A4L+Unit+4+for+5th+Grade-Spring


 * Planting a Community**

The literacy objectives being covered in this unit will be **making inferences**, **text to text connections** and **theme**.

The art form that will be utilized in this unit is **music**. Students and teachers will gain understanding on different music elements and composition like: tempo, pitch, duration, dynamics, tone color, motif, rondo form and timbre.

The text that will be used in this unit will be //Seedfolks// by Paul Fleischman


 * Helpful Resources**

I have just gotten started this week on Unit 4 with my students. After teaching the unit last year I decided that SMARTboard lessons would be helpful so that I don't have to rely on the manual as much. So I'm going to post the SMARTboard lessons as I create them for each lesson. They are "stripped down" without all of the cuteness one might expect from an elementary teacher. Instead I use them more to prompt me as to what comes next in the lesson. The great part is that all of the music tracks and video clips are embedded within the files (Yea! no dealing with blocked sites!). So, enjoy!


 * Lesson 1** (I chose not to use the video clip & arranged my own listening experience using soundscapes from a city, from a rainstorm, and from a prairie setting with birds & insects.

**Lesson 2** (file was too large with video embedded, so I'll upload that separately)

media type="file" key="Stephen Perkins Trash Can Solo.mp4" width="300" height="300""Stephen Perkins Trashcan Solo" media type="file" key="Stomp!.mp4" width="300" height="300" "Stomp" So the last two files are the video files that you should be able to download, then add as attachments to the SMARTboard files & link within the file so you can use it more easily during the lesson. Submitted by: Samantha Blake 2/28/2013 (EB Ellington)

Here are two more lessons for unit 4...


 * Lesson 3** (includes all embedded music files)

**​(PDF file of the sample written notation chart)** Submitted by: Samantha Blake 3/12/2013 (EB Ellington)
 * Lesson 4** (includes all embedded music files & image of sample written notation chart - from resource section of teacher's manual)

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Submitted by: Samantha Blake 3/17/2013 (EB Ellington)
 * Lesson 5** (I decided to move the reflection journal & theme discussion to lesson 6 - so that it mirrored the process in lessons 3 and 4.)
 * Lesson 6** (This file does not include any of the instruction on graphic notation. I truly feel that the graphic notation travels too far into the music side of the unit and is much more detailed than I have time to do in my reading block. If schools have music teachers that are able/willing to integrate this unit into their lessons, I feel this would be a great part for the music teachers to take over. So I haven't included step 5 of the lesson. In my room we continued to use the simple written notations.)


 * Lesson 7** (Again, I decided to move the reflection journal & theme discussion to lesson 8 so that it mirrored lessons 3 & 4.)


 * Lesson 8** (Again, I chose to stick with the written notations. So this lesson does not include prompts for graphic notations.)


 * ​Lesson 9** (I rearranged the order of this lesson. I chose to assign the Gonzalo & Leona chapters as morning work. So those are read & character charts completed prior to Step 3 when the class discusses the //Seedfolks// theme. Personally, I think this also works better because students have read 5 chapters, rather than 3, before generating themes for the novel.)


 * Lesson 10** (This lesson pretty much follows the order of the lesson, as written.)


 * Lesson 11** (This lesson pretty much follows the order of the lesson, as written. It does include an embedded file of the sample Bach rondo.)


 * ​Lesson 12** (coming soon)


 * Lesson 13** (coming soon)

Submitted by: Samantha Blake 3/23/2013 (EB Ellington)