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-Teaching The kyrie section of Ariel Ramirez's Misa Criolla.
-TEKS: Historical and Cultural relevance.
Students will understand the latin/spanish/greek text as well as the historical significance of the piece and the composer.  Students will understand and Identify Rhythmic vocabulary.  Students will identify intervals, vowels, diction, and understand how they effect tuning.
If time allows, students will add musicality and understand the vocabulary used for dynamics.
Materials: Original copies of sheet music, Pencils, Piano,
Schema Aids:  Video performance, two examples of a standard latin mass and a latin american mass.
Fix-ups: Slow-down, Think about the author's purpose, metacognition.
Demonstrate proper vowel shape and pronunciation of text and ask the students to imitate. Correct as needed.
Assessment: Students will be able to connect the civil unrest in argentina to the text and music of the Misa Criolla.

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U.S. History 8.B.11
Class Makeup- General pop.  Predominately Latino.
Cold War
- Butter Battles Dr. Seuss and how it relates to Cold War (video clip(s))
Vocab:
-Berlin Wall
-Arms Race
-Democracy/Communism
Opening Activity:
Students pick how to butter their bread. Never mentioning which side is which. (Culturally Awareness)
Materials Needed: Room Copy, Print outs (w/o copyrighting issues), Projector for short video clip.

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CLASS CULTURE:
We have a mixed level of math intelligence.

TOPICS: (1)Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to
C)  graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems;

BEHAVIORAL OBJECTIVE:
Given 10 graphs of linear functionsthe student will be able to find the X-intercepts, Y-Intercepts, zeros, and slope with 80% accuracy

MOTIVATOR:
I get a $100 iTunes gift card for my birthday and then start buying $1 songs. What is the relationship between number of songs I buy and how much is left on the card?

PREP: Now, we have students collaborate in groups (Mixture of ELL students and GT students) and discuss solutions.

INSTRUCTION:
individually development a concept map. Continue to discuss with their groups. Teacher will give an example of a linear equation. Then with groups students will create their own linear equation. Finally, groups will present their work.

CRITICAL THINKING:
Present the groups with a  question for them to reflect and discuss.
Example 1: can a slope be negative, why or why  not?
Example 2: come up with your own real world linear equation.

CONCLUSION:
Begin responding to the motivator with applying what they used in their concept map. If not completed student will take home as homework.

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The foundations of Art:

Find a simple piece of artwork and have them explain in their own words how the different fundamentals of art was used in the work.

Drawing a still life to understand shadows and lighting. Lesson will help students learn line, shape, texture, color, form, space and value.

Students will learn observation, perception, how to apply the elements of art and expressive qualities.

Materials: pencils, paper, kneaded eraser, and shader.

Schema aids: value charts

Fix ups for struggling students: Demostrate with them. Process modeling will tie in with demos.

Assessment: critique and discussion.

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SWBAT analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence, by using the first three paragraphs of the Declaration of Independence and primary documents by John Hancock and Thomas Jefferson about the Declaration of Independence. Then comparing the founding fathers writings to secondary source writings analyzing them.

(TEK 113.41 (C) (8) (c)

Prior to the assignment, students will be assigned to a partner allowing those who are struggling to be incorporated not isolated.. Giving the students the option of either a two-column study guide or a split screen study guide to compete their analysis and evaluation of the primary and secondary document. Having the students focus on the key vocabulary of Declaration of Independence, Founding Fathers. Key concepts that are wanted to be mastered by the students are the difference between a primary document and a secondary document.

The students will need a copy of the study guide they choose, a copy of the excerpt from the Declaration of Independence, copy of the primary and secondary documents. They will also need a writing utensil.

Image chart depicting the level of document each text is and the author. Example would be an image of the Declaration of Independence with bubbles connected to it that say Founding Fathers and Primary Document.

After explaining the activity the teacher will show an example of how to fill out both study guides. After modeling allow for short time for further questions

These study guides will be used in the future as a means for the students to study for their end of unit test.