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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit

Ohio Standards Connection Fine Arts Music Connections, Relationships, and Applications Benchmark C Identify various ways music affects their lives. Indicator 5 Identify various uses of music in their daily experiences. Fine Arts Music Connections, Relationships, and Applications Benchmark A Compare and contrast common terms used in and for the interpretation of music and other arts discipline. Indicator 2 Describe how roles of creators, performers and others involved in music are similar to or different from those in other art forms. Interdisciplinary Connections Fine Arts Connections, Relationships and Applications

Lesson Summary: This lesson is designed to be part of a unit integrating music, science, mathematics, visual art, drama-theatre and English language arts. In this particular lesson, students write advertising jingle lyrics in English language arts or music class and compose the music for their jingles in music class to market original products that they create in science class. They can use the jingles in commercials that they create in drama class and design packages for their products in art class. The packages can be used to figure surface area in mathematics. Finally, students write fourparagraph essays in English language arts to compare and contrast the roles they assumed throughout the lesson. Estimated Duration of Unit: 20 40-minute class periods

Commentary: The music, English language arts and visual art lessons are included in this document. The science, mathematics and drama-theater lessons can be found in the IMS Model Curricula for each area under the following titles: IMS (Model Curricula in Science), Products to Solve a Problem IMS (Model Curricula in Mathematics), Using Nets to Find Surface Area IMS (Model Curricula in Drama-Theater), Persuading by Design The music portion of this lesson can be taught alone without the science, math, drama-theater and art benchmarks. Also, music benchmark A, indicator two, the comparison of the arts, will not be completed if the lesson is done in music only. See Attachment G, Unit Daily Planner, for a complete calendar of this unit. Estimated Duration of Music Lesson Only: Seven 40minute class periods.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Benchmark A Demonstrate the role of visual art in solving an interdisciplinary problem. Indicator 1 Demonstrate different visual forms of representation for the same topic or theme (e.g. expressive, graphic and scientific.) English Language Arts Writing Process Benchmark A Formulate writing ideas and identify a topic appropriate to the purpose and audience. Indicator 4 Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. Science Science and Technology Benchmark B Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). Indicator 3 Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects).

Pre-Assessment: English Language Arts Give students a new product to consider; for example, electric ear muffs. Have each student write a paper containing these points: Explain the purpose of the new product; Determine who might buy such a product; Present plans for marketing the product to the identified consumers; create a need for the product and present reasons why people should buy it; Brainstorm ways to reach the targeted consumers through a marketing plan. Science, Math and Drama-Theater Science, Products to Solve Problems Math, Using Nets to Find Surface Area Drama-Theater, Persuading by Design The science, math and drama-theater lessons have their own pre-assessments. Find these three lessons on IMS (Model Curricula), Lesson Plans, Content Area: Science, Mathematics or Arts-Drama-Theater. Music In a whole-class discussion, ask students if they know what an advertising jingle is. Have students share their favorite jingles. Have students complete Attachment A, Jingle PreAssessment, at home. Using Attachment B, Pre-Assessment Discussion Topics, discuss the results for the pre-assessment. Have students take notes during the discussion so they can refer to them when they write their jingles. Art In art class, discuss the differences between twodimensional and three-dimensional artworks. Show students examples of both.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Mathematics Geometry and Spatial Sense Benchmark E Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools, such as straightedge, compass, and technology Indicator 6 Draw nets for a variety of prisms, pyramids, cylinders and cones. Mathematics Measurement Benchmark B Use formulas to find surface area and volume for specified threedimensional objects accurate to a specified level of precision. Indicator 4 Derive formulas for surface area and volume and justify them using geometric models and common materials. For example, find: a. the surface of a cylinder as a function of its height and radius; b. that the volume of a pyramid (or cone) is one-third of the volume of a prism (or cylinder) with the same base area and height. Indicator 5 Determine the surface area for pyramids by analyzing their parts

Scoring Guidelines: English Language Arts Assess the students marketing papers using Attachment F, Holistic Rubric for the Ohio Graduation Test, or any other writing rubric. Hand the papers back, then, have the class discuss the various jobs of people who work to market new products to the public. Science, Math and Drama-Theater The science, math and drama-theater lessons in this unit have their own scoring guidelines. See Products to Solve Problems in science, Using Nets to Find Surface Area in math and Persuading by Design in arts-drama-theater. Music Review student responses to determine what they know about jingles and the jobs represented in producing a commercial. Although there are no formal scoring guidelines for Attachment A, Jingle Pre-Assessment, see Attachment B, Pre-Assessment Discussion Topics, for desired responses and discussion points. Carefully observe each student to ensure that all students are participating in the discussion. Art Ensure that all students participate in the discussion and can explain two-dimensional and three-dimensional concepts orally, visually or in writing. Post-Assessment: English Language Arts Students write lyrics for an original jingle. Students write descriptions for each fine arts job performed such as a composer in music, a director or producer in drama and a designer in art. Students should compare and contrast all three jobs in a four-paragraph essay

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Science, Mathematics and Drama The science, mathematics and drama lessons in this unit have their own post-assessments. See Products to Solve Problems in science, Using Nets to Find Surface Area in mathematics and Persuading by Design in arts-drama-theater. Music Students write lyrics for an original jingle. Students compose melodies and accompaniments for original jingles, and record their final compositions. Art Students design and create packages for their products. Scoring Guidelines: English Language Arts The English language arts teacher assesses the lyrics using the percentages found on Attachment C, Worksheet for Lyric Development. The English language arts teacher assesses the four-paragraph essays using Attachment F, Holistic Rubric for the Ohio Graduation Test, or any other writing rubric. Science, and Drama The science, mathematics and drama lessons in this unit have their own scoring guidelines for the post-assessment. See Products to Solve Problems in science, Using Nets to Find Surface Area in mathematics and Persuading by Design in arts-drama-theater. Music The English language arts or music teacher assesses the lyrics using the percentages found on Attachment C, Worksheet for Lyric Development. The music teacher assesses the original jingle using Attachment D, Rubric for Original Jingle Assessment Art The art teacher assesses the packaging using Attachment E, Rubric for Product Packaging Assessment. Instructional Tip: See Attachment G, Unit Daily Planner: Unit-at-a-Glance, for the teaching schedule for music, visual art, drama-theater, English language arts, mathematics and science during this unit.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Instructional Procedures: Days One through Seven (Science Class) Products to Solve Problems Students design inventions to solve everyday problems. See the eighth-grade science lesson, Products to Solve a Problem. Day Eight (Music Class) Jingle Sells, Jingle Sells 1. Discuss with students the definition of a jingle. 2. Ask students to sing or speak the lyrics for some popular jingles. 3. Discuss that marketing a product requires the services of people in many different occupations but dont mention specific occupations until after the pre-assessment is completed. 4. Distribute Attachment A, Jingle Pre-Assessment, to students. Have students complete this attachment at home. It may require as long as one week to complete. Instructional Tips: If students will be creating their own commercials in drama or English, use only television jingles, not radio jingles. Show students a video or DVD of the Addy Awards for the best commercials. There are also nostalgic videos and DVDs of the commercials that were shown on television in the 1950s, 60s, 70s, 80s and 90s. Day Nine (Music Class) Jingle Sells, Jingle Sells 5. Discuss the responses to Attachment A, Jingle Pre-Assessment. Use Attachment B, PreAssessment Discussion Topics, to guide a class discussion about the definition of a jingle, what makes a jingle effective and what occupations are required to create a commercial. 6. Have students use the products they developed in science class to complete Attachment C, Worksheet for Lyric Development. If this lesson is being taught separately from the unit, have students write lyrics for their own imaginary products. 7. Divide students into groups of four. Have each group choose a product developed by one of the group members that it will use to compose the jingle, create the commercial and design the packaging. Instructional Tip: Students may choose the same commercials on the pre-assessment. As part of the class discussion, you may graph the frequency of commercials the students listed on Attachment A. The graphs could be completed in mathematics class.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Day 10 (Music Class or English Language Arts Class) Jingle Sells, Jingle Sells 8. Distribute Attachment C, Worksheet for Lyric Development, to each group. 9. Tell group members to work together to complete Attachment C, Worksheet for Lyric Development. 10. Collect Attachment C and assess using the percentages included on the worksheet. Instructional Tip: Attachment C, Worksheet for Lyric Development, may be completed in music class only and may be assessed by the music teacher, English language arts teacher or both. Day 11 (Music Class) Jingle Sells, Jingle Sells 11. Once you have approved the lyrics, group members may work together at a keyboard or piano to create original, catchy melodies for their jingles. 12. Monitor students as they work to ensure that each student is participating. 13. Tell students that they must notate their jingle. If students do not know how to use traditional music notation, they may use invented notation. 14. Have students use the notes they took during the pre-assessment discussion and the definition of an effective jingle to determine if their melodies are effective. 15. Listen to each group as it finishes to determine if the group is headed in the right direction. Instructional Tip: If keyboards are not available for each group, use other pitched instruments or voices. This step may take more than one class period. Day 12 (Music Class) Jingle Sells, Jingle Sells 16. Once you approve the melody, group members work together to create accompaniments for their jingles. 17. Monitor students as they work to ensure that each student is participating. 18. Listen to each group as it finishes to determine if the group is headed in the right direction. Instructional Tips: Accompaniments can be created on the keyboard or alternative musical instruments such as drums, wind instruments or classroom percussion instruments. This day may be eliminated if time is short or students lack the ability to handle the assignment.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Day 13 (Music Class) Jingle Sells, Jingle Sells 19. Groups take turns recording their jingles. All members of the group must participate by either singing or playing. Instructional Tips: Students may need a class period to practice before they record their jingles. If groups are creating commercials in drama, they can use their jingles in the commercials. Since students are required to write comparison essays, it is highly recommended that the art, mathematics and drama portions of this unit be taught at the same time as the music portion. The students can complete these portions after they have written their jingles. Day Nine (Art Class) 20. In the same groups and with the same products that they are using to compose their jingles, have students develop packages for their products. 21. Discuss the criteria for good three-dimensional design using Attachment E, Rubric for Product Packaging Assessment. 22. Have students use tag board or cardboard to make containers for their products. Have students begin by drawing two-dimensional representations, which they fold into threedimensional packages. In mathematics, this two-dimensional representation is called a net. 23. Collect the two-dimensional representations if they will be used in mathematics. Day 10 (Math Class) Using Nets to Find Surface Area Students learn to find surface area and then use their two-dimensional representations (net) to determine surface area of their packaging. See the eighth-grade math lesson Using Nets to Find Surface Area. Day 11 (Art Class) 24. Instruct groups to cut out their two-dimensional representations, turn them over and begin designing the outsides of the packaging. 25. Tell groups to fold the two-dimensional representations to make three-dimensional packages for their products. Day Eight through 13 (Drama Class) Persuading by Design Have students create commercials to advertise their products. See the eighth-grade artsdrama-theater lesson, Persuading by Design.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Day 14 (English Language Arts Class) Jingle Sells, Jingle Sells 26. Tell students to write four-paragraph essays that compare and contrast the arts roles they have assumed during this unit. a. Students write introductory paragraphs summarizing the process they used to market their products. b. Using vocabulary from each fine arts area, students write one paragraph for each fine arts role they have assumed during this lesson (i.e., one paragraph about composing a jingle, one paragraph about designing packaging and one paragraph about producing, creating and directing a commercial). c. The final paragraph must compare and contrast the three different roles. 27. Collect the four-paragraph essays. These essays can be assessed using Attachment F, Holistic Rubric for the Ohio Graduation Test or any other writing rubric. Instructional Tip: If you are a music teacher who is teaching this lesson alone, students could write shorter essays comparing and contrasting only the art and music roles. The following areas are written for music, art and English language arts. These same areas are addressed in Products to Solve Problems in science, Using Nets to Find Surface Area in math and Persuading By Design in drama-theater. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Students may use traditional or invented music notation. Students may create melodies only, without adding accompaniments. Students can identify two-dimensional and three-dimensional objects either visually, orally or in writing. Extensions: Invite an executive from an advertising agency to speak with the students about jingles. Create focus groups to review the original commercials and jingles. Take a field trip to a radio station or television station. Take a field trip to a production studio. In urban areas, most commercials are filmed at production studios rather than at television stations. Home Connections: See Attachment A, Jingle Pre-Assessment. Have students interview parents and family members to see if jingles and packaging influence which products they purchase.

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given sites main page; therefore, it may be necessary to search within a site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time; therefore, the links provided may no longer contain the information related to a given lesson. Teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owners copyright.

For the teacher:

keyboards or other pitched instruments, cardboard, tag board, markers, colored pencils, scissors pencil, staff paper, notebook paper, keyboard or other pitched instrument, cardboard or tag board, markers, colored pencils, scissors

For the student:

Vocabulary: * Term in the Fine Arts Academic Content Standards Music Glossary accompaniment * invented notation icons or symbols that represent the music; notation looks like the music sounds jingle an advertising slogan set to an engaging melody lyrics the words to the jingle melody * net a two-dimensional representation of a three-dimensional object that, when folded, creates the three-dimensional object Technology Connections: Standard 1 Nature of Technology Benchmark A Analyze information relative to the characteristics of technology and apply in a practical setting. Grade 8 Indicator 3 Formulate how a demand for a product may be created through marketing and advertising (e.g., marketing personal computers, music and game devices). 9

Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Library Connections: Guideline: Media Literacy Benchmark A Comprehend that media communications deliver information and messages to a specific audience for a specific purpose, and analyze the intended impact of media communications and messages when delivered and received by a specific audience. Indicator 3 Assess the format and medium of choice for delivery of media communications and messages based on audience characteristics (e.g., level of understanding, level of interest). Differentiate audience factors that influence reasons for the communication and delivery of information by individuals, groups, businesses and organizations (e.g., age, gender, ethnicity, geography, economics).

Indicator 4

Guideline: Media Literacy Benchmark B Analyze various combinations of media components and production techniques used to create and construct media communications for specific audiences and purposes. Indicator 2 Assess the use and relationship between various multimedia components, production techniques and medium formats chosen to alter fact and data and develop persuasive key viewpoints for specific listeners and viewers based on age, gender, ethnicity, geography and social economics.

Research Connections: Deasy, Richard J. Critical Links: Learning in the Arts and Student Academic and Social Development. Washington D.C.: Arts Education Partnership, 2002. Attachments: Attachment A, Jingle Pre-Assessment Attachment B, Pre-Assessment Discussion Topics Attachment C, Worksheet for Lyric Development Attachment D, Rubric for Original Jingle Assessment Attachment E, Rubric for Product Packaging Assessment Attachment F, Holistic Rubric for the Ohio Graduation Test Attachment G, Unit Daily Planner: Unit-at-a-Glance

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Attachment A Jingle Pre-Assessment
Name: _________________________________ Watch three television commercials that have jingles and complete the following: 1. Date of commercial: ______________________________ Name of product: ________________________________ Lyrics of jingle: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Date of commercial: ______________________________ Name of product: ________________________________ Lyrics of jingle: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Date of commercial: ______________________________ Name of product: ________________________________ Lyrics of jingle: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. Name at least three types of jobs or occupations that may be involved in marketing a product.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Attachment B Pre-Assessment Discussion Topics
What is a jingle? an advertising slogan set to an engaging melody What makes a jingle effective? short, simple, catchy, rhyming; mentions product name; repetitious What jingles did you hear while completing Attachment A? Were these jingles effective? Why or why not? How many students used the same commercials? Why were certain commercials chosen more often? Did your jingles have accompaniment or only melody? What are some other jobs required to market a product? package designer, workers who make the package, commercial writer, commercial director, actors. A solid marketing plan must contain marketing, advertising and publicity as well as a financial plan. Marketing is aimed at sellers like supermarkets or department stores; advertising is aimed at consumers; publicity is sent to third party sources such as newspaper and television reporters.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Unit


Attachment C Worksheet for Lyric Development
Names of group members: _________________________ _________________________ _________________________ _________________________ Name of product (5%): ________________________________________________________________________ Description of product (15%): ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Draw a picture of your product (10%):

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment C Worksheet for Lyric Development (Continued)
Single words used to describe what you like about the product (10%):
______________________ ______________________ ______________________ ______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

Rhyming words that could be used in lyrics (10%):


______________________ ______________________ ______________________ ______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

Jingle lyrics (50%): ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment D Rubric for Original Jingle Assessment
Group members: __________________________________________________________

Advanced (4) Lyrics are extremely catchy, describe the product well and are simple. Contains three or more qualities of an effective jingle: short, catchy, simple or repetitive. Relates very well to melody; extreme musicality. Extremely cohesive; all parts interrelate very well.

Competent (3) Lyrics are catchy, describe the product and are simple.

Apprentice (2) Lyrics are somewhat catchy and simple, but lack some product description. Contains one quality of an effective jingle: short, catchy, simple or repetitive. Somewhat relates to melody; adequate musicality. Somewhat cohesive; parts interrelate somewhat.

Novice (1) Lyrics are not catchy, lack product description and are not simple. Lacks the qualities of an effective jingle: short, catchy, simple or repetitive.

Comments

Lyrics

Melody

Contains two qualities of an effective jingle: short, catchy, simple or repetitive. Relates to melody; good musicality

Accompaniment

Does not relate to melody and lacks musicality. Lacks cohesion; parts do not interrelate.

Overall Effectiveness

Cohesive; all parts interrelate well.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment E Rubric for Product Packaging Assessment
Group Members__________________________________________________________

Advanced (4) Excellent ideas which apply to the task. Used excellent skill in handling the materials. Was extremely fluid and flexible in presenting new and original ideas. Excellent involvement and motivation

Competent (3) Ideas apply to the task.

Apprentice (2) Ideas somewhat apply to the task. Used some skill in handling the materials.

Novice (1) Ideas do not apply to the task. Lacked skill in handling the materials.

Comments

Design Concept

Craftsmanship

Used adequate skill in handling the materials. Was fluid and flexible in presenting new and original ideas.

Creativity

Effort

Adequate involvement and motivation

Was somewhat fluid and flexible in presenting new and original ideas. Some involvement and motivation Somewhat cohesive with adequate visual effects; parts interrelate somewhat.

Was not fluid and flexible in presenting new and original ideas. Lack of involvement and motivation Lacks cohesion; has inadequate visual effects; parts do not interrelate.

Overall Effect

Extremely Cohesive cohesive with striking with striking visual visual effects; parts effects; parts interrelate interrelate well. well.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment F, Holistic Rubric for the Ohio Graduation Test
6 This is a superior piece of writing. The prompt is directly addressed, and the response is effectively adapted to audience and purpose. It is exceptionally developed, containing compelling ideas, examples and details. The response, using a clearly evident organizational plan, actively engages the reader with a unified and coherent sequence and structure of ideas. The response consistently uses a variety of sentence structures, effective word choices and an engaging style.

5 This is an excellent piece of writing. The prompt is directly addressed and the response is clearly adapted to audience and purpose. It is very well-developed, containing strong ideas, examples and details. The response, using a clearly evident organizational plan, engages the reader with a unified and coherent sequence and structure of ideas. The response typically uses a variety of sentence structures, effective word choices and an engaging style. 4 This is an effective piece of writing. While the prompt is addressed and the response adapts to audience and purpose, there are occasional inconsistencies in the responses overall plan. The response is well-developed, containing effective ideas, examples and details. The response, using a good organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response often uses a variety of sentence structures, appropriate word choices and an effective style. This is an adequate piece of writing. While the prompt is generally addressed and the response shows an awareness of audience and purpose, there are inconsistencies in the responses overall plan. Although the response contains ideas, examples and details, they are repetitive, unevenly developed and occasionally inappropriate. The response, using an acceptable organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response occasionally uses a variety of sentence structures, appropriate word choices and an effective style. This is a marginal piece of writing. While an attempt is made to address the prompt, the response shows, at best, an inconsistent awareness of audience and purpose. When ideas, examples and details are present, they are frequently repetitive, unevenly developed and occasionally inappropriate. The response, using a limited organizational plan, does not present the reader with a generally unified and coherent sequence and structure of ideas. The response is exemplified by noticeable lapses in sentence structure, use of appropriate word choices and a clear, readable style.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment F, Holistic Rubric for the Ohio Graduation Test Continued
1 This is an inadequate piece of writing. There is a weak attempt to address the prompt. The response shows little or no awareness of audience and purpose. There is little or no development of ideas, or the response is limited to paraphrasing the prompt. There is little or no evidence of organizational structure. The response is exemplified by severe lapses in sentence structure, use of appropriate word choices and a clear, readable style. The following are categories of papers that cannot be scored: off task (complete disregard for the writing task identified by the prompt), completely illegible, in a language other than English or no response.

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Jingle Sells, Jingle Sells Grade Eight Interdisciplinary Lesson


Attachment G, Unit Daily Planner (Unit-at-A-Glance)
Schedule Days One through Seven Days Eight through 13 Days Eight through 13 Days Nine and 11 Days 10 and 11 Day 14 Instructional Plan Science: Products to Solve Problems (IMS Model Curricula in Science) Music: Jingle Sells, Jingle Sells Drama: Persuading by Design (IMS Model Curricula in Drama-theater) Art: Jingle Sells, Jingle Sells Math: Using Nets to Find Surface Area (IMS Model Curricula in Mathematics) Music- English Language Arts: Jingle Sells, Jingle Sells (five-paragraph essay)

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