I. Curricular Framework

Concept:

Patterns

Essential Question:

Why are patterns in so many things?

Bridge:

Patterns in Music

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Students will look for patterns in nature.

Activity
Pair students for a nature walk. Direct students to work together as they search for patterns in nature.

Evaluation
Participation of students.

2. Attend: Attending to the Connection

Objective
Students will ist and share observations made during the nature walk.

Activity
Pairs of students join together to form small groups. Each group charts the patterns observed. This may be done through words, drawings, or a combination of the two. Each group shares its findings with the class.

Evaluation
Participation in group work and sharing with class.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective
Students will recognize patterns in music.

Activity
Students listen to several recordings of different types of music: march, waltz, polka, rock, rap, etc. Students tap patterns and classify recordings according to their musical pattern.

Evaluation
Participation in group activity and quality of analysis.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective
Students will learn the pattern of a traditional cinquain poem.

Activity
A traditional cinquain poem is displayed on an overhead projector. Students are asked to discover the pattern. The pattern is written on a chart and displayed in the classroom.

Evaluation
Comprehension of students.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective
Students will practice writing cinquains.

Activity
Class is given a starter cinquain and works together to complete it using the cinquain pattern. Students practice writing their own cinquains.

Evaluation
Quality and accuracy of practice.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective
Students will select one of their cinquains to share in poster form.

Activity
Students select a cinquain and design a creative way to share it in poster form. (Example; A cinquain about a pagoda could be written on a poster shaped and decorated like a pagoda.)

Evaluation
Approach to selection and design process.

7. Refine: Refining the Extension

Objective
Students will complete their cinquain poster.

Activity
Students create their cinquain poster using any desired medium: markers, colored pencils, tempra, water colors, cutouts, glitter, etc.

Evaluation
Understanding of cinquain pattern and creativity in poster design.

8. Perform: Creative Manifestation of Material Learned

Objective
Students will share their cinquains.

Activity
Students share their cinquains with an appropriate audience. (Example: As part of the culmination of a Japanese unit, include sharing of cinquains when parents and other classes visit the class’ Japanese Tea House.) They answer the essential question: Why are there patterns in so many things?

Evaluation
Participation in the poetry readings and reaction to the experience.

Assessment, Phase Five,Performance, Creative Use of Material Learned: