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Running Head: FPAA INTEGRATED CURRICULUM 1

Fitzgerald Performing Arts Academy 


Integrated Curriculum 
 

Table of Contents
Subject and Grade Band Page Number

Music and Art


6th Grade Band……………………………………………………………………….………………………………………………… 2
7th Grade Band……………………………………………………………………………………….………………………………… 5

English Language Arts


6th Grade Band………………………………………………………………....…………………………………………………….… 8
7th Grade Band…………………………………………………………………………………………………………………...……. 11

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
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Fitzgerald Performing Arts Academy: 6th Grade Music and Art (Caeli Welker) 
12-Day Unit National Art Standards Evidence of Learning
Theme

The Evolution Music Students will listen to various genres of


of Music Anchor Standard #8 - Responding: Interpret meaning and intent in music, discussing the expressive intent of
artistic work. each genre, and how this intent changed
● MU:Re8.1.E.5a Identify interpretations of the expressive through time. Students will pick a genre
intent and meaning of musical works, referring to the of music and study it more in depth
elements of music, contexts, and (when appropriate) the individually and then present to the class.
setting of the text. Students will demonstrate the expressive
intent within music through class
Anchor Standard #3 - Creating: Refine and complete artistic work. discussion. Students will create their own
● MU:Cr3.2.C.Ia Share music through the use of notation, expressive piece of music and either
performance, or technology, and demonstrate how the perform or record the piece to share with
elements of music have been employed to realize expressive classmates.
intent.

The European Visual Arts Students will go on a field trip to an art


Impact Anchor Standard #7 - Responding: Perceive and analyze artistic museum and will discuss their
work. interpretations of the art, concerning how
● VA:Re.7.1.6a Identify and interpret works of art or design people lived and what they valued and
that reveal how people live around the world and what they how this has influenced the United States.
value. Students will analyze how the arts of
● VA:Re.7.2.6a Analyze ways that visual components and certain cultures seem the same or different.
cultural associations suggested by images influence ideas, Students will interpret the emotion, actions
emotions, and actions. and ideas behind the art. Students will
demonstrate this by answering
teacher-prepared questions and by
discussing with each other.

Immigration in Visual Arts Students will analyze a series of works of


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New York Anchor Standard #11 - Connecting: Relate artistic ideas and works art, starting from an earlier period and
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.

12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Theme Assessment Assessment Strategies Strategies

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
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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.
in previously will incorporate deepen the analyze and discuss
prepared questions answers to discussion of the art.
as they walk teacher-prepared students.
through the questions and will
museum. discuss the emotion
and cultural
meaning behind the
piece. Students will
be given a rubric to
complete this
assignment.

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.
 
 
 
 
 
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Fitzgerald Performing Arts Academy: 7th Grade Music and Art (Caeli Welker) 
12-Day Unit National Art Standards Evidence of Learning
Theme

The Evolution of Music Students will research one genre of music


Music Anchor Standard #8 - Responding: Interpret intent and meaning and listen and analyze that one genre as it
in artistic work. has developed through a period of at least
● MU:Re8.1.E.Ia Explain and support interpretations of the 50 years. Students will present their
expressive intent and meaning of musical works, citing as findings to the class. As a class, students
evidence the treatment of the elements of music, contexts, will listen to the various genres of music,
(when appropriate) the setting of the text, and personal discussing the expressive intent of each
research. genre, and how this intent changed through
Anchor Standard #3 - Creating: Refine and complete artistic time. Students will demonstrate the
work. expressive intent within music through
● MU:Cr3.2.C.IIa Share music through the use of notation, class discussion. Students will create their
solo or group performance, or technology, and own expressive piece of music and either
demonstrate and describe how the elements of music and perform or record the piece to share with
compositional techniques have been employed to realize classmates along with describing how they
expressive intent. created the piece to be expressive.

The European Visual Arts Students will go on field trips to multiple


Impact Anchor Standard #6 - Performing, Presenting, Producing: Convey different art museums and will discuss
meaning through the presentation of artistic work. their interpretations of the art, concerning
● VA:Pr6.1.7a Compare and contrast viewing and how people lived and what they valued and
experiencing collections and exhibitions in different how this has influenced the United States.
venues. Students will analyze how the arts of
certain cultures seem the same or different.
Anchor Standard #9 - Responding: Apply Criteria to evaluate Students will interpret the emotion, actions
artistic work. and ideas behind the art. Students will
● VA:Re9.1.7a Compare and explain the difference between demonstrate this by answering
an evaluation of an artwork based on personal criteria and teacher-prepared questions and by
an evaluation of an artwork based on a set of established discussing with each other. Students will
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criteria. analyze art based on previously prepared


criteria that is personal to them and
contrast it with criteria that is prepared by
the teacher as an established criteria.
Students will compare the way art is
presented in one museum versus another
museum.

Immigration in Dance Students will explore the dance structures


New York Anchor Standard #2 - Creating: Organize and develop artistic of the various cultures that have come with
ideas and work. the immigrants into New York. Students
● DA:Cr2.1.7b. Determine artistic criteria to choreograph a will compare and contrast and understand
dance study that communicates personal or cultural the differences in choreography from
meaning. Articulate how the artistic criteria serve to culture to culture. Students will
communicate the meaning of the dance. choreograph their own dance in groups
Anchor Standard #7 - Responding: Perceive and analyze artistic based off of a culture of their choice.
work. Students will perform this for the class,
● DA:Re.7.1.7b. Compare and contrast how the elements of including and explaining the cultural
dance are used in a variety of genres, styles, or cultural meaning of the choreography and it’s
movement practices. origin and background.

12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Theme Assessment Assessment Strategies Strategies

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
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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
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 The teacher will use The teacher will use Students are given
New York use exit slips as a present on a specific make the lessons interactive the choice to
way for students dance and perform a interactive and powerpoints, prezi, research, present
to demonstrate dance routine in engaging by having and videos within the and perform any
learning and as a groups following a students learn unit as a means to cultural dance.
way to assess if given rubric. cultural dances. show students the
students are changing of art
understanding the through time and the
material. differences of dance
in cultures.
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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
this type of music from primary and
secondary sources, and create a project in
which they convey the information they
have discovered through their research.
They can choose from either a poster or
paper presentation. The information should
focus on where the music originated, and
how it became popular in America.

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 of 5 or 6 and will be asked to discuss the
(one-on-one, in groups, and teacherled) with diverse partners on book that they are reading as a class. Each
grade 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 learned involving immigration to New York
events using effective technique, relevant descriptive details, and through Ellis Island. They will write a
well-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
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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
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.

12-Day Unit Formative Summative Instructional Technology Strategies Diverse Learnings


Theme Assessment Assessment Strategies

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 oral presentation if a
checkpoints to between 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
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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.

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.
 
 
 
 
 
 
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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
standard format for citation. information they have found on whatever
individual they have chosen. They will post
their newfound information onto a Padlet so
that each student can read everyone else’s
synopsis of their chosen musician. This will
give them a very wide array of musicians to
learn about and add to their repertoire.

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 socratic seminar in which they discuss the
(one-on-one, in groups, and teacherled) with diverse partners on book, “An American Tale”. While this is a
grade 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
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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
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.

12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Theme Assessment Assessment Strategies Strategies

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
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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
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 Spanish, or the
They will also summative responses. due 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 The teacher will take The teacher will give The students will If there is some kind
New York will engage in an notes, following a the students a very each be recorded of language
informal rubric, of the detailed rubric of during their impairment, the
meeting with information that the what is expected of presentation and a student will be given
their 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
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plans and ideas presentation. presentations will be presenting it orally.


for their chosen sent home for the
subject families to enjoy.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Fitzgerald Performing Arts Academy: 6th Grade Science (Maria Palazzolo) 


12- Day Unit Next Generation Science Standards Evidence of Learning

The Students will be given three objects and


Evolution of MS-PS2-1 Motion and Stability: Forces and Interactions will be asked to fill in the chart that will
Music Apply Newton’s Third Law to design a solution to a problem involving be provided by the teacher. Students will
the motion of two colliding objects. be given a bell, a drum stick, and a
* ​Performance Expectation Grade: Middle School (6-8) maraca. Students will be instructed to
perform “work” on the object by using
some form of a push or pull. When the
force is applied and by the colliding of the
energy with the object, work is done.
The teacher will then point out that what
has been demonstrated has proved that
there has been an interaction and energy
has been transferred by the collision of
forces. The result of this motion and
transfer of energy causes a reaction in
which sound has been made. Students will
then be able to form a conclusion that
music is made from a series of sounds
created by the interaction of forces and
energy.

The Students will perform a lab in which they


European MS-PS2-2 Motion and Stability: Forces and Interactions will test the the change in motion after
Impact Plan an investigation to provide evidence that the change in an object’s testing a series of different amounts of
motion depends on the sum of the forces on the object and the mass of force on a object in comparison to other
the object. objects of the same or different mass.
*Performance Expectation Grade:Middle School (6-8) Therefore, there will be three musical
instruments the flute, the clarinet, and the
piccolo . Each of these wind instruments
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will have work or energy transferred upon


it. Students will blow air into these
objects which all have different masses
three times each, and test whether the
sound that is released is louder or softer
than the others. Students will conclude
that the larger the mass directly impacts
the louder the sound. Students will be able
to understand the European impact
because they will connect this lesson to
their understanding of how wind
instruments have developed over time and
has been adapted in mass in order to
create a variety of sounds. This is an
interdisciplinary lesson because it
connects a historical understanding of the
various European wind instruments to a
science lesson using energy.

Immigration Students will use magnets to see that


in New York MS-PS2-5 Motion and Stability: Forces and Interactions energy can be transferred or resisted even
Conduct an investigation and evaluate the experimental design to when objects are not physically touching.
provide evidence that fields exist between objects exerting forces on Students will create a experiment in
each other even though the objects are not in contact. which they will hold magnets and
*Performance Expectation Grade:Middle School (6-8) different distances and see its impact on
the resistance or connection between the
field that resides between the two
magnets. This lesson is connected with
their understanding of immigration in
New York because, despite the fact that
during the height of New York
immigration there was a influx of
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individuals who spoke various languages


and customs, the musical traditions and
themes that were present in their home
lands were not limited by the distance but
transferred. However, the depending on
the amount time that an immigrant was
removed from their homeland or if the
distance increased, the connection
between the musical traditions and home
became increasingly more staggered.

12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Theme Assessment Assessment Strategies Strategies

The Evolution of The data on their Short answer Labs and data Students will use The interdisciplinary
Music lab form. conclusions collection chromebooks to fill lesson connecting the
reached to the out their lab forms. lab to music.
application
questions on their
lab form.

The European The students will Short answer Labs and data The students will use The interdisciplinary
Impact have a journal conclusions collection their lab groups will lesson of the
with all of the reached to the share a google european impact
different data they application document which will connects a historical
have collected to questions on their increase their practice understanding of the
get a full lab form. with online forms of various European
understanding on communication and wind instruments to
the European collaboration. a science lesson
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impact. By the end using energy.


the students will
see the different
changes.

Immigration in The students will Short answer Labs and data The students will use The Interdisciplinary
New York have an exit slip conclusions collection Kahoot before they do lesson connecting the
before they leave reached to the their lab to see what lab to Immigration in
the classroom. application they know about the New York by the
About what data questions on their Immigration in New depending on the
they acquired lab form. York and the different amount time that an
throughout the lab. distances and the immigrant was
What is something impact on the removed from their
they have learned resistance or homeland or if the
about the connection between distance increased,
connection the field that resides the connection
between New between the two between the musical
York Immigration magnets. traditions and home
and musical became increasingly
traditions. more staggered.

 
 
 
 
 
 
 
 
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Fitzgerald Performing Arts Academy: 7th Grade Science (Maria Palazzolo) 


12-Day Unit Next Generation Science Standards Evidence of Learning

The Evolution Students will do an informal lab as part


of Music MS-PS1-6 Matter and its Interactions of a whole group instruction. Students
Undertake a design project to construct, test, and modify a device that will be asked to rub their hands together
either releases or absorbs thermal energy by chemical processes. at different speeds. Students will be able
*​Performance Expectation Grade:Middle School (6-8) to conclude that the faster they rub their
hands together and the more energy that
is applied through friction caused more
thermal energy to take place. Students
will then answer questions regarding their
mini experiment. Students will then
connect the fact that thermal energy will
always create friction and this can be
seen through the moving of string
instruments when force is applied to it
and thermal energy is released.

The European Students will work in groups to perform a


Impact MS-PS2-4 Motion and Stability: Forces and Interactions lab in which they will strengthen their
Construct and present arguments using evidence to support the claim understanding of gravitational potential
that gravitational interactions are attractive and depend on the masses energy. Students will drop two different
of interacting objects. objects which differ in mass from
*Performance Expectation Grade:Middle School (6-8) different heights and determine the
relationship between height, mass, and
gravity. They will drop the items onto a
pre-measured lump of plato. Students
will conclude that the object with the
greatest mass that is dropped from the
greatest height will cause the greatest
squish which in turn means that it will
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have used the greatest amount of


gravitational energy. This is connected to
the idea of the European Impact because
students look at what the impact of the
tenement buildings in New York
experienced during the height of
European immigration. The more
individuals that lived in these
overcrowded and high buildings brought
about a greater disaster when these
building would collapse then other
smaller and less crowded structures.

Immigration in Students will conduct an experiment and


New York MS-PS3-1 Energy create a graph based on their findings.
Construct and interpret graphical displays of data to describe the This lab will require students to test their
relationships of kinetic energy to the mass of an object and to the understanding of how speed and mass
speed of an object. impact kinetic energy. Kinetic energy is
*​Performance Expectation Grade:Middle School (6-8) the energy of motion. They will have a
toy car and a toy truck which differ in
mass. They will be first released at the
same speed and students will see which
object will move a further distance. Then
students will repeat the task by racing
two cars and then two trucks from
different speeds. Students will be able to
conclude that kinetic energy is directly
related to speed and mass. This lesson
will be correlated to the understanding of
immigration in New York because the
greater the amounts of immigrants that
passses through the city, they higher the
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kinetic energy that is present.

12-Day Unit Formative Summative Instructional Technology Diverse


Theme Assessment Assessment Strategies Strategies Learnings

The Evolution of The students will be Short answer Labs and data The students will The
Music given a lab form that conclusions reached collection use Kahoot to learn interdisciplinary
will chart all of the to the application about energy that is lesson connecting
data that they will be questions on their lab applied through the lab to music by
collecting form. friction caused more thermal energy
throughout the thermal energy to will always create
experiment. take place. How this friction and this
can apply to the can be seen
evolution of music. through the
moving of string
instruments when
force is applied to
it and thermal
energy is released.

The European The students will Short answer Labs and data Students will use The
Impact have an exit slip conclusions reached collection chromebooks to fill interdisciplinary
before they leave the to the application out their lab forms. lesson of the
classroom. About questions on their lab european impact
gravitational form. by connected to
potential energy. the idea of the
European Impact
because students
look at what the
impact of the
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tenement buildings
in New York
experienced
during the height
of European
immigration.

Immigration in The students will Short answer Labs and data The students will The
New York have a worksheets conclusions reached collection use their lab groups Interdisciplinary
with all of the to the application will share a google lesson connecting
different data they questions on their lab document which the lab to
have collected to get form. will increase their Immigration in
a full understanding practice with online New York by
of how speed and forms of correlated to the
mass impact kinetic communication and understanding of
energy. collaboration. immigration in
New York because
the greater the
amounts of
immigrants that
passses through
the city, they
higher the kinetic
energy that is
present.

 
 
 
 
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Fitzgerald Performing Arts Academy: 6th Grade Social Studies (Kateri Spencer) 
12-Day Unit Common Core Social Studies Standards Evidence of Learning

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​ )

Immigration in CCSS.ELA-LITERACY.RH.6-8.4 The students will read an article on immigration


New York Determine the meaning of words and phrases as they are and highlight upon specific immigration terms in
used in a text, including vocabulary specific to domains the text. They will create a storybird of an
related to history/social studies. immigrant’s life coming to New York using the
vocabulary terms for the story. (Source available
here:
http://www.history.com/topics/u-s-immigration-
before-1965​)
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12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Assessment Assessment Strategies Strategies

The Evolution of Daily Three notes at the Promote The students will be The students will
Music quick-worksheets end of the article: discussions in class using an online have the option of
on assigned summary note, about the assigned resource for the listening to sections
periodical and critical note and reading throughout periodical and will of the periodicals.
artists discovered thesis note will be the twelve days. Tie also be utilizing They can also use
each day checked graded according to the article’s powerpoint lectures highlighting tools
by the teacher accuracy of information to the for drawing for the webpage.
based on 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
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present day New


York by modeling
the information in
graphic organizers.

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 how to create a
returns after the will utilize the alongside lecture lectures on the story. A printout
class time. vocabulary and the about immigration smartboard. 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.

 
 
 
 
 
 
 
 
 
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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
source on the same topic. present-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
each historical settlement indicated. This will
help students fully understand the evolution
of New York overtime.

Immigration in CCSS.ELA-LITERACY.RH.6-8.8 Why did people immigrate: debate on what is


New York Distinguish among fact, opinion, and reasoned judgment in a true about immigration versus what has
text. become of myth about why people
immigrated to America and specifically New
York. It will help students hone in on the
skills needed to differentiate between
legitimate information and illegitimate
information.
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12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Assessment Assessment Strategies Strategies

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 they may have an
Buddy a​ s well as extensive has changed lectures and the audio copy of both
the article read in venn-diagram overtime with racial internet to access the book and the
class. The teacher presentation acceptance and their article and and article. For
will collect them comparing and economic any other students of lower
and return the contrasting the transitions supplemental reading levels, there
papers with different music that especially in New research they need. will be a reading
feedback. 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
teacher will observe class activities that themselves or with
presentation and include giving a peer.
grade the diagram students eras of
based on accuracy music found in the
of content. article to expand
upon.

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 their map will be
per day. The attached videos, prezi with video resources on New given step by step
students are in pictures and articles resources. York Settlements. processes on how to
groups and each supporting the 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.
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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
opinion as they
support their ideas
about immigration.

 
 
 
 
 
 
 
 
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Fitzgerald Performing Arts Academy: 6th Grade Mathematics (Mark Fioramonti) 


12-Day Unit Common Core Mathematics Standards Evidence of Learning
Theme

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.

12-Day Unit Formative Summative Instructional Technology Diverse


Theme Assessment Assessment Strategies Strategies Learnings

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 completed. exponents are and how up on the board. record prices of
problems and note they are used. The instruments at the
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students who are teacher will give simple store and use them
participating and examples of how to in word problems
students who are solve these exponential they create.
hesitant. 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 of ratios by relating “Ratio Blaster” an origin will be
up with about their something that they ratios to common online game that created and hung
family origin and have seen or objects around the helps students better up in the
make sure they all encountered in their room but most understand classroom
grasp a general daily life (eg. 2:20 importantly each equivalence and
concept of ratios. crayons in the box student’s family origin reduction of
are red) and then ratios. Equivalent fractions.
make an equivalent ratios will also be
ratio to the ratio they introduced.
came up with. Worksheets and will be
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
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
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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-his
students make tograms.html#lesson
projections of the
results of certain data.
Students will create
their own charts from
data they have
gathered.

 
 
 
 
 
 
 
 
 
 
 
 
 
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Fitzgerald Performing Arts Academy: 7th Grade Mathematics (Mark Fioramonti) 
12-Day Unit Common Core Mathematics Standards Evidence of Learning
Theme

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
instruments and their parts (eg. guitar strings.)

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.
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12-Day Unit Formative Summative Instructional Technology Diverse Learnings


Theme Assessment Assessment Strategies Strategies

The Evolution of A worksheet A quiz will be The properties of The attached Khan Students will have
Music containing given that is similar operations will be academy video on the opportunity to
problems involving to the worksheet explained and the commutative bring in their
properties of but longer and discussed. Students property will be instruments and
operations will be contain but will be split up into shown in class and briefly play them
completed as numerical and word pairs will review an online quiz will and explain the
homework and turn problems involving with each other be used on instrument and the
into the teacher for properties of number problems chromebooks to pieces to it. Word
review operation. and the proper quiz the students. problems will be
operation property created from some
that is paired with https://www.khanac of the information
it. A worksheet and ademy.org/math/pre that was given.
quiz will be used on -algebra/pre-algebra
properties of -arith-prop/pre-alge
operation that deals bra-arithmetic-prop
with instruments erties/v/commutativ
and how long their e-law-of-multiplicat
pieces last. ion

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
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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
the foods they ate.
Worksheets and
working in pairs
will be used
throughout this
topic. The method
of “think, pair
share” will be used
to discuss some of
the word problems.

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.
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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 Students will also
gain an be split up into
understanding of pairs and they will
how much the make and solve
students may know. their own word
problems. Khan
Academy will be
used to help
students better
understand the use
of solving rational
number word
problems. The
word problems used
throughout will be
based off numbers
of immigrants who
came through New
York.
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Standards’ Sources

Mathematics, English Language Arts and Social Studies standards source:

Common core standards. (n.d.). Retrieved November 9, 2017, from

http://www.corestandards.org/read-the-standards/

Music and Art standards source:

National core art standards. (n.d.). Retrieved November 9, 2017, from

http://www.nationalartsstandards.org/

Science standards source:

Next generation science standards. (n.d.). Retrieved November 9, 2017, from

https://www.nextgenscience.org/search-standards