Laura+Snow


 * EXPERT INFO:** I have used WebCT/Blackboard Learning extensively. I have used it over the past 3 years with 7th grade and HS Music Appreciation classes. It really does work (although if I were still teaching, I would look at other types of software to do the same things...) and my students have been successful using it. We had pretty much gone to a paperless environment and the kids are learning/developing more 21st century skills! If you're interested in setting up a course in WebCT you can contact the K12 Data Center at help@k12.sd.us.

email address: Laura.Snow@state.sd.us District Inservice Plan

Subject area: Music Appreciation Grade level: Middle School, 7th grade Time frame: 3, 83 minute class periods (block schedule) Lesson title: Jazz || This unit will provide students with a basic knowledge of early jazz in the United States. Activities will include collaboration with other students, internet research, listening, and classroom discussions. The students will have the necessary background in order to begin this unit of study. Students will include relevant information in their final portfolio. || 1. How did jazz music impact the progress of American Music History? 2. How did jazz music influence the future of music in America? 3. How can students use technology to assist in gathering accurate information during this lesson? 4. How is jazz music different than other genres studied to this point in the course? || 4.1.b. analyze the uses of elements of music in aural examples representing diverse genres and cultures. 5.2.a. describe distinguishing characteristics of representative music genres and styles 5.2.c. classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary. ||
 * **Technology Integration Unit/Lesson Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Laura Snow
 * **Brief lesson/unit Summary/Description **
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 * **Essential Questions to guide this unit/lesson and focus teaching and learning: **
 * **State Content Standard/Benchmark addressed [] **
 * **State Content Standard/Benchmark addressed [] **
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 * **State Educational Technology Standard/Benchmark addressed [] **

Strand 3: Information and Communication Technology **__ Indicator 1 __**__ : __ Students recognize and demonstrate skills in operating technological systems.
 * __ Indicator 2 __**__ : __ Students use technology to enhance learning, extend capability, and promote creativity.

Strand 4: Information and Communication Technology Strand 5: Information Literacy **__ Indicator 1 __** : Students use technology to locate and acquire information. || 2.Cl.1 Demonstrate originality and inventiveness in work 2.Cl.2 Develop, implement and communicate new ideas to others 2.Cl.5 Exercise sound reasoning in understanding 4.IS.4 Define, prioritize and complete tasks without direct oversight 4.IS.5 Utilize time efficiently and managing workload 4. SCC.1 Work appropriately and productively with others ||  || || Students will understand the relationship of jazz to other musical genres including its importance to American Music History. Students will be able to demonstrate appropriate use of technology as a means to locate and present information while working in a collaborative environment. || Technology needed: individual computers with internet access for students, headsets Web 2.0 resources: Google docs, You tube, wikis, Voice thread || Within Google docs, students will complete a pre-jazz survey to determine their own level of knowledge prior to the beginning of the lessons. Present activity/assessment rubric to students for discussion and understanding of assessment procedure. Class discussion during an instructor-led presentation of jazz history that includes video(s) and powerpoint. As different musicians are introduced and discussed, students will listen to recordings of music associated with that musician. Discussion post/reflection on the wiki site: "How is early jazz music different than the music you listen to today?" Discussion in class to maintain continuity/relevance of why we are discussing American music history: "How is jazz music similar to spirituals?" Review of jazz musicians and research activity using internet sites. Students are given a list of jazz musicians to choose from and will participate in collaborative discussion (groups of 2-3), locate/research any 2 jazz musicians (following suggested guidelines for information to include), and then organize findings and present to other students via media presentation (voicethread). At the conclusion of this lesson, students will retake the jazz survey to determine if they have improved their knowledge of jazz and will add jazz material learned to their electronic portfolios for presentation at the end of the course. ||
 * __ Indicator 2 __** : Students exchange information and ideas for an identified purpose through Information Technologies.
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 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) **
 * **Students will understand (lesson/unit objectives): **
 * **Students will understand (lesson/unit objectives): **
 * **Students will understand (lesson/unit objectives): **
 * **Technology & Web 2.0 resources needed (hardware and software, websites) **
 * **Technology & Web 2.0 resources needed (hardware and software, websites) **
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Procedure (learning activities)/ lessons of unit **
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Procedure (learning activities)/ lessons of unit **
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 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Strategies that can teach any student ** ||
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Please indicate the strategies used: (Discussion, Drawing, Field Trip, Games, Graphic Organizers, Humor, Manipulatives, Metaphor & Simile, Mnemonic Device, Movement, Music, Project-Based Instruction, Reciprocal Teaching, Role Play, Storytelling, Technology, Visual Aids, Visualization, Work Study, Writing, Other: ___)__

Discussion, Music, Technology, Writing, Research, and Questioning || Discussions will be used to allow students to express opinions on the music listened to in class. Music will be used as a learning tool to provide students an opportunity to distinguish differences between different types of jazz and other genres. Students will be writing to prepare for presentations. Research will be used to locate information relevant to discussions and collaboration. Questioning (Critical Thinking Questions): How is early jazz music related to jazz music of today? How is jazz music different from blues music? What are some similarities between jazz music and spirituals? || Students will prepare a presentation on two jazz musicians using Voicethread and present to other class members. At the end of the lesson, students will include all relevant material learned in this lesson in their individual electronic portfolio. A rubric will be provided at the beginning of the unit (Google docs) and will be discussed in order to ensure students understand the final goals and objective of the unit. || Google (docs for survey, list of jazz musicians) Voicethread Wiki space (general course information, area for discussion posting) Specific websites listed for students to access (research on jazz musicians) Music from Jazz Musicians (Duke Ellington, Louis Armstrong, Maynard Ferguson, Miles Davis, Spirituals) || Special needs students may have the option of working together with another student who is not special needs or may go to the resource room for assistance in reading/answering material. These students will participate with the class in discussions and postings and will research one jazz musician if working with another special needs student. Material will be applied to portfolios. || Wednesday: Nice essential questions! Work on format of 21st century skills standards, clarify order of presentation. Maybe look at having the students present their information on the jazz musicians using voicethread? ||
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Describe application of above strategy or strategies below ** ||
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 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Assessment Method/s and description **
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 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Resource List **
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// **
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// **
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Peer Reviewer: ___ (Vicki H) ** ||
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Comments:
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Comments: