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Music History

Page history last edited by Jamie Greene 15 years ago

Action Example Template

Created by: Jamie Greene

School/Location: Hugh Cole elementary school / Warren, RI


Grade: 5


Library Context:

   Fixed                  Flexible         Combination         Individualized Instruction


   Stand-alone lesson           Lesson in a unit   Multiple lessons in a unit


Collaboration Continuum:

  None         Limited          Moderate              Intensive


Content Topic: Music


Estimated Lesson time:


Standards for the 21st-Century Learner Goals

Standard: Inquire, think critically and gain knowledge


Skills Indicator(s): 1.1.2; 1.1.3


Benchmark(s):     Articulate what is known about a topic, problem or                                          question.

                             With guidance formulate questions about the topic.  


Dispositions Indicator(s): 1.2.1; 3.2.2; 3.2.3


Responsibilities Indicator(s):  2.3.1; 3.3.1


Self-Assessment Strategies Indicator(s):  3.4.3; 4.4.2


Scenario: The music teacher would like to have the grade 5 students develop an introductory understanding the changes and progression of music through time.  Music class, library class and additional computer lab time will be used.

Connection to local or state standards


Overview:  the music teacher and i determined relevant topics for 5 time periods in history.  the topics were divided into three groups, from easiest topics to more complex ideas.  Students were then put into three differientated groups based on the their measure of Academic Progress Assessment scores in understanding informational texts.  Students in those groups were then paired and able to choose a differientated topic from each time period.  Students completed a K-W-L chart for one topic in each time period.  Working with students in other classrooms they used the K-W-L chart edit a grade wide wiki.  see: http://hcmusichistory.pbwiki.com/


Final Product: Music History Wiki


Library lesson(s):

This lesson of the unit focuses on students choosing a topic and recording with their partner what they know and what they want to know.



·   Product For this lesson the K-W-L chart


·   Process The teacher librarian will examine the K-W portion of the chart for depth of thinking.


·   Student self-questioning

  1. What do I know about this topic? – What connections can I make?
  2. What do I want to know about this topic?
  3. How can m partner and I best work together?

Instructional plan

·        Resources students will use:

        Online subscription database(s)      Web sites         Books         Reference  

        Nonprint          Periodicals/newspapers

        Other (list): electronic K-W-L chart

·        Instruction/activities

o       Direct instruction:

View video clip of time in history

Brief discussion of time period


o       Modeling and guided practice:

Demonstrate how to open and save K-W-L document

Use a think aloud to model how to make connections when there is little schema

Challenge students to come up with different types of questions – who, what, where, when, how


o       Independent practice:

Partners will discuss the topic and complete the K-W-L portion of their chart


o       Sharing and reflecting:

Provide an opportunity for a few students to share their or their partners thoughts and questions.



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