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C URRICULUM G UIDE

Percussion Discussion

A resource guide for teaching quality music and literacy apprenticeships developed through a collaboration between Fidelity and Citizen Schools

Version 2.0

July 2007

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July 2007

2007 Citizen School Inc. All rights reserved.

This curriculum was compiled and edited, Fall 2006, by Max Fripp, and further revised, Summer 2007, by Alexandra Teitel. IN GRATEFUL ACKNOWLEDGEMENT CITIZEN SCHOOLS WOULD LIKE TO THANK THE FOLLOWING INDIVIDUALS AND
ORGANIZATIONS FOR THEIR CONTRIBUTIONS TO CREATING THIS CURRICULUM GUIDE:

DENNIS SULLIVAN, Citizen Teacher, Fidelity Investments EMILY FRENCH, Citizen Teacher, Citizen Schools JUAN LOPEZ, Team Leader, Citizen Schools JEAN HORSTMAN, Citizen Schools KRISTIN HANSEN, Citizen Teacher, Citizen Schools LOUIE CORTES, Citizen Teacher

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TABLE OF CONTENTS 1. CURRICULUM IMPLEMENTATION GUIDE 4 2. CITIZEN TEACHER WEEKLY SELF EVALUATION TOOL .. 8 3. GUIDELINES FOR USING THE CT SELF EVALUATION TOOL ...9 4. DESCRIPTION OF THE WOW! ..10 5. GETTING TO WOW! TEMPLATE ..11 6. GETTING TO WOW! 10 WEEK LESSON PLAN ..12 7. LESSON ONE PLAN .14 8. LESSON TWO PLAN .18 9. LESSON THREE PLAN ..22 10. LESSON FOUR PLAN 26 11. LESSON FIVE PLAN . 12. LESSON SIX PLAN 13. LESSON SEVEN PLAN . 14. LESSON EIGHT PLAN 15. LESSON NINE PLAN .. 16. ALTERNATE ACTIVITIES 17. TIPS OF THE TRADE

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C URRICULUM G UIDE
APPRENTICESHIP CURRICULUM GUIDE IMPLEMENTATION STANDARDS
Apprenticeships are meaningful learning experiences for apprentices and volunteer Citizen Teachers. This WOW! plan, along with each individual lesson plan, was carefully crafted to meet those goals. However, well designed curriculum alone does not ensure student learning. Students must be effectively engaged in order to learn; this can only be achieved through high quality instruction and planning. There are three key elements to successfully implementing Apprenticeship curricula: 1. Planning most of the lessons in this guide require special preparation, therefore, everyone should be clear on what needs to be done and who is responsible at least one week before each lesson. See the Considerations for Campus Directors section for steps to preparing before Lesson One. 2. Communication Campus Directors/Citizen Teacher Leads, supporting Team Leaders and Citizen Teachers need to communicate each week to make crucial decisions and be sure everyone knows what will happen in each lesson 3. Assessment and Adaptation no curriculum can prepare for every group of students. Therefore, use the weekly self-evaluation after each lesson so that adaptations to lesson plans can be made. Use the sections of this guide in the following way to help create engaging and meaningful learning opportunities for your Apprenticeship; 1. Description of the WOW! the WOW! described in this guide has been successfully implemented at least once in the Citizen Schools program. The WOW! is an opportunity for the apprentices to demonstrate mastery, add value to the community, and to teach back what they have learned to a public and authentic audience. Please be sure you fully understand the concept of a WOW!, and have a clear idea of what the WOW! for your apprenticeship will look like before you begin teaching your first lesson. This understanding will help you to begin the apprenticeship in a strong manner as you will be able to guide the students towards their final product right from the start. 2. WOW! Template as was reviewed in your Citizen Teacher Training, the WOW! Template will help you to understand the products that will be created during the apprenticeship as well as which New Basic Skills you will focus on. 3. WOW! Plan the WOW! plan offers the scope and sequence of lessons that will lead to WOW! In some cases, the activities for each lesson plan may need to be altered or adapted. 4. Lesson Plans ten detailed lesson plans are included in this resource guide. These offer specific activities, length of time to be spent on each activity and goals and objectives for each lesson. Lesson plans also offer guidance on preparing for each lesson.

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5. Alternate Activities for a variety of reasons, the pre-established lesson plans may not be suitable for a certain group. This section offers activities of varying length that are suitable for different learning styles and group dynamics. CONSIDERATIONS FOR THE CAMPUS DIRECTOR AND CITIZEN TEACHER LEAD As the Campus Director or Citizen Teacher Lead, your leadership is invaluable in creating a meaningful experience for the Citizen Teachers, supporting Team Leaders, and apprentices using this curriculum. As a manager, you need to ensure that the proper planning and forethought goes into the use of this curriculum and the planning of each lesson. Therefore, it is critical that you review this guide before handing it over to the supporting Team Leader. Your leadership is also needed in addressing any issues with the curriculum that are encountered by the Team Leader and the Citizen Teacher. It may be necessary to alter lesson plans or activities to suit the strengths and weaknesses of Team Leaders, Citizen Teachers or apprentices. As a manager, you should use your experience, this guide and the guidance of the National Program Department to make decisions that will lead to a successful apprenticeship. Below is a detailed checklist of things to do before this apprenticeship begins: When Before the apprenticeship Before the apprenticeship Before the apprenticeship Action Step Secure instruments for apprenticeship Decide on 3 folk stories for students to read CD and TL review apprenticeship curriculum and seek support as needed from NPD Secure location and transportation for exploration to offsite music venue Secure venue for WOW! Who does it CD/CTL CT/TL Lessons It Relates to All Weeks 3-4

CD/TL

All

Week 3

TL/CT

Week 6

Week 5

CD/CTL/TL

Week 10

CD = Campus Director; CTL = Citizen Teacher Lead; CT = Citizen Teacher; TL = Team Leader

CONSIDERATIONS FOR THE TEAM LEADER As the supporting Team Leader, you play two critical functions to help impact student learning. The first is to provide expertise in lesson planning, youth development and classroom management for your Citizen Teacher and apprentices each week. The second is to communicate effectively with your Citizen Teachers (CTs) to be sure that the planned activities are appropriate to your apprenticeship group. Occasionally, you or your CT may find that activities are not appropriate due to group size, personalities or
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learning styles. In these circumstances, you should consult your Campus Director and this guide to help create alternative activities and plans. CONSIDERATIONS FOR THE CITIZEN TEACHER As the Citizen Teacher, you play two critical functions to help impact student learning. The first is to bring your expertise and passion to each lesson you teach to the apprentices. The second is to communicate effectively with your supporting Team Leader and other supporting campus staff (Campus Director and/or Citizen Teacher Lead) to be sure that the activities you are planning are appropriate to your apprenticeship group. Occasionally, you or your supporting Team Leader may find that activities are not appropriate due to group size, personalities or learning styles. In these circumstances, you should consult your Team Leader and this guide to help create alternative activities and plans. In order to plan a successful WOW! for your apprenticeship, you will also need to work closely with the campus staff. Your supporting Team Leader, along with the help of the Campus Director and Citizen Teacher Lead, can help you to find an authentic audience, find a venue, acquire props, and the like. Consult the chart above for an overview of how you can contribute to a successful WOW!

LESSON STRUCTURE & LOGIC Apprenticeship learning is unique in that it is experiential, hands-on and has real application for students and teachers. The lessons in this guide have been thoughtfully planned to create experiences that match these requirements. Most have been successfully taught by at least one Citizen Teacher. In many cases, there is preparation involved in creating each lesson, therefore it is critical that all involved parties (Citizen Teachers, Team Leaders and, in some cases, Campus Directors or Citizen Teacher Leads) review and discuss each lesson BEFORE using it with apprentices. Each lesson follows the same basic structure. The following is a brief description of the elements of a lesson plan and how to use them: Overview: The first page of the lesson plan overviews the learning and lesson objectives for each lesson, gives a snapshot of the agenda, and lists vocabulary, materials, equipment, preparation and set-up needs. In sum: Explains what you need to do to be prepared for this lesson. Ritual: This is typically a 5-10-minute long opening activity designed to focus students and get them in the mindset of the apprenticeship. The ritual should be used both to get settled and/or to practice important skills that the apprentices need to master for the WOW!. In sum: Gets students excited and focused when transitioning to apprenticeship lesson. Set Context: Usually five minutes in length, the introduction should communicate the following to students: What they are going to learn and Why it is important (objectives)
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How todays objectives relate to their progress towards WOW! How the learning will happen (the agenda) The introduction is also a time to clarify expectations of students during the lesson. In sum: Explains the lessons objectives and agenda and how these relate to progress towards the WOW!. 2-3 Content Activities: Most lessons have two or three content activities that make up the bulk of the lesson (about 60 minutes). These activities are often preceded by a short introduction to the skill, usually through modeling or an explanation provided by the Citizen Teacher. It is through the activities that students further explore and practice the new skill. Practice is essential for learning. In sum: Introduces a skill or content area; provides time for students to move towards mastery of this skill or content area. Closing/Teachback: Typically lasting five minutes, the closing is an opportunity to summarize and reemphasize what students have learned and why it is important. Student teachbacks are the most important part of the closing, as they allow you to assess the degree to which students have accomplished the learning objectives. In sum: Drives home the main point(s) of the lesson and assesses how well students achieved the learning objectives.

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Citizen Teacher Weekly Self-Assessment


CT Name: TL Name: Campus: Date:

INSTRUCTIONS: 1. Please place a check mark next to each of the goals that you reached this week. 2. Please circle your level of performance in each of the areas listed. 1=Just Getting Started 2=Getting to WOW! 3=WOW! 3. Upon completion, please give to your Team Leader to help them better coach you. Preparation, Instruction, and Collaboration Goals My Weekly Preparation Howd I do Today? 1 2 3

I submitted my next weeks lesson plan to my team leader today so he/she can review with me. I arrived on campus before my Apprenticeship block and ready to teach.

Teaching My Lesson

My lesson made learning visual, physical and fun. My lesson included opening and closing rituals. My lesson provided a chance to use resources associated with our Apprenticeship topic. My lesson included opportunities to develop and practice skills and vocabulary with appropriate scaffolding and coaching. My lesson included opportunities to practice the new basic skills laid out in my WOW! plan. I provided clear and meaningful roles for students in the Apprenticeship. I provided opportunities for each student to speak publicly. I provided opportunities for students to work in small groups. I observed evidence of strong teamwork during my lesson.

Working with My Apprentices

I learned something new about my students lives today. I demonstrated my belief in the unlimited potential of my Apprentices. I provided supportive feedback that reinforced my Apprentices ability to learn and grow. I used appropriate language, including body language, with my Apprentices.

Working with My Team Leader


I incorporated my team leader's feedback into my lesson plan. I asked for support on strategies for working effectively with the students.

Other Observations (use the back if necessary):

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GUIDELINES FOR USING THE CITIZEN TEACHER WEEKLY SELF-ASSESSMENT Who fills it out: The Citizen Teacher When: Weekly at the end of each class. (We recommend that the Citizen Teacher complete the form, while the Team Leader or one of the other Citizen Teachers supervises clean-up.) If the Citizen Teacher asks to complete the form later, it can be sent to them electronically. Note: the Team Leader is responsible for following up and ensuring that they have the form in time for the weekly coaching session with the Citizen Teacher. How to use the completed assessment: 1. Team Leaders The CTs assessment will help you coach the Citizen Teacher more effectively. Read the assessment before your weekly coaching session with the Citizen Teacher. Use the assessment and your observations to provide the CT with feedback on how they can strengthen their teaching. Refer to and use the coaching strategies from your Citizen Teacher Support Training. See below for examples. Example 1: A CT indicates on their form that they are having difficulty making learning visual, physical, and fun, and they have problems controlling behavior in the classroom. When providing feedback, be sure to connect the two challenges by suggesting strategies for how to integrate visual, physical and fun activities into their lesson plans that will help them engage the students more. Example 2: A CT indicates on their form that they are using opening and closing rituals, but only rate themselves at a 1 on Howd I do Today? Use this rating to start a conversation on how to strengthen these rituals in their lesson plans. Share important information with your Campus Director to keep them up-to-date with apprenticeship progress. 2. Campus Directors/Citizen Teacher Leads and Regional Managers/Directors Review together CT Weekly Self Assessments during the first three weeks of apprenticeship to help ensure a quality start. CDs: Check in weekly with Team Leaders on strategies they are developing to support their Citizen Teacher. Target coaching on TLs areas for improvement in communication and lesson plan development with CT. RDs/RMs: Send copies of partnership apprenticeship CT Weekly Self Assessments each Friday to the National Program Department.

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DESCRIPTION OF THE WOW!

Students will perform a folk story with an original musical score that they have composed themselves. The score should reflect student voice, enhance the audiences understanding of the story and provide increased entertainment.

WOW! Stamp of Approval REAL: Students will write, rehearse and perform an original performance in front of a diverse audience. Students will perform as speakers and musicians with the musicians playing an original percussion score that brings the story to life! ADDS VALUE: Percussion Discussion provides an opportunity to integrate art curriculum into the Citizen Schools program while reinforcing literacy skills. Thus students gain mastery of specific musical and reading comprehension skills. Community members also benefit from attending a high quality performance designed by students in their community. PUBLIC: The WOW! performance should take place in a public venue where various community members may be able to benefit from their viewing. The audience can include numerous community members, including family members, school staff, community leaders, business leaders, and members from local theater groups. Team Leaders and Citizen Teachers may want to consider having the WOW! performance at venues such as elementary schools, nursing homes, or community centers. Let the students know as early as possible who their audience will be so that they can create a performance specifically geared towards that group. TEACHBACK: The Percussion Discussion apprenticeship provides numerous opportunities for students to teach back on academic skills, teamwork and their own individual development. In performing the folk story for the WOW!, students will showcase the advancement of both musical and literacy skills.

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Getting to WOW! Template


Learning Objectives

What do I want to teach?


I want to teach students how to express words and emotions through the voice of percussion instruments, and to apply this unique voice to telling a story.

1. Advanced Literacy
Students are able to identify the main idea of something they have read.

2. Oral Presentation
Students are able to speak loudly, slowly and clearly enough for the audience to understand.

WOW!
Products needed for the WOW!

Students will perform a folk story with an original musical score that they have composed themselves. The score should reflect student voice, enhance the audiences understanding of the story and provide increased entertainment.

Students choose and analyze a folk story to read and perform

Students explore different percussion instruments, the voice and emotions they invoke, and how to use these instruments in the WOW!

Students know their role for the WOW! and rehearse together, providing constructive feedback and working together to improve the performance

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WOW Plan
Week Stage
Lesson Objectives: What do we need to get done today?
WOW em! Create a safe and productive learning community Introduce the connection between music and emotions in story-telling Begin Instruments and Emotions chart Read-through of short story and placement of sounds Learning Objective: What will the students learn today? To value teamwork To understand what the WOW! will look like To use an instrument to express emotion To find emotions in literature To make group decisions in an effective way To use an instrument to express emotion To identify the 5 Ws of a story

Activities

1
Learn new skills

MODEL

Create a Studio Contract Instrument Exploration Sound-Emotion Connection Whats in an Instrument? Short Stories Instrument Experimentation

2
Learn new skills

MODEL

3
Learn new skills

MODEL

Choose a story for the WOW! Complete Instrument and Emotions chart

Story Selection Charting Our Instruments

4
Produce

SCAFFOLD

Identify the major scenes of the story Identify possible sounds and instruments to use in WOW! Express emotions through different art forms Determine roles and scene distribution for WOW! (speaker, actor, or musician) Write scripts for different scenes Exploration to local opera house/theater

To connect different forms of performance art (music, theater, reading) To write using teamwork and collaboration To connect WOW!

Story ReadThrough (theaterstyle) 5 Ws Round Up Scene It! Expressing Expressions Roles All-Around Writing Scenes and Sharing Back

5
Produce

SCAFFOLD

6
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Exploration Rehearsal and

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Practice

COACH

Do a run-through of reading part of performance in small groups on the stage of theater Exchange scripts and add instruments to different parts Solidify presentations in small groups (talkers/musicians/actors) Run-through performance in large group and provide immediate feedback Complete progress checklist in small groups Practice WOW!

7
Practice

COACH

performance to real-life experience To develop oral presentation skills To develop presentation skills To provide constructive and meaningful feedback to each other

teachback of apprenticeship goals and WOW! performance to guests at the theater Instrument AddIns Presentation Presence Large Group Rehearsal Group Feedback

8
Practice

COACH

To develop presentation skills To identify strengths and set goals for improvement To demonstrate mastery of conveying the meaning of a story through music, spoken word and acting To demonstrate mastery of conveying the meaning of a story through music and spoken word (and acting)

9
Practice

FADE

Dress Rehearsal for WOW!

Progress Checklists (Where Are We Now?) Large Group Rehearsal Audience Feedback WOW! Dress Rehearsal Audience Feedback

10
Perform

FADE

WOW!

Perform the WOW!

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Lesson # 1 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Create a safe and productive learning community 2. Introduce the connection of music to emotions in storytelling Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. To value teamwork 2. To understand what the WOW! will look like Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity 1: Studio Contract Activity 2: Instrument Exploration Activity 3: Sound-Emotion Connection Closing and Teach Back Clean up

10 Minutes 10 Minutes 20 Minutes 20 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Set up space so that students can sit in a circle. Make all necessary visuals. Set up instrument stations for rotations during the instrument exploration. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Percussion Score Materials and Equipment Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart TV & VCR/DVD player Film clip (your choice) Note: the apprenticeship calendar is a visual that shows students what the main topic for each week will be. This will help the students to see the goals of the apprenticeship and what they are working towards.

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Lesson # 1

Planning the Lesson


Opening Ritual Clap Your Name Time: 10 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm To practice careful listening skills INSTRUCTIONS 1. Get into a circle. 2. Have one person volunteer to starthave them identify which way they are going to pass the clap (you should demonstrate before having an apprentice begin). 3. Each person starts by saying their name while clapping/snapping/stomping a beat (of their invention) to go along with it. 4. The group then joins the person by saying their name and clapping/snapping/stomping the same beat. 5. When the persons name has been said and the beat has been done three times, everyone must look at the next person and clap their hand three times: CLAP-CLAPCLAP. This will indicate to students when it is their turn to think of a beat, and will keep everyone involved during the transition. 6. Repeat steps three through five for each apprentice and teacher in the circle. 7. Let students know that they will be creating beats at the beginning of every class. Their goal as a group is to get so good at creating and copying beats, that someone listening would never know that they were creating these beats on the spot. Emphasize that teamwork is essential to this activityeveryone must be paying attention and being supportive in order for it to work. Set the Context and Review Agenda Time: 10 Minutes 1. Review the agenda and objectives which should be posted at the front of the room. Ask students to read out off of the visuals and then go over any details. 2. Show apprentices the apprenticeship calendar and explain the schedule. 3. Ask students if they know what a soundtrack is. Talk about the WOW! and preview the idea that in week 3, students will be selecting a story that they will be creating a soundtrack for. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Studio Contract Time: 20 Minutes During this activity, students will learn about the field of professional music and set high standards for themselves.

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1. Explain to students that they will now be signing a Objective group contract that lays out the expectations that they To create a safe and productive will hold themselves and each other to during the learning community apprenticeship. Explain that this is something that professional musicians do when they make music too. To value teamwork Why do they think this is an important practice? 2. Ask students what they think is important to make sure that their group is able to complete their tasks with quality and dedication. As students give answers, write them up on the contract visual at the front of the room (possible answers include being respectful, using appropriate language, listening when others are speaking, etc.) Encourage students to phrase things positively as in what they WILL do rather than what they WONT do (example: instead of saying will not fight, say will work out differences by talking. This kind of language is helpful so that students know very specifically what is expected of them. 3. After ten minutes of brainstorming and sharing ideas, add any ideas of your own that you think are important to make this apprenticeship successful. 4. Ask students to come up and sign the contract one-by-one, just like they would if they were signing a contract with a music studio. Emphasize that this is something that professionals do, and is a very important part of any jobensuring that all parties know the expectations and are committed to meeting them. Make sure that you also sign the contract! Activity 2: Instrument Exploration Time: 20 Minutes Students will have a chance to experiment with the various instruments available for the WOW! Objective 1. In order to get students hooked, it is important to To understand what the WOW! show them the instruments right off the bat. You will look like should display each instrument on the tables in front of the students and instruct them that they may not pick them up until they get the signal. Ideally you will have enough instruments so that every student can have one in front of them. Tell the students what the signal is to pick them up and what the signal is to put them down. You may want to enforce a rule that if a student fails to put down their instrument when signaled, they will need to sit out of the next rotation of instruments. Give students a chart on which they can write what they think is the name of each instrument.
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2. Give a signal that the students may pick up their instruments and experiment with them. It will get noisy in the room! Encourage the students to figure out different ways to use their instruments. Ask them to fill in the chart. 3. Signal for students to put down their instruments in front of the person to their right. Signal when the next student may pick up their new instrument and repeat step 2. 4. Repeat steps 2 and 3 however many rounds you have time for. Activity 3: Sound-Emotion Connection Students will connect instruments to emotions.

Time: 20 Minutes

1. Now have students share some ideas of when they Objective might use some of the instruments they experimented Introduce the connection with to express an emotion. between music and emotions in 2. Have students fill in the other side of their chart story-telling. with their ideas. Note: you can also show a video clip during this section and ask students where they saw music being used to express emotion in that video clip. Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick around the circle and have everyone answer the question of the day. What is one thing you really liked about todays class?

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Have students put away their binders and the instruments

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Lesson # 2 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Begin instruments and emotions chart 2. Read through of short story and placement of sounds Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. To use an instrument to express emotion 2. To find emotions in literature Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity: Whats In An Instrument? Activity: Short Stories Activity: Instrument Experimentation Closing and Teach Back Clean up

5 Minutes 5 Minutes 20 Minutes 20 Minutes 25 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Copies and translations of 2 stories; W's forms and translations; list of instruments, Space for 3 instrument stations; value stars Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Musical Score Materials and Equipment Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart 5 Ws worksheet Flip chart Markers Copies of short story

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Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Whats In An Instrument Time: 20 Revisit some of the instruments from the prior week and explain their history, such as what cultures theyre common in, and give students a chance to practice on them. 1. Show students an instrument and ask them where Objective they think this instrument is used. Give them some To investigate different uses for facts about the different cultures that use this different instruments instrument and in what context. 2. Give a few students and chance to practice playing this instrument. 3. Repeat steps 1 and 2 for a few more of the most interesting instruments you have in your bag. Note: you may want to bring in music clips for the students to listen to and see if they can detect the instrument. What emotions does that instrument make them feel when they hear it? Activity 2: Short Stories Time: 20 Students read a short story together to advance literacy.

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1. Ask students what their favorite stories are and what makes those stories interesting. 2. Introduce the 5 Ws tool as a way of reading stories and understanding them more clearly. 3. Choose a story (in advance) to read aloud to the students. Let students know that this is not the story they will be using in their WOW!, but a story to practice with. Let them know we will be choosing the story the following week. 4. Do a read-aloud (the teacher, not the students should readthis will help the students comprehension.) Make sure the students fill out their 5 Ws worksheets as you read. 5. If there are certain words or phrases that come up a lot in the story, ask students to make a sound of some sort when they hear that word or phrase. This will ensure active listening. 6. After you have finished reading, ask students what they thought the story was about. Review the main elements: character, setting, plot, conflict, resolution. You may want to chart this discussion on a large visual at the front of the room. 7. Ask students what emotions they heard in the story. What instruments might we use to express those emotions?

Objective To find emotions in literature To read through a short story

Activity 3: Instrument Experimentation Students will score the short story you have just read together. 1. Ask a student to come up and scribe as you read the story now. Pause after every few sentences and ask students what emotions that part of the story makes them feel. Then ask a student to select from the instruments what they think would be best to represent that emotion. Write that emotion down on the chart along with the instrument. Ask the student to take that instrument back to their seat and wait to play it when you do the full reading of the story. 2. After all students have an instrument in their hands, ask them to play their instruments at the appropriate time as you do a final read-through. 3. Debrief the experience: Did the music help you to understand the story? Why or why not? Do you think that people who do the soundtrack for movies have to read the script a
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Time: 20

Objective To find emotions in literature To use an instrument to express emotion To read through a short story and place sounds

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lot of times before they choose the appropriate music? Why or why not? Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick around the circle and have everyone answer the question of the day. What do you like about the story that weve chosen for our performance? Example Closing/Teachback Questions 1. Who can teach back what story we chose and explain the plot of the story? 2. What is our WOW going to be? 3. Who can tell me an instrument we played today that we could use in our WOW? Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Have students put away their binders and instruments

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Lesson # 3 Name of the Apprenticeship: Citizen Teacher: Percussion Discussio Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Choose a story for the WOW! 2. Complete their instrument and emotions chart Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. To make group decisions in an effective way 2. To use an instrument to express emotions Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6.

Opening Ritual Review Agenda and Set Context Activity: Story Selection Activity: Charting Our Instruments Closing and Teach Back Clean up

10 Minutes 5 Minutes 30 Minutes 30 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Marker boards and makers. Long-wall of marker board for wide umbrella. Agenda on board. List of Percussion Instruments. Boxes of percussion instruments. Kids' folders. Copies of KLW and percussion sound charts. Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Score Story Arc Materials and Equipment Visuals: agenda, objectives, contract, apprenticeship calendar Percussion instruments Instrument/emotions chart 5 Ws worksheet Flip chart Markers Copies of story choices

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2007 Citizen School Inc. All rights reserved.

Lesson # 3

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1: Story Selection Students will select a story for the WOW!. 1. Ask students if they remember what the 5 Ws of a story are. Let them know that they are going to use that idea to choose a story for the WOW!. Before choosing, ask students what they think makes an exciting story. Write these ideas on a piece of chart paper so you students can keep them in mind as you share stories. 2. Start sharing some plotlines to some stories. You can be brief, but make sure to share something about the characters, the setting, the plot, the conflict and the resolution. As you share, ask students to take notes on each story. Sharing about 5 stories should be helpful. 3. Have students vote on which story they would like to score for the WOW!. Make sure this process is democratic and explain to students in advance that
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Time: 60 minutes Time: 30 Minutes

Objective To choose a story for the WOW! To make group decisions in an effective way

2007 Citizen School Inc. All rights reserved.

they might not all get their first choice, but that theyre part of a group, so they need to be able to compromise. The most fair vote would probably be one where they write the story name down on a piece of paper. 4. Once the story is selected, read the entire version that you have on-hand. As you read, have the students fill out their 5 Ws chart. 5. Let students know that the goal is to make this story their own by using music. They may also want to update the language and this should be encouraged to make the story relevant to the students lives.

Activity 2: Charting Our Instruments Time: 30 Students will review the concept of a story arc and connect the available instruments to emotions. 1. Ask students what they think a story arc is. Objective Explain once you have gotten some responses. Also To complete the Instrument explain that the music will help the audience to see the and Emotions chart story arc. To use an instrument to 2. Ask the students to chart what they see as the story express emotions arc in the story that they chose for the WOW!. Make sure to include the emotions experienced at the various points of the story on this chart. 3. Go back to the charts created during the previous weeks and match up the appropriate instruments with the appropriate parts of the story. 4. Let the students know that the instruments can also be used to show an actionfor example, if someone was running, what instrument might you use to show that? 5. Create another chart that matches up actions with the available instruments.

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick, each person answers question of the day What do you think the most exciting scene from our story will be to act out?

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Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Have students put their binders and instruments away

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2007 Citizen School Inc. All rights reserved.

Lesson # 4 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Review the scenes under an "arc" (umbrella) chart 2. Act out scenes 3. Identify some percussion sounds for the story Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. the overall form and placement of story elements 2. to express the story through improv and movement 3. about creating sound motifs to go with the story elements Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity: Story Review Activity: Writing the score Activity: Role Advocacy Closing and Teach Back Clean up

10 Minutes 5 Minutes 15 Minutes 25 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Markers and Flip Chart Paper Student binders placed on table 2 different instrument stations Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Scoring - adding the sounds to the story Opera - staged theater with acting, music, sung parts, costumes, scenery, lighting, etc. Materials and Equipment See Prep and Space Set up

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2007 Citizen School Inc. All rights reserved.

Lesson # 4

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Story Review Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Tell The Story To make sure that weve mapped all important pieces Explain to students that their challenge is to tell the whole story from start to finish of the story Ask for a person who wants to start by telling how For students to understand the story starts (scene, character(s) actions etc.) the feel and flow of the performance narrative is ok After the first person has talked about a piece of the story, they pass it to the next personcontinue the process till you get to the end of the story Citizen Teachers and Team Leaders should give hints and leading questions to keep the story moving

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Activity 2: Writing the Score Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. OVERVIEW Objective Define score for students Develop teamwork skills Explain that we are going to work on the score To gain student input on the score for the performance for our performance Split the Group into 2 small teamseach team should have percussion instruments and an overview of the storyboard Have students discuss and play instruments that might be good sounds to reinforce the storythese instruments should be added to the storyboard Bring two small groups together to finalize score Have groups share the sounds/instruments they used for the story Check for similar soundsallow groups to advocate for their sounds Activity 3: Advocate for Roles Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. OVERVIEW Objective Explain that we are going to give students the To provide an opportunity opportunity to advocate (define) what role they for students to advocate for want in the play which role they want to play in the performance Emphasize that you will make the final decision based on what is best for the student and the performance Explain that there are two types of roles: Speakers and Musicians o Speakers might also play an instrument in the performance but their main role is the speaking part ROLE ADVOCACY Hang two flip chart papers with Speakers and Musicians Have the students write their name under the category they are most excited about For people interested in speaker roles, ask them to identify which role they want to play o In addition to characters there could be a narrator (define) and a scene announcer Explain to students that the Citizen Teacher and Team Leaders will make the final decision and
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announce roles next week

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick in the circle and have each person answer the question What is one thing you are excited about when thinking about our WOW! What is one thing you are nervous about?

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Have students put away their binders and instruments

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2007 Citizen School Inc. All rights reserved.

Lesson # 5 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Go through the script, identify parts/understudies/basic percussion parts 2. Create musical motifs for characters, and explore emotions 3. Break out in small groups: mime and guess scene 4. Prep for Field Trip next week: Audience/backstage; figure/ground (fore-/back-); directions, contacts, etc. Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. How to work with a screenplay and add notes for music and scene 2. Understand how to sequence - learning to follow without losing pace 3. How to project a character, and stay in character Agenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Review scenes in sequence: Dennis and Max model primary characters and emotions 4. Activity: Musician and Speaker script and role review 5. Activity: Scene Rehearsal (All) 6. Closing and Teach Back 7. Clean up

10 Minutes 5 Minutes 10 Minutes 30Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Markers and Flip Chart Instruments Student Binders with extra KWL charts Make sure all student roles are assigned Highlighters for each student *Scripts: NOTEthe Citizen Teacher and Team Leader wrote the script together based on student work and input (see example script)

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Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Scoring - adding the sounds to the story Opera - staged theater with acting, music, sung parts, costumes, scenery, lighting, etc. Audience / backstage Staying in character Figure/ground Materials and Equipment See Prep and Space Set up

Lesson # 5

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Review scenes with scripts Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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2007 Citizen School Inc. All rights reserved.

Model Bringing Character To Life Citizen Teacher and Team Leader model a scene from the performancemodeling excellent acting skills o Voice projection, effective hand gestures, changing tone of voice to convey emotions, eye contact etc. Review The Script Provide an overview of how the script is laid out o Show how it is broken into scenes o Point out how the score is embedded in the script so that everyone is using the same script o Discuss how important it is to use the script as a tool and to follow along with the performance even if you arent playing or speaking at the time

Objective Model bringing emotions into character Show students how to use the script as a tool during rehearsals and the performance

Activity 2: Musician and Speaker Script and Role Time: 30 Minutes Review Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Break group into musician and speaker groups Objective Remind students of the role assignment process To inform students about the role theyll play in the Assign student roles performance As a group look through the scripthave each To begin practicing the student highlight all of their lines/musical pieces performance in students Remind group of the importance of following the role/character script at all times Musician Group Set up instrument station and location and map where each instrument isideally students should have a table with a blanket on it to place their instrument Model some of the important signs of a conductor (define) o Cut/stop playing, louder or softer, signaling whose playing Do a rehearsal of a scene from the performance (the speaking group and musician group should rehearse the same scene in small groups) Speaker Group Review excellent Speak Up skills with students Do a read through of a scene (this should be the same scene as the musician group)
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Activity 3: Try out Musical score Time: 20 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Bring the whole group togetherideally position the Objective speakers in front of the musicians (keep this for the To give students a feel of WOW!) how they will do their WOW! performance Have all students open scripts to the same scene (that they just rehearsed in small groups) To explore how to create dynamics between the Explain that we are going to focus on each person doing their part, while interacting with each musicians and speakers otherpaying attention to pausing to let the musicians do their part Do a run through of the scene with Citizen Teacher and Team Leaders coaching groups Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick and have each person answer the daily question What is one thing that you noticed about todays dress rehearsal

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Have students put away their binders and instruments Confirm transportation plans for exploration

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2007 Citizen School Inc. All rights reserved.

Lesson # 6 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion

Pre-Planning NOTE: This is an overview of an exploration to the opera house in Bostonfeel free to change based on your apprenticeship and community!
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Take a tour of the opera house 2. Practice their oral presentation skills in the theater Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Gain perspectives of the theaterfrom the stage and from the audience 2. The various pieces of putting together a theatrical production (lights, costumes, sound etc.) Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6.

Opening Ritual Review Agenda and Set Context Activity: Opera House Tour Activity: Dress Rehearsal Closing and Teach Back Clean up

10 Minutes 5 Minutes 40 Minutes 10 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Make sure that bus is reserved for transportation Have contact numbers for exploration site, Citizen Teacher, Team Leader, Campus Director, Bus Company and other guests Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see.

Materials and Equipment Scripts for all students, highlighter for all students

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2007 Citizen School Inc. All rights reserved.

Lesson # 6

Planning the Lesson


Opening Ritual CLAP YOUR NAME Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Activity 1:Opera House Tour Time: 60 minutes

Time: 40 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Break the group into 2 groups for a tour of the opera For students to have access to a house. cultural resource in their community When possible this tour should be interactive (students try on costumes, students experiment For students to gain perspective of the theater both from the lens with lighting, students go to the orchestra pit) of the audience and the actors Activity 2: Dress Rehearsal Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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2007 Citizen School Inc. All rights reserved.

Have students break into speaker and musician groups and do a run through of 1 scene of the performance Citizen Teachers provide immediate feedback on oral presentation skills

Objective To understand the importance of voice projection during a performance

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. DEBRIEF QUESTIONS What was your favorite part of the opera house visit? What were you most surprised about? What did you learn that we need to do in order to have an excellent performance /WOW Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Make sure that the group leaves the opera house cleaner than they found it Secure TV and Video Camera for the next session

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Lesson # 7 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion Dennis Sullivan, Max Fripp, Juan Lopez

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Run through each Scene with speakers and players 2. Run through end-to-end, on video tape 3. Evaluate their performance, assess what works and doesn't Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. importance of team work, role playing, cue and overall unity 2. How to be effective in speaking and presenting in public - preparation! 3. How to use video and other feedback in critical self-assessment Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity: practice each scene Activity: video tape and break Activity: study the tape Closing and Teach Back Clean up

10 Minutes 5 Minutes 15 Minutes 25 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Scripts, instruments, video tape and tripod Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Figure / Ground (foreground, background) Cues "in character" Materials and Equipment video, tape, TV, instruments, scripts, KWL charts

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Lesson # 7

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Small Group Rehearsal Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Break into speaker and musician groups Objective Review the scripts as a whole group To prepare students for the dress rehearsal Have each student identify their highlighted parts. Do a read through of the play in small groupsCT or TL working with the musician group should read the script Activity 2: Video Tape/ Dress Rehearsal Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Explain that we are going to do a dress rehearsalour Objective goal is to perform as if we were doing the WOW! To capture a dress rehearsal on tape so that students can Set the students up in their correct places analyze their work Do a run through of the entire performancekeep the group going and video tape it To create a sense of realness to the
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apprenticeship

Activity 3: Review the Tape Time: 20 Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Frontload that watching yourself on TV/Video can be differentwe will not tolerate people making For students to identify fun of each other strengths and growth areas in their individual part and Pass out snacks (if the group has earned them) the whole performance Watch the videokeep group on task For the group to identify After you watch the video DEBRIEF scenes that need extra work What things went really well? What things do we need to work on? Are there specific scenes that need more work than others?

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Closing Ritual: Pass the rain stick and have every answer the question of the day: What is one word that describes how you feel about our work in this apprenticeship?

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability?

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2007 Citizen School Inc. All rights reserved.

Lesson # 8 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 3. Practice performance in speaking and musician groups 4. Do a dress rehearsal of performance 5. Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 3. Understand the importance of teamwork as it relates to our performance 4. Develop excellent oral presentation skills Agenda based on the lesson plan. Post in the room for the students to see.

8. Opening Ritual 9. Review Agenda and Set Context 10.Activity: Small Group practice 11.Activity: Dress Rehearsal 12.Activity: Dress Rehearsal Feedback 13.Closing and Teach Back 14.Clean up
Preparation and Space Set up:

10 Minutes 5 Minutes 15 Minutes 35 Minutes 5 Minutes 5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see.

Materials and Equipment Scripts, Instruments

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2007 Citizen School Inc. All rights reserved.

Lesson #

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Small Group Practice Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Break group into speaking and musician groups to To strengthen students get ready for the dress rehearsal understanding of the role they play in the performance Speaking Group To prepare students for a Remind students of the importance of every successful dress rehearsal person readying the script as we go along Remind the importance of knowing when your line comes Remind students of excellent public speaking skills o Eye contact, loud/clear voice, good hand gestures, strong posture Speak UP Activity Have each student choose 3 of their longest lines that they will read to the group
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Have the speaker stand a good distance (15 feet) from the rest of the group. Give all non-speakers a colored index card that they will hold above their hands Identify one student who will also be volume controlthey rate the speaker on volume (1 too low, 2 ok, 3 great) When the speaker reads their line their goal is to make eye contact with every person with a colored index card. Once the speaker has made eye contact with someone, that person lowers their index card Provide an opportunity for every student to do the speaker role Musician Group Remind students of the importance of following the script at all times Remind students of the importance of knowing when they come in/play instrument Remind students of the importance of placing instruments down quietly Remind students of dynamics of playing instrumentplay instrument so that it adds feeling to what a character/scene is saying Practice Scene Choose a hard scene to rehearse only with musicians The Citizen Teacher or Team Leader should read speaking parts and while directing students in playing parts Activity 2: Dress Rehearsal Time: 35 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective To do a full dress rehearsal of Tell the students we are doing a dress the performance rehearsalremind them that our goal is to do To recognize areas that need to the performance as if we were doing it for an extra practice audience Do dress rehearsalscaffold students by giving them cues if they miss their partbut keep the scene rolling If time allows do a second dress rehearsal, or go over a scene that students had a lot of difficulty with
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Activity 3: Dress Rehearsal Feedback Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask students what they think went well and what they need to improve Provide specific feedback on areas of improvement for the students Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Ask each students 1 thing they need to do to get ready for our WOW!

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Students put instruments and binders away

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2007 Citizen School Inc. All rights reserved.

Lesson # 9 Name of the Apprenticeship: Citizen Teacher: Percussion Discussion

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 6. Practice performance in speaking and musician groups 7. Do a dress rehearsal of performance Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 5. Understand the importance of teamwork as it relates to our performance 6. Develop excellent oral presentation skills Agenda based on the lesson plan. Post in the room for the students to see.

15.Opening Ritual 16.Review Agenda and Set Context 17.Activity: Small Group practice 18.Activity: Dress Rehearsal 19.Closing and Teach Back 20.Clean up
Preparation and Space Set up:

10 Minutes 5 Minutes 10 Minutes 50 Minutes 5 Minutes 5 Minutes

Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see.

Materials and Equipment Scripts, Instruments

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2007 Citizen School Inc. All rights reserved.

Lesson #

Planning the Lesson


Opening Ritual Clap Your Name Time: 5 Minutes Clap Your Name OBJECTIVES: To make sure that everyone knows each others names To practice keeping time or the rhythm For students to understand how many syllables are in their name INSTRUCTIONS 1. Get into a circle 2. Have 1 person volunteer to starthave them identify which way they are going to pass the clap 3. Each person starts by saying their name while clapping with each syllable 4. The group then joins the person by saying their name and clapping 5. When the persons name has been said 3 times, they look at the next person and clap their hand 3 times CLAP-CLAP-CLAP 6. That person then says their name while clapping the syllables 7. This continues quickly around the circle Set the Context and Review Agenda Time: 10 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 60 minutes

Activity 1: Small Group Practice Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Break group into speaking and musician groups to To strengthen students get ready for the dress rehearsal understanding of the role they play in the Ask students what things we learned last week that we need to do better during the dress performance rehearsal To prepare students for a Do a quick review of any areas of difficulty successful dress that the group experienced during last weeks rehearsal dress rehearsal Activity 2: Dress Rehearsal Time: 35 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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2007 Citizen School Inc. All rights reserved.

Tell the students we are doing a dress rehearsalremind them that our goal is to do the performance as if we were doing it for an audience Do dress rehearsalscaffold students by giving them cues if they miss their partbut keep the scene rolling Provide immediate feedback and redo scenes that need extra attention

Objective To do a full dress rehearsal of the performance To identify areas that need extra practice and make sure those areas are ready for the WOW!

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Ask each student how they feel about the WOW!

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Students put instruments and binders away

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2007 Citizen School Inc. All rights reserved.

Percussion Discussion
Designed By

WHO
Who are the characters in the story What do the characters do/what is their role? How would you describe the characters?

WHAT
What is the plot, or main idea of the story? What is the climax, or the main action part of the story?

WHEN
What time period does the story take place? What time of the day does the story take place?

WHERE
Where does the story take place? What are some characteristics of this place?

WOW
If you were going to create a musical soundtrack for this story, what type of music would you use? What types of sounds would you use?

Page 47 of 51 Percussion Discussion


July 2007

2007 Citizen School Inc. All rights reserved.

Percussion Discussion
Designed By

Instrument

Type of emotion or scene that you would use this instrument for

Page 48 of 51 Percussion Discussion


July 2007

2007 Citizen School Inc. All rights reserved.

Percussion Discussion
Designed By

KNOW
What do you already know about this story What do you remember from last week

LEARNED
What did you learn about the story today What important facts will you remember What are important things from the story to show in our WOW

WANT TO KNOW
What information do you still want to know about the story What do you need to know in order to start working towards our WOW

Page 49 of 51 Percussion Discussion


July 2007

2007 Citizen School Inc. All rights reserved.

ALTERNATIVE ACTIVITIES No curriculum will work with every student. Remember you teach students, not curriculum. Use this section of the guide for ideas for alternate activities that address special learning and teaching styles, and group dynamics. Activity Name: Rhythm Maker Who this is Good For: All Students Time: 10-15 Minutes

Description of the Activity: This is a good energizer/teambuilding activity that also reinforces some of the skills needed when playing instruments (listening to each other, tempo, volume control etc. DIRECTIONS 1. Have the group sit in a circle 2. Ask one student to volunteer to be the rhythm identifier This person will leave the room and enter when the TL tells them to They have 3 guesses to identify the rhythm maker 3. Have 1 person be the rhythm makerselect this person when the rhythm identifier has left the room This person come up with continual and changing rhythms Example rhythmsclapping your hands SWITCH to slapping your thighs then snapping your fingersMODEL EXAMPLES 4. The rest of the group follows the rhythm makerMake sure that the group doesnt all stare at the rhythm maker 5. Play a couple of rounds, making sure every student plays a new role DEBRIEF What skills did the rhythm identifier need to use to guess the rhythm maker? What did the rhythm makers need to do to trick the rhythm identifier? How can we use these skills in our WOW?

Activity Name: Happy Birthday To You Who this is Good For: All Students

Time: 10-15 Minutes

Description of the Activity: This activity is a great way to warm up students voices for the WOW presentation and get them comfortable with their spoken lines DIRECTIONS 1. As a large group sing Happy Birthdayencourage students to sing loudly while focusing on pronouncing every word 2. Next, have speakers identify a line from their parthave the group sing this line with the format of Happy Birthdayagain focusing on stage voice and pronunciation

Page 50 of 51 Percussion Discussion


July 2007

2007 Citizen School Inc. All rights reserved.

TIPS OF THE TRADE The following are tips from former Citizen Teachers on how to maximize student participation, behavior and learning during each apprenticeship session. Tip:

Tip:

Tip:

Tip:

Tip:

Page 51 of 51 Percussion Discussion


July 2007

2007 Citizen School Inc. All rights reserved.

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