Common Core in KKYES Programs

Kariz Kids Youth Enrichment Services alignment with Common Core Standards (CCS) in Lesson Planning

 

 

 

1. SCIENCE AND TECHNOLOGY

Identified in all KKYES programs

 

Students gain the ability to utilize recording and production softwares. Pro Tools, Garage Band and Logic are softwares that KKYES uses in the classroom. Within learning recording and production procedures students gain knowledge on song sequencing, equalizing and compression of sound as well as identifying technical errors in audio productions.

 

• Follow precisely a multistep procedure when carrying out experiments, or performing technical tasks.

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

• Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

 

 

Key Ideas and Details

Students comprehend the standards of storing audio bit streams. Wave files are used as a visual representation of sound in digital computer format. Decibels are recorded and measured to properly gauge sound levels for commercial release purposes.

 

• Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

• Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. 

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2. COLLEGE / CAREER READINESS AND TECHNICAL EDUCATION

Identified in M.A.P.E. (Music Audio Production and Engineering) program components

 

Approaching the end of the program students create presentations to showcase evidence based outcomes of the curriculum. This process shows the correlation between the program and its relationship to creating more effective opportunities to prepare for education and workplace success. Students describe their professional responsibilities and roles in the classroom. These jobs include; Recording Engineer, Accountant, Mixing Engineer, Music Producer and Writing Coach. Student evaluate published material and develop their own response to what they observe.

 

Key Ideas and Details

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

 

• Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 

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Craft and Structure

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

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Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

 

• Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

• Analyze how a dramaʼs or poemʼs form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

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Integration of Knowledge and ideas

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (Song Sampling/Remixes)

 

• Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new

 

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

 

• Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

• Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

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Comprehension and Collaboration

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

 

• Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

• Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

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Presentation of Knowledge and Ideas

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

 

• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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3. MATHEMATICS

Identified in Math+Music=Money program

 

Young people learn how to produce music while simultaneously learning financial literacy and math skills.The program fuses music, with math in a deeply creative and synergistic way. The MMM curriculum is also common core aligned meaning it will augment the skills that students need to learn in order to graduate from high school. Math is used daily in all programs, incorporating song formulas by adding, subtracting, multiplying and dividing measures. We also incorporate Questions Scenarios and Answers (QSA’s). QSA’s are mathematic questions asked in word problem form. These scenarios are based on true stories and occurrences of music industry professionals. The difficulty level ranges from six to 12th grade learning standards. QSA’s are asked daily. By answering these questions students gain the opportunity to receive class credit incentives (fake money), that is later used to pay for studio time and original music production. This incentive system is the financial literacy component that drives the professional development component in the program. In every music project there is a budget based on the company title and service fees. This budget is given to the artist to pay for various expenses and complete an entire product. These expenses include everything from production (beats) to music videos to the graphic arts (album cover) etc. The class will be organized as an entertainment company with one set budget for the entire project. As the class is broken up into mini-business groups, it is their responsibility to properly distribute and manage the funds. In many cases the Executive Producer will provide a budget to the class, or ‘production company.’ The class will have to develop a viable plan that coincides with the budget available for the production and recording of the project. Students will approach the challenge of delivering a finished project without going over the available funds. This problem solving allows the students to recognize the importance of responsible money management skills, not only in business but in life as well.

 

MMM Problem Solving in Questions Senario's an Answers (QSA's)

 

I. Make sense of problems and persevere in solving them

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary.

 

 

II. Reason abstractly and quantitatively

Mathematically proficient students make sense of quantities and their relationships in problem situations. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

 

 

III. Construct viable arguments and critique the reasoning of others

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples.

 

IV. Model with mathematics

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students apply proportional reasoning to plan the final showcase and talent show or analyze a problem in the community. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

 

V. Use appropriate tools strategically

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, paper fake money, a calculator, a spreadsheet, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations.

 

VI. Attend to precision

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately.

 

VII. Look for and make use of structure

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property.

 

VIII. Look for and express regularity in repeated reasoning

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation

 

 

Key math components addressed in Kariz Kids Youth Enrichment Services programs:

 

• connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems 

• completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers 

• writing, interpreting, and using expressions and equations

• developing understanding of statistical thinking.

• developing understanding of and applying proportional relationships

• developing understanding of operations with rational numbers and working with expressions and linear equations

• formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

• grasping the concept of a function and using functions to describe quantitative relationships

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4. LANGUAGE ARTS AND CREATIVE WRITING

 

Students learn over 200 terms and vocabulary words. In a recording studio environment it is important that all parties communicate professionally and accurately when referring to technical and creative components. Words are not just words. They are the nexus—the interface—between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford. Research suggests that if students are going to grasp and retain words and comprehend text, they need repeated exposure in a variety of contexts to the words they are trying to learn. When students make multiple connections between a new word and their own experiences, they develop a nuanced and flexible understanding of the word they are learning. In this way, students learn not only what a word means but also how to use that word in a variety of contexts, and they can apply appropriate senses of the word’s meaning in order to understand the word in different contexts (Landauer & Dumais, 1997; Landauer, McNamara, Dennis, & Kintsch, 2007; Nagy, Herman, & Ander- son, 1985).

 

We have implemented the ‘Songs 4 Cause’ initiative in our programs. "Songs 4 Cause" is an initiative for social change and positive expression of issues, and its effect in communities all over the world. The more assets that a student or young person has the more likely they are to make healthy choices and to avoid high risk behaviors. This initiative uses music to build critical thinking skills; instructors encourage students to think by examining, evaluating, and challenging the assumptions, premises, interpretations, and evidence that others have taken for granted. By combining philanthropy with entertainment, we provide a benefit to both those in need and those who contribute resources towards solutions. The pairing of music and social causes create a perfect harmony with the power to create long-lasting, emotional connection with listeners and the student artists. "Songs 4 Cause" helps organizations harness the power of the marketplace by helping them accomplish charitable goals while simultaneously challenging students to critically analyze and deconstruct lyrics both within a historical context and as applied to current social problems.

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Writing: Definitions of the standards’ three text types

 

I. Argument

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about.

 

II. Informational/Explanatory Writing

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) . To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.

 

For example, Elvis Presley Enterprises (2009) provided an online lesson plan to teach students “about the life of Elvis Presley and how he overcame poverty … [and] the importance of setting their own goals and dreams” (p. 1). The plan includes listening to two of Elvis’ songs, Confidence and If I Can Dream, and analyzing the lyrics for messages about setting goals. In Kariz Kids programs we use similar approaches to this method. Using more current popular artists enables us to connect with the youth on a more culturally relevant basis. After students listen to these songs, we create a discussion about the messages in the lyrics. We use this as a warm up and ice breaker to bridge the lesson into the project of them creating their own song for cause and addressing the issues they care about and relate to the most.

 

Examples in lesson plans:

(After reviewing popular socially conscience songs, students are asked questions to help them identify with the purpose and content of the lyrics. This process aids them in their approach to creating songs with social purpose).

• How does knowing about the context in which the song was written influence your thoughts about the meaning of the song?

• In thinking about specific lyrics of this song, what would society be like if these imagined goals were realized?

• Is this song still relevant for today’s society?

• What are some additional lyrics or topics that could be added?

• Is the song encouraging us to simply imagine a better world or to actually do something to make the world a better place?

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III. Narrative Writing

 

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense.