Name Jana Emrich Two-Prong # 5

Two-Prong Lesson Plan

Two-Prong Focus: 1) Arts Content = Music Standard 4: Composing and arranging music within specified guidelines Benchmark 1: The student creates and arranges music to accompany readings or dramatizations. Basic Level Indicators The student: Uses traditional and non-traditional instruments and materials to create a simple rhythmic accompaniment to a poem or story 2) Core Academic Content (use State Standards) = Math Number and OperationsFractions 5.NF Use equivalent fractions as a strategy to add and subtract fractions. 1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equiva-lent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) Student Objectives: Students will use equivalent fractions to add and subtract fractions. Students will use a hip hop song to retain strategies for creating equivalent fractions. Students will create a hip hop verse describing a previously learned concept. Students will work cooperatively within their group. Teaching Procedure: Introduction: 1. Attention/focus: Teacher turns on music, a familiar song to which students know that this means to sit at their desks and wait for further instruction. 2. Set mood: Teacher plays a video of a rap that the class has previously memorized, The Greatest Common Factor and Least Common Multiple. http://flocabulary.com/gcf-lcm/ 3. Set purpose: Teacher will ask students to sing along with this rap and prepare to learn a new one. 4. Review and relate: Teacher will work a couple of addition and subtraction problems on the board, to review problems with common denominators.

5. Energizers and warm-ups: As a warm up, the class will say a tongue twister starting with student number 1 and move throughout the class. A hot cup of coffee from a proper copper coffee pot. After each they will repeat as a class 3 times. 6. Vocabulary: Vocabulary words will be denominator and numerator. Students had noted these on a previous lesson. Development: Teacher will pass out a lyric sheet from the Flocabulary website for the song about adding fractions, called Aim Steady. http://flocabulary.com/adding-fractions/ Teacher will ask students to recall their work from the previous day on how to add fractions with common denominators. Teacher will play the video on the Smart board; the video visually demonstrates the concepts being described in the lyrics. Teacher will then demonstrate the concept on the board and ask if there are any questions. Teacher will next play the challenge given on the Flocabulary website, students will, as a group, record questions and answers in their math journals. The questions are as follows: a. What is the number on the top of a fraction? b. What is the number on the bottom of a fraction? c. What part of a fraction has to be the same in order to add them? d. What part of a fraction do you add? e. You can use the same steps as addition for what other operation? Teacher will have students illustrate a fraction in their journal. They can be as creative as they choose. They will draw captions for each portion using first person statements. For instance I have to be the same in order to be added or subtracted. Teacher will break the song into sections, there are 6 groups and they will have 5 minutes to practice together, as a group. With the lyrics on the Smartboard and the music playing quietly, the class will recite the song. This will be a song they will use often as they study numerical operations. Teacher will give instructions for class project that will take place over the next week. Students will work with their group to create a rap based on a math topic of their choice. It does not have to be a 5th grade topic, but must include math based vocabulary. The song must include a minimum of 10 lines and be set to music. Each group will have the use of a computer and the Flocabulary website, which offers 20 different tunes to create raps. Todays goal will be to choose, and agree on, the topic and vocabulary they will utilize and find a tune that they like. The tune may need to change, once they start adding lyrics, but this will give a starting point.

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Conclusion: 1. Upon conclusion, students will make sure they have their group project choices recorded in their math journal.

2. They will then return to their desk to complete a math worksheet based upon todays lesson. This worksheet was retrieved from the Flocabulary website. Assessment (may include a rubric): Formative assessment will be based upon observations of the students involvement in the rap, collection of worksheets the following day, and review of journals at the end of the week to determine if they are recording all necessary information. Summative assessment will be a unit test on numerical operations for math. Assessment for music will be at the end of the project. As each student will be graded individually, observation will play a major part to determine their participation.

Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson): Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) _X_ _X_ _X_ _X_ _X_ _X_ _X_ ___

Blooms Taxonomy/Differentiated Instruction (place an x by each of the items that apply): _X_ _X_ _X_ _X_ _X_ _X_ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall) Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners): Gifted Learners: This assignment involves a lot of interaction, even if students are gifted, they will not have any down time due to finishing early. They may help any of their peers who are struggling. Our text states that gifted students may excel in dialog, improvisation, and writing, but benefit from learning how the arts can expand their capabilities to communicate (Cornett, 2011, p. 374) Learners Below Level: Students will be working in strategic cooperative groups, of four, and will have a class partner. One-on-one assistance will be provided as necessary. When one on one is needed for working problems, teacher will assist.

Aim Steady
Group 1 The numerator is the number on top, Denominator is down down low. When you add fractions you need to stop, Make sure the denominators are good to go. We need to make the denominators the same, Otherwise adding them would be insane. So we multiply each fraction, top and bottom, By the denominator of his buddy. Group 2 We do it to the top and the bottom, So the value doesnt change, yeah you got 'em. Yeah, we do that to both of these guys, Multiply by the bottom of the buddy, alright? Our denominators are now the same, And when we add fractions, they dont change. Add numerators like 10 + 16, But keep the denominator the same thing. Group 3 - Chorus Multiply the bottom and the top by the opposite denominator, Keep the bottom the same, but add the tops, We aim steady, a-a-adding, if you're ready or not. (x2) Group 4 Lets try it on, see if it fits, 1 2 Lets add 4 + 5. First we take the 5 and multiply Both the top and the bottom on the other side. 5 Hmm, we get 20, 1 Thats equal to 4, yeah, you get me. Then we take the 4 from before, Multiply the other side, yeah for sure. Group 5

We get 20, 2 Thats still equal to 5, but get ready. Now we keep the 20 the same, But we add 8 + 5, OK? 13 20, yeah, thats the truth, Now we make sure that its reduced And simplified, so our fraction is nice, Were adding fractions and we're doing it right! Group 6 - Chorus Multiply the bottom and the top by the opposite denominator, Keep the bottom the same, but add the tops, We aim steady, a-a-adding, if you're ready or not. (x2) Whole Class And when you're subtracting, its the same thing! Just follow all the steps, but subtract the numerators. You got it? Yeah. You got it.

References: Aim Steady. (n.d.). Retrieved from Flocabulary - Hip-Hop in the Classroom: http://flocabulary.com/subjects/ Cornett, C. (2011). Creating Meaning Through Literature and the Arts. Boston: Pearson Education, Inc.