COMMON CORE STATE STANDARDS

• CCSS.ELA-Literacy.W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

NATIONAL ARTS STANDARDS

• MU:Cr2.1.7b – Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
• MU:Re7.2.7a – Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
• MU:Re7.2.7b – Identify and compare the context of music from a variety of genres, cultures, and historical periods.

LEARNING TARGET

• I can sit and think about emotions in a piece of audio media.

WHY THE ARTS

• Rhythm is all around us and a way of life. Using this art with this ELA module, students will discover rhythm is necessary for understanding events in time, for engaging in dialogue, and for coordinating and synchronizing ourselves with one another.

ASSESSMENT

• Formative
  • Observe student contributions during “Ten Times Two” using a simple checklist or sticky note tracker.
  • Monitor use of descriptive vocabulary related to music and emotions.
  • Students complete a graphic organizer of ten descriptive words/phrases (x2) with an optional peer-share.
• Summative (Exit Ticket):
  • EXIT TICKET: How do the rhythms and tempo of this musical piece reflect how Navajo people feel during the Blessingway & Enemyway ceremonies?
    • Use musical vocabulary, textual evidence, and personal interpretation.
    • Scored using a 3-point rubric: 1) musical language use, 2) connection to text/emotion, 3) clarity of reasoning.

LESSON CONNECTIONS

• Lesson 10 – Chapter 9 and pages 222-223. How do the structures and styles of different genres (informative vs. narrative) work. How do different tempos & dynamics of rhythms express different emotions?

CONNECTION TO MODULE GOALS/EOM TASK

• Using the Ten times Two routine after an in depth discussion about a piece of audio media allows students to generate descriptive language that will support them in the EOM Task.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Graphic Organizer / Stop & Jot / Outside In

MATERIALS

• Student Organizer

TEACHER BACKGROUND

• Teachers will first need to know basic knowledge about tempo, dynamics and melody.
• Think through these EQs for yourself personally prior to the lesson beginning:
  • How do life experiences influence the way you relate to rhythm/music?
  • How does learning about rhythm/music impact how we perceive the world?
  • Where and how do we encounter rhythm/music in our world?
  • How do rhythm/music influence our views of the world?
  • How does music and rhythm impact your daily life?
  • What are ways you can incorporate rhythm in your daily routine?
  • How does tempo from a musical piece affect the way you feel about the music?

STUDENT PREREQUISITES

• Read up to chapter 20

ACCESSIBILITY

• If possible, have a special educator show the students the music PRIOR to the lesson, so that they have some additional time thinking about it prior to the exit ticket.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Give students time to think on their own before being asked to share.
• Have students add to their ideas if they hear something from their peers that they connect to.
• Frame the discussion with the idea that we all interpret music differently. What we need to be able to do is explain why we say something.
• You may want to begin with some of the EQs mentioned above in TEACHER BACKGROUND.

Physical Environment:

• Have students stand or sit in a circle. This creates a sense of community. Having sun light in the space brings a since of joy and excitement.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

COMMON CORE STATE STANDARDS

• CCSS.ELA-Literacy.W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

NATIONAL ARTS STANDARDS

• MU:Cr2.1.7b – Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
• MU:Re7.2.7a – Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
• MU:Re7.2.7b – Identify and compare the context of music from a variety of genres, cultures, and historical periods.

LEARNING TARGET

• I can sit and think about emotions in a piece of audio media.

WHY THE ARTS

• Rhythm is all around us and a way of life. Using this art with this ELA module, students will discover rhythm is necessary for understanding events in time, for engaging in dialogue, and for coordinating and synchronizing ourselves with one another.

ASSESSMENT

• Formative
  • Observe student contributions during “Ten Times Two” using a simple checklist or sticky note tracker.
  • Monitor use of descriptive vocabulary related to music and emotions.
  • Students complete a graphic organizer of ten descriptive words/phrases (x2) with an optional peer-share.
• Summative (Exit Ticket):
  • EXIT TICKET: How do the rhythms and tempo of this musical piece reflect how Navajo people feel during the Blessingway & Enemyway ceremonies?
    • Use your brainstorming, conversation, and evidence from the text to support your answer.
    • Students can apply their own knowledge from the music they listen to for more ideas and to help support their thinking.

LESSON CONNECTIONS

• Lesson 10 – Chapter 9 and pages 222-223. How do the structures and styles of different genres (informative vs. narrative) work. How do different tempos & dynamics of rhythms express different emotions?

CONNECTION TO MODULE GOALS/EOM TASK

• Using the Ten times Two routine after an in depth discussion about a piece of audio media allows students to generate descriptive language that will support them in the EOM Task.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Graphic Organizer – Students have a place to record their thinking, share, add and then use their reflections and conversation to answer an exit ticket.

MATERIALS

• Student Organizer

TEACHER BACKGROUND

• Teachers will first need to know basic knowledge about tempo, dynamics and melody.
• Think through these EQs for yourself personally prior to the lesson beginning:
  • How do life experiences influence the way you relate to rhythm/music?
  • How does learning about rhythm/music impact how we perceive the world?
  • Where and how do we encounter rhythm/music in our world?
  • How do rhythm/music influence our views of the world?
  • How does music and rhythm impact your daily life?
  • What are ways you can incorporate rhythm in your daily routine?
  • How does tempo from a musical piece affect the way you feel about the music?

STUDENT PREREQUISITES

• Read up to chapter 20

ACCESSIBILITY

• If possible, have a special educator show the students the music PRIOR to the lesson, so that they have some additional time thinking about it prior to the exit ticket.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Give students time to think on their own before being asked to share.
• Have students add to their ideas if they hear something from their peers that they connect to.
• Frame the discussion with the idea that we all interpret music differently. What we need to be able to do is explain why we say something.
• You may want to begin with some of the EQs mentioned above in TEACHER BACKGROUND.

Physical Environment:

• Have students stand or sit in a circle. This creates a sense of community. Having sun light in the space brings a since of joy and excitement.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

COMMON CORE STATE STANDARDS

• RL.7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Text in this case refers directly to the anchor text and reading a photograph.

NATIONAL ARTS STANDARDS

• Anchor Standard 7 – Perceive and analyze artistic work.
• I:6-8:2 – Reason effectively to Interpret and communicate the meaning of the impact of visual art.

LEARNING TARGETS

• I can analyze a photograph and step into the perspective of a Navajo Code Talker to better understand Ned’s identity and development.
• I can describe how visual elements in a photograph (expression, pose, detail) convey emotion and identity.

WHY THE ARTS

• Students will be able to identify what an artist highlights in their work and make connections between the image and the book that describes the experience of a Navajo Marine. This experience is practice for supporting the EOM task because students will be asked to synthesize the knowledge they learned from the focus question into the EOM essay question.
• Focus Question Two is: How does Ned’s Navajo identity provide strength during times of challenge?
  • By closely studying the photographs and the corresponding chapters – up to 20, students will begin to build an understanding of Ned’s intersectionality and how the USMC has changed or informed his identity.
  • Analyzing visual art, especially documentary photography, helps students slow down, infer meaning, and make emotional connections. By stepping into the shoes of a character within a photograph, students practice perspective-taking, an essential skill for both literary analysis and empathy-building. This protocol also strengthens their ability to describe and interpret evidence visually and textually, skills required in the EOM task.

ASSESSMENT

• Formative
  • Observe student contributions during “Step Inside” discussion.
  • Use a checklist to track use of evidence from the photo/text and perspective-taking language.
  • Monitor written brainstorming notes or graphic organizer completion.
• Summative (Exit Ticket):
  • EXIT TICKET: What does being Navajo mean to the Navajo Soldier(s) in this photograph? Use your brainstorming, conversation, and evidence from the text to support your answer.
    • Students will apply what they have learned about the training, culture, etc. of the Marines and the intersectionality that Ned was experiencing.
  • Success criteria:
    • Uses at least one visual detail from the photograph.
    • Connects detail(s) to Ned’s identity or development.
    • Includes evidence or a quote from the novel.
    • Demonstrates understanding of perspective-taking.

LESSON CONNECTIONS

• Lesson 15 – Chapters 18-20
• What does a deeper exploration of plot, character, and setting in chapters 18-20 reveal?

CONNECTION TO MODULE GOALS/EOM TASK

• Students need to understand the 3 phases of Ned’s character development.
  • Who was he in the beginning of the book: Boarding School up to joining the Marines at 16. (Proud Lady)
  • Who was Ned in the middle of the book: During his USMC service. (Photograph)
  • Who was Ned at the end of the book: Returning to the US and telling his story to his grandchildren.
• Once students understand WHO Ned was at each stage of his life, they can then make a conclusion for their EOM.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Stop and Jot / Graphic Organizer – After reading Ch. 1-20 and viewing the photograph, students will have a place to record their thinking, share their ideas with a partner or the class, and then use their reflections and conversation to answer an exit ticket to determine if students were able to make connections between the image and the text.

MATERIALS

• Student Organizer

TEACHER BACKGROUND

• Think through these EQs for yourself personally prior to the lesson beginning:
  • How do life experiences influence the way you relate to art?
  • How does learning about art impact how we perceive the world?
  • What can we learn from our responses to art? What is an image?
  • Where and how do we encounter images in our world?
  • How do images influence our views of the world?
• Make sure you are familiar with the Wit & Wisdom Art Terms and Vocabulary for discussing visual art and photography. And that you have thought about how to incorporate this language into your discussion about the artwork.
  • WATCH Sarah’s explanation of visual art analysis.

STUDENT PREREQUISITES

• Read up to chapter 20 / Have some understanding of art terms.

ACCESSIBILITY

• If possible, have a special educator show the students this image PRIOR to the lesson, so that they have some additional time thinking about it prior to the exit ticket.
• Graphic Organizer: T-chart or 3-column organizer: I perceive / I know about / I care about
• Quote Bank: Add as an appendix or printout
• Sentence Stems: For example: “From this perspective, I see…,” “One thing I know is…,” “This matters to me because…”

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Give students time to think on their own before being asked to share.
• Have students add to their ideas if they hear something from their peers that they connect to.
• Frame the discussion with the idea that we all interpret music differently. What we need to be able to do is explain why we say something.
• You may want to begin with some of the EQs mentioned above in TEACHER BACKGROUND.

Physical Environment:

• Having the photograph projected in large format and having a smaller version to share at a table will be helpful. This will allow students the opportunity to look at all the details within the work.

Other Considerations:

• BT4 – This protocol will provide an experience of thinking about the idea of USMC and applying it to Ned’s development as a character.
• BT6 – Assessment – The Exit ticket provides an opportunity for students to demonstrate the connections between the text and the photograph.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

COMMON CORE STATE STANDARDS

• RL.7.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Text in this case refers directly to the anchor text and reading a photograph.

NATIONAL ARTS STANDARDS

• Anchor Standard 7 – Perceive and analyze artistic work.
• I:6-8:2 – Reason effectively to Interpret and communicate the meaning of the impact of visual art.

LEARNING TARGETS

• I can step inside a work of art to understand and describe a character’s point of view.
• I can use visual and textual evidence to explain what being Navajo means to Ned’s family.

WHY THE ARTS

• Students will be able to identify what an artist highlights in their work and make connections between the image and the chapter that describes the main character’s mother. This experience is practice for supporting the EOM task, because students will be asked to synthesize the information learned by identifying answers to the focus question in to the essay question.
• Focus Question One is: What does being Navajo mean to the protagonist of Code Talker?
  • By closely studying the artwork and the chapter, students will begin to build an understanding of Ned’s roots and his mother as his first teacher of his culture and personal identity.

ASSESSMENT

• Formative
  • I can make connections between a piece of artwork by RC Gorman and Chapter 1 of Code Talker by Joseph Bruchac.
  • By looking closely at “Proud Lady” by RC Gorman and analyzing chapter 1, “Sent Away”, students will BEGIN to identify culture and its role in the lives of the Navajo people. This supports the knowledge that students need for the EOM assessment, which is to write an essay that answers the question: How was Ned impacted by WWII?
• Summative (Exit Ticket):
  • EXIT TICKET: Mothers are often our first teachers. What does being Navajo mean to Ned’s mom and his family? Use your brainstorming, conversation, and evidence from the text to support your answer.

LESSON CONNECTIONS

• Lesson 4 – Layer it into this lesson to dig more deeply into what is happening on pages 5-11.

CONNECTION TO MODULE GOALS/EOM TASK

• Students need to understand the 3 phases of Ned’s character development.
  • Who was he in the beginning of the book: Boarding School up to joining the Marines at 16. (Proud Lady)
  • Who was Ned in the middle of the book: During his USMC service. (Photograph)
  • Who was Ned at the end of the book: Returning to the US and telling his story to his grandchildren.
• Once students understand WHO Ned was at each stage of his life, they can then make a conclusion for their EOM.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Stop and Jot / Graphic Organizer – After reading Chapter one and viewing the painting, Students to have a place to record their thinking, share their ideas with a partner or the class, and then use their reflections and conversation to answer an exit ticket to determine if students were able to make connections between the image and the text.

MATERIALS

• Student Organizer

TEACHER BACKGROUND

• Think through these EQs for yourself personally prior to the lesson beginning:
  • How do life experiences influence the way you relate to art?
  • How does learning about art impact how we perceive the world?
  • What can we learn from our responses to art? What is an image?
  • Where and how do we encounter images in our world?
  • How do images influence our views of the world?
• Make sure you are familiar with the Wit & Wisdom Art Terms and Vocabulary for discussing visual art and photography. And that you have thought about how to incorporate this language into your discussion about the artwork.
  • WATCH Sarah’s explanation of visual art analysis.

STUDENT PREREQUISITES

• Read chapter 1 closely / chapter 1 quote discussion /close reading.
• Have some understanding of art terms.

ACCESSIBILITY

• If possible, have a special educator show the students this image PRIOR to the lesson, so that they have some additional time thinking about it prior to the exit ticket.
• Graphic Organizer: T-chart or 3-column organizer: I perceive / I know about / I care about
• Quote Bank: Add as an appendix or printout
• Sentence Stems: For example: “From this perspective, I see…,” “One thing I know is…,” “This matters to me because…”

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Give students time to think on their own before being asked to share.
• Have students add to their ideas if they hear something from their peers that they connect to.
• Frame the discussion with the idea that we all interpret music differently. What we need to be able to do is explain why we say something.
• You may want to begin with some of the EQs mentioned above in TEACHER BACKGROUND.

Physical Environment:

• Having the artwork projected in large format and having a smaller version to share at a table will be helpful. This will allow students the opportunity to look at all the details within the work.

Other Considerations:

• BT4 – This protocol will provide an experience of thinking about the idea of USMC and applying it to Ned’s development as a character.
• BT6 – Assessment – The Exit ticket provides an opportunity for students to demonstrate the connections between the text and the artwork, specifically linking the written description and the artwork as students consider the development of culture and the development of the child, Ned.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

NATIONAL ARTS STANDARDS

• Anchor Standard 11 – Synthesize and relate knowledge and personal experiences to make art.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

WHY THE ARTS

• Using this art helps establish a positive learning environment for all students. Music and rhythm is a fun and engaging way for students to learn new concepts. Also, this art provides a sense of community.

ASSESSMENT

• Formative
  • Teachers will be able to observe students’ body language, level of engagement, rhythm tempos, facial expression, and four basic body percussion sounds in order to effectively create their rhythm of the day patterns.

LESSON CONNECTIONS

• Chapter 2 – Ned is creating a positive environment with some of the other Navajo children who also spoke the same language. This created a happier and more peaceful environment.

CONNECTION TO MODULE GOALS/EOM TASK

• The rhythm of the day routine will help teachers create a positive and fun environment. Students will be able to use rhythm/patterns, chants and whole body movement to connect how it feels to have a positive environment and experiences like Ned had to his culture greeting. Also, the rhythm of the day chants will help students connect with the way Neds family celebrates “Ways” in the text. With this information students will be able to complete their EOM task.

TEACHER BACKGROUND

• Teachers should have a basic idea about rhythm and body percussion. Use the guided graph charts and backing tracks to lead students with activities. Teachers can also use instruments or classroom objects that makes sound as a substitute for the rhythm of the day patterns.

STUDENT PREREQUISITES

• Students will only need their bodies for these activities.

ACCESSIBILITY

• Open classroom space. Sitting or standing is optional.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Use a visual aid graphic chart for students to express how they feel. Have positive uplifting music playing as students enter the space.

Physical Environment:

• Have students sit or stand in an open space in a circle. Spaces with windows that have sunlight helps create a positive environment.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

COMMON CORE STATE STANDARDS

• RL.7.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• W.7.1 – Write arguments to support claims with clear reasons and relevant evidence.
• W.7.1.b – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

NATIONAL ARTS STANDARDS

• MU:Pr4.3.7a – Perform contrasting pieces of music demonstrating their personal interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

WHY THE ARTS

• Students may begin to develop their own rhythmic interpretations of the quote text, composing simple beat patterns that reflect the tone or theme. This creative ownership fosters both musical interpretation and reading comprehension.

ASSESSMENT

• Formative
  • Student self and peer reflections using the Class Fluency Checklist.
  • Annotated quote analysis: What does this quote reveal about Ned?
  • Choral reading observations (teacher notes and checklists)
• Summative:
  • The summative fluency performance can be captured via a scored rubric (1–4) in three categories: Expression/Prosody, Accuracy/Rate, and Comprehension. Use this alongside student self-reflection checklists to promote metacognition.
  • Class Fluency Checklist:
    • Expression/prosody rating
    • Self-correction monitoring
    • Comprehension check

LESSON CONNECTIONS

• Use this routine as a Do Now following a new chapter to:
  • Reinforce content
  • Support comprehension through repetition
  • Launch writing with relevant evidence
• Pair with:
  • Wit & Wisdom Module Lessons: Use Module Map to target post-reading days.
  • EOM Writing Tasks: Supports quote selection and textual reasoning.

CONNECTION TO MODULE GOALS/EOM TASK

• These activities will support students in selecting the evidence that will be needed for writing the EOM essay. It provides them the opportunity to practice their reading fluency, thus increasing comprehension, and also gives them opportunity and feedback on their reasoning.

WIT & WISDOM INSTRUCTIONAL ROUTINES

• Echo Reading / Fluency Practice / Shared Reading / Vocabulary Reinforcement through Context

MATERIALS

• Quotes for Fluency Practice
• Class Fluency Checklist
• Chant: American Indian Oral Tradition
• Assessment Text

TEACHER BACKGROUND

• Facilitator Prep Checklist:
  • Print/choose quotes aligned to content focus
  • Post anchor chart with fluency rubric
  • Prepare a sample read-aloud for modeling
  • Decide percussion method: MP3, body percussion, clapping, desk taps
  • Prepare space for movement (partner reading and choral formations)
  • Review fluency research and key terms (expression, phrasing, rate) Build your background information on the importance of fluency on comprehension.

STUDENT PREREQUISITES

• Foundational decoding and phrasing skills. Prior choral reading experience helpful but not required.

ACCESSIBILITY

• Graphic organizers can be modified to meet the needs of students. Extend quotes, make them shorter, select different quotes, use the student model answer, give one quote at a time and not the whole packet, choose quotes for students or have them select for themselves.
• Vary quote length and complexity.
• Provide pre-highlighted phrasing.
• Allow choice in quote selection.
• Use visuals or sentence frames for ELLs.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Teachers will need to create a culture of feedback within their classrooms.
• Feedback needs to be clear, specific, and focused on fluency skills and NOT personality or identity.
• Students must be taught the language of fluency so they can use the specific vocabulary with each other.
• Normalize rereading and celebrate growth.

Physical Environment:

• Students need to be able to move their chairs to sit side by side, ear to ear.
• Hang an anchor chart with the following so that students and the teachers can refer back to it while giving feedback and reflecting on their performance.
• Ask Yourself –
  • Do I “fake read”?
  • Do I stumble over words or guess often?
  • Do I sound like I’m having a conversation or reading a list?
  • Do I read in meaningful phrases?
  • Can the people I am reading to, understand the text?
  • Do I understand what is happening in the text?
  • Do I notice and correct my own errors?

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year. 

COMMON CORE STATE STANDARDS

• RL.7.1 – Cite multiple textual evidence to analyze what the text says explicitly and make inferences
• RL.7.2 – Determine central ideas and themes and analyze their development; summarize important supporting details
• RL.7.4 – Determine the meaning of words and phrases, including figurative language and connotation
• W.7.1 – Write arguments to support claims with clear reasons and relevant evidence
• W.7.2 – Write informative/explanatory texts to convey ideas clearly, citing evidence
• W.7.3 – Write narratives that develop real or imagined experiences/events using effective techniques and descriptive details
• L.7.1 – Command of grammar & usage use phrases, clauses, varied sentence structures purposefully
• L.7.2 – Conventions, spelling, & punctuation use commas correctly, spell accurately
• SL.7.1 – Engage in discussions, build on others’ ideas, and use evidence when discussing text.
• SL.7.6 – Adapt speech to different contexts, using formal English when appropriate

NATIONAL ARTS STANDARDS

• MU.Pr6.1.E.8a – Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
• MU.Pr4.2.E.8a – Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how they contribute to a performance.
• MU.Cn10.0.E.8a – Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
• MU.Re7.2.E.8a – Describe how the elements of music and expressive qualities relate to context in a variety of musical works.

ACTIVITY SUMMARY

• Operation: Rhythm Route is an embodied learning simulation inspired by Code Talker by Joseph Bruchac. Students work in teams to guide a “Soldier” across a hidden minefield grid using only body percussion signals, simulating the silent precision and trust required of Navajo Code Talkers during WWII.
• Rotating roles of Code Talker, Soldier, and Observer allow each student to experience responsibility, memory, listening, and teamwork. As an extension, this activity includes three code sets to reflect how codes changed in combat, and ends with a verbal debrief and a written reflection aligned to ELA standards. Optional extensions and celebrations like student-designed mazes or “medals” for successful missions help deepen engagement and historical connection.

LEARNING TARGETS

• I can perform and respond to body percussion patterns using rhythm, tempo, and dynamics to communicate clear meaning and direction.
• I can explain what the Code Talker simulation taught me about responsibility, memory, listening, and trust, and connect those lessons to Ned’s experiences in WWII.
• I will support my ideas with examples from the simulation and the book.
• I will organize my writing clearly and revise for clarity, punctuation, and vocabulary.

WHY THE ARTS

• Integrating the arts into this simulation transforms abstract historical concepts into embodied, emotional experiences. By using rhythm, movement, and silence, students don’t just learn about Code Talkers, they feel the tension, trust, and responsibility those roles required.
• Body percussion activates multiple learning modalities (auditory, kinesthetic, and visual), which improves memory, focus, and emotional connection. It also fosters creativity, collaboration, and self-regulation, core skills in both music and life.
• This arts-based approach aligns with culturally responsive teaching by honoring Navajo traditions of oral and rhythmic communication, and makes the learning inclusive, engaging, and memorable.

ASSESSMENT

• Formative
  • Students will know if their body percussion and listening skills are accurate because of the feedback they receive while playing the game. “Winning” = Successful!
• Summative:
  • A written reflection (one paragraph) of the simulation, in which students are asked to make connections between their experience, the text, and Ned’s experience as a Code Talker. An example answer is included in the reflection document.

LESSON CONNECTIONS

• Teaching through the arts doesn’t just enrich content, it builds empathy, deepens understanding, and allows every student to participate in meaningful, multimodal learning.
• Therefore this activity would be a strong summative experience prior to writing the EOM essay. The reflection document that students produce could be used to support their reasoning in the EOM task.

CONNECTION TO MODULE GOALS/EOM TASK

• Operation: Rhythm Route is a powerful arts-integrated simulation that helps students internalize one of the most important impacts WWII had on Ned: his deep sense of responsibility, discipline, and pride in serving as a Code Talker. During the simulation, students experience the pressure of guiding others without error, the trust needed between partners, and the silence required for secure communication, all central to Ned’s role in the war.
• By physically embodying what it meant to carry a code and protect lives, students gain insight into the mental and emotional weight Ned carried. This experiential understanding builds background knowledge and emotional resonance that students can draw on when writing their final response. It reinforces key ideas about identity, sacrifice, service, and pride, all of which shaped Ned during WWII and help answer the EOM question with depth and empathy.

MATERIALS

• Reflection Task / Path Maps & Body Percussion Keys / 6×6 Grid

TEACHER BACKGROUND

• You do not need to be a musician to lead this experience, just a facilitator who values student creativity, engagement, and connection to content. Operation: Rhythm Route uses simple body percussion as a tool for embodied learning, empathy building, and deep comprehension of the themes in Code Talker.

STUDENT PREREQUISITES

• Content Knowledge:
  • Familiarity with the novel Code Talker by Joseph Bruchac, particularly Ned’s role as a Navajo Code Talker during WWII.
  • A basic understanding of how the Navajo Code worked, it was based on sacred language, used with discipline and precision, and changed frequently to protect U.S. military operations.
  • Awareness that Ned’s work carried high stakes, requiring silence, memory, responsibility, and trust under pressure.
• Skills and Dispositions:
  • Ability to recognize and clearly repeat basic body percussion patterns (e.g., claps, stomps, snaps, pats).
  • Willingness to follow non-verbal directions and stay attentive while observing others.
  • Cooperative mindset: readiness to work in a team, support peers, and handle mistakes constructively.
  • Comfort with rotating roles (Code Talker, Soldier, Observer) and participating in active, embodied learning.
• Mindset & Habits of Learning:
  • Openness to risk-taking in a safe, respectful environment.
  • Self-control and patience, especially while waiting for turns or navigating silently.
  • Reflection skills: ability to connect personal experience to the text and articulate insights verbally or in writing.

ACCESSIBILITY

• Physical Accessibility
  • For students with mobility challenges:
    • Allow them to serve as Code Talkers, Observers, or Trackers (mapping the path on paper).
    • Offer a tabletop version using a printed grid and tokens to represent movement.
    • Use verbal rhythm cues or small instruments (e.g., drum pads, egg shakers) instead of physical movement.
• Cognitive & Learning Support
  • Use visual supports:
    • Project or post the body percussion codes clearly.
    • Provide individual cue cards with written or illustrated directions (e.g., 👏 = Step Forward).
  • Chunk the activity:
    • Model one code at a time and allow practice before full simulation.
    • Offer a “practice round” with no penalties.
  • Partner strategically:
    • Pair students who need support with peers who are strong verbal or nonverbal communicators.
    • Assign classroom roles like “Signal Checker” or “Path Recorder” to keep students engaged in alternative ways.
• Language & Communication Support
  • Allow ELs or students with speech/language needs to:
    • Use gestures or draw directional arrows on paper to plan.
    • Preview vocabulary (“percussion,” “code,” “path,” “signal”) in advance with visuals or sentence stems.
    • Participate as non-verbal observers or rhythm participants first, and gradually take on more active roles.
• Emotional & Behavioral Support
  • Normalize mistakes as part of learning: “Boom” is not a failure, it’s a clue.
  • Offer nonverbal opt-out signals for students who may be uncomfortable in the spotlight.
  • Set clear routines and boundaries: model expectations for silence, patience, and respectful risk-taking.
  • Let students reflect in different formats: drawing, audio recording, bulleted notes, or journaling.

Return to Topic

BRAIN TARGETED TEACHING IN THE CLASSROOM

Emotional Climate:

• Considerations:
  • This simulation requires vulnerability, students must rely on others, perform publicly, and face mistakes. Creating an emotionally safe space is essential.
• Suggestions:
  • Begin with a short community-building circle or affirmation (e.g., “We’ve got each other’s backs today, just like Marines!”).
  • Normalize mistakes by modeling failure positively (“Booms” happen to the best soldiers!”).
  • Reinforce that everyone will take a turn in each role and that risk-taking is a strength, not a weakness.
  • Frame the experience as a team challenge, not a competition.

Physical Environment:

• Considerations:
  • Students will move through space and need room for full-body participation and clear visibility of the grid.
• Suggestions:
  • Set up the grid in a spacious, clutter-free area (gym, hallway, or cleared classroom floor).
  • Position the Code Talker off to the side to ensure they can be clearly seen and heard.
  • Post the percussion code visibly (on the board or via projector) so the Soldier can access it easily.
  • Use soft, non-slip materials to mark the grid squares for safety.

Other Considerations:

• BT3: Design the Learning Experience – This task is a prime example of arts-integrated, experiential learning, students engage emotionally, physically, and cognitively. The simulation builds conceptual understanding before abstract writing, supporting deeper transfer.
• BT4: Teaching for Mastery of Content – This activity scaffolds understanding of Ned’s wartime role, preparing students to analyze his character more meaningfully in writing. Students build vocabulary (responsibility, memory, trust) and connect concepts to lived experience.
• BT5: Teaching for the Extension and Application of Knowledge –Students synthesize their experience with text-based evidence in their reflection. Optional extensions (designing codes, writing journals) support transfer to new contexts and creative thinking.
• BT6: Evaluating Learning – The written reflection and class discussion serve as assessments of emotional insight, content knowledge, and expressive ability. Rubric-based feedback helps guide improvement.

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

MURRAY PIPER – BRING MURRAY TO YOUR SCHOOL!

Murray S. Piper is a noted performer, instructor, clinician, and adjunct professor at Johns Hopkins University Peabody Preparatory Institute. He founded Passionate Drumming & Music Lessons, inspired by his early passion for drums. Piper holds a B.S. in music with a concentration in instrumentalists from Morgan State University and has been teaching drums/percussion since 2004. He has led percussion programs and clinics nationwide and serves on the drum set committee for the National Percussion Arts Society. An Emmy-nominated drummer, Piper excels in all music styles and is one of the most sought-after instructors and drummers today. He is dedicated to helping students reach their goals, using his passion to motivate and inspire them to perform at their highest level. Murray’s motto: Building His Community One-Beat-At-A-Time.

GENA PROCTOR

Gena Proctor was born in New Zealand and raised in Australia. She holds a Bachelors of Education (Massey University) a Certificate of Human Sciences (Taranaki Polytechnic) and a Certificate of Arts Integration (Towson University). She now lives in Towson with her husband and her Pitbull, Gracie. She is a GeGe to baby Freya and will gladly share cute pictures with anyone who asks. She holds 22 years experience teaching 5-8th grade ELA and being the Middle Grades Director at Southwest Baltimore Charter School. Most of her career has been spent in Baltimore City Public Schools as a teacher and a teacher leader. Gena loves it here. She loves city students and believes Arts Integration is the most transformative form of active pedagogy.She has run professional development all over the USA on topics such as, Arts Integration, Crew and Morning Meeting, Student Led Conferences, Teacher Leadership and Making Thinking Visible.  In 2007 she was recognised as “Teacher as Leader” in the area of Gifted and Talented Education; this award was presented by the Maryland State Advisory Council on Gifted and Talented Education. In 2022 she was nominated for Maryland Charter School Teacher of the year.