Duke Ellington and the uplifting emotions with music that he brought to the American people during the

Great Depression.

Grade Level: 5th Content Area: Language Arts and Social Studies Length of Time: 45 min
Number of Students: 22 Instructional Location: School Date: Nov 2, 2017

Context for Learning

Description of the learning environment(s) where the learning experience will take place:
As one enters the classroom through the door that is on the left side of the classroom, one sees at the front of the classroom one Smart Board and a
whiteboard. Then on the same side as the door at the front of the room, I see the teachers desk. There are 24 student desks in the classroom facing the
boards and teacher. They are set up where are two desk right next to each other, one being modified for the 504 student. There are 3 columns and 4 rows
of desk. I have the 2 group set of desk set up to have the students help each other and move around for easy double pairing during group work. In the right
corner of the front of the room there is the reading area with bean bag chairs, regular chairs and easy access for 504 child. There are 6 computers lined
against the right wall. In the back wall of the room there are cubbies where students can keep their supplies, 1 for each student and one the wall a large
map of the world depicting accurate sizes. The teachers desk is a horse shoe shape so students can sit at the small stool in front of her desk when needed.
Student supplies for class are located next to the teachers desk to the right looking at the students. By the front door when walking in to the left is a
welcome board with information on what the students are learning about and other important information.

Learner Description: Total Students __22________ Males __10________ Females __12_____________

Students with special needs Number of students Accommodations and/or pertinent IEP Objectives
Students with IEPs 3 Student 1) is 2 grade levels behind in reading/math.
Student 2) has high functioning autism and needs to be reminded of
what task he is doing.
Student 3) is 1 grade level behind in writing.
English language learners 3 Students 1 & 2) speaks Spanish.
Student 3) speaks Mandarin.
Gifted 5 Student 1 & 2) are 2 grade levels in reading and writing above. Has a
journal he writes in every week over the subject matter.
Student 3 & 4) is 1 grade level in math above. No accommodations
needed for this lesson.
Student 5) is 2 grade levels above in reading. Takes home a book every
week over the lesson topic.
504 1 (wheelchair bound) Room for the student to move between desk. Student has desk wide
enough for wheelchair. Area around reading is easily assessable.
Students with other learning needs 2 Student 1) Student has dyslexia and needs more time reading things.
Student 2) Student has ADHD and needs small note reminders on their
desk.
Personal, Cultural, and Community Assets:
Many of the students have noticed homeless people along the roads and around the city, which relates to the state of many people and issues from the
Great Depression. We also had a field trip to the WW II museum and many of the students learned about Roosevelt and America during the Great
Depression. One of the students father is a Jazz musician and came into the classroom to tell us about his music and play for the classroom. This topic also
covers some African American culture and community.
Central Focus
Central Focus of Lesson:
Duke Ellington and the uplifting emotions with music that he brought to the American people during the Great Depression.

Essential Literacy Strategies (or Mathematical Understandings):

Strategies used are psychomotor, cognitive, and affective. Students will have chances to create, evaluate and determine different objectives in the lesson.

Related Skills:
Students will gain knowledge by reading poems, narratives, and summaries.

Reading/Writing Connections:
Students will read and write a summary and a narrative. Students will read about Duke Ellington.

Lesson Objectives and Demands

Standard(s) Addressed:
SS5H3 Explain how the Great Depression and New Deal affected the lives of millions of Americans.
C. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens
ELAGSE5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences
Content Objective(s) (also known as Learning Targets):
Psychomotor, cognitive, Affective- 1 of each

Evaluate Duke Ellington and why his music affected the American people the way it did in a written summary. (Cognitive)
Determine the theme of a Duke Ellington poem and gather details then recite their own poem on a radio broadcast. (Affective)
Create a narrative story as a play between the partner and the student, about meeting Duke Ellington and the dialog between you and him.
(Psychomotor)

Identify a Language Function:

Determine
Key Learning Task:
Summarizing a poem to determine the theme and writing a narrative.
Additional Language Demands:
Vocabulary: Achievement, impressive, accomplish, theme, narrative, sequence, technique

Language Supports:
The students have gone over the Great Depression in America in great detail. We have also talked with a parent about Jazz music and the emotions that can
come from listening to Jazz.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Prior Academic Learning and Prerequisite Skills:
The students will need to know about the Great Depression and Jazz music.

Building on Prior Learning and Assets:

The students have been learning about the Great Depression in America and how it affected many of the people. This will help them understand how Duke
Ellingtons music can help the American people at the time. The students will have a parent come into the classroom and talk about his Jazz music he plays
and how it affects him and the people around him.

Grouping Strategies:
This will be a whole group discussion so that all the students will have the same base knowledge of the subject. Then the students will be put into groups,
some students with special needs will be grouped as explain below and others will be grouped with students who pick up subjects easily with those who
need a little more help. This way the student who picks up faster can learn more by teaching the student who needs more help and the student that needs
help can learn from a peer.

Planned Supports (Accommodations and Differentiation Strategies):

For the students who have IEPs, English learners, and other learning disabilities I will teach in whole group then assign them to partners who are
friendly/understanding/no disabilities and have them work together. These students will be given more time on subject matter as needed. The students that
are English learners will get picture cards with the subject matter on it with both the English and their first language written on it of Mandarin and Spanish.
The student with the 504 will have access and ability to move around the classroom easily with their wheelchair. The gifted students will be roles as
assistant teachers and to help any students that need help in the classroom. They are to make sure everyone is on task and to answer questions.

Lesson Considerations
Materials (Teacher and Student):
Pinkney, A.D., & Pinkney, J.B. (2007). Duke Ellington: The Piano Prince and his
Orchestra. Place of publication not identified: Disney Book Group.
Theoretical Principles and/or Research-Based Best Practices:
Erik Eriksons Stages of Social- Emotional Development- Students will be in the 5th stage of learning identity versus identity diffusion (Fidelity). Students will
be grouped with good role models and will thus be lead to gather a healthy set of ideals themselves. Students will achieve and be given a positive identity.

Misconceptions:
Some students think this lesson is focused on music. While the music is an important part of the information given to the students, the focus is on the
people of America, Duke Ellington, and the Great Depression. In order to help students understand this, the teacher will make sure there is a fair amount of
knowledge base beforehand, over the Great Depression and the American people. This will allow the students to focus more on Duke Ellington relationship
with those topics.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s) and/or
how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment
strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
The original objective, which also aligns with standard ELAGSE5W3, is for students to
write a narrative story based on imagined or hypothetical situations. This particular
objective asked students to write a narrative on what would happen if they met Duke
Students will be assessed on narratives written as if they were Ellington. That narrative will be assessed here.
meeting Duke Ellington. The narrative is to have dialog and a rising Adaptations:
action, climax, and falling action. Because we have 3 ELLs in the class, they will be asked to write their narrative in
English to the best of their ability or, depending on where they are in their learning
stages, they may be allowed to write in their native language and then translate it to
English with help of a translator or parent.
There is one student in class who is a grade level behind where he should be in
writing, so one of the gifted students will be asked to revise his work.
I as the teacher will be making frequent trips around the classroom, specifically
keeping an eye on the one student with high functioning autism, as he tend to get
carried away with things easily. My job here will be to keep him grounded and on
task.
Evaluation Criteria (Evidence of Student Understanding):
This task would be best graded using a rubric. Students should be given the rubric
when they are given their prompt so they know what is expected of them. The rubric
would have categories such as ideas, organization, conventions, creativity, etc.

Assessment Strategy #2:
In groups of 3-4, students will write summaries of the book Duke
Ellington: The Piano Prince and his Orchestra. They will be asked to
write a page summary including how his music impacted people
during the 1930s.
Note: Add more assessment strategy boxes here if needed.
Student Feedback:
In addition to the rubric, there will be written feedback in a comment section on the
rubric, which will be handed back to students once they receive their grades.
Alignment with Objectives:
The original objective asks students to write a summary of the book on Duke
Ellington, which aligns with standard ELAGSE5RL2 which asks students to identify a
key theme of a drama or text and how a character overcomes conflict.
Adaptations:
The groups that students will be in will be strategically assigned so there is at least
one gifted student in a group with one ELL student. Additionally, our student with
high functioning autism may work alone to read and summarize if he wishes.
Evaluation Criteria (Evidence of Student Understanding):
Because this is a written assignment, it would be best graded with a rubric, but with
less categories than the first assessment strategy, as this is a group effort. Students
will also be asked to turn in a written draft or brainstorming paper used so as to get a
better idea of how they were working together and how they got their finished
product.
Student Feedback:
Each individual student will receive copies of their rubrics. One group member will
have the original final product, which will have marks where I was reading and
annotating it.
Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them well enough to use them.
Include what you will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines. Note: The italicized
statements and scaffolding questions are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plan.
Delete them before typing your lesson outline.

Co-teaching Strategies to be used:

Teacher #1: __Jean Seyfried___________________

Teacher #2: ___Olivia Sanchez_______________________________

Roles/Responsibilities:
Teachers will act as facilitators in the drafting and writing process. Teachers will also facilitate in class discussions regarding key points from their text and big
figures of the decade and of the present.

Space (classroom set-up) considerations:

Classroom stays the same.

Materials necessary and who will be responsible:

Students will watch a video of a reading of Duke Ellington: The Piano Prince and his Orchestra.

Lesson Introduction - Before:

Lesson will begin by teachers #1 and #2 coming in dressed in 1930s attire. Attire will look dirty, dusty, and will perhaps be ripped in some areas. Teachers will look
unkempt. They will each give dramatic readings of accounts of what it was like to live during the Great Depression. This will work to spark and interest and feel
compassion towards people during the 1930s. It will also activate background knowledge, as we will have already gone over the Great Depression. We will play
melancholy music from the Depression era. We will also play Duke Ellington Jazz music Black and Tan Fantasy and ask students to brainstorm ways that they are
similar and different and we, as teachers, will write them in a Venn diagram. We will also brainstorm a list of the ways Duke Ellingtons music makes students feel.
This will start a discussion on how music reflects what is going on in the world at the time and what it does for its audience.

Learning Activities - During:

In small groups, students will briefly discuss their thoughts on it with each other. Then, the class will come back together and have a discussion on the points they
found most interesting. Finally, students will break back up into groups to come up with their own list of key points and they will construct those into a short paper
summarizing what they read and how it could have impacted the mood of the 1930s.
During the time that students are broken up into groups, we will walk around to each of the groups and listen in on conversations and answer questions and
facilitate conversation and reel it back in if necessary. This will allow students to talk amongst themselves so there isnt the pressure of talking in front of the whole
class, but it also allows teachers to scaffold conversation.

In terms of planned supports, groups that students will be in will be strategically assigned so there is at least one gifted student in a group with one ELL student.
Additionally, our student with high functioning autism does not always work well with other students, so he will be allowed to work separately and individually if he
prefers.

Closure - After:

When the students turn in their summary and brainstorming sheet, we will look over the submissions first to get an idea of the main points they got from the piece.
This will give us a broad idea of what we need to re-teach or go over more in depth. Their summary is what will really allow us to see what they have gained from
the lesson.

In terms of clarifying concepts, I think it would be useful to bring in and highlight more texts about Duke Ellington or jazz music in and of itself if it is so required.
Getting the same vat of information from a different voice might be what it takes for students to understand.

We will relate the lesson back to students with a closing activity where we reflect as a class on musicians or authors who have had a big impact on society or have
brought current events into their artform. This will make the lesson more permanent in students mind and will ideally keep them thinking even in the future about
the kinds of impacts artists are making all around the world.
Extension:
Students could search for either 1) different musical artists of different periods of time and look at their contribution to the era, or 2) look at other figures during
this same time that also made a huge impact on the people of America.

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Pinkney, A.D., & Pinkney, J.B. (2007). Duke Ellington: The Piano Prince and his
Orchestra. Place of publication not identified: Disney Book Group.