FCPS Technology Standards for Instructional Personnel

Portfolio Lesson Plan

This lesson plan is designed to accompany the Portfolio Checklist.
When completed, it satisfies all requirements for the Integration Portfolio, Standards 5-8.

Lesson Title: Composers' Web Ring

Lesson Author: Zachary A. Gomez Date: 18 June 2003

Grade Level 6-8 Subject Area: Music

I. Objectives and Assessment

This section focuses on the curriculum objectives for the lesson. Technology is never taught in
isolation, but rather is used to support and enhance the teaching of all areas of the curriculum.

Curriculum Objectives: SOL/POS correlations

Enter each objective as The student will for each objective:
Enter only as many objectives as are necessary. (enter SOL/POS
numbers)
The student identifies by title and composer, a repertoire of compositions B2.37a
that represent a variety of musical styles, develops an understanding of B2.31b
works of musicians/composers and develops critical thought in learning to
support interpretations/opinions in response to music.

Assessment Activities
Enter explicit information on how objectives will be assessed. Attach at least one graded work
sample, rubric and/or assessment guidelines for each assessment activity. Enter only as many
assessment activities as are necessary
The teacher will use the attached grading sheets and rubric to assess how objectives are met.

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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Communicating Information and Displaying Outcomes
Students will be creating a web page about the life and music of a composer of their choosing. Students
may work individually or in groups no larger than three. Their web page will contain biographical
information as well as musical examples and an explanation of the composer's style. All the pages will
later be linked together so that the visitor to the school's Composers' Web Ring will be able to learn
about several composers. When the students have completed their web pages, they will give a brief,
introductory PowerPoint presentation about their composer's life. After which, they will pass out a
newsletter they created containing biographical information about their composer of study. Each student
will have a separate newsletter about each composer being studied in the class. While the content being
researched is music, the primary skills involved are language arts. The music teacher will need to take
this one step further to incorporate more musical concepts. After sharing each others web page, the
class will begin studying the musical examples on each page. There will be a listening test to conclude
the unit. The class will have to identify the composer and name of work of the musical example played
for them taken from the classes' web pages.

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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II. Supporting Technology
This section highlights the technology use within this lesson. It is understood that the technology
is not separate from the curriculum objectives, but rather integrated into the learning process.

Technology Resources
Enter information on how technology is being used to support the Curriculum Objectives listed
above.
Technology The teacher needs only to print out the attached files to pass out to students.
skills required
of teacher
Technology Students will need to have basic skills using Windows, copying and pasting between
skills required two applications, and using a web browser and search engine.
of student
Technology Students will develop skills using PowerPoint, Publisher, and internet search
skills taught skills
during
lesson/unit
Necessary Office XP, internet access, and possibly a scanner.
software and/or
peripherals
Web Sites Uses Google or any meta-search engine

Classroom Management
Technology for this lesson may be integrated through the use of a lab or classroom computers.
The teacher will need to determine if enough equipment is available for student use. The
students may be allowed to work in small groups or individually. Further information
concerning management is included in the procedures section.

Acceptable Use Policy

Time will be spent explaining the rules for computer use. Suggested teacher rules are showing
respect for others, respect to the computer (for example leaving it the way it was found), and
use the schools computer for school work only. Consequences might include loss of recess,
phone call home, and referral to the administration.

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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Fair Use Practice & Copyright
The teacher will explain to their students that they must give credit for any materials they use
that they did not create. Not to do so is stealing. The teacher will give a precise number of
objects (clip art, pictures, sounds, ideas) that may be taken from one source (web page).
Name of site
www.siteadress.com
I got xyz from this site.

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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III. Lesson Process
This section provides the details of the teaching process.

Lesson Process
1. Introduce unit by giving your student sample PowerPoint presentation, Publisher newsletter and web
page on your chosen composer.
2. Pass out Instrumental Info newsletter and discuss with class. Explain that students are allowed to
either work individually or in small groups no larger than three.
3. Pass out list of composers and allow an entire class period for students to use Encarta and decide
which composer they want to research.
4. Spend a class period reviewing/practicing copying and pasting and saving to a floppy disk. Practice
this technique between two documents/applications. Include in this period how to use copy and paste to
record sources used from the web.
5. Pass out the Composer's Worksheet and allow two class periods for students to answer all the
questions. Students may use Encarta or the Web to get their answers. All information must be cited.
6. Explain the criteria that will be used to grade the website and allow three days for students to find
their pictures and music.
7. Allow another three days for students to put their web page together using MS Publisher. Adjust time
as needed.
8. When web pages are complete, students are to create a PowerPoint presentation on their composer.
The information should be brief and to the point.
9. Explain the criteria that will be used to grade the presentation and allow two days for students to
prepare their PowerPoint slide shows.
10. Allow two more days for students to create an in-depth newsletter. Encourage the students to use
information from their completed web page.
11. Explain the procedure for class PowerPoint presentations and the passing out of newsletters. Allow
two days for the presentations.
12. Allow one day viewing each others web pages.
13. The music teacher should now begin to choose which music from the web pages the students should
be able to identify given time to recognize. Students will spend about one or two days reviewing the
web page music examples for their listening exam the following day.
14. Give the students a listening exam comprised of sound examples from the web pages. Students are
to identify by sound, the composer and name of the work. The teacher is to develop this exam
him/herself.

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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IV. Analysis

IV. Provide a 1-2 paragraph answer to two of the following four questions.
5. In this lesson, how are students Students are researching new information about
acquiring knowledge and using what composers and presenting this information in a
they already know to make sense of compelling manner for others to learn.
new information
6. In this lesson, how are students Students are taking the new information, deciding what
integrating knowledge. How are is important, and then using the technology skills they
they assimilating new information so are transferring and translating the information to a
they can use it? newsletter, multimedia presentation and a website.
7. In this lesson, how are students
extending and refining knowledge?
How are they stretching their
knowledge to see things in different
ways?
8. In this lesson, how are students
engaging in complex tasks that
enhance the learning of content in an
authentic manner?

V. Additional Information

Accommodating Special Needs

For the Special Needs Student: Students that will have problems with this project should not work on
this project alone. They should be placed in a small group. Choose other students that have the capacity
to be understanding and helpful. The special needs student given very specific instructions will do well.
For instance, the special needs student could be given the assignment in the group of finding pictures on
the Internet for the web page. There are many ways for the student to contribute to the group given their
ability.
For the Gifted Student: The gifted student should work by himself or herself for this project.
The opportunities for creativity are limitless and the student will be able to work at their own pace. All
students will be encouraged to go beyond what is expected for the project.

Attachments
Web page folder, composerlist.doc, composerworksheet.doc, listeningexam.doc, luwignl.pub,
ludwigss.ppt, powerpointnewsletterrubric.doc, teachers web grading sheet.doc, webpage grading
sheet.doc, web page rubric.doc, webnewsl.pub, zacgomez-Lesson .

For more information, contact your School Based Technology Specialist or http://www.fcps.edu/DIS/tsip
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