Table 2.2.2 Unit Design Narrative (limited to 2 pages) Why are the objectives appropriate?

The objectives are relevant to the topic of rhythmic notation. They are also appropriate because the students in this grade level are ready to learn how to accurately read and notate rhythms. They are sequenced in the order in a scaffolding manner. Each lesson is supposed to build off of one another. Students learn note values and actions to help them remember. Then they learn how to add them together corresponding to time signature. Then, students can compose rhythmic passages in simple meter. I also chose to sequence lessons this way so that students would continue to review the previous lesson, to help with repetition. I wanted to create lessons that would keep the students engaged. This is a class that learns better doing something rather than being talked to. They seem to respond best to visuals. I wanted to include as many visual examples I could. With a handful of lower level learners I also chose activities that would include lots of repetition to help students absorb the concepts easier. Since my lessons were developed from my learning objectives, they address the learning objectives directly. Students will begin the unit at the bottom level of Blooms taxonomy by being able to verbally identify note names and their values (Knowledge). Then students will be able to use physical actions to apply the values of notes. (Comprehension & Application). Students will learn simple meter and use basic math skills to use their knowledge, and comprehension to apply their previous knowledge to the new concept. Students will then apply their knowledge and compose (Synthesis) rhythmic notations and perform them for the class. The students will be doing a vocabulary activity to help with the identification process of notes and their values. They are also working on persuasive words. This will help them understand how to use persuasive vocabulary. Students will also be doing a syllable activity that will help

Why are the lessons sequenced in this manner?

Why were these instructional strategies/activities selected?

How do the instructional strategies/activities address the learning objectives for this unit? How will a variety of levels of thinking skills be addressed (e.g., Blooms Taxonomy)? Give specific examples of use.

Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that using text is not a reading strategy)

them pull apart words. This will help them to pull apart words to help them understand them, like prefixes and suffixes. What resources will be needed for this unit (include school and community resources)? I will need use of the internet, SMART Board, computer, projector, and white board from the school. I am bringing in recyclable materials from a local coffee shop who agreed to donate items. These will be helpful to give examples to the students of what they should bring and offer an option for students who forget to bring an instrument. I will be using the internet to show the STOMP video. I will also be using the SMART Board for teacher instruction and student practice on the composition concept. This will be used as an informal formative assessment. The students will be using the note values and the knowledge of time signature to answer simple math problems. This also introduces solving simple algebraic equations. Students will also practice vocabulary and persuasive writing. This unit includes lots of teacher centered instruction where I will be teaching a concept and letting the students practice the concept. But, the group project allows student centered instruction where they are working together in groups and helping one another.

How will technology be integrated within the unit? Explain both teacher use and student use.

How does the unit demonstrate integration of content across and within content fields?

How does the unit demonstrate both teacher-centered and studentcentered instructional strategies?