Standards:

Common Core ELA Standards:

CC.1.2.1.A Identify the main idea and retell key details of text.
CC.1.2.1.B Ask and answer questions about key details in a text
CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
CC.1.2.1.K Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade-level reading and content.
CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
CC.1.4.1.E Choose words and phrases for effect.
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.1.M Write narratives to develop real or imagined experiences or events.
CC.1.4.1.O Include thoughts and feelings to describe experiences and events.
CC.1.4.1.V Participate in individual or shared research and writing projects.
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small
and larger groups.
CC.1.5.1.B Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details
and requesting clarification if something is not understood.
CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify
ideas, thoughts, and feelings.
Next Generation Science Standards:
1-PS4-1. Plan and conduct investigations to provide evidence that vibrating
materials can make sound and that sound can make materials vibrate.
K-2ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how
the shape of an object helps it function as needed to solve a given problem.
Cross-Cutting Concepts: 1. Patterns. 2. Cause and effect: Mechanism and
explanation. 3. Scale, proportion, and quantity. 6. Structure and function.

Curriculum Materials:
-Language Arts: powerpoint,
video, music CDs (Carnival of
the Animals, Peter and the Wolf,
Global Sounds), guitar, Peter
and the Wolf, The
Philharmonic Gets Dressed
-Science: small objects made of
different materials, shoebox,
pencils, crayons, toilet paper
and paper towel rolls, wax
paper, rubber bands, paint,
tissue paper, The Listening
Walk

-General: charter paper, white

board, markers

Lesson
How

Why
What

Educational Philosophy and Beliefs

I believe that children need and deserve to be in a classroom

where, first of all, they feel safe and welcome. They need
opportunities to interact with each other in order to learn from
and assist their peers. This is vital for both the
social/emotional learning which will help them learn to
collaborate and communicate effectively with others, but also
so that students can build on each other's preexisting
knowledge and emerging understandings in order to advance
the understanding of everyone in a group or class. I also
believe that children should have many opportunities to
actively construct knowledge through exploration of materials
or concepts. The teacher, when possible, should step back from
a directing role and instead act as guide. In this way students,
instead of becoming passive recipients of knowledge
imparted by the teacher, will actively make meaning
themselves.

Teaching Methods:
-Learning can and should be engaging and fun.
-Learning should be made relevant by connecting it to
students' lives and contexts that are familiar to them
-Cooperation and collaboration skills are vital for children
to develop into healthy, productive adults
-Formative (both formal and informal) assessment offer
valuable insight into student learning and progress.
-Assessment should be based on authentic tasks
-Asking questions, making predictions, communicating
information, and revising beliefs develop thinking skills
across all subjects.
-Observational and communication skills should be
developed across subject areas.
-Differentiation helps all students thrive and advance
-ELLs need language and content goals
-Use of multiple modalities engages students with different
needs and preferences, and can provide a source of
differentiation, for ELLs as well as non-ELLs

Knowledge of Students and Context:

-Multiple modalities (music, drawing, reading,
writing, movement) will engage students with
different interests and learning preferences
-students are ELLs and have divergent levels of
English proficiency. Activities such as drawing and
rhythm exercises will even allow students who
speak very little English to participate.
-Students have few chances to participate in handson science activities in which they engage with
materials
-Students have dance class twice a week but do not
have a music class. The unit will expose them to
musical concepts and works to which they would
not otherwise have exposure.
-Students will enjoy talking about their own
interests and preferences as well as their families
and home cultures.
-Bringing students' cultures into the classroom will
make them feel engaged and included.

Theories of Teaching and Learning:

-Children construct their own
knowledge and understanding; we cannot
transmit ideas to passive learners (Van
de Walle, 2007).
-Vygotskys sociocultural theory of
knowledge construction
-Reflecting and communicating are the
processes through which understanding
develops (Hiebert et al., 1997).
-Interaction and dialogue in the classroom
build an environment that encourages
learning, and expands student thinking
(Chapin, Anderson, and OConnor,
2003)
-Children need opportunities to express
themselves creatively inside and outside
of the classroom