I. Curricular Framework

Concept:

Patterns

Essential Question:

What are meters of 2 and 3, and can I create patterns of them?

Bridge:

Groupings

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Quadrant 1
Teacher Strategies/Roles
Teacher role: The meaning connector, motivator.
Create an experience connecting the content to students’ lives.
Act as the meaning connector, and work to forge connections between content and the students’ lives.

Overall goals and objectives
Motivate students to learn.
Connecting content to students’ lives.
Integrating experience with the self.

Right Mode – Connect
Objective: To motivate students’ interest in meter of 2’s and 3’s.
Activity: Have students in groups of 2’s and 3’s. Tall short, Tall short = 2’s. Tall short short, Tall short short = 3’s.
Evaluation: Students active involvement in activity.

2. Attend: Attending to the Connection

Objective: To enable students to recognize patterns of 2’s and 3’s.
Activity: Have students discuss how groups are different. Also discuss how patterns are used in many parts of their lives, such as math, P.E. etc. (Standard 8) Patterns have been used by people of long ago. Show art work, clothing, etc. of the past. (Standard 9)
Evaluation: Teacher evaluation of student discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Quadrant 2
Teacher Strategies/Roles
Teacher role: The instructional leader, teacher.
Manage and deliver concepts.
Relating the parts to the whole.
Overall goals and objectives
Present the facts.
Formulating a significant concept.
Foster understanding at the conceptual level.

Right Mode – Image
Objective: To become aware of things grouped in patterns of 2’s and 3’s.
Activity: Divide students into groups. Each group must recognize or make patterns of 2’s and 3’s by using objects in room or drawing examples.
Evaluation: Student participation in the activity and observation of the students’ examples of patterns.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To introduce beat grouped in 2’s and 3’s.
Activity(ies):
1. Teacher reviews beat with students.
2. Teacher models counting and movement of beat grouped in 2’s and 3’s. Students follow teacher in activity.
3. Teacher uses visuals to show beat in 2’s and 3’s. Chart book with fence posts. Teacher takes finger and slides down each post to music. Teacher draws with chalk on chalkboard to beat of song, IiIi and IiiIii . Teacher emphasizes strong beat on 1. Students take turns following chart and drawing on board with teacher assistance.
4. Teacher leads students in chants – Dr. Knickerbocker, etc., and songs emphasizing strong beat on first word or syllable. (Standard 1)
Evaluation: Teacher observation of movement and drawings in patterns of 2’s and 3’s. Teacher verbal questioning and checking for understanding of the beat in 2’s and 3’s.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Quadrant 3
Teacher Strategies/Roles
Teacher Role: The coach/facilitator.
Help students practice using what has been taught.
Overall goals and objectives
Practicing and personalizing.
Exercising student abilities.
Acting out ideas.

Left Mode – Practice
Objective: To practice what has been learned.
Activity(ies):
1. Students count in 2’s while marching to songs. Students count in 3’s while moving to songs in 3’s such as waltzes. Have students take turns leading the class in these movement activities.
2. Students play the beat in 2’s and 3’s on classroom instruments. Have students take turns leading class. (Standard 2)
3. Students draw 2’s and 3’s on a large piece of paper for class to music. Student then moves to neighbor’s and follows their drawing. (Standard 5)
4. Teacher claps, sings, or does body movements in 2’s or 3’s and students must tell which was performed by raising 2 or 3 fingers in air for correct answer.
Evaluation: Ability of students to accurately move or answer in groups of 2’s or 3’s.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To create patterns of 2’s and 3’s.
Activity: Students are divided into groups. Each group must make up patterns of 2’s and 3’s for songs that emphasize strong beat on 1. They can choose to use body movements, vocal sounds, play classroom instruments or combinations of these examples. (Standard 3 & 4)
Evaluation: Student enthusiasm and use of their own ideas to create patterns of 2’s and 3’s for a song.

7. Refine: Refining the Extension

Quadrant 4
Teacher Strategies/Roles
Teacher role: The facilitator of creativity.
Overseeing student self-discovery.
Arranging student sharing.
Encouraging diverse use of learning.
Elaborating, critiquing, honoring student diversity.
Overall goals and objectives
Self-Discovery.
Maximizing uniqueness.
Encouraging distinct competence.
Discovering together as a school community.
Applying learning in new ways.
Integrating application and experience.

Left Mode – Refine
Objective: To have groups evaluate patterns of 2’s and 3’s created by other groups and refine them. (Standard 6 & 7)
Activity: Groups share patterns and refine them.
Evaluation: Students ability to evaluate and refine patterns in 2’s and 3’s.

8. Perform: Creative Manifestation of Material Learned

Objective: To celebrate the students new patterns in 2’s and 3’s in song.
Activity: Groups share patterns in 2’s and 3’s with class in songs. Class joins in on patterns after each group has performed.
Evaluation: Student participation and enthusiasm.

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