1. Le Fantôme de l’Opéra Unit Portfolio Presentation Laura Boss

2. Unit Summary Students will read The Phantom of the Opera by Gaston Leroux to study vocabulary and grammar in context, following the curriculum requirements for the class. As a class, we will use the text as a starting point to research popular music, and compare what was popular at the time the novel was written to what is popular today. If the story were to take place today, would it still take place in an opera house?

3. Content Framing Questions Essential Question: How is music important in our daily lives? How is music important in our daily lives? Unit Question: What are musical genres? What are musical genres? How are American tastes in music different from or similar to French tastes? Do different generations have different taste in music? How are American tastes in music different from or similar to French tastes? Do different generations have different taste in music? How does popular culture influence your musical preferences? How does popular culture influence your musical preferences? Can social class influence your musical preferences? Can social class influence your musical preferences?

4. Content Framing Questions Content Questions: When was the Paris Opera House constructed? Is it still in use today? Is there really “a lake” underneath the structure? When was the Paris Opera House constructed? Is it still in use today? Is there really “a lake” underneath the structure? How popular was opera when this book was written? Is it still popular today? What are other important musical genres in France? How popular was opera when this book was written? Is it still popular today? What are other important musical genres in France? Is there an opera house in Arizona? What’s showing this season? Is this a popular genre of performance art? Is there an opera house in Arizona? What’s showing this season? Is this a popular genre of performance art? Can social class influence your taste in music? Can social class influence your taste in music? How has technology affected musical performances? How has technology affected musical performances?

5. Vision for Unit I have already used this book to… teach grammar and vocabulary in context. I already have differentiated and student centered projects as culminating projects for this book. I would like to use this unit to address 21 st century goals, and incorporate the use of technology. teach grammar and vocabulary in context. I already have differentiated and student centered projects as culminating projects for this book. I would like to use this unit to address 21 st century goals, and incorporate the use of technology. During this unit, I want my students to Learn ways to connect classical opera music to modern musical genres, and consider what influences our musical preferences. Learn ways to connect classical opera music to modern musical genres, and consider what influences our musical preferences. Use technology to communicate what they’ve learned with different audiences. Use technology to communicate what they’ve learned with different audiences.

6. Project Approaches As my students work on this project, they ●Connect the story to the modern times. Can the characters be compared to any we know on stage or on screen? Would the setting be different? ●Collaborate with peers to complete and present research to the class. Before and after reading the book. ●Use technology to create a project that shows what they’ve learned. ●Share their learning with an audience beyond the classroom.

7. 21 st Century Learning Students practice 21 st century skills in this unit as they… ●Use technology to communicate their ideas to an audience beyond the classroom. ●Use self-assessment tools to reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary. ●Demonstrate the ability to work effectively with diverse teams.

8. Gauging Student Needs Assessments Use CFQs to learn Students’ ideas about opera, and their likes and dislikes for contemporary music. Background knowledge of characters, plot, and other representations of novel. Assess 21 st Century skills In their ability to see common elements in opera music and favored modern genres of music.

9. Gauging Student Needs Assessments I can use the information from these assessments (KWHL and Venn) to: Focus on parts of the novel that students have prior misconceptions about. Plan activities in which they will answer their W questions. Students can use the information from these assessments to: Set personal goals for learning.

10. Requests for Feedback Need to identify my “big questions” for the unit of study. Need to identify my “big questions” for the unit of study. What kind of music “survey” questions can I ask students at the start of unit? What kind of music “survey” questions can I ask students at the start of unit? Do I need more technology options for the culminating projects? Do I need more technology options for the culminating projects?

11. Fin