PLANNI

NG
MY
TRIP

Interdisciplinary project
 Our Destinations
New York City
Chicago
Denver Washington D.C.

Los Angeles
 Summative
Assessment
Students will create a 10 minute presentation in groups
of 3 or 4. Students will first present their budget plan and
give an overview of their main expenses. Students will
then choose one of the five cities and share their
research on the music, history and English portions of
that city. Students will be graded on both the
presentation and the accuracy in which they present their
information.
 Strong
● Students are able to accurately describe
and use data plots
Math ● Students have created a thorough budget
that gets close to their target budget goal
● Student can relate comp/arr to city’s music
culture, with convincing evidence and
Music ●
examples
Student identifies at least 5 characteristics
of chosen type of music
● Students are able to identify and explain
the cultural elements in their city
History ● Students can express the impact of an
event on their city and how it caused
change
● Students can explain how various texts are
representative of the city it is from
English ● Students engage in all five genre
conventions thoughtfully and accurately
Competent
● Students can either accurately
describe plots or use data plots
● Students have created a budget
that includes some important
parts of a road trip and does not
use the full budget
● Student can relate comp/arr to
city’s music culture, with some
evidence
● Student identifies at least 3
characteristics of chosen type of
music
● Students are able to identify
some of the aspects of culture in
their city
● Students can identify an event in
their city and understand that it
caused change
● Students address varying texts at
surface level engagement
● Students begin to work within 2-
4 genre conventions
thoughtfully/correctly
Developing
● Students did not accurately
describe or use data plots
● Student’s budget is incomplete
or non existent
● Student can relate comp/arr to
city’s music culture, with no
evidence
● Student identifies at least 1
characteristics of chosen type of
music
● Students are unable to identify
or explain the culture in their city
● Students are unable to identify
the importance of major events
in their city
● Students begin to understand
varying texts in multiple cities
● Students work towards 1-2
genre conventions
thoughtfully/correctly
 Standards and Learning Targets
· · I can represent two variables
CCSS.MATH.CONTENT.HSS.ID.A on a scatter plot and describe the
.1 parts of the plot.
Represent data with plots on the real
· I can represent data using
number line (dot plots, histograms,
different methods such as dot plots,
and box plots)
histograms and box plots.
·
CCSS.MATH.CONTENT.HSS.ID.A. · I can define and apply data
2 terms to a data set. These terms
Use statistics appropriate to the include mean, median, mode,
shape of the data distribution to standard deviation, and interquartile
 Core Ideas
Essential Possible Evidence
How can I represent data Statistical concepts do not I can describe and create
Understandin Misconceptio Outcomes
·
using different tables and apply to real world situations. a scatter plot
charts? · I can use three or more
gs
How do I describe different
ns
Data plots are only used to
plot data, and are not used to
types of plots to represent
data
parts of data using analyze data. · I can use statistical
mathematical terms? terms in context to describe a
data set
 Formative Assessments
#1
Challenge question:
Represent this data of
average mph of a road trip
using the best type of plot.
o 55 mph, 57 mph, 58 mph,
73 mph, 63 mph, 55 mph, 64
mph, 61 mph, 72 mph, 77
mph
o Groups can earn up to
$1,000 towards their road
trip based on how well they
answer this question.
#2
Vocab Relay:
Play vocab relay using statistical
related vocabulary. The teacher
will say a definition and give
students time to think about
what word it is in their groups.
Then one student from each
group will try to find that vocab
word in a pile of words. The first
group to get the word wins a
point.
o Groups can earn up to
$1,000 in this lesson based on
how many points their group
earns.
#3
Challenge Question:
Find the mean, median,
mode, standard deviation and
the interquartile range for
this set of data for average
mph on a road trip.
o 55 mph, 57 mph, 58 mph,
73 mph, 63 mph, 55 mph, 64
mph, 61 mph, 72 mph, 77
mph
o Groups can earn up to
$1,000 towards their road
trip based on how well they
answer this question.
Formative Assessments
#4
Exploration:
Students will engage in an
exploration of scatter plots
and identify the different
parts of a scatter plot, as well
as if they are linear or non-
linear and explain their
thinking in detail. Students
will present their words and
their scatter plots to the
class. Based on the accuracy
of the presentations groups
can earn up to $1,000 toward
their road trip.
#5
Challenge Question:
Given this data set of a car's
gas mileage and the average
mph of a car, create a scatter
plot and describe the
relationship between the two
variables as linear or
nonlinear.
o 55 mph, 57 mph, 58 mph,
73 mph, 63 mph, 55 mph, 64
mph, 61 mph, 72 mph, 77
mph, 93 mph
o Groups can earn up to
$1,000 towards their road
trip based on how well they
answer this question.
Our Destinations - Music
01 02 03
New York City Washington D.C. Chicago
West Side Story American Chicago “That
Flourish Toddlin’ Town”
04 05
Denver L.A., California
Barbershop La La Land
Quartet
FORMATIVE TO SUMMATIVE
ASSESSMENTS

Playing Composit Final

Aural
quiz/ ion/ Presentat
Quiz
Listening to music,
Concert
Students
Arrange ion
Students choose city Combine all previous
identifying which city
it is from and why
demonstrate learning
of music and
ment
to inspire a 16
measure creation
knowledge with
group in presentation
musicianship
 Music Formative
Assessment Rubric
Performing
Strong

Student plays rep with at

least 90% accuracy, with
Competent

Student plays rep with at

Developing

Student plays rep with at

music expression least 80% accuracy least 70% accuracy

Student identifies many Student can identify

Student identifies most
Music of different styles and trends
between the cities, and
styles and trends between
overarching topics
between cities, and may
the cities, and can aurally
places can aurally distinguish
distinguish most of them
aurally distinguish some of
them them

Comp/Arr. Shows style of

Compositi chosen city, and full 16
measure. Student can
Comp/Arr. Shows style of
chosen city, and full 16
Comp/Arr. May have
mixed themes, ful 16
on explain their styling
choices
measures. measures.

NATIONAL
STANDARDS
MU:Cr1.1.E.IIa Compose and improvise ideas for arrangements, sections, and
short compositions for specific purposes that reflect characteristic(s) of music
from a variety of cultures studied in rehearsal.
MU:Cr2.1.E.IIa Preserve draft compositions and improvisations through standard
notation, audio, or video recording.
MU:Cr3.1.E.IIa Evaluate and refine draft arrangements, sections, short
compositions, and improvisations based on personally-developed criteria,
including the extent to which they address identified purposes.
MU:Cr3.2.E.IIa Share personally developed arrangements, sections, and short
compositions – individually or as an ensemble – that address identified purposes.
MU:Pr4.2.E.IIa Document and demonstrate, using music reading skills where
appropriate, how compositional devices employed and theoretical and structural
aspects of musical works may impact and inform prepared and improvised
performances.
MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of
a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.
MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address
individual and ensemble challenges in a varied repertoire of music, and evaluate
their success.
MU:Pr6.1.E.IIa Demonstrate mastery of the technical demands and an
understanding of expressive qualities of the music in prepared and improvised
performances of a varied repertoire representing diverse cultures, styles, genres,
and historical periods.
MU:Re7.1.E.IIa Apply criteria to select music for a variety of purposes, justifying
choices citing knowledge of the music and the specified purpose and context.
MU:Re7.2.E.IIa Explain how the analysis of structures and contexts inform the
response to music.
MU:Cn10.0.H.IIa Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to music.
MU:Cn11.0.T.IIa Demonstrate understanding of relationships between music
and the other arts, other disciplines, varied contexts, and daily life.
STATE
STANDARD
STAND S
1.1.1.a. Perform music rhythmically correct. (See levels 4-5 in Music Skills Appendix)
1.1.1.b. Perform music with correct pitches and intonation. (See levels 4-5 in Music Skills Appendix)
ARDS
1.1.1.c. Perform music with expressive qualities. (See levels 4-5 in Music Skills Appendix)
1.2.2.a. Sing and/or play with correct technique with consistent tone quality, intonation, balance,
diction/articulation and phrasing. (See levels 4-5 in Music Appendix)
1.2.2.b. Respond to conductor’s cues of balance and blend while singing or playing in an ensemble.
1.2.2.c. Demonstrate the ability to adjust elements of music (pitch, rhythm, dynamics, timbre,
texture, form). (See levels 4-5 in Music Skills Appendix)
2.4.1.a. Compose music incorporating level-appropriate melody, harmony, and form. (See levels 4-5
in Music Skills Appendix)
2.4.1.c. Arrange original vocal or instrumental music. (See levels 4-5 in Music Skills Appendix)
3.5.1.a. Identify by name or function and notate musical symbols. (See level 4 in Music Skills
Appendix)
3.5.1.b. Sight-read, observing all musical symbols, tempo indications, expressive indications, and
technical indications. (See level .5 in the Music Skills Appendix)
3.5.1.c. Notate melodic and/or rhythmic patterns of two to four measures. (See levels 3-4 in the
Music Skills Appendix)
3.6.3.a. Listen to and notate four-measure melodies with rhythm.
3.6.3.b. Listen to and identify common chords and intervals, including sevenths.
3.6.4.a. Classify and describe unfamiliar but representative aural examples of music from a given
musical genre and explain the reasoning for the classification
4.7.1.c. Explain aesthetic judgments and interpretation of musical works as they connect with
musicians’ intent and communicative choices.
4.8.2.a. Analyze how specific musical works influence and are influenced by interactions between
social groups.
4.8.2.b. Analyze the relationships between music and trends in popular culture
4.8.3.a. Analyze music influenced by two or more cultures for structure, style, and cultural context of
the works.
4.8.3.b. Contrast common performance styles and/or techniques between two or more cultures and
describe the intent and application of each.
4.8.4.a. Analyze representative examples of music associated with a specific historical event and
describe how music may have influenced the outcome of the event.
4.8.4.b. Analyze the co-evolution of music and other arts in relationship to their role in history and
social movements.
 STANDARDS (SUMMARIZED)
STATE
AND
NATIONAL
STANDARDS ESSENTIAL QUESTIONS
STANDARD
- Compose, evaluate, refine, and share musical ideas that reflect characteristic(s)
of music from a variety of cultures studied in rehearsal through standard
-
adjust to ensemble and conductor.
S
Perform music technically correct, with expressive qualities. Demonstrate ability to

notation, audio, or video recording.
- Document and demonstrate how compositional devices employed inform
prepared and improvised performances.
- indications, and technical indications.
**Demonstrate how understanding the style, genre, and context of a varied
repertoire of music influences prepared and improvised performances as well as
performers’ technical skill to connect with the audience.**
- Develop and apply appropriate rehearsal strategies, demonstrate music
technique of a varied repertoire representing diverse cultures, styles, genres, and
historical periods.
- Explain how the analysis of structures and contexts inform the response to
music.
- Demonstrate how interests, knowledge, and skills relate to personal choices and
intent when creating, performing, and responding to music.
- Demonstrate understanding of relationships between music and the other arts,
- Compose/Arrange level appropriate melody, harmony, and form using proper
notation
- Sight-read, observing all musical symbols, tempo indications, expressive
- Listen/notate four-measure melodies with rhythm, identify chords/intervals
- **Classify and describe unfamiliar but representative aural examples of music from
a given musical genre and explain the reasoning for the classification**
- Explain aesthetic judgments and interpretation of musical works as they connect
with musicians’ intent, interactions between social group, and connection to
cultures
- **Contrast common performance styles and/or techniques between two or more
cultures and describe the intent and application of each.**
- **Analyze representative examples of music associated with a specific historical
event and describe how music may have influenced the outcome of the event. **
- ***Analyze the co-evolution of music and other arts in relationship to their role in

ESSENTIAL
other disciplines, varied contexts, and daily life. history and social movements.***

QUESTIONS
How does music influence thinking and behavior during a historic event?
How does learning about a culture’s music promote understanding and acceptance of that culture?
How do we objectively or subjectively evaluate the choices and decisions of others as reflected in compositions and
performances?
What informed assumptions are necessary in order to classify unfamiliar music?
Going to the Big City(s)
 History Standards and Essential
Questions/Understandings
Standards: Essential Questions:
1.1 Use the historical method How do historical events related to
of inquiry to formulate locations shape their culture?
compelling questions, evaluate How would a road trip relate to change
primary and secondary over time across America?
sources, analyze and interpret Essential Understandings:
data, and argue for an The specific experiences and histories of
interpretation defended by US cities help us create a full image of
textual evidence. American History. The experience of
travelling across the US has often been
1.2 Key concepts of continuity difficult for people, and has changed
 Formative Assessment #1
Students will create a short timeline, with 6 events of their choice,
outlining the history of travel in the United States. They should have
at least one source for each event on their timeline. Preceding this
assignment, I will take a day to outline some important events related
to American migration and travel, in order to give students some easy
options to begin their research. For three days, each day students will
complete research and turn in a brief description of two of their six
timeline events, within their timeline students will need to identify
what the event is and its significance. Along with their timeline, on
the last day of the week, students will write and turn in a short
 Formative Assessment #2
Students will work in groups(5 groups, one for each city) and create
a brief description of their city identifying important historical events
which impact their social, economic and political landscape. Before
beginning this assignment, I will take one class period to define what
makes up a city’s culture(political, social, economic), and give some
examples of how history impacts their culture. They will be given
two class periods to prepare, in this time they should compile at least
six sources, with at least two primary sources. Once they have
gathered data they will break up into jigsaw groups, and each student
WHO
A!
Check out these novels, speeches, poems,
statements, and films!
 English Texts per Destination
01 02 03
New York City Washington D.C. Chicago
The Great Gatsby: I Have a Dream: Rome Wasn’t Built
Novel MLK Speech in a Day Poem
04 05
Denver L.A., California
Women’s March Rock of Ages and
Denver Mission Straight Outta
How to access learning in English

Formative
Discussion
Summative
Free Writes

Notebook Checks
Road Trip Presentation
Reading Quiz
 COMMON CORE STANDARDS
ENGLISH
1. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to purpose, audience, and a range
of formal and informal tasks. (CCSS: SL.11-12.4)
2. Make strategic use of digital media (for example: textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add
interest. (CCSS: SL.11-12.5)
3. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate. (CCSS: SL.11-12.6)
4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(CCSS: L.11-12.5)
5. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences. (CCSS W.11-12.3)
6. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS:
W.11-12.9)
 Essential Questions/Understandings
Essential Questions:
Why are texts representative of both
person and place?
How does physical palace impact
genre?
Essential
Why do we read/view mentor texts?
Understandings:
Genre and audience are essential to
the writing and reading process and
“Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.”

—Robert
Frost