100%(21)21 out of 21 people found this document helpful
This preview shows page 7 - 9 out of 10 pages.
differ? How did that make you feel?, Could they have portrayed it differently? Teacher will then present the task of ‘Creating a Five-Step dance with a ‘beginning, middle, end’ based on the characters in the book within your cooperative groups. Teacher will identify the assessment rubriccriteria for the task which includes five dance steps, presentation before the class, group explanation of the chosen moves, and audience participation skills. Teacher will randomly draw a song/scene from the list and provide it to the cooperative groups. Student groups will brainstorm steps that could be combined utilizing five of the steps identified on the ‘Dance Word Wall’ to create their dance. Teacher will wander between the groups coaching students with inquiry questions such as “What if…?; How could you…?; What if…. was changed?; Could you change the move to….? Students will then present their dance to the class and participate as audience members. C4. Constructing, presenting and clarifying the reasons for the moves in a dance based on the characters and scenes demonstrates student understanding of the figurative language and the nuances of word meanings which occur within the story of “Because of Winn-Dixie” which meetsthe English Language Arts Standard. The brainstorming and conceptualization of the combining artistic dance moves to meet the rubric criteria (solve the movement problem) fulfills the Dance Standard. D.Integrated Music and Social Studies Activity
D1. National Core Arts Standard: Music – Grade 3; Pr4.2.3c, Retrieved from %20rev%2012-1-16.pdfDescribe how context (such as personal and social) can inform a performance.D2. Washington State K-12 Learning Standards: Social Studies- Grade 3, SSS3.3.1 Retrieved April 27, 2020, from_Standards_2019.pdfSSS3.3.1 Engage others in discussions that attempt to clarify and address multiple viewpoints on public issues based on key ideals.D3.Music Activity on the Civil War. This activity provides students the opportunity to display their knowledge of the Civil War and the events leading up to it. Students will write their own song or rap based on one event from the Civil War or those leading up to it. D3.a.Battle Cry of Freedom; Retrieved from SME, John Williams, October 11, 2015, Call to Muster and Battle Cry of Freedom; ?v=bW4ZwyYJYbQD3.b.This musical artwork provides background and a connection into the music of the Civil War era. D3 Con’t. The teacher will introduce music from the time of the Civil War, encouraging the students via inquiry questions to share their thoughts on the music regarding how they believe it connects to their recent study of the Civil War and how it may differ from current music styles.