Sports,+Stats,+and+Songs

Title: Sports, Stats, and Songs

Snapshot: In the first module, students will be examining the different musical components of different Pacific Island cultures and focusing on the language of the instruments used. Ultimately, they will write a compare and contrast essay using the language they have learned. In the second module, students will be using sports to analyze statistics in order to bridge the gap between athletics and math.

Targeted Students: Middle school and high school students with islander heritage. For Module 1 specifically, students in any level of English classes and with islander musical backgrounds are the targets audience. For Module 2, the targeted students are students in a statistics and PE course, most likely in high school.

Anticipated time to complete the modules: Module 1 - multiple lessons, could be considered a mini-unit, Module 2 - about three classes (2 math and 1 PE class)

Curriculum Designers: Dominic Melchior is finishing his junior year as an English major with a concentration in writing in course to receive a Bachelor's degree of Arts and Sciences and on track to receive his Secondary Education Certification from Gonzaga University. He is working towards his endorsements in English and Social Studies for his future education career.

Hailey Noyes is in her third year working towards a Bachelor's degree in Special Education, with an endorsement in English for secondary education at Gonzaga University.

Nicholas Chambers is finishing his senior year as a music education major. He is working on completing his endorsement in Choral music and is also planning on receiving his Secondary Education Certification next spring semester.

Brandon Pollard is in the late stages of his junior year at Gonzaga University, on his way to having a Bachelor's degree in Physical Education with teaching certification.

Melissa Mickey is currently finishing her junior year at Gonzaga University. She is pursuing a major in Mathematics as well as an English minor. Melissa is working towards her Mathematics endorsement in Secondary Education and plans to add an English endorsement in the near future as well.

Module 1- A Peek into the Musical Components of a few Pacific Island Cultures
Content Objectives
 * Students will be able to assess the differences and similarities of compositional techniques across different Pacific Islander cultures.

Language/Literacy Objectives
 * Students will be required to analyze the different compositional techniques in order to compare and contrast the differences and similarities and organize their thoughts into a cohesive 3-5 page essay with an emphasis on the language of the musical instruments being studied.

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Standards
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">English Standards:
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">CCSS.ELD-Literacy.W.9-10.2.C: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">CCSS.ELD-Literacy.W.8.1.B: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">CCSS.ELD-Literacy.W.8.1.D: Establish and maintain a formal style.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Music Standards:
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.)

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Resources and Preparation <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Hawaiian Instruments - @https://www.youtube.com/watch?v=Dyu41SWiElM <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Tahitian Instruments - @https://www.youtube.com/watch?v=OoalqkOum04 <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">@https://www.youtube.com/watch?v=w7bivYEHb48 <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Samoan Instruments - @https://www.youtube.com/watch?v=26MdiydsBDE <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Fijian Instruments- @https://www.youtube.com/watch?v=jNJ4vpXbm-s <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Tongan Instruments - @https://www.youtube.com/watch?v=Bi2ZKIkz9wk <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Solomon Islands Instruments - @https://www.youtube.com/watch?v=T9NKCXVn6co <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Vanuatu Water Music - @https://www.youtube.com/watch?v=vUUVEvffzSI
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Pens, Writing templates (ie: chart analyzing the different musical components presented to them, a template to formulate and organize thoughts before they begin the actual writing process), sufficient amount of required instruments, rubrics for the assignment
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Assessments: Compare and contrast writing assignments, Informal observation of student performance, Reflective writing pieces.
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Videos of the Variety of Instruments Used:
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">[[file:sports, stats, songs - worksheets.docx]]

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">From Theory to Practice
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">This lesson will draw from Zwier's in the sense that the students will need to learn the necessary syntax and appropriate discourse needed in order to complete the lesson requirements. Because it is a comparison essay, the students will need to be able to analyze different pieces of music and tell the distinguishable parts from the respective pieces. By recognizing that the essay is a comparison, they will be seeing the discourse and recognizing the format of the essay that they are being required to write. As for syntax, the students will need to be able to see the academic language skills set by the Common Core State Standards and respond to the prompts accordingly. As the teachers, we are going to have to push the usage of certain musical terminology when they are writing their essays, words such as tone, melody, tempo, emotion, resonance, etc. For this, it might be advisable to let students work in groups because some of them might not be comfortable in their musical background to connect with the pieces that we give them. Asking group questions, as mentioned in Chapter 6 of Zwier's, may promote more enthusiastic responses, even though studying music is usually more interesting due to the fact that it is music. The students will hone their descriptive writing skills and their comparative writing skills in our lesson because of the multi-disciplined nature of the whole activity.

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Instructional Plan
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">[[file:sports, stats, songs - module 1 plan.docx]]

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Module 2 - Sports and Stats
<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Content Objectives
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Students will be able to read an analyze statistics so that students can understand the relationship between statistics and athletics.

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Language/Literacy Objectives
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Learning goal: By the end of the module, students will be able to read a text on how to create statistics as well as analyze and interpret these statistics within the context of sports (specifically basketball).

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Standards
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Demonstrate competency in activity-specific movement skill sin two or more games and sports (PE1.1.HS1)
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Making inferences and justifying conclusions (CCSS.MATH.CONTENT.HSS.IC.A.1 - CCSS.MATH.CONTENT.HSS.IC.B.6)
 * More specifically, "Understand and evaluate random processes underlying statistical experiments" and "Make inferences and justify conclusions from sample surveys, experiments, and observational studies".

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Resources and Preparation
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Video: @https://www.youtube.com/watch?v=wYSC1xDtqqI (1:30-6:50)
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Basketball Stat Taking Basics Handout:Blank Stats Sheet
 * [[file:Basketball Stat Taking Basics.docx]]
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Reflection/Analysis Sheet:
 * [[file:Analysis Paper.docx]]
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Rubrics for Assignment:
 * [[file:Math Rubric.docx]]
 * [[file:Rubric for PE.docx]]
 * [[file:Rubric for PE.docx]]

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">From Theory to Practice
 * <span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">In Chapter 3 of Building Academic Language, Zwiers notes that teacher repetition and using the Zone of Proximal Development help students acquire academic language. Through using the video, group discussion, and text before directly analyzing how to calculate sports statistics, students have three opportunities to learn about new words, hear them be repeated, and gain a context in which this language is useful/meaningful. In Chapter 5, Zwiers notes that classroom discussion allows for the repetitions of terms and thinking processes, which is important to develop academic language, and also supports our decision to have multiple classroom discussions throughout the modules. Also in this chapter, we see one way to facilitate meaningful discussions is by allowing students to make connections from the new information to background information, such as a knowledge of basketball, and also by asking meaningful open-ended questions, which are provided in this module. The act of learning about, reading about, then creating their own statistics is also supported by Zwiers Chapter 10, because this scaffolding of activities allow us to work alongside students to help them communicate meaning and, through both our modeling as teachers as well as seeing other students do the same, develop students to be able to better use academic language as a tool instead of seeing it as a barrier. Finally, adding a PE to a mathematical concept allows students to have multiple ways to learn as well as show their understanding of the material, plus it also is supported by the book Brain Rules which emphasizes the importance of directly tying physical movement to academics.

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">Instructional Plan

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<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;">This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;"> English Standards:

CCSS.ELA-LITERACY.W.9-10.2.C

-Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

-CCSS.ELA-LITERACY.W.8.1.BSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

-CCSS.ELA-LITERACY.W.8.1.DEstablish and maintain a formal style.

Music Standards:

MU:Pr4.2.8a Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.

MU:Pr4.2.8c Identity how cultural and historical context inform performances and result in different musical effects.

MU:Re7.2.8b Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.)

<span style="display: block; font-family: "Times New Roman",Times,serif; text-align: left;"> Student Objectives: Students will be able to: · Learn and distinguish between different musical instruments used in traditional Pacific Islander music · Demonstrate an understanding of which cultures use which instruments and understand the differences and similarities between them · Write a cohesive essay describing the similarities, differences, and uses of at least 2 instruments utilized in traditional Pacific Islander music Session 1: Introducing Musical Components · Introduce basic history and geography of the Pacific Islands (where they are located, what the different cultures look like, and some basic history of the different islands. This is not meant to be in depth, but a brief overview) · Introduce the concept of music and its importance in different Pacific Island cultures · Begin watching the different videos connected to the musical elements and instruments of the Pacific Island cultures, hand out the first worksheet (a half sheet of paper) for students to fill out and gather information on the different instruments used (the emphasis for today is to focus on the vocabulary of these different instruments and which cultures use them). · Have students share with a peer the notes they took Session 2: Going in Depth with Musical Components · Have students write down which instruments they remember and which cultures use. Have them share with a partner, and then with the class. · Announce that today’s goal is to go more in depth with the musical instruments learned last time (the emphasis is still on understanding the different vocabulary associated with the musical instruments). · Hand out the second worksheet along with the article from this website for more information ([]) · Model how to find information and use a think-a-loud so students understand the assignment · With a partner or in small groups, students work together with this document and use their notes from the previous session to fill in their worksheet · After completion, students share out what they found on a venn diagram on the front board · Exit slip/homework: determine which two instruments they would like to write on Session 3: Pre-Writing and Writing our Essay · Entry task: write down their two instruments they would like to write on, and share with a partner (the day’s focus is on the discourse of writing a compare and contrast essay). · Divide partners up so that who they are working with does not have the same instruments and have them explain their choices to one another · Distribute the last worksheet, and model how to fill in the worksheet with a think-a-loud, explaining the thought process and how think critically with these instruments · Allow students to work in partners if necessary · Once student complete the worksheet, they need to begin working on a rough draft of the essay