Brownsville Independent School District s3

Brownsville Independent School District 2008-2009

HIGH SCHOOL CHOIR LESSON PLAN BOOK

FIRST/SECOND SEMESTER

TEACHER

SCHOOL 03/GT-H.S.Choir MISSION STATEMENT

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage, is to produce responsible, well rounded graduates who -have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual rapidly changing world by -identifying and maximizing physical, financial, and human resources and -unifying community and school commitment to excellence in education and equal educational opportunity for all students.

BELIEF STATEMENT

-Excellence is our common goal. -Parental responsibility is an integral factor in student success. -Beliefs in self is fundamental to success. -Everyone deserves respect as a human being. -Perseverance and hard work are essential for success. -Change creates opportunities for growth. -Truthfulness is important for effective communication. -Public schools are an extension of the community. -Sensitivity is essential for understanding the needs of others. -Great achievements follow high expectations. -Cooperation is necessary to get things done. -Active listening is essential for effective communication. -Successful students are active participants in the learning process. SEMESTER OUTLINES

SUBJECT: LEVEL: PERIOD:

Calendar of Events

August September October November December

January February March April May

Seating Chart

Period: Subject:

Row Row Row Row Row Row

9. Seating Chart

Period: Subject:

9. Row Row Row Row Row Row

Class Record Teacher’s Name Period: Subject Room #

Name School# Locker# Book# Date Date Book# Date Date Teacher Issued Returned Issued Returned Initials

25. SUBSTITUTE’S PAGE

SPECIAL HEALTH INFORMATION NAME: NOTES:

EMERGENCY PROCEDURE FIRE DRILL: FIRST AID:

STORM DRILL: NURSE’S SCHEDULE:

PUPILS WITH SPECIAL DUTIES OR ASSIGNMENTS PUPILS ABLE TO SUPPLY RELIABLE INFORMATION

AUDIO-VISUAL EQUIPMENT PROCUREMENT INDIVIDUAL SPECIAL CLASSES PROCEDURES NAME: CLASS: DAY/TIME

ROUTINE PROCEDURES NOTES FOR THE SUBSTITUTE OPENING AND ATTENDANCE:

LUNCH PERIOD/PLANNING PERIOD:

DISMISSALOF CLASSES/ASSEMBLIES/EARLY DISMISSAL

SCHOOL PERIODS SUBJECT/GRADE WEEK OF 01/01/2004

I. Texas Essential Knowledge and Skills 1. Perception 2. Creative Expression/Performance 3. Creative expression/Performance 4. Creative Expression/Performance a. Tone quality a. Perform independently a. Sight read in various keys and meters a. Create rhythmic & melodic phrases b. Describe music b. Perform expressively b. Use symbols to notate meter, rhythm, pitch b. Arrange rhythmic and melodic using standard terminology c. Memory work and dynamics phrases c. Aural identification d. Demonstrate small & large ensemble c. Identify and interpret music symbols & terms

5. Historical/Cultural Heritage 6. Response/Evaluation a. Classify aurally presented music a. Identify criteria for evaluation performance b. Describe music related vocations and avocations b. Evaluate the quality and effectiveness of music c. Perform culturally diverse music and performance d. Relate academics to music c. Exhibits concert etiquette in live performances

TAKS Objective:

II. Objectives: III. Literature and Materials Needed:

IV. SEQUENCE OF ACTIVITIES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. EVALUATION / APPRAISAL OF STUDENT PROGRESS VI. RETEACH

03-GT-H.S. Choir DOCUMENTATION OF MODIFICATIONS LESSON PLAN

Teacher: Week(s):

Subject/Grade:

Daily Assignments/Instruction Student(s) Behavioral/Seating Student(s)

 Change pace of instruction (1)  Preferential seating (16)  Taped texts (5)  Frequent breaks (18)  Highlighted Texts (6)  Defined physical space (19)  Taping lectures (7)  Cooling-off period (20)  Note taking assistance (8)  Concrete reinforces (21)  Extended time assignments (10)  Positive reinforces (22)  Shortened assignments (10)  Behavior management  Assignments notebooks (11) plan (23)  Repeated review (13)  Oral directives (24)  Reduce written task (14)  Interpreter for the deaf (17)  Change in TEKS (26) S Special Projects Student(s)  Check for understanding (29)  Change in project/report requirement (27)

Assessment Student(s) Other Student(s)

 Oral test (2)   Short answer test (3)   Modified tests/texts (4) 

Assistive Technology Student(s)

 Study aids/manipulatives (12)  Calculator (15)  Special instruction/adaptive DOCU/MOD 2-01 equipment (28) Campus: Teacher: Brownsville Independent School District Department of Advanced Academic Services Date: Grade Level/s: GALAXY (G/T) LESSON PLAN

LEARNING Theme: OBJECTIVE = Unit of Study: Generalization:

Length of Study: Key Question:

Core Content Research Skills Products/ Thinking Skills Across the Disciplines And Resources Evaluation Depth and Complexity Core Curriculum

Language of the Disciplines

Details

Patterns

Trends

Unanswered Questions

Ethics

Over Time

Different Perspectives Culminating Product

Big Idea GT

Lesson Plan

Appendix GALAXY PROGRAM

GRADE SUGGESTED SAMPLE GENERALIZATIONS THEMES PK Explorations Explorations lead to knowledge. K Patterns Patterns are everywhere. 1st Change Change effects patterns & order. 2nd Connections Connections enrich & extend knowledge. 3rd Relationships Relationships seek balance. 4th Structure Structure establishes relationships. 5th Change Change is inevitable. 6th Cycles Cycles represent change. 7th Relationships Relationships can be simple or complex. 8th Order/Conflict Order/Conflict may be natural or man-made. 9th Structure Structure takes many forms. 10th Systems Systems denote a process. 11th Independence/ Independence/Interdependence creates self-reliance. Interdependence 12th Power Power may be used to facilitate, dominate or maintain.

BROAD-BASED THEMES OR UNIVERSAL CONCEPTS Change * Order Conflict Patterns * Cycles * Power * Explorations Relationships * Forces * Structure * Independence Systems * Interdependence

BLOOM’S VERB LISTS DERIVED FROM GALAXY K-12 SCOPE AND SEQUENCE Know: define, recall, enumerate, record, recount, label, list, regurgitate, tell, specify, cite, memorize Comprehend: paraphrase, translate, restate, express, retell, review, summarize, describe Apply: exhibit, solve, interview, simulate, demonstrate, illustrate, operate, calculate, dramatize, use Analyze: interpret, differentiate, organize, survey, dissect, scrutinize, categorize, probe, distinguish, compare, contrast, discover, group Synthesize: compose, propose, produce, predict, contrive, systematize, set up, develop, construct, incorporate Evaluate: judge, assesses, decide, appraise, revise, recommend, determine, critique, estimate, measure, infer, deduce ELEMENTS OF THE CURRICULUM: A GLOSSARY

Basic skills – The fundamental skills basic to reading, writing, mathematics. For example, basic reading skills include: identify the main idea, summarize, and draw conclusions.

Complexity – A set of dimensions that facilitate learning content or subject matter.

Over time Multiple perspectives

Interdisciplinary Concept (Big Idea)

Concept – An idea or topic supported by facts.

Core Curriculum – The content (subject matter), processes (skills), and products identified within the disciplines related to the standards or TEKS.

Critical Thinking – Skills emphasizing decision-making and analytical thinking:

o Prove with evidence o Differentiate fact from opinion o Determine relevance o Note ambiguity o Relate cause and effect

Deductive reasoning – Analyzing information from the general (generalization) to the specific (facts).

Depth – A set of dimensions that facilitate learning content at differing levels of sophistication.

Language of the discipline Rules

Details Ethics

Patterns Unanswered questions

Trends Big Idea Differentiation – A method to differ the processes (skills) content, and/or products of the core curriculum in order to make the curriculum responsive to the individual needs, interests, and abilities of students.

Flexible grouping – Using large (whole) group, small group, and independent study opportunities to teach lessons.

Generalization – A general statement (Change leads to change; Change has a ripple effect.) that can apply to many concepts within, between, and among disciplines.

Independent study – An investigation conducted by a student that allows for some student-selected choice in content, processes, and/or product.

Inductive reasoning – Logical thinking from the specific (facts) to the general (generalization).

Interdisciplinary – The use of the content across the disciplines to define, verify, exemplify, or prove a generalization.

Key (abstract) Question – A broad question that provokes thinking on the part of the student and results in answers that show connections. For example, How is change positive/negative in systems?

 Concrete question – a specific question that calls for a limited answer. For example, What are the steps in the scientific process?  Building question – a question that contains the concepts that deal with the broad and limited questions that progress in difficulty. For example, How does the scientific process function as a system?

Learning center – A set of task cards and resources related to a theme and located in the classroom for students to use independently or in groups.

Models of teaching – A defined set of steps organized to facilitate the instructional process. Some models of teaching include:

 Advance organizer  Direct instruction  Deductive reasoning  Group investigation

Research – The utilization of resources and research skills that facilitate independent study, group investigations, and projects.

Retrieval chart – A chart used by the teacher (and students) during a lesson to record, analyze, and save information. Rubric – A set of indicators describing performance expectations related to learning; a TEK, for example.

Standards (TEKS) – An organizing element that facilitates connecting concepts within, between, and among disciplines. Examples of themes are: Change; Patterns; Structure; Relationships; and Conflict.

Student Performance Record (SPR) – The SPR identifies the student as possessing a need for a differentiated educational program. Needs are identified in the following areas: mathematics, language arts, science, social studies, the performing arts, and the visual arts. The primary goal of this performance record is to encourage students to develop “innovative products (that include depth and complexity) and performances that are advanced in relation to students of similar age, experience, or environment”. Every G/T teacher is required to have a SPR for each G/T student.

Themes – Universal ideas representative of the struggles that human and other living things go through in order to participate in the society. Facilitating the Understanding of DEPTH and COMPLEXITY

Note to the teacher: This chart identifies key questions, thinking skills, and dimensions of DEPTH or COMPLEXITY.  Key questions can be used in the context of lesson plans to probe understanding and to prompt students during discussions.  The thinking skills can be used to initiate the type of cognitive operation or thinking that could best prompt each of the dimensions of DEPTH or COMPLEXITY.  The resources listed are the most logical references in which to locate the type of information required by each of the dimensions of DEPTH or COMPLEXITY. Teachers may add to any of these lists as appropriate.

ICONS PROMPT KEY QUESTIONS THINKING RESOURCES SKILLS

What terms or words are specific  Categorize Texts LANGUAGE to the work of the OF THE ______?  Identify Biographies DISCIPLINE (disciplinarian)

What tools does the ______use? (disciplinarian)

What are its attributes?  Identify Pictures What features characterize this? traits DETAILS What specific elements define  Describe Diaries or journals this?  Differentiate What distinguishes this from other  Compare/ Poetry things? contrast  Prove with evidence  Observe

What are the reoccurring events?  Determine Time lines What elements, events, ideas, are relevant vs. PATTERNS repeated over time? irrelevant Other What was the order of events?  Summarize chronological lists How can we predict what will  Make come next? analogies  Discriminate between same and different  Relate ICONS PROMPT KEY QUESTIONS THINKING RESOURCES SKILLS

What ongoing factors have  Prioritize Journals influenced this study?  Determine TRENDS cause and Newspapers What factors have contributed to effect this study?  Predict Graphs  Relate  Formulate Charts questions  Hypothesize

What is still not understood about  Recognize Multiple and varied this area/topic/study/discipline? fallacies resources  Note UNANSWERED What is yet unknown about this ambiguity Comparative QUESTIONS area/topic/study/discipline?  Distinguish analysis of fact from autobiographical In what ways is the information fiction and and current incomplete or lacking in opinion nonfiction explanation?  Formulate questions Articles, etc.  Problem solve  Identify missing information  Test assumptions

How is this structured?  Generalize Editorials  Hypothesize RULES What are the stated and unstated  Judge Essays causes related to the description credibility or explanation of what we are Laws studying? Theories What dilemmas or controversies are involved in this  Judge with Editorials criteria ETHICS area/topic/study/discipline? Essays  Determine What elements can be identified bias Autobiographies that reflect bias, prejudice, discrimination? Journals ICONS PROMPT KEY QUESTIONS THINKING RESOURCES SKILLS

What overarching statement best  Prove with Quotations describes what is being studied? evidence BIG IDEAS  Generalize Discipline related What general statement includes  Identify the essays what is being studied? main idea

How are the ideas related  Relate Time lines between the past, present, future?  Sequence Text

OVER TIME How are these ideas related  Order Biographies within or during a particular time period? Autobiographies

How has time affected the Historical information? dcuments

How and why do things change or remain the same?

What are the opposing  Argue Biographies DIFFERENT viewpoints? Autobiographies PERSPECTIVES  Determine Mythologies How do different people and bias Legends vs. non- characters see this event or fiction situation?  Classify Accounts Debates NOTES