Musicians

and Their Instruments

an Interdisplinary Thematic Unit

by Taurin Robinson

Table Of Contents
Lesson Name:

Pages

Lesson # 1: Teacher Directed

1-4

Lesson #2:

Mastery

5-9

Lesson #3:

Cooperative Learning

10-17

Lesson #4:

Inquiry/Discovery

18-21

Lesson #5:

Role Play

22-25

Lesson #6:

Socratic Seminar

26-30

Taurin Robinson

Lesson #1
Unit: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Logical/Mathematical

Analysis

Rhythmic/Musical

Synthesis

Interpersonal

Evaluation

Intrapersonal

Naturalist

Application

Strategy:
Teacher Directed
Subject Area:
Visual/Performing Arts and Foreign Language
Teacher Performance Expectation: TPE 5
Teachers will
Establish procedures for routine tasks and
Manage transitions to maximize instructional time.
Lesson was created to establish classroom management using musical foreign
language concept to communicate understanding and facilitate classroom cohesion.
State Content Standard (follow directions):
Foreign language, Communication, Stage I (1.6) Students will follow musical directions
that are written in Italian based on standardized sheet music, by raising or lowering
their conversational volume accordingly.Visual/Performing Arts - Music, Artistic
Perception, (1.4) Analyze use of music elements in aural examples from various genres
and cultures.
Personnel: None

LESSON 1 TEACHER DIRECTED

Instructional Materials (technology): Computer with audio or cd player access to

music sample: Galop Final Op.35 No.11from Childrens Pieces by Alfredo Casella
(http://www.sinfinimusic.com/uk/features/guides/repertoire-guides/ten-easy-pianopieces-for-intermediate-pianists) and sheet music sample (see attached), 3x5 note
cards, red, blue and black sharpens, teachers/conductors podium, a timer.
Lesson Length: 40 minutes
Preparation: Listen to audio and look at sheet music. Mark in red where music
markings for mf - mezzo forte, f - forte, ff - fortissimo. If sound system is
unavailable, music should be downloaded/purchased and put onto a cd and played.
Arrange desks in a semicircle with teacher positioned in the front center, similar to
setup of a conductor and orchestra.
Handout 3x5 cards to each desk with one of three colored markers. Another set of 3x5
cards have terminology (piano, forte, mezzo forte, fortissimo, and pianissimo) already
written on them but have definitions blank. Hand out copies of sheet music.
Management Standards:
Communicate at prescribed volume
Listen to and follow directions as given.
Anticipatory Set:
Behavioral Objective (Do): Students will identify foreign language terms on
provided sheet music (forte, mezzo forte, etc.). Students recognize these same
markings where they correspond in audio music. Students follow directions when
teacher utters music directions and show understanding by raising or lowering voices.
Transfer (learning theory/citations):
Carl Rogers states in his 19 propositions that When the individual perceives
and accepts into one consistent and integrated system all his sensory and visceral
experiences, then he is necessarily more understanding of others and is more
accepting of others as separate individuals. It is important for students to be able to
recognize when
Methodology (teaching):
Pre-assess - students write on set of 3x5 cards that are pre-filled what they think each
term means.
Allow class to hear piece to be studied.
Teach how to pronounce each word. Teach meaning of each word. Play song again and
point out on sheet music whats happening in the music based on the markings.
Teach that words can be applied to sound in general. Ask class to talk at a forte level,
then ask them to speak at a piano level.
Model (demo):
Provide them with an example by playing an audio of a more modern song that has
recognizable/predictable volume variation. Dance music is a good example of this.
Call out every time song changes from forte, to pianissimo, etc., also write it down
LESSON 1 TEACHER DIRECTED

Guided Practice (checking for understanding - group) Learning Tasks (activities):

Class speaks with their neighbor about three songs that they know that have those
variations. Students write down a list of songs and teacher walks around room to check
in to see if they are understanding concepts and pronouncing words correctly.
If class gets too loud which they likely will, Teacher calls out piano and provides time
for students to respond by lowering voices.
Independent Practice (monitor/adjust - individual) Productive Modalities:
Play another song, either classical or modern. Students, by themselves, write markings
as they hear them with a time marking. Teacher will model using the timer prior. As an
extra bonus points students can bring in a cd of music they indicated on their lists for
class next day. Then class will try to identify the terms as they apply to each song.
Closure:
Tell students that music is a way of communicating. The writer communicates through
the score and the conductor communicates through his instruction. The orchestra
communicates the song writers intent through the music.
Differentiated Instruction:
Gate: Have them looking at notes on sheet music and identifying the note values.
Learning Difficulties: Have cards that are pre-filled which they can point to or use
labels so they dont have to write the words
Disabilities: ADHD: Have them clap louder or softer. Give them more kinesthetic
versions of the exercise
SDAIE Techniques: Terms can be listed as their abbreviations instead of full word.
Assessment (object verb): identify
Rubric: Students get 1 point for marking in the song they correctly identify.
Participation: Students start with 5 points if by immediate response when Piano is
called out and lose one point for every time piano is called out for compliance.
Informal: Students are generally paying attention when teacher is speaking to
them.They respond to the instruction and generally show understanding of the terms
and how they are used.

LESSON 1 TEACHER DIRECTED

LESSON 1 TEACHER DIRECTED

Taurin Robinson

Lesson #2
Unit: Music: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Logical/Mathematical

Analysis

Rhythmic/Musical

Interpersonal

Evaluation

Intrapersonal

Naturalist

Application

Synthesis

Strategy:
Mastery
Subject Area:
Visual/Perf. Arts & History
Common Core Standard: CCSS ELA 5.1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Teacher Performance Expectation:
TPE 8: Learning about Students
Teacher will
Establish rapport with all students and their families for supporting academic and
personal success through establishing a climate of caring, respect, and fairness.
Respond appropriately to sensitive issues and classroom discussions in a culturally
responsive manner.
Draw upon an understanding of patterns of child and adolescent development to
understand their students.
Using formal and informal methods,
Assess students prior mastery of academic language abilities,
content knowledge, and skills,
LESSON 2 MASTERY

 and maximize learning opportunities for all students.

Pre-Test
Ask students to write down a list of 11 classical instruments they know.
Activity for those who pass the pre-test
For students that are able to name all 11 or more. Ask them to write down a list of what
instrument family those instruments belong to and what are some other instruments
that belong in those families. Clarify that an instrument family is defined by how the
instrument is constructed.
Instruction
Play The following youtube clips from the Philharmonia Orchestra (London, UK) channel
the following instruments)
(https://youtu.be/zgaQFLUdUL0?list=PLqR22EoucCyccs5J639SCefaM7mD9dMSz)
Trumpet, Timpani, Flutes, French Horns, Oboes, Bassoons, Bass/Double Bass, end with
playing the Conductor video
(Note is not crucial or advisable to play videos in entirety as they are approximately 9
minutes in length each. One minute for each or less should is sufficient for exposure.
Teacher may choose to use the entire videos for subsequent lessons that focus on each
instrument and their characteristics)
After each video is played reiterate each instruments family. Additionally point to the
instrument on the worksheet provided for Classical Period Orchestra Seating Chart.
Reading Materials
Go to Teachers Notebook: Instrument Family Folder (Brass, Woodwind, Percussion, &
String Family) (http://www.teachersnotebook.com/product/banasamy/instrumentfamily-folder-brass-woodwind-percussion-amp-string-family) to download reading and
activity sheets to teach the instruments and their families. Have the students review
these materials in preparation for the post-test.
Post-Test
After all videos are played and teacher has instructed on instrument families and
pointed out the instruments on the worksheet. Students will independently be asked to
again list the instruments given in the lesson 11 in total and their instrument families.
Remediation
Students who are unable to write the instruments by list can identify them by matching
the instruments on the worksheet with pre-provided word list.
Next Activity
Describe two qualities of each of the instruments discussed.
Reference for post test
Instrument Families
String Instruments (violin, viola, cello andbass)
Woodwinds (clarinet, bass clarinet andsaxophone, bassoon, contra bassoon, and
oboe)
LESSON 2 MASTERY

 Brass Instruments (trumpet, French horn, trombone andtuba)

Percussion Instruments
Classical Instruments on chart
Strings

Winds

Brass

Percussion

Violin

Flutes

Trumpet

Timpani

Viola

Oboe

French Horn

Cello/Celli

Bassoon

Tuba

String Bass

Conductor
Conductor

Differentiated Instruction:
Gate:
Have them write in the names of the instruments groups and use the attached sheet for
Modern Orchestra Seating Chart to test their mastery (17/17 instruments groups to
know)
Learning Difficulties:
Have them use pre-cut out versions of the seating chart to place the instrument groups
in the right location on the attached sheet Baroque Period Orchestra Seating Chart
to test their mastery (8/8 instrument groups to know)
Disabilities:
ADHD: Have them cut out the pictures by themselves and glue to a board using the
Classical Period Seating Chart to test their mastery(11/11 instrument groups to know)
SDAIE Techniques:
Color code the different instrument groups during instruction and have them identify
them on the Classical Period Seating Chart to test their mastery (11/11 instrument
groups to know)
Assessment (object verb):
identify
Rubric:
Students will obtain a score of 11/11 by identifying 11 different instruments from
attached chart. Each instrument is worth one point.
Gate students will have master 17/17 after passing mastering the pre-test

LESSON 2 MASTERY

LESSON 2 MASTERY

LESSON 2 MASTERY

Taurin Robinson

Lesson #3
Unit: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Logical/Mathematical

Analysis

Rhythmic/Musical

Interpersonal

Evaluation

Intrapersonal

Naturalist

Application

Synthesis

Strategy:
Cooperative Learning
Subject Area:
Music, History, Language Arts, Art
Teacher Performance Expectation: TPE 11
Teacher will
Create a positive climate for learning.
Establish a physically, socially and emotionally safe classroom environment for
students by developing and maintaining clear expectations for academic and social
behavior.
Establish a sense of community, and promote student effort and engagement by
creating structures that emphasize collaborative activities and joint problem-solving.
Write and implement a classroom management plan that is fair and transparent to
students, and is aligned with school discipline policies.
Establish rapport with all students and their families for supporting academic and
personal success through establishing a climate of caring, respect, and fairness.
Respond appropriately to sensitive issues and classroom discussions in a culturally
responsive manner.
Help students learn to work responsibly with others and independently.
LESSON 3 COOPERATIVE

10

 Evaluates the classroom social environment and its relationship to academic

achievement for all students, and makes necessary adjustments based on
observations of students and consultation with other teachers and students families.
Pre-Test
Students will be given a pre-test to confirm their strengths in Gardners multiple
intelligences. Groups will be assigned based on scores. (See page 8)
Common core standard:
CCSS ELA RI 5.2
Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
Personnel: Teachers aide
Instructional Materials (technology):
Book When the Beat Was Born: DJ Kool Herc and the Creation of Hip-Hop; graphic
organizer for notating key details leading to two main ideas and to summarize the text
Lesson Length:
40 minutes
Preparation:
Make laminated poster sized versions of the pages of the book. Each group will be
responsible for X number of pages. Arrange room into groups of four desks facing each
other and away from the walls and doors. Assign students.

LESSON 3 COOPERATIVE

11

Group Composition:
Roles

Responsibility

Multiple Intelligence

Facilitator

Lead group discourse and act as

liaison with the teacher and
teachers aide for group
questions

Interpersonal and/or Kinesthetic.

Students that need to move
around more will be comfortable
walking back and forth on behalf
of the group to get supplies and
ask questions.

Writer

Record output provided by the

group based on a consensus.
Actively jot down ideas during
brainstorming sessions. Produce
final report with groups input

Verbal/Linguistic - students with

strong logical intelligences will
be able to take input from the
group and develop it into
concise and cohesive work
product

Drawer

Illustrate group ideas on

provided construction paper and
create charts for Writer. Drawer
will be responsible for producing
a visual depiction of the groups
ideas and are integral to the final
presentation

Visual/Spatial - Students who are

good artists and/or excel at
creative expression should be
picked for this role.

Speaker

Verbally reports group activities

during the final presentation and
works closely with Writer role to
ensure that presentation can be
presented cohesively and
succinctly.

Verbal/Linguistic or Interpersonal
- students who are very good at
verbal communication, enjoy
talking and have little difficulty
speaking in front of their peers
should be selected for this role.

Note: Students should be organized in groups to maximize the following:

Heterogeneity of academic performance
Classroom management (ie. no more than one disruptive student per group)
Room Arrangement:
4 desks pushed together to form one large square table
Group Size:
4 students per group (5-7 groups)
Management Standards:
Students will use whispered voices when speaking within the group
Students will allow each person within the group an opportunity to provide input
Each group member is responsible for individual work as well as group work
Group leader is the facilitator and should be shown respect in their role.

LESSON 3 COOPERATIVE

12

Anticipatory Set:
Content Objective (Outcome of Lesson):
Students will learn how to read a text to determine two or more main ideas of a
text and explain how they are supported by key details. Students will learn how
to summarize the text.
Behavioral Objective (Do):
Students will work together to determine two or more main ideas of a text and
explain how they are supported by key details. Students will then summarize
the text via poster of timelines with years/text explanation and oral presentation
Transfer (learning theory/citations):
Vygotsky (1987) stated what the child is able to do in collaboration today he
will be able to do independently tomorrow. (P211) Students will learn best by
utilizing and appreciating each others strengths and working as a cohesive unit.
Students will also regulate with greater autonomy if they are held accountable
to their peers than solely to their teacher.
Motivation:
Play clean old-school east coast hip-hop music as students come in and video of old
school breakdancers playing. Signal breaks in class with hip-hop call outs for each
group like DJ Kool Herc.
Methodology (teaching):
Lecture on what a main idea is.
Lecture and point out what a key details is and what it isnt.
Lecture on what a summary is.
Provide handout for how to construct a timeline.
Provide criteria for an effective oral presentation.
Model (demo):
After handing each group their own enlarged version of 2 spreads (4 pages) of book.
Teacher will explain and circle each key detail found in first 3 pages of text. Teacher will
think aloud about what the the main idea is. Teacher will notate any relevant dates and
events on timeline chart written on board and insert text from pages modeled.
Guided Practice (checking for understanding - group)
Now you read your own pages within your groups, find the key details, dates and
events and construct your own timeline of the first 2 pages. I will walk around the room
and provide any assistance necessary.
Independent Practice (monitor/adjust - individual):
Now continue within your groups using your assigned roles. If you have any questions
please provide them to you group Facilitator and they can ask me or the aide. This
next 15 minutes will be for your group to construct the timeline. Drawers: you will
create any drawing you feel illustrates the main ideas of the text and ties in the key
LESSON 3 COOPERATIVE

13

details. Writers: you will write out a paragraph summary of the text in addition to
writing out the key details on the timeline. Speakers: you will present your groups
timeline and summary to the class with your group in the front after the time is done.
Facilitator: you are responsible to keep the group on task and on time, you will also
help your group by collecting any supplies you need from the teacher or aide and
communicating.
Closure:
After presentations we will discuss the question: What influence DJ Kool Herc have on
music and hip-hop culture in general? How did his role as an entertainer effect social
issues in his neighborhood?
Differentiated Instruction:
Gate:
Gate students will be asked to use the computer to research another innovative artist in
the below timeline and relate it back to DJ Kool Herc in our closing discussion
Learning Difficulties:
Provide more one-on-one guidance to each group member on their roles. Place less
emphasis on the text representation and more on the visual/timeline. Also group can
be responsible for providing just one main idea and two key details. Presentation can
be done by the gate students in the class to assist those with difficulties.
Disabilities:
ADHD: Place these students in leadership roles where they are encouraged to move
frequently between group and teacher for supplies and questions. Provide extra
guidance through teacher or aide
SDAIE Techniques:
Timeline only less words required for timeline. Only require a half paragraph summary.
Assessment:
Peer (confidential): Teacher hands out peer assessment forms to fill out individually
(See role chart) on page 2. Students will rate each person in the group on their role on
a scale or 1-5 (5 being 100% fulfillment of role, 1 being 0% fulfillment of role.) in
following categories: Participation, work ethic, team player, overall input.
Individual: Teacher will grade each individual on their participation under assigned
role.
Group: Teacher will grade each group on whether they were able to construct the main
idea of the text provided, give a cohesive and well thought out oral presentation and
on the summarized paragraph. Points will be given for creativity in illustration and
whether the illustrations depict the text accurately. Dates and events must match up on
the timeline. Timeline must flow the order of oldest to newest.

LESSON 3 COOPERATIVE

14

Teacher Materials

LESSON 3 COOPERATIVE

15

LESSON 3 COOPERATIVE

16

LESSON 3 COOPERATIVE

17

Taurin Robinson

Lesson #4
Unit: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Application

Logical/Mathematical

Analysis

Rhythmic/Musical

Synthesis

Interpersonal

Evaluation

Intrapersonal

Naturalist

Strategy:
Inquiry/Discovery
Subject Area:
Science, Visual/Performing Arts, Language Arts
Teacher Performance Expectation: TPE 1A
Teaching Science In A Multi-subject Assignment
Teacher will
Balance the focus of instruction between science information, concepts, and
investigations. Their explanations, demonstrations, and class activities serve to
illustrate science concepts and principles, scientific investigation, and
experimentation. Teacher will also:
Emphasize the importance of accuracy, precision, and estimation.
Teach students to independently read and comprehend instructional materials that
include increasingly complex subject relevant texts and graphic/media
representations presented in diverse formats.
Teach students to write opinion/persuasive and expository text in the content area.
Provide students the opportunity to use and evaluate strengths and limitations of
media and technology as integral tools in the classroom.

LESSON 4 INQUIRY/DISCOVERY

18

Common core standard:

CCSS: ELA - Literacy RI 5.7: Draw on information from multiple print or digital sources,
demonstrating the ability to quickly locate an answer to a question or to solve a
problem efficiently.
Personnel: Computer lab/librarian
Instructional Materials (technology):
Computer to play videos (with speakers), Sound Energy: Purple Edition by
DeltaScience Content Readers, one musical instrument from each instrument family:
strings, woodwinds, brass, percussion (if these are not available, just focus on making
instruments with materials), different lengths of PBC pipe, clear glass cups, jumbo
rubber bands, empty soda bottles, percussion mallets (if available), dry beans for
making noise makers, mason jars with lids for putting beans in (or toilet paper rolls,
regular rubber bands and white paper for cutting caps)
Lesson Length:
1 Week
Preparation:
Prepare overview of the Sound Energy Book
Prepare questions to be answered through discovery/inquiry
Management Standards:
Students will be respectful by sharing instruments or instrument supplies with one
another
Students will quietly conduct research within classroom and/or library
Problem Identification
Different instruments produce sound that vary in pitch, loudness, timbre, and duration.
1) How does sound change from one instrument to another?
2) What qualities in each instrument contribute to this change?Students will understand
the mechanics of sound.
Anticipatory Set:
Content Objective (Outcome of Lesson):
Students will understand the mechanics of sound.
By researching on the internet and the text Sound Energy, students will learn
how sound occurs and how various materials and shapes of instruments affect
sound creation.
Students will understand the concept through hearing samples of sounds
produced by various orchestral instruments and an explanation of how the
instruments produce sound.
Behavioral Objective (Do):

LESSON 4 INQUIRY/DISCOVERY

19

Students will also learn that sound is made up of energy waves that travel
through air, liquids and solids and that the vibration of those mediums is what
produces the sound.
Students will formulate a hypothesis about how sound is made then discover
the answer through research and experimentation. Students will then analyze
the results of their data draw conclusions. Lastly students will determine what
future research they would like to do based on their results.
Transfer (learning theory/citations):
Scientific principles and laws do not lie on the surface of nature. They are
hidden, and must be wrested from nature by an active and elaborate technique
of inquiry. - John Dewey. Students will learn through inquiry to develop their
own understanding of sound which is ubiquitous in their environment.
Motivation:
Place instruments in the front of the class, and copies of Sound Energy on a table to
the side of the class. Place materials for making instruments on a desk in the front of
the class and play a piece of music that features the different instruments.
Research Questions:
How is sound created?
How does each instrument create its sound?
What type of matter: air, fresh water, salt water, wood, glass or steel has a fastest
speed of sound.
Would you be able to make sound in outer space? Why or why not?
What is frequency and pitch?
How does frequency and pitch effect sound?
What is amplitude and volume?
How does amplitude and volume effect sound?
Does your voice create sound the same way a musical instrument does?
How does the room in which the instrument is played effect its sound?
How would playing an instrument under water effect its sound?
Does playing an instrument outside differ from playing it inside? Why or why not?
Hypothesis:
Sound is a vibration that is generated as a typically audible mechanical wave of
pressure and displacement, through a solid, liquid or gas. Sound is generally affected
by: relationship between density and pressure, and the motion of the medium in which
it moved. Sound cannot travel through a vacuum (space).
Data Gathering
Method
Through
Conducting research on the internet
Reading Sound Energy book
LESSON 4 INQUIRY/DISCOVERY

20

 Conducting experiments
Making/trying several instruments and recording their observations
Data Analysis
Students will analyze data from research and experiments by taking measurements and
checking if their results are consistent with those of their piers.
If data is consistent they can then assess their results
Conclusions
Students will learn that
Sound is transported through gas (air), liquid (water), and solids (wood, glass or
metal).
Matter is need to transport sound through mechanical waves.
There are no air particles in space, so sound cannot be created or heard.
Sound is made through compression of air through materials.
Steel makes the fastest sound waves
Amplitude and volume deal with how much energy the sound wave has.
A big instrument would have a high volume and a small like a flute would have a low
volume.
The human voice does not make sound in a similar way to other instruments. The
vocal chords in a singers through vibrate as air move s through them. The vibrating
air creates different pitches depending on the length of the vocal chord.
Suggestions for Further Study:
Can ask questions about how do we distinguish noise from music?
Can everyday noises become music?
How does the human ear hear?
What are some ways people can protect their ears?

LESSON 4 INQUIRY/DISCOVERY

21

Taurin Robinson

Lesson #5
Unit: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Application

Logical/Mathematical

Analysis

Rhythmic/Musical

Synthesis

Interpersonal

Evaluation

Intrapersonal

Naturalist

Strategy:
Role Play
Subject Area:
Music, History, Politics/Social Science, Language Arts, Art
Teacher Performance Expectation: TPE 4: Making Content Accessible
Teacher will
Incorporate specific strategies, teaching/instructional activities, procedures and
experiences that address state-adopted academic content standards for students in
order to provide a balanced and comprehensive curriculum.
Use instructional materials to teach students the academic content described in the
state-adopted academic content standards and they prioritize and sequence essential
skills and strategies in a logical, coherent manner relative to students current level of
achievement.
Vary instructional strategies according to purpose, lesson content and student needs.
Meet student academic learning needs, candidates explain content clearly and
reinforce content in multiple ways, such as the use of written and oral presentation,

LESSON 5 ROLEPLAY

22

manipulatives, physical models, visual and performing arts, diagrams, non-verbal

communication, and use of media and other technology.
Common core standard:
CCSS.ELA-LITERACY.RI.5.6 - Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of view they represent.
Personnel: Teachers aide/Computer lab aide
Instructional Materials (technology):
Use the website for National Coalition Against Censorship (http://ncac.org/issue/
music/) to direct students to an article regarding censorship in music that has several
links to material related to the subject. Also direct students to (http://
www.sagepub.com/ritzerintro/study/materials/cqresearcher/77708_debhiphop.pdf) to
access a pdf with various articles on hip-hop and society. Lastly direct students to the
animation website (animoto.com)
Lesson Length:
2 hours
Preparation:
Teacher will create an animation to describe point of view on censorship in music.
Prepare a list of questions to ask students to help them formulate their opinion.
Prepare handout for MLA standard references. Prepare handout for elements of a
persuasive article.
Management Standards:
Students will respect the computer lab facilities by keeping their work area clean
Students will use computers appropriately (not pounding on keyboard keys, not
touching monitors with their hands and fingers and any other rules of conduct as stated
by computer lab aid).
If resources are limited students will take turns with the computers without argument
Students will refrain from using profanity in their animation project.
They may use the *&*$ type replacements when referencing profanity for their project.
Students will work quietly (meaning whispered voices).
This is an individual project so there is no reason to talk to peers while work is being
done.

LESSON 5 ROLEPLAY

23

Anticipatory Set:
Content Objective (Outcome of Lesson):
Students will learn how to analyze multiple accounts of the same event or topic
(music censorship), noting important similarities and differences in the point of
view they represent.
Behavioral Objective (Do):
Students will analyze multiple accounts of the same event or topic (music
censorship), noting important similarities and differences in the point of view
they represent. Then represent their own viewpoint using an animation maker
to create a 1-2 minute video dialogue to explain their views in their own
words
Transfer (learning theory/citations):
Jones (1982), "...the teacher becomes the Controller, and controls the event in
the same way as a traffic controller, helping the flow of traffic and avoiding
bottlenecks, but not telling individuals which way to go. The teacher needs to
set the ground rules but ultimately let the students explore and adopt the roles
on their own.
Motivation:
Place parental advisory stickers all over the room. Students can have them to post on
their personal items but must not post them on any buildings or on school property.
Methodology (teaching):
Lecture on the meaning of censorship
Lecture on the history of censorship in hip-hop music
Explain how to construct an argument
Lecture on how to cite work.
Provide resources to students for doing research.
Model (demo):
Show students your animation on the subject and give them access to it for reference.
Show students how you reference the article and other source material.
Guided Practice (checking for understanding - group)
Now you will analyze the viewpoints posted on the topic of music censorship at
(http://ncac.org/issue/music/) and pick an article from (http://www.sagepub.com/
ritzerintro/study/materials/cqresearcher/77708_debhiphop.pdf) to back up your
viewpoint when you create your animation. Students must get approval for the
structure of the content before starting on your animations. Students animation must
use quotes from the source text. At the end of the animation or in a separate word
document you will list your sources. Teacher will walk around class to keep students on
track and help with any issues. Computer lab aide is also available for help.
LESSON 5 ROLEPLAY

24

Independent Practice (monitor/adjust - individual):

On your own you will create and finalize your animation and submit the link to the
finished project to the teachers email.
Closure:
Students who have completed their animations first will get to present them to the
class. Listen to some censored hip-hop to close out.
Differentiated Instruction:
Gate:
Gate students will be asked to find additional resources outside of those presented to
the rest of the class. They can also help anyone who is struggling
Learning Difficulties:
Create a template animation and pre-choose an article for them to focus on. They can
add the text only to pre-planned animation.
Disabilities:
ADHD: Can choose to satisfy role play objective by acting out their stance.
SDAIE Techniques:
Tests students language abilities. Work with them one on one to scaffold any literacy
challenges.
Assessment:
Rubric
Presentation Criteria

Research Criteria

10 points

Student completed 2- minute animation

and stayed on topic. Animation presented
point of view in a cohesive and well
thought out way. Also presented counter
argument

Included 3 or more
sources of
information and was
properly cited per
MLA standard

7-10

Student completed 1-minute animation

but stayed on topic mostly. Animation
presented point of view in a cohesive and
well thought out way. No counter.

Included 1 to 2
sources and was
properly cited per
MLA standard

4-6

Student completed 1-minute animation

but was off-topic. Animation presented
point of view in but deviated from the
subject. No counter.

Included only one

source but was cited
improperly

1-3

Student completed 0-1 minute animation

did not stay on topic. Animation failed to
demonstrate point of view entirely.

No sources or
citations

Reference
Jones, K. (1995). Simulations: A handbook for teachers and trainers (3rd ed.). London:
Psychology Press.

LESSON 5 ROLEPLAY

25

Taurin Robinson

Lesson #6
Unit: Musicians and Their Instruments, Grade 5
Gardner

Bloom

Visual/Spatial

Knowledge

Kinesthetic

Comprehension

Verbal/Linguistic

Logical/Mathematical

Analysis

Rhythmic/Musical

Synthesis

Interpersonal

Intrapersonal

Naturalist

Application

Evaluation

Strategy:
Socratic/Padeia
Subject Area:
Music, History, Politics/Social Science, Language Arts, Art
Teacher Performance Expectation: TPE 10: Instructional Time
Teacher will
Recognize and articulate the critical importance of time management in their
instructional planning, and of the effects of class scheduling on planning the most
effective use of instructional time.
Allocate instructional time to maximize student learning and achievement in relation
to state-adopted academic content standards for students.
Consider how to achieve short and long term goals within the confines of the
available instructional time and schedule.
Establish procedures for routine tasks and manage transitions to maximize
instructional time.
Based on reflection and on consultation as appropriate, adjust the use of instructional
time to optimize the learning opportunities and outcomes for all students.

LESSON 6 SOCRATIC/PADEIA

26

Common core standard:

CCSS.ELA-LITERACY.RI.5.10 - By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently.
Personnel: None
Instructional Materials (technology):
Articles on police brutality/excessive force issues. Lyrics to Fight the Power. Articles
regarding police who dont use guns. Articles on dangers facing police officers. Officer
accounts of situations where lethal force was deemed necessary. Articles of legitimate
uses of force where police were in real danger. Opinion articles from parents of victims
of police shooting. Highlighters, pictures from articles about police shooting,
recordings of testimony.
Lesson Length:
3 hours
Preparation:
Teacher will prepare questions to be asked to students during the discussion.
Questions should be written on the board and handed to each student as a handout.
Organize all articles into three piles. Those for restrictions against lethal force by police,
those against and those that are neutral.
Classroom Arrangement:
Organize desks into 3 large circles facing the center of the circle. Students should be
seated so they are next to and across from someone in the class they dont know well.
Have another set of 3 desks in the front of classroom at which the teacher will sit later
for modeling.
Management Standards:
Students will show respect to others opinions
Students will wait for one another to finish their point before arguing against it
Students will check their understanding of what has been said each time before making
their own point.
Students will stay on topic/point and raise their hand before speaking.
Students will refrain from yes or no questions and instead use open-ended questions.
Anticipatory Set:
Content Objective (Outcome of Lesson):
Students will have proven that they are able to read and comprehend
informational texts, including history/social studies, science, and technical texts,
at the high end of the grades 4-5 text complexity band independently and
proficiently.
Behavioral Objective (Do):

LESSON 6 SOCRATIC/PADEIA

27

Students will choose 3-4 informational texts from a collection of pre-selected

articles ahead of discussion and use them to dialogue in class based on their
viewpoint of issue.
Transfer (learning theory/citations):
Maria Montessori states the greatest sign of success for a teacher is to be able
to say, The children are now working as if I did not exist. The goal of the
socratic seminar is to encourage students to think critically independently. The
teacher is only there for a small portion of their lives, so somehow learning must
continue beyond the confines of the school day.
Motivation:
Play Song Fight the Power as children are coming into class. Have on sunglasses and a
serious look on your face, stand with arms crossed and nod students into class. Tell
students that theyre papers and solutions will be compiled and sent to a law
enforcement agency or think tank to help improve police training in the future.
Methodology (teaching):
Lecture on the meaning and criteria for meaningful dialogue
Lecture on ways to read articles quickly to gain valuable content.
Model (demo):
Choose two students from the class to do a quick dialogue about the issue of police
violence. Go over to the table with the articles with them and have them pick up an
article from each pile. Have students find one point in each article that they find
interesting and have a 2-minute dialogue.
Guided Practice (checking for understanding - group)
Have all students go pick up articles 2 from each pile. Give them 5 minutes per article
(total of 30 minutes) to find and highlight parts they find interesting in each article.
Teacher will walk around room and monitor their progress and keep them on time.
Next, students will choose a facilitator from their group who will have additional
questions to help them probe deeper. Facilitator starts the discussion, teacher will help
with the facilitation as the discussion progresses.
Independent Practice (monitor/adjust - individual):
Students must write down some key things they heard from others in the discussion
that changed/reinforced their opinion and who said it or what article it was from. Later
on students will write 3 paragraphs for/against/neutral using citations from articles and
notations of who said what in the discussion. and how theyre own opinion changed or
was reinforced after the discussion.
Closure:
Have students discuss some solutions they might feel are appropriate to the police
enforcement issue. Tell students that theyre papers and solutions will be compiled and
sent to a law enforcement agency or think tank to help improve police training in the
future.
LESSON 6 SOCRATIC/PADEIA

28

Differentiated Instruction:
Gate:
Have Gate students do further research on the issue and come up with an article on
why and when police started carrying guns.
Learning Difficulties:
Have articles pre-highlighted for them to use in the discussion. Require them to only
focus on writing at the end about their own opinion and one article that differed from
their opinion.
Disabilities:
ADHD: Have students act as a second moderator to keep everyone on tasks. This will
help them stay more engaged. Allow them to switch groups if they are getting bored in
the discussion.
SDAIE Techniques:
Work in a smaller circle and act as the facilitator. Use manipulatives, pictures and
puppets to help students act or otherwise depict their topic. Perhaps, have a video
ready that describes the issue in their own language.
Questions:
Why do police carry guns?
Under what conditions should an officer discharge their weapon, and why?
Why do police officers face hostility for shooting a criminal when it is in their discretion
to do so under certain circumstances?
Why do police use of force issues cause such tremendous social backlash?
Are people reluctant to see the victims criminal behavior critically, if so why, or why
not?
Why are other countries that do not have officers carry guns also seeing fewer
incidence of violence?
What are the best options for police enforcement, using non-lethal force only, using
non-lethal force first and then lethal force if unsuccessful, use lethal weapons but shoot
to maim instead of kill, and why?
What are some ways community policing is an effective strategy? (e.g.. building
relationships with the community, neighborhood watch, etc.)

LESSON 6 SOCRATIC/PADEIA

29

Assessment:
Rubric
Discussion

Criteria

Paper

Criteria

10

Each student contribute at least 5

relevant points. They respected
others opinions and articles.
Students chose discussion material
that helped move the discussion
forward. Asked open-ended
questions to develop dialogue
deeper

3 paragraphs, 5 or more
citations, properly cited.
References made to discussion
with names of who said what.
Provided personal opinion,
articles for and against and
neutral and how article changed
or reinforced opinion.

7-10

Student contributed at 3-4 relevant

points. They mostly respected
others opinions and articles.
Students chose discussion material
that sometimes helped move the
discussion forward. Asked some
open-ended questions to develop
dialogue deeper but some closed
questions.

3 paragraphs, 3-4 citations,

properly cited. References made
to discussion. Provided personal
opinion, articles for and against
and neutral and how article
changed or reinforced opinion.

4-6

Student contributed at 2-3 relevant

points. They sometimes respected
others opinions and articles but
needed to be reminded often.
Students chose discussion material
that occasionally helped move the
discussion forward. Asked mostly
closed questions with some openended questions to develop
dialogue deeper

3 paragraphs, with 2 references

from articles, little to no mention
of discussion references. Stated
personal opinion, some
references to articles against
and for but no neutral. Did not
clearly state how articles
changed/reinforced opinion.

1-3

Student contributed at 1-2 relevant

points. Had to be reminded several
times to respect others opinions.
Students chose discussion material
that rarely helped move the
discussion forward. Asked all
closed questions.

2 paragraphs, quotes but

improperly referenced, stated
personal opinion and occasional
reference to opposing opinion.

Students did not engage in

discussion. Showed disrespect to
others despite prompting. Chose to
speak mostly from opinion and did
not use articles as reference.

One paragraph, no references,

only personal opinion stated.

LESSON 6 SOCRATIC/PADEIA

30