their homeland or
learned about the between the field that if the distance increased,
connection between resides between the two the connection between
New York magnets. the musical traditions
Immigration and and home became
musical traditions. increasingly more
staggered.
12-Day Unit Formative Assessment Summative Assessment Instructional Technology Strategies Diverse Learnin
Theme Strategies
The Evolution of The students will be Short answer Labs and data The students will use The interdisciplin
Music given a lab form that conclusions reached to collection Kahoot to learn about lesson connecting
will chart all of the data the application questions energy that is applied lab to music by
that they will be on their lab form. through friction caused thermal energy wi
collecting throughout more thermal energy to always create fric
the experiment. take place. How this and this can be se
can apply to the through the movin
evolution of music. of string instrume
when force is app
to it and thermal
energy is released
The European The students will have Short answer Labs and data Students will use The interdisciplin
Impact an exit slip before they conclusions reached to collection chromebooks to fill out lesson of the
leave the classroom. the application questions their lab forms. european impact b
FPAA INTEGRATED CURRICULUM 20
Immigration in The students will have a Short answer Labs and data The students will use The Interdisciplin
New York worksheets with all of conclusions reached to collection their lab groups will lesson connecting
the different data they the application questions share a google lab to Immigration
have collected to get a on their lab form. document which will New York by
full understanding of increase their practice correlated to the
how speed and mass with online forms of understanding of
impact kinetic energy. communication and immigration in Ne
collaboration. York because the
greater the amoun
of immigrants tha
passses through th
city, they higher t
kinetic energy tha
present.
Fitzgerald Performing Arts Academy: 6th Grade Social Studies (Kateri Spencer)
12-Day Unit Common Core Social Studies Standards Evidence of Learning
FPAA INTEGRATED CURRICULUM 21
The Evolution of CCSS.ELA-LITERACY.RH.6-8.2 The students will read from a periodical about
Music Determine the central ideas or information of a primary or jazz and how it came to fruition in America.
secondary source; provide an accurate summary of the The periodical details the lives of artists and
source distinct from prior knowledge or opinions. origins of jazz. Students will write three notes in
regard to the article: a summary note, a thesis
note, and a critical note. In doing so, the
students will better understand the evolution of
jazz and its effects on American Society.
Throughout the twelve days they will also be
learning about jazz artists and their struggles and
impact on New York’s society.
The European CCSS.ELA-LITERACY.RH.6-8.3 The students will read a short history of new
Impact Identify key steps in a text's description of a process related York and create an interactive timeline in
to history/social studies (e.g., how a bill becomes law, how summation of it. Through this they will better
interest rates are raised or lowered). understand how the settlements of the Europeans
in New York made the city what it is today.
(Source available here:
http://www.history.com/topics/new-york-city )
The Evolution of Daily quick- Three notes at the Promote The students will be The students will
Music worksheets on end of the article: discussions in class using an online have the option of
assigned periodical summary note, about the assigned resource for the listening to sections
and artists critical note and reading throughout periodical and will of the periodicals.
discovered each day thesis note will be the twelve days. Tie also be utilizing They can also use
checked by the graded according to the article’s powerpoint lectures highlighting tools
teacher based on accuracy of information to the for drawing for the webpage.
content. comprehension. daily highlighted important content
artist. This will be from text and
carried out with connecting it to the
group discussions day’s artist.
and teacher led
questions as well as
student led
questions.
The European Daily group The students will Make sure that each The students will The students will
Impact discussions on complete an student in each utilize an online have audio of the
reading of the interactive timeline group has a clear interactive timeline history article as
history of New of the New York idea of the people where they will well as a print out
York settlements settlements that the and their include text, videos of step by step
with teacher teacher will grade settlements and pictures. processes on how to
observation of class based on accuracy throughout class make a timeline.
participation and of content. discussions and
comprehension. lectures. Also
elaborate on the
effect those
settlements had on
present day New
York by modeling
the information in
graphic organizers.
FPAA INTEGRATED CURRICULUM 23
Immigration in The students will The students create The teacher will do The students will Students that
New York have an entrance a storybird about an overview on the use the online tool, require additional
slip each day for an their own created vocabulary to be storybird, as well as help with storybird
immigration term immigrant that used in correlation listening to teacher will be able to work
with which the comes to New to immigration. The directed interactive with peers to learn
teacher corrects and York. The story article will be used power point lectures how to create a
returns after the will utilize the alongside lecture on the smartboard. story. A printout
class time. vocabulary and the about immigration master list of the
teacher will grade to further support vocabulary terms
based on correct the vocabulary can be given to
vocabulary usage. terms. students who
struggle to take
notes.
Fitzgerald Performing Arts Academy: 7th Grade Social Studies (Kateri Spencer)
12-Day Unit Common Core Social Studies Standards Evidence of Learning
The Evolution CCSS.ELA-LITERACY.RH.6-8.9 The students will have finished “Bud Not
of Music Analyze the relationship between a primary and secondary Buddy” and an article on their family present-
source on the same topic. day band formed in New York. They will
create a venn-diagram differentiating
between the fictional text and the nonfiction
article. This will help students differentiate
between primary and secondary resources
and see the evolution of music overtime.
The European CCSS.ELA-LITERACY.RH.6-8.7 After reading a history of New York and the
Impact Integrate visual information (e.g., in charts, graphs, photographs, settlements that occurred there, students will
videos, or maps) with other information in print and digital texts. create an interactive map of New York with
FPAA INTEGRATED CURRICULUM 24
The Evolution of Daily reading The students will The teacher will The teacher will use For students with a
Music comprehension have created a explain how the the smart board for site impairment
checks on Bud, Not poster-sized evolution of music power point lectures they may have an
Buddy as well as the extensive venn- has changed and the internet to audio copy of both
article read in class. diagram overtime with racial access their article the book and the
The teacher will presentation acceptance and and and any other article. For students
collect them and comparing and economic supplemental of lower reading
return the papers contrasting the transitions research they need. levels, there will be
with feedback. different music that especially in New a reading
they encountered in York. It will be comprehension
the book and in done through power guide they may
their article. The point lectures and work on by
FPAA INTEGRATED CURRICULUM 25
The European Playing “numbered The students will Each day the The students will be Students who are
Impact heads together” have finished an teacher will focus creating an struggling to
activity each day interactive map of on one settlement interactive map and understand how to
assessing students each settlement in through lectures searching the web do the research for
on one settlement which they have using interactive for further resources their map will be
per day. The attached videos, prezi with video on New York given step by step
students are in pictures and articles resources. Settlements. The processes on how to
groups and each supporting the teacher will use find more
student is expected settlements that prezi and video resources, with
to know the answer. impacted the sources. examples given.
formation of New
York.
Immigration in Each day the The students will The teacher will The students will be For students who
New York students need to take part in an utilize different required to do are have language
have come up with extensive debate sources for lecture research for their difficulties, they
one topic for their concerning the everyday. This debate and the may write out their
debate with which research they have would include trade teacher will utilize supporting
they will discuss in acquired from and textbooks that informational information for the
their groups and be legitimate and utilize factual and videos for lecture to debate or choose to
observed by the illegitimate sources. opinionated support debate present the
teacher. The teacher will information about content. information to the
observe if the immigration in New teacher separately.
students can York overtime.
differentiate
between fact and
FPAA INTEGRATED CURRICULUM 26
opinion as they
support their ideas
about immigration.
The Evolution of CCSS.MATH.CONTENT.6.EE.A.1 Students will be able to recognize and compute whole
Music Write and evaluate numerical expressions involving number exponential problems. This will involve word
whole-number exponents. problems about musical instruments and their prices and
profits within a jazz band.
The European CCSS.MATH.CONTENT.6.RP.A.1 Students will be able to understand that the concept of
Impact ratios is a relationship between two quantities. Students
Understand ratio concepts and use ratio reasoning to will come to class with information on their family
solve problems. origins. The teacher will take a survey of every country
the students are from and have the class form different
ratios from each country relating to the whole class.
Immigration in CCSS.MATH.CONTENT.6.SP.B.4 Students will be able to analyze and interpret data from a
New York Display numerical data in plots on a number line, number of different charts on immigrants who
including dot plots, histograms, and box plots. immigrated to New York from different countries.
Students will also create three different types of charts of
their choosing on data collected from similar statistics.
The Evolution The teacher will Reviewing the The teacher will give a A Smartboard will The class will be
of Music observe students students word quick lecture using a be used for students able to take a trip
during the discussion problems and how smart board on exactly to solve problems to a music store
on whole number successful they were what whole number that the teacher puts where they can
exponential problems completed. exponents are and how up on the board. record prices of
and note students they are used. The instruments at the
who are participating teacher will give simple store and use them
and students who are examples of how to in word problems
hesitant. solve these exponential they create.
problems and have
students come to the
board and solve some
example problems.
The European The teacher will Each day students The teacher will Students will use A chart of
Impact review the student's will have to create a introduce the concepts chromebooks to play everyone’s family
ratios that they came ratio from something of ratios by relating “Ratio Blaster” an origin will be
up with about their that they have seen ratios to common online game that created and hung
family origin and or encountered in objects around the room helps students better up in the
make sure they all their daily life (eg. but most importantly understand classroom
grasp a general 2:20 crayons in the each student’s family equivalence and
concept of ratios. box are red) and origin ratios. reduction of
then make an Equivalent ratios will fractions.
equivalent ratio to also be introduced.
the ratio they came Worksheets and will be
up with. utilized for practice as
well as ratio online
games and pairing
students to help them
get a sense of ratios
from their peers.
Immigration in The charts the A brief quiz will Examples of different The attached video We will compare
FPAA INTEGRATED CURRICULUM 28
New York students created begin each lesson types of charts, plots, will be shown to the students in the
about particular throughout this and histograms will be help students better class rooms
people from certain subject. A chart will shown to students. understand the ethnicities and
countries and when be given to the Specific language to concept of cultures to that of
they immigrated to students and 5 to 10 this material will be histograms. the rest of New
New York will be questions will be defined on a board and York using
collected and given on how to kept up throughout the http://study.com/aca histograms.
reviewed by the interpret the chart. week. A smartboard demy/lesson/creating
teacher. will be used to have -and-interpreting-
students make histograms.html#less
projections of the on
results of certain data.
Students will create
their own charts from
data they have gathered.
The Evolution CCSS.MATH.CONTENT.7.EE.A.1 Students will be able to understand and utilize properties of
of Music Apply properties of operations as strategies to add, operation. They will be given addition, subtraction, and
subtract, factor, and expand linear expressions with multiplication problems and will have to identify the
rational coefficients. property of each problem (eg. 6x4 & 4x6 = commutative
property of addition. Students will relate these properties
to real-world word problems involving the duration of
FPAA INTEGRATED CURRICULUM 29
The European CCSS.MATH.CONTENT.7.EE.B.4 Students will be able to recognize that the word “is” means
Impact Use variables to represent quantities in a real-world or “equal” and that the unknown quantity is the variable
mathematical problem, and construct simple equations within a word problem. Students will be given different
and inequalities to solve problems by reasoning about the types of European foods to try during class all displaying
quantities. the influence Europe has on American food. Students will
then be given word problems that all involve something on
the foods they ate.
Immigration CCSS.MATH.CONTENT.7.NS.A.2 Students will be able to multiply and divide any type of
in New York Apply and extend previous understandings of rational number through an understanding of their previous
multiplication and division and of fractions to multiply knowledge learned and building off that knowledge.
and divide rational numbers. Students will be put in pairs and create any type equation
they would like and test their partner in how to solve it
after solving it themselves. An online interactive quiz will
be created that quizzes students on real world rational
number word problems about immigrants that came in
through the New York port of entry.
The Evolution of A worksheet A quiz will be given The properties of The attached Khan Students will have
Music containing that is similar to the operations will be academy video on the opportunity to
problems involving worksheet but explained and the commutative bring in their
properties of longer and contain discussed. Students property will be instruments and
operations will be but numerical and will be split up into shown in class and briefly play them
completed as word problems pairs will review an online quiz will and explain the
homework and turn involving properties with each other be used on instrument and the
into the teacher for of operation. number problems chromebooks to pieces to it. Word
FPAA INTEGRATED CURRICULUM 30
The European Students will work Daily, students will Equations and the Students will be Students will be
Impact in pairs, having one be given a word language contained able to play the able to try food
student create a problem and will within them will be game “grand slam from Europe and
word problem, have to create an explained. An math” on word problems will
equation and equation for the emphasis will be chromebooks to be created using the
solution while the problem as well as put on variables and help them get food within the
other student will solve the it. This how they are vital engaged when problems. Students
use a small information will be within an equation. learning about word will then be able to
whiteboard to solve collected by the Word problems will problems. create their own
it. The teacher teacher. be put up on the problems using
observe the pairs smartboard and food they
and how well the students will solve commonly eat at
problem is being them at their seats home.
created and solved. and then it will be
solved by a
volunteered student.
Students will be
able to taste foods
from Europe and
then solve word
problems involving
FPAA INTEGRATED CURRICULUM 31
Immigration in Students will be An online quiz A basic Students will use Students will be
New York split up into groups (using Kahoot) will understanding of the website “First in able to have a lot of
of about 5. They be administered to rational numbers Math” to help them online resources to
will be given a the students where will be introduced solve and better learn about rational
piece of paper with they will have to and the understand word numbers. These
different equations solve real world incorporation of problems involving include: Kahoot
on it. Each group rational word previous knowledge rational numbers. (quizzing), First in
will solve one problems. will be used. Khan Academy will Math, and Khan
problem and write Groups will be be used similarly. Academy.
down anything or utilize to solve
any information rational number
they know of about word problems so
the equation. The that students can
teacher will observe learn and explain to
the students while each other how they
they do this and would go about
collect the sheet at solving a problem.
the end so as to gain Students will also
an understanding of be split up into pairs
how much the and they will make
students may know. and solve their own
word problems.
FPAA INTEGRATED CURRICULUM 32
Standards’ Sources
http://www.corestandards.org/read-the-standards/
http://www.nationalartsstandards.org/
https://www.nextgenscience.org/search-standards