Statistics

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5
4
3
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3.1.b. Summarize, represent, and

interpret data on two categorical
and quantitative variables.
3.2.a. Understand and evaluate
random processes underlying
statistical experiments.
i. Describe statistics as a process
for making inferences about
population parameters based on a
random sample from that
population.
3.2.b. Make inferences and justify
conclusions from sample surveys,
experiments, and observational
studies.
ii. Use data from a sample survey

-to be able to
represent,
summarize, and
interpret data
(x-y)
-to be able to
define statistics
-to be able
make inferences
and justify
conclusions
from sample
data
-to be able to
estimate a
population

-How can
-What is statistics?
-Our estimates are 100%
- ticket out the door on
statistics relate
-What is the
accurate
statistic vocabulary
difference between
-Population and sample
to other
(population, sample,
subjects as well
sample and
are the same or sample
mean, proportion, etc.)
as the real
population?
is larger
and parts needed for a
-What can we
-Misinterpreting slope
world?
quality graph
-Why does it
calculate from
(x/y) or y-intercept as
-quiz calculating means
make sense to
sample data?
(#, 0) when y is 0 or xand proportions
use sample
-Are our estimates
intercept as (0, #) when
-in class group
guaranteed to be
x is 0
data to predict
assignment calculating
information
accurate?
-Mixing up axes or labels
population from sample
about a
-Why not?
when graphing
Summative
Assessment
population?
-final poster consisting of a graph, inferences about the population, estimates of population
mean or proportion, and conclusions about sample data
-sample data is to have 4-7 questions based on one of these cultures: Hispanic, Asian, African
American, and European

Fuego del Alma

Carl Strommen
Roughly translated as "Fire of the
Soul,"Fuego del Almaembraces
both "pasodoble" and "flamenco"
styles. By using traditional Spanish
harmonies, authentic rhythms,
characteristic contrasting hand
claps and Spanish-style percussion,
audiences will delight in the drama
and electric atmosphere. A fiery
original work, both thrilling and
energetically charged!

Oshogatsu
Dennis O. Eveland
The title refers tothe most important
and elaborate holiday in Japan and the
buoyant music reflects this celebratory
occasion.The time of year is rich with
traditions and in this musical setting,
the composer has used various original
themes to reflect the atmosphere of
these important traditions. Creative
writing usinglively tempos and colorful
style changes bring this very illustrious
holiday to life.

Music: JW Pepper
Fuego del Alma Recording

Music: JW Pepper
Oshogatsu Recording

1.1 Perform music accurately and

expressively demonstrating self-evaluation
and personal interpretation at the minimal
level of 3 on the difficulty rating scale.
1.3 Participate appropriately as an ensemble
member while performing music at the
minimal level of 3 on the difficulty rating
scale.
3.1 Interpretation of notated of musical
elements and ideas
3.2 Classification by genre, style, historical
period, or culture
3.3 Evaluation of music using critical,
informed analysis

-What instruments are

typically used in
Spanish music?
-How is music from
Asian cultures different
from European and
Spanish cultures?
-What materials do
people in the Africas
use to create
instruments?
-What instruments,
sounds, and concepts
did Europeans adopt

A Copland Tribute
Aaron Copland arr. Grundman
A marvelous work for developing
bands! Beginning withFanfare For
The Common Manand also
including passages from "Rodeo"
and "Appalachian Spring," this is a
delightful work which brings some
of the magnificent writing of Aaron
Copland within challenging but
approachable reach!

Drums of Rwanda
David R. Gillingham
This work celebrates the
struggle of the people of
Rwanda to overcome
tremendous forces of evil,
using the Rwanda National
Anthem that was adopted in
2001.
Music: JW Pepper
Drums of Rwanda Recording

Music: JW Pepper
A Copland Tribute Recording

-Perform pieces
from the four
major influential
cultures with
accurate
technique and
interpretation that
resembles their
culture
-Use other content
areas (math,
english, and art) to
deepen your

-Cultural music is like a

fingerprint; each song
is unique

-All spanish music is fast

-All African music is
drumming

-Quizzes on cultural instruments, rhythms, and

sounds
-Listening log
-Research elements that makes music unique from
a culture of your choosing
Summative Assessment
-Live performance (concert) of music from four
major cultures
-Hispanic, Asian, African American, and European

The Voices of our Cultures

Standards

-1.2.a:Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
-2.1.a: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
-3.1.b: Write literary and narrative texts using a range of stylistic devices
(poetic techniques, figurative language, imagery, graphic elements) to
support the presentation of implicit or explicit theme

Objectives

-To develop discussion skills with a variety of individuals, by interviewing

members of various communities
-To incorporate their learning of various cultures

Big Ideas

-How can we better understand a different culture by a study of the

poetics of its members?

Inquiry Questions

-What different poetic techniques are utilized in the poetics of those in a

variety of cultures?
-How can we design appropriate questions to garner the information we
need from others?
-How do we decide what information is relevant when it comes to
conducting a research assignment?

Possible Misconceptions

-Poetic techniques found in one poem by an individual typifies how all

members of that individuals culture will write
-Interview questions must only relate to our own interests

Formative Assessment

-Drafting of poetry using different poetic techniques

-Student responses regarding some interviews as mentor texts to
determine effective interview techniques

Summative Assessment

A collection of poetry, utilizing the specific poetic devices typically used

by members of the respective cultures the students were assigned. The
poems will have to include themes and details collected by the
interviews conducted by the students.

Standards:

Art

Observe and Learn to Comprehend

Envision and Critique to Reflect

Invent and Discover to Create

Relate and Connect to Transfer

Objectives:
Create a portrait of a classmate that communicates their identity using visual
symbols
Use other content areas to deepen your understanding of various cultures

Essential Understanding: Visual Art is a way to explore and communicate perspectives.

Inquiry Questions:
Why do artists make portraits? Do portraits have the same purpose as selfportraits?
Possible Misconceptions: Realistic art is better
Formative Assessments: Interview a classmate, Ideation
worksheet/sketch
Summative Assessment: Portrait of a classmate

Exceeds
expectations

Meets
Expectations

Developing

Basic

Participation in
Gallery Walk

-Student
discusses 3- 4
other students
projects
respectfully
-Student remains
engaged
throughout
Gallery Walk

-Student
discusses 3- 4
other students
projects
respectfully
-Student remains
engaged
throughout
Gallery Walk

-Student
discusses 1-2
other students
projects
respectfully
-Student was
somewhat
disengaged
during Gallery
Walk

-Student doesnt
discuss other
students
projects/is
disrespectful of
presenters
-Student does
not attend/does
not actively
participate in the
Gallery Walk

Reflection

-Student writes a
reflection
thoroughly
addressing
strengths and
weaknesses in
their
presentation and
applies this
project to
another area of

-Student writes a
reflection
thoroughly
addressing
strengths and
weaknesses in
their
presentation

-Student writes a
reflection
addressing some
strengths and
weaknesses in
their
presentation

-Student writes
an incomplete or
off-topic
reflection