UbD

Stage 1 – Desired Results

National Standards for Music Education (2014) Addressed:

Connect #10 Synthesize and relate knowledge and personal experiences to make music.

MU:Cn10.0.H.8a – Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. (p.7)

Connect #11 Relate musical ideas and works with varied context to deepen understanding.

MU:Cn11.0.T.8a – Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (p.8)

Established Goals:

·         Learners will collaborate to analyze the roles of everyone within their group.

·         Learners will collaborate to plan a course of action for a given project.

·         Learners will collaborate to brainstorm and research staples within the community for their project.

·         Learners will collaborate to choose a community figure and song for their project.

·         Learners will collaborate to write lyrics for their project.

Understandings:

Students will understand that…

·         Each member of a group plays an important role

·         A plan must be in place when researching community figure

·         Collaboration is key to a successful project

·         When problems arise, work together to find a solution

National Standards (2014) Enduring Understandings:

Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. (p.7)

Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding. (p.8)

Essential Questions:

·         What steps can a group take in order to be successful?

·         What steps can the group take in order to organize their research into a song?

·         What can be done when problems arise within the group?

National Standards (2014) Essential Questions:

How do musicians make meaningful connections to creating, performing, and responding? (p.7)

How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music? (p.8)

Students will know…

·         Roles of each group member

·         Problems can arise when working as a group

·         Planning is an essential part of researching and sorting information to use

Students will be able to…

·         Collaborate to assign group roles

·         Collaborate to solve problems

·         Plan and organize researched material

Stage 2 – Assessment Evidence

Performance Tasks:

·         Learners will decide on and assign group roles to everyone.  They will use a Google Doc to list everyone’s role and expectations.

·         Learners will collaborate to decide on a song and relevant community figure to work on.  They will also record everyone’s choice and reasoning for their choice.

·         Learners will brainstorm and begin to research their community choice.  They will keep a shared Google Doc with their findings and ideas for song lyrics.

Other Evidence:

·         Learners will identify their community choice and song on a Google Form.

·         Learners will reflect on their progress through a Google Doc.

·         Learners will reflect on the group’s progress during each stage of the project using a Google Form for documentation.

Stage 3 – Learning Plan

Learning Activities:

1.      Establish and explain goals for group work. W, R

2.      Create groups for project work. T, O

3.      As a group, decide on group roles and responsibilities.  Create a chart showing each role and definition. Share their decisions with the class. E, R

4.      Discuss the essential question as a class: What steps can a group take in order to be successful? W, H

5.      Students will work together to identify, define, and assign group roles within their groups. Create a chart with everyone’s role and responsibility on it. E, T

6.      Discuss the essential question as a class: What can be done when problems arise within the group? W, H

7.      Record everyone’s perspective of the problem and what it means to them. Analyze and discuss various ways to come to a solution. Create a visual poster they can refer to. E, O

8.      Discuss the essential question as a class: What steps can the group take in order to organize their research into a song? W, H

9.      Brainstorm and plan the steps to begin conducting and organizing research as a group. Groups should include what they already know, what they want to know and what they have learned as they are planning their research. R, T

10.  Students will chart their group research using an electronic format of choice (Google Docs/Slides/etc.). Students will identify what they already know about their community figure, what they want to know about it, and what they have learned about their community that surprised them. R, E-2, T, O

11.  Learners will reflect on their individual role during each stage of the project using a Google Form. R, E-2, T

12.  Learners will also reflect on the progress of the group throughout the duration of their project using a Google Form. R, E-2

13.  Discuss reflections with entire class in order to make improvements. R, E-2