William Herem

As a former student in high school, I remember having many problems which I didn't learn how to solve until I went on a service mission for the Church of Jesus Christ of Latter Day Saints. It was definitely a really stressful time in my life in which I was trying to figure out who I was, how I fit in the world, and who I will become. I will say that my teachers were great examples to me and helped me realize that I wanted to be a support to students in the future just like my teachers were to me. So in order to gently move my students in the right path I have six deliverables that would help students find a footing of who they are, and how they can make a difference in the world. 

The first deliverable is a health lesson plan which one of my professors made. It talks about the importance of being healthy so that you can be able to do well in class and in your life. The type of formative assessment that is given is a Jeopardy game which will quiz them on what they know about being healthy as well as ways that they can be more conscious about their health in the future. I think this is a great deliverable because it really shows the importance of not only giving information but having a good formative assessment to see where they are. 

The second deliverable is on feelings of first love. I will say most people have felt this before and it can be a very confusing time for students when they are trying to know what to do with these feelings. I also think there is a question that comes as well of what is allowed and what isn't. This deliverable gives them an opportunity to write a poem about the feeling of first love, and I believe it can help them apply what they are saying to their life. After all, that is the whole point of these deliverables.

The third deliverable is on goals. As a student in High School, I felt like I didn't know how to create good goals, and I didn't really what was considered a good goal and what isn't. This deliverable is to give them a chance to learn what a good goal is and to test it out by giving them three weeks to prepare for a concert on a song that they made a goal to play. They will be tracking down each week in a journal how they are doing on their goal and what smaller goals they need to make in order to be successful in the goal. I believe this will be great in teaching students how to make goals and how to accomplish them, which is really empowering. 

The fourth deliverable is about deliberations about moral issues. As a teacher, I believe it is my responsibility to help my students have really good moral standards of what is right and wrong. In order to do this, I wanted to teach my students about how music was used to either create conflict in society or to show a desire for change. I will share examples from Shostakovich, Wagner, and even more modern composers like Piazolla who used music to stand for what they believed in. The formative assessment will be a paper in which they need to write how music can be an influence for good and bad, and how the music they listen to could influence them. 

The fifth deliverable is about emotional development. As students, there are a lot of things they will need to learn and understand including their emotions. This deliverable is to help future teachers know how to teach emotional development and recognize it well. The formative assessment that we had made as a team is giving each group a case study and having them evaluate what they are seeing in this student, and what could help them.

The last deliverable is about creating a community or culture in the classroom. Music is all about connecting with others. In order for this to happen students will need to work as a team in the orchestra, moving together, and being one in the music. This deliverable is made to help students get out of their comfort zone and meet new people in the class. They will write a paper about three individuals that they interviewed and what they have learned about them. This will create opportunities to become friends with people they wouldn't normally be friends with and create a closer community in the orchestra. 

 Portfolio Deliverable: Health Lesson Plan

Deliverable:   ED 304, Physical Development, Health & Wellbeing

Created By: Chaffin and Students

Stage of Development: Late Adolescents

Grade: College

Teacher Goals:

GEMS

• Goal: Identify how health choices impact a students’ physical growth and development

• Evidence: Use student-generated Jeopardy questions to learn more about healthy behaviors that impact a student’s growth and achievement 

• Measures: Evidence based answers, each health impacting category, clear questions

• Stakes: “Health depends on eating habits, physcial activity, and rest and sleep” (179).

Student Goals:

GRASP

• Your goal: Teacher Candidates

• Your role: Future educator who want to make positive difference in future students’ health and wellbeing

• Your audience: Peers 

• Your situation: You will be teaching in a low income school with a high poverty rate and alcohol addiction in families. You have a number of students who have unhealthy generational health practices. You want to share evidence that will inform them and allow them to make their own personal choices. You have a plethora of assignments, work, church, and social activities and it’s impossible to study and learn about a topic as deeply as you want to. By preparing the note catcher, talking with your team to generate meaningful questions, and being fully present during the game, you will be able to learn more about healthy behaviors and practices that positively impact student’s health and wellbeing. 

• Product: Student generated jeopardy questions and a deliverable that features development enhancing education for a stage of development.

Essential Question: What responsibility does an educator have to enhance children’s health and well-being?

Enduring Understanding: “Health depends on eating habits, physcial activity, and rest and sleep” (179).

Deliverable Lesson Plan

60 minute lesson

Topic

Physical and Brain Development, Health and Wellbeing

Developmental Stage Characteristic

Late adolescents : “Some risky behavior (e.g. drinking alcohol, taking drugs, having unprotected sex, driving while impaired, revealing personal information on internet)” 

Standard/Skill

ELA Standard: 11/12-AV.3 Acquire and use accurately general academic and content-specific words and phrases occurring in grade-level reading and content; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Use these words in discussions and writing.

Research-based Strategy or Concept

“To help young people strengthen their desire and ability to keep themselves healthy, teachers, counselors, and school leaders focus on self-regulation, the processes by which people direct their own actions, learning, and emotions according to acquired standards” (160)

Frontload

Picture your future students in your mind. As you consider their health and well being, what do you wish for them?

Vocabulary Instruction

Jeopardy game that includes questions that name specific academic and content-specific words and phrases and clarify healthy eating practices, physical activity, rest & sleep, health compromising behaviors, special physical needs, and parts of the brain.

Lesson Sequencing and Scaffolding

(5 min) 

Opening Song and Prayer

Learning Intentions: Teacher candidates will identify the consequences of health choices and create development enhancing instruction that will inform and empower their students.

(6 min) Frontload & Opening Write: Picture your future students in your mind. As you consider their health and well being, what do you wish for them?

(5 min) Introduce the formative assessment: Jeopardy Game and Portfolio Deliverable

(30 min) Scaffolded Instruction & Vocabulary

1. Play Jeopardy to expand our knowledge and understanding of health practices

2. I Do: Do a think aloud that explains backward planning and the portfolio deliverable

3. We Do: Have students talk in their teams and identify how they would revise their deliverable for their students 

4. Share Out: Have students share how they might the deliverable for their students.

(5 min) Summary: Learning Intention: Teacher candidates will identify the consequences of health choices and create development enhancing instruction that will inform and empower their students.

Success Criteria:

• Identify the consequences of health choices on physical and brain development

• Use backward design to create authentic, relevant instruction

• Create a development-enhancing lesson for students at each stage of development.

Next Steps: Revise the portfolio deliverable: Invite students to do a See, Think, Wonder for the brainstorming and share what they noticed. (5 min). 

(5 min) Closing Write: Exit Ticket, “I Used to Think, Now I Know, Next I want to…”

Formative Assessment Model

Portfolio Deliverable: Health Lesson Plan

 Exit Ticket, “I Used to Think, Now I Know, Next I want to…”

Portfolio Deliverable: Feelings of First Love

Deliverable: Feelings of First Love

Created By: Ed 304-04

Stage of Development: Late Ad.

Grade: HIGH SCHOOL 11-12

Teacher Goals:

GEMS

• Goal: Students will learn the value of love and what it looks, sounds, and feels like (initial feelings of love)

• Evidence: Students will create a poem that describes the feelings of first love

• Measures: What would make an authentic/effective deliverable? (Accurate, 8 lines, relatable, sensory words)

• Stakes: Adolescent romantic relationships – with all their ups and downs – have the capacity to be growth-promoting, confidence-boosting and healthy experiences that teach young people about the give and take of intimacy” (Teenagers in Love, BPS)

Student Goals:

GRASP

• Your goal: Students will learn the value of first love and what it looks, sounds, and feels like (initial feelings of love)

• Your role: Poet

• Your audience: Blog for young adults about love and real life relationships

• Your situation: According to Mental Health American, “Over ⅔ of 11-17 year olds interviewed felt stressed out about loneliness,” In an effort to support and encourage young and late adolescents to take steps to address their loneliness in healthy ways, they have You have been commissioned by the Gottman Institute to create a poem that accurately portrays and celebrates the feeling of first love. 

• Product: Students will create a poem that describes the feelings of first love

Essential Question: To what extent can learning about the feelings of first love allow students to understand, appreciate, and embrace it?

What makes a great relationship?t 

Enduring Understanding: Adolescent romantic relationships – with all their ups and downs – have the capacity to be growth-promoting, confidence-boosting and healthy experiences that teach young people about the give and take of intimacy” (Teenagers in Love, BPS)

Deliverable Lesson Plan

60 minute lesson

Topic

Feeling of First love <3 (:

Developmental Stage Characteristic

“Growing ability to think about the future, imaginary situations, and abstract ideas” (252). Love is an abstract idea and one that students this age wrestle with. They will be interested and engaged in thinking critically about what it looks, sounds, and feels like.

Standard/Skill

11/12.W-1. Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.

Research-based Strategy or Concept

Autobiographical Self: “By the end of the preschool years, young children can typically give detailed narratives of important events, for example, what they did on their last birthday. These memories converge into an autobiographical self, a mental “history” of important events in a person’s life. The autobiographical self continues to change with development, adding details during middle childhood and coherence to life events in adolescence” Inviting students to think about their first love and the feelings that are associated with that experience

Sensory Register “Human beings encounter stimulation through the senses (e.g., by seeing, hearing, or touching) and translate that raw input into more meaningful information. The first part of this process, detecting stimuli in the environment, is sensation. The second part, interpreting those stimuli, is perception. Even the simplest interpretation of an environmental event takes mental processing” (236). When we ask students to think about their first love and the feelings associated with it, we can invite them to consider how it looked, sounded, felt, smelled, and tasted.

Schema: “Schemas are tightly integrated ideas about specific objects or situations.3 You might have a schema for what a typical horse looks like (e.g., it’s a certain height, and it has a mane and an elongated head) and another schema for what a typical office contains (it probably has a desk, computer, and bookshelves)” (245). Have students create sticky notes for the opposite sex, “What I wish men (women) knew about …”

Frontload

Think about your first love and the feelings associated with it and capture how it looked, sounded, felt, smelled, and tasted.

Vocabulary Instruction

Love: What is love?

Lesson Sequencing and Scaffolding

(5 min) 

Learning Intentions: Students will learn the value of first love and what it looks, sounds, and feels like 

(6 min) Frontload & Opening Write: Think about your first love and the feelings associated with it and capture how it looked, sounded, felt, smelled, and tasted.

(5 min) Introduce the formative assessment: Students will work individually, in partnerships, or in teams of four to create an eight line poem that accurately captures what first love might look, sound, and feel like.

(30 min) Scaffolded Instruction & Vocabulary

1. Vocabulary: Students will create a mind map that captures what first love looks, sounds, and feels like.

   1. We Do: Students will view the video and capture what media indicates that first love looks, sounds, and feels like Mean Girls - Cady Meets Aaron Samuels

   2. I Do: I will explain the physiological experience that adolescents may experience with first love. Feelings of First Love Quotes

   3. We Do Together: I will place quotes around the room and have students do a gallery walk and capture three quotes that will guide them as they create their poem

2. You Do Together: Students will work individually, in partnerships, or in teams of four to create an eight line poem that accurately captures what first love might look, sound, and feel like. They will use sensory words that their peers can relate to.

3. We Do: Students will share their poem with another individual, partnership, or team

(5 min) Summary Students will learn the value of first love and what it looks, sounds, and feels like 

Next Steps: What new way of thinking do you have about first love? What’s one step you will take to embrace it?

(5 min) Closing Write: Exit Ticket

Formative Assessment Model

Example of the poem

Love is a wink across the crowded room

An invitation to a dance

A pounding heart, warmth spreading throughout my body

Tentative hand holding, sweet peppermint kisses

It’s the smile that comes when I think of him

The safety and security I feel when I’m with him

The encouragement I hear, the passion I see in his eyes

Love is feeling like I’ve come home

Portfolio Deliverable: Goals

Deliverable:  Goals; Music 

Created By: William Herem

Stage of Development: Late adolescence

Grade: 10-12th

Teacher Goals:

GEMS

• Goal: Students will understand how to organize, plan, and create a goal that will take them effort over 3 weeks to accomplish. 

• Evidence: Students will write in their practice journals what they will do, and weekly they will write about how they feel they are doing. 

• Measures: Identify a goal that will make them successful for the upcoming concert. Each week they reflected in their journal on what they are doing and give a paragraph of what has been successful/ unsuccessful. End of performance concert after 3 weeks. 

• Stakes: It is important for students to know how to make goals in the future so that they can be successful in their life. 

Student Goals:

GRASP

• Your goal: Students will have a concert by the end of three weeks, in which they will create goals on how to be prepared for this concert. 

• Your role: A musician that will think about how this can affect you and those listening to you.

• Your audience: Those that are coming to the concert. Family friends, peers, etc. 

• Your situation: You have a big concert coming up and you want to make sure everyone will be happy with it. You are also happy with it. 

• Product: Students will perform a piece of music (solo, quartet, etc.) all the way through with good phrasing, articulation, and musicality that both the student and the audience can enjoy. 

Essential Question: How can creating goals in music help you become a better musician?

Enduring Understanding: “Achievement goal theory is a conceptual framework for distinguishing adaptive and maladaptive motivations for academic success”. (pg. 504)

Deliverable Lesson Plan

60-minute lesson

Topic

Goals

Developmental Stage Characteristic

• 
  Ability to postpone immediate pleasures in order to gain long-term rewards

• Increasing focus on the utilitarian value of activities

• Tendency to attribute performance levels more to ability than to effort

(Pg. 513)

Standard/Skill

Idaho health standards

9-12.H.6.1.3 Implement effective strategies and monitor progress in achieving a personal health goal (e.g., S.M.A.R.T. goal setting strategy).

Research-based Strategy or Concept

Encourage children to shoot for objectives that they can reasonably attain. 

“They may initially respond more favorably to short-term, concrete goals–perhaps learning a certain number of math facts in a given week, getting the next belt in karate, or earning a merit badge in a scout troop. (pg. 515)

So in general it is important for students to be able to learn how to make long term goals as well as short term goals so that they can be able to do well in their life.

Frontload

The importance of goals as a musician 

(My experience) 

Goals are an important aspect as a musician. When I was taking lessons in high school I learned that in order for me to excel and become a good musician I needed to make a goal of what I wanted to accomplish as well as making small goals for everyday when I practiced. That helped me make sure I was on track on learning music, and it made my practicing a lot better as well. 

Vocabulary Instruction

Achievement goal

Mastery goal

Performance goal

Performance-approach goal

Performance-avoidance goal

Lesson Sequencing and Scaffolding

(5 min) 

Learning Intentions: 

(6 min) Frontload & Opening Write: What are goals that you have had in the past. Did they work or not? How come?

• Talk about what type of goals there are and what they can do to help/ hinder your ability to progress in your goal.

(5 min) Introduce the formative assessment

 3 weeks of working on one goal: Getting ready for the concert.

(30 min) Scaffolded Instruction & Vocabulary

1. Vocabulary: Performance-Approach Goal 

2. I Do: Show them how I would make a goal (performance). The steps I would have in writing my goal, the plans on how I would look at it, and show what I would write after a week.

3. We Do: We will look at one good and bad example of what a performance approach goal would look like and what things they can make it look better. 

4. You Do Together: Get into groups of 4-5 and talk about some of the goals that they might make. So in other words, brainstorm.

5. You Do Alone: Give time for the students to work alone on the idea of a goal they have and write down the specifics of what they want to do to accomplish it.

(5 min) Summary 

• Talk about what to do with this goal

• Why is this so important? Why would making goals now help in the future?

Next Steps:

(5 min) Closing Write: Exit Ticket

Formative Assessment Model

Think Pair Share

Portfolio Deliverable: Deliberations Over Moral Issues

Deliverable:  Deliberations over Moral Issues

Created By: William Herem

Stage of Development: Late Adolescents 

Grade: 10-12th

Teacher Goals:

GEMS

• Goal: Students will be able to understand how music can help and heal moral issues in their life as well as those in the world.

• Evidence: Students will write a paper that will explain how music has helped them in their lives as well as a time where music has been the result or has helped moral issues in the past. 

• Measures: This will be a 2 week project. It has to have one example of how music has impacted them, and one example of a moral issue that happened because of music or has helped moral issues in the past. 

• Stakes: Students need to understand the impact that music can have in people’s lives, good or bad.
  
  

Student Goals:

GRASP

• Your goal: Students will create a paper discussing moral issues and music from the past and in their life in 2 weeks

• Your role: A researcher about music in the past, as well reflecting on personal experiences. 

• Your audience: The class in which each will share what they learned. 

• Your situation: You are being a “detective” on how music has impacted the world and need to report about it through a paper. 

• Product: Students will have a better understanding on how music can impact them individually as well as how it can impact the world. They will also understand why playing music is so important. 

Essential Question: How can music impact people in today’s time?

Enduring Understanding: 

“Kohlberg proposed that children grow morally when confronting moral dilemmas that are not easily reconciled with their current stage of moral reasoning- in other words, when they encounter situations that create dilequilibrium.” (pg. 536)

Deliverable Lesson Plan

60 minute lesson

Topic

Moral and Music

Developmental Stage Characteristic

• 
  Genuine empathy for other people’s distress, even when one does not know the people personally

• Generalized concern for equality, dignity, human rights, and the welfare of society as a whole (pg. 542)

Standard/Skill

(MU:Re8.1.6)a Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.

Research-based Strategy or Concept

“Identifu moral issues in the curriculum…. Classroom discussions can also help young people distinguish among moral, conventional, and personal matters in historical events.” (pg. 538)

Frontload

Write about one time that you have seen music influence you or others around you in a good or bad way. Why do you think it had that impact?

Vocabulary Instruction

Moral

Dilemma

Lesson Sequencing and Scaffolding

(5 min) 

Learning Intentions: 

(6 min) Frontload & Opening Write: Write about one time that you have seen music influence you or others around you in a good or bad way. Why do you think it had that impact?

(5 min) Introduce the formative assessment

Talk about how music can be an influence for good and bad and that students will be given 2 weeks to write a paper about moral dilemmas. 

(30 min) Scaffolded Instruction & Vocabulary

1. Vocabulary: Morals, Dilemmas

2. I Do: Look at the dilemma of WW2 and how Shostakovich wrote anti political music. Show how you might write about why it was important to the people at that time. Give an example of a paper you wrote so the students could have something that would help them later. 

3. We Do: As a class we will look at Beethoven’s 1st symphony and how it was controversial in the music world. Ask why it could be a moral dilemma at the time and why he was so important later on. Also show an example of how Handel’s Messiah was made during a hard time in the world and was created to help people who were poor or couldn’t pay for their bails out of jail. Talk about why that could of had an impact in the world even now?

4. You Do Together: Have the students go into groups and have them look up composers or pieces of music that might created conflict or resolved conflict. Brainstorm what they would like to talk about. 

5. I Do Alone: Find at least one composer or piece of music that they can write and do research about.  

(5 min) Summary- It’s important for us to recognize what music can do in society, and why it’s important for us to play that music. 

Next Steps:

(5 min) Closing Write: Exit Ticket

• How can music impact the world today?

• Has music impacted you now? How so?

• What concerns or questions do you have about the paper that is due in 2 weeks?

Formative Assessment Model

Think, Pair, Share.

Portfolio Deliverable: Emotional Development 

Deliverable:  Emotional Development
Created By: William, Rachel, Emma, Emily 

Stage of Development: Late adolescence

Grade: 12th 

Teacher Goals:

GEMS

• Goal: Students will learn coping skills they can teach and show their students to help them learn emotional regulation.

• Evidence: Students will have an age-group case study to work on and write down on a board their emotional regulation ideas.

• Measures: Clearly identify the emotion, explain the strategy they chose, and justify it. Use of vocabulary and evidence that shows understanding.

• Stakes: “Teachers and other school professionals regularly notice children’s emotions. Many educators realize that social-emotional skills can be taught, and numerous schools have begun to invest in structured programs shown to be effective in fostering children’s social-emotional skills. An important foundation for professionals is an understanding of age-related advancements in children’s emotional capacities.”

Student Goals:

GRASP

• Your goal: Students can counsel with their peers and evaluate which emotional regulation strategy to use for their case study.

• Your role: A teacher teaching K-12

• Your audience: Future teacher candidates

• Your situation: As a teacher you need to help your student handle their emotions. They will be teaching a coping skill that correlates with their students' needs.

• Product: Argument and Discussion created from their verbal solution 

Essential Question: How can you help your students to regulate their emotions?  Why might this help them develop in your content area?

Enduring Understanding: “Teachers and other school professionals regularly notice children’s emotions. Many educators realize that social-emotional skills can be taught, and numerous schools have begun to invest in structured programs shown to be effective in fostering children’s social-emotional skills. An important foundation for professionals is an understanding of age-related advancements in children’s emotional capacities.” (pg 418)

Deliverable Lesson Plan: Week 8

60 minute lesson

Topic (Emotional Development) 

Emotional Trends and Coping Skills 

Learning how to recognize emotions in ourselves and others and discovering effective ways of managing those emotions

Developmental Stage Characteristic

Late adolescence: https://positivepsychology.com/emotion-regulation/ 

https://www.mhanational.org/tips-teachers-ways-help-students-who-struggle-emotions-or-behavior  pages 440-441, 424-427 case study example 

Standard/Skill

Oral and Digital Communication Strands 4. “Present information, findings, and supporting evidence orally, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; ensure alternative or opposing perspectives are addressed; and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.”

Research-based Strategy or Concept

For Memory and Transfer Facilitation

3. Case studies to practice with application- giving peers a case study or scenario to help them practice what they could do in a specific situation

Frontload (Hook)

A student arriving in the morning might be happy or anxious or feel a combination of affective states. When the student falls short on a test, he or she might become sad or disappointed, and after an argument with a friend, angry. Such emotions are a routine part of the student’s day and generate opportunities for self expression, problem solving, and learning. They can also be a distraction. For example, when a girl is enraged and shouts at her teacher and classmates. Likewise, emotions can influence learning, like when a depressed boy slumps in his chair and wanders off mentally.

Reflect on a time that you were proud of how you handled your emotions. What skills did you use? OR think of a time when were you not proud of how you regulate your emotions? What skills could you have used? 

Vocabulary Instruction

Emotion 

Emotional Regulation 

Coping Skills

Social Referencing

Self conscious emotions

Lesson Sequencing and Scaffolding

(5 min) 

Opening Song and Prayer

There is sunshine in my soul today, William will say the opening prayer. 

Learning Intentions: 

• Students can outline the basic emotional developmental trend of children and correlate helpful teaching strategies to encourage positive emotional regulation in their future classrooms.

• Students can work in groups to share understanding and build off of each other. Their cooperation and teamwork will build their abilities to apply these strategies and information in their own classrooms.

(6 min) Frontload & Opening Write: Pull from above

(5 min) Introduce the formative assessment: Case study; direct instruction

(30 min) Scaffolded Instruction & Vocabulary

1. Vocabulary: On the note catcher

2. I Do: The Class practice scenario

3. We Do: Think, Pair, Share

4. You Do Together: Team scenarios

5. We Do: sharing out your team scenarios

(5 min) Summary 

Next Steps:

(5 min) Closing Write: Exit Ticket

• What teaching skill stood out to you in the practice scenarios? Or one new thing you learned today?

• What was one thing successfully done during the lesson that helped you as a student? Why? 

• What is one suggestion you have for improvement in the lesson? Why? 

Formative Assessment Model

What emotion is the child feeling and HOW are they responding to it?

• Lee showed anger and frustration, and reacted by breaking the pencil and yelling at his classmate.

What patterns do you find from culture, age, gender, socioeconomic status that may explain the child’s behavior?

• Gender- “Boys show more anger than girls beginning in early childhood…”

• p. 423

How could you respond to the immediate situation? Identify a coping strategy from the textbook or note catcher that would help you handle the situation?

• Immediate Response: “Youngsters often struggle with how to deal with anger, fear, and sadness; they can benefit from seeing adults express these emotions appropriately. Teresa remembers how her fifth-grade teacher expressed anger: Rather than raising her voice, she lowered it to a whisper…”

How would you respond to this student in the long term to help them to develop emotional regulation?

• Notice children’s facial expressions and invite them to say how they feel. (pg. 425). 

• Invite Lee to reflect on how he was feeling and his reaction. Have him reflect on how his reaction affected the other student and the class as a whole. 

• Work with him to make a plan on how he can handle his frustration in a way that is positive and effective. 

Portfolio Deliverable: Social Groups/ Creating a Culture; Music

Deliverable:  Social Groups/ Creating a Culture; Music
Created By: William Herem

Stage of Development: Late adolescence

Grade: 10-12th grade

Teacher Goals:

GEMS

• Goal: To create an environment in which students can feel like they belong (culture), as well as a strong group when playing together.

• Evidence: Students are talking to one another, making friends, and playing well with the people they are sitting by. 

• Measures: Students will be given an assignment in which they have to interview three of their peers in which they don’t know about much. They must write about the who they interviewed and what they learned about that person.

• Stakes: A culture of respect and love towards one another.
  
  

Student Goals:

GRASP

• Your goal: Create a community in which everyone feels welcome

• Your role: An interviewer and reporter of three different people in the orchestra in which you don’t know much about. 

• Your audience: The teacher, and the class in which you can share something you have learned about that person. 

• Your situation: Students will be doing this so they can deepen relationships with one another. 

• Product: A better culture in the class that is shown through kindness and community.

Essential Question: Why would creating a close knit community in the class important?

Enduring Understanding: “[Students are] less cliquishness and greater tendency to affiliate in large and less exclusive groups” (584)

Deliverable Lesson Plan

60 minute lesson

Topic

Social Groups

Developmental Stage Characteristic

“This shared culture gives group members a sense of community, belonging, and identity. Identification with a group also prompts young people to notice that they and other members of their same group have certain characteristics in common that differ from other groups.”

Standard/Skill

9-12.H.2.1.1 Analyze how the family and culture influence health beliefs and behaviors. 

9-12.H.2.1.2 Analyze how peers influence health beliefs and behaviors (e.g., social norms)

Research-based Strategy or Concept

“Set up situations in which youngsters can enjoy interactions with one another.

Teachers can arrange structured cooperative learning activities with shared responsibilities…  To encourage cooperation, teachers can acknowledge mutual benefits.” (pg. 597)

Explanation: In order for a good culture be implemented, students need opportunities in which they can do that exact thing. Giving them time to do things to get to know each other, playing and working hard, and even sharing the leadership role in which a teacher has. 

Frontload

Writing into the day:

• You are a lonely travely and have found yourself stumbling across a city. When you stumble inside this city you notice everyone is happy and healthy looking. You also notice that everyone is talking to one another like they were old friends. Write what you think could be the reasons that the city seems to be so good. What is helping them create this type of society? What things would they implement and ideas would they try to avoid?

Vocabulary Instruction

Common Culture

Unity 

Lesson Sequencing and Scaffolding

(5 min) 

Learning Intentions: To cultivate a empathic culture.

(6 min) Frontload & Opening Write: You are a lonely travely and have found yourself stumbling across a city. When you stumble inside this city you notice everyone is happy and healthy looking. You also notice that everyone is talking to one another like they were old friends. Write what you think could be the reasons that the city seems to be so good. What is helping them create this type of society? What things would they implement and ideas would they try to avoid? 

(5 min) Introduce the formative assessment- You are doing a report of 3 different people in the classroom

(30 min) Scaffolded Instruction & Vocabulary

1. Vocabulary: common culture/ unity

2. We Do: Talk about what type of questions that would be acceptable in an interview. Talk about what questions wouldn’t be. 

3. I Do: I will interview one student and show them how to do it. 

4. You Do Together: I will pair them off into pairs and give them 3 minutes each to ask and share answers. They will do this two more times afterwards.

(5 min) Summary - Unity in an orchestra is everything, and this is why we are doing this.

Next Steps: Come back to class with a paper about what you learned about each student you have interviewed. 

(5 min) Closing Write: Exit Ticket

Formative Assessment Model

Think- pair - share