Information Processing Increasing in rigor Information Processing Increasing in rigor Cognitive Ramp Performance Task Essay, story, script Display, models, design Oral presentation Scoring Rubric Performance Task Essay, story, script Display, models, design Oral presentation Scoring Rubric Cognitive Demand Design Elements Item C Item B Item A Stimulus Text Graphs Photos, media Artistic Presentation Etc. Stimulus Text Graphs Photos, media Artistic Presentation Etc. Low Mid High Smarter Balanced Performance Task Specifications
* “There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts…it is the deep foundation in rich knowledge and vocabulary depth that allows you to access more complex text.” * David Coleman, Common Core State Standards Author, President of the College Board
April Rain Song by Langston Hughes Let the rain kiss you Let the rain beat upon your head with silver liquid drops Let the rain sing you a lullaby The rain makes still pools on the sidewalk The rain makes running pools in the gutter The rain plays a little sleep song on our roof at night And I love the rain.
I, too, sing America by Langston Hughes I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow, I'll be at the table When company comes. Nobody'll dare Say to me, "Eat in the kitchen,“ Then. Besides, They'll see how beautiful I am And be ashamed— I, too, am America
http://artsedge.kennedy- center.org/multimedia/series/auhttp://artsedge.kennedy- center.org/multimedia/series/audiostories/blues- journey.aspxdiostories/blues-journey.aspx The Blues
If you don’t have an iPad for class use, you could use a virtual piano that records music with mouse clicks: http://www.pianoworld.com/fun/javapiano/javapiano.htm PBS Art’s Edge
* COLLABORATE WITH YOUR GROUP TO SELECT ONE OR TWO PHRASES THAT COMMUNICATE A THEME GENERATED FROM THE POEM (TEXT) YOU JUST READ. USE THE PHRASES TO THINK CRITICALLY ABOUT YOUR WORK AND CREATE A BLUES SONG.
* Which Reading and Writing Anchor Standards were evident in this lesson?
Common Core Content Standards ELA/Literacy 5.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. 6.RL.1.: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6.RI.2.: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 5.RI.10.: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. 5.RI.8.: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 6.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 8.RL.10.: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. 5.W.9.b.: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). 6.RI.7.: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 6.RI.3.: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
California Content Standards Visual and Performing Arts 4.2.: Explain how various aesthetic qualities convey images, feeling, or emotion. 1.1.: Read, write, and perform augmented and diminished intervals, minor chords, and harmonic minor progressions. 2.6.: Improvise melodic and rhythmic embellishments and variations in major keys. 4.1.: Use detailed criteria for evaluating the quality and effectiveness of musical performances and compositions and apply the criteria to personal listening and performing. 1.2.: Read, write, and perform major and minor scales. 1.4.: Analyze the use of music elements in aural examples from various genres and cultures. 4.3.: Identify aesthetic qualities in a specific musical work. 1.3.: Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation. 2.7.: Improvise short melodies to be performed with and without accompaniment.
* “The arts have a central and essential role in achieving the finest aspects of the common core.” * Knowledge * Observation * Evidence and Choices (David Coleman, blog.artusa.org/2012/09/17)
Resources: Robert Bullwinkel, Region 7 VAPA Lead e: firstname.lastname@example.org Fresno County Office of Education www.rubistar4teachers.orgwww.rubistar4teachers.org - rubrics http://qrcode.kaywa.com/http://qrcode.kaywa.com/ - qr creator www.artsedge.kennedy-center.orgwww.artsedge.kennedy-center.org – free arts integrated lessons www.pbs.org/theblues/classroom/lessons.html www.elearning.humboldt.k12.ca.us – professional development Apps: blueswriter, Qrafter, www.todaysmeet.com HERC catalog & staff