UnitandLessonPlanning

UnitandLessonPlanning - 7/23/08
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Unformatted text preview: 7/23/08
 Unit
and
Lesson
Planning
 Kimberly
C.
Walls
 June
18,
2008
 Types
of
Plans
 •  Unit
 –  MulE‐day
 –  Theme,
Project,
or
 Literature‐Based
 –  CulminaEng
Project
 –  Materials
 –  References
 –  Measurable
Outcomes
 (Goals)
that
Allow
Variety
 of
Learning
 –  Strategies
 –  Assessments
 •  Daily
 –  –  –  –  –  One
Class
MeeEng
 Related
to
the
Unit
Theme
 Steps
Toward
a
Project
 Materials
 ObjecEves
 •  CogniEve
(Knowledge)
 •  Psychomotor
(Skills)
 •  AffecEve
 –  Procedures
(Strategies)
 –  EvaluaEon
 •  Formal
and/or
Informal
 Compare
tradiEonal
plans
to
standard
 driven
models
(Shuler)
 •  •  •  •  •  •  •  Fragmented
 Product‐oriented
 End
points
 AtomisEc
 Low‐order
behaviors
 Simple
to
evaluate
 Unidimensional
 •  HolisEc
 •  Process‐
as
well
as
 product‐oriented
 •  EvoluEonary
 •  Complex
 •  Higher‐order
behaviors
 •  Complex
to
evaluate
 •  MulEdimensional
 1
 7/23/08
 Parts
of
a
Unit
 •  How
to
introduce,
or
get
the
learners
to
“buy”
 the
unit
 •  List
of
goals
(Standards
and
competencies)
 •  Overarching
“quesEon”
(Theme)
 •  Break
unit
into
secEons
 •  Plan
materials,
processes,
and
rubrics
for
 secEons

 Example
Units
 •  h`p://www.auburn.edu/academic/classes/ ctmu/7560‐7566/digital/home.html
 •  h`p://www.auburn.edu/pctl/models/Music/ EarthBeat/index.html
 Parts
of
a
Daily
Lesson
Plan
 •  •  •  •  Outcomes
(relaEonship
to
unit)
 List
of
objecEves
(cross‐reference
standards)
 Materials/Resources
 How
to
introduce,
or
get
the
learners
to
“buy”
the
unit
 –  Take
out
the
piece
 –  Probing
quesEon
 •  Procedures/Strategies
 •  EvaluaEon/Assessment
 •  AdaptaEons
 –  Individual
learners
 –  Take
it
home
 2
 7/23/08
 Types
of
Daily
Plans
 •  “Scripted”
 •  “Webbed”
 3
 7/23/08
 Kim’s
Eps
for
Standards‐based
 curricula
in
music
 •  Keep
ALL
of
the
standards
in
mind
as
you
 develop
a
list
of
potenEal
units
for
the
year
 •  Don’t
necessarily
think
of
concerts
as
end
 points.
Concerts
should
be
an
integral
part
of
 the
process
of
learning.

 •  Think
of
creaEve
ways
to
document
student
 learning
and
to
encourage
self‐assessment.
 References
 •  Shuler,
S.
(1995).
Assessment
in
general
music:
Trends
and
innovaEons
in
 local,
state,
and
naEonal
assessment.
In
S.
Stauffer
(Ed.),
Toward
 tomorrow:
New
visions
for
general
music,
pp.
51‐66.
Reston,
VA:
MENC.
 •  Mitchell,
R.
M.,
Crawford,
M.,
&
Chicago
Teachers
Union
Quest
Center.
 (1995).
Learning
in
overdrive:Developing
curriculum,
instrucEon
and
 assessment
from
standards.
Golden,
CO:
Fulcrum
Resources.

 •  Music
Educators
NaEonal
Conference.
(1994).
What
every
young
American
 should
know
and
be
able
to
do
in
the
arts:
Na=onal
standards
for
arts
 educa=on.
Reston,
VA:
Author.
 •  State
of
Hawaii.
(2002).
Standards
alliance
informaEon.
Retrieved
June
5,
 2007
from
h`p://www.k12.hi.us/~dEsdell/ata/01‐02/standards/ alliance.htm
 Web
Resources
 •  PCTL.
(2000).
EarthBeat.
Retrieved
June
5,
2007
from
 h`p://www.auburn.edu/pctl/models/Music/EarthBeat/index.html
 •  State
of
Hawaii.
(2002).
Standards
alliance
informaEon.
Retrieved
June
5,
 2007
from
 h`p://www.k12.hi.us/~dEsdell/ata/01‐02/standards/alliance.htm
 •  Bolak,
K.,
Bialach,
D.,
&
Dunphy,
M.
(2005).
Standards‐based,
themaEc
units
 integrate
the
arts
and
energize
students
and
teachers.
Middle
School
Journal,
 36(5),
9‐19.
Retrieved
June
5,
2007
from
 h`p://www.nmsa.org/PublicaEons/MiddleSchoolJournal/ArEcles/May2005/ ArEcle2/tabid/122/Default.aspx

 4
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