Lesson Plans

V T Lesson Lesson Date R Objective(s) I C* 9/4 RI The student will verbally & physically identify note values of quarter, eighth, half, dotted half and whole notes as well as their corresponding rests. The student will be able to accurately identify the number of syllables in a word. The student will be able to write rhythms with the syllables in words, Lots of questioning and modeling. Informal- asking questions to the class about the values of notes and rests. What are the note names? How many beats are in a quarter note? Etc. Set up success for Student A with lots of positive reinforcement. Instructional Activities/ Strategies Formative Assessment (formal/informal ) Describe Specific Adaptations/ Differentiatio n

Reading rhythms verbally and physically as a group.

Students will be taught the value of a note and given an action that goes with that note value. Example: quarter note equals one beat. The physical action is one clap.

Presented information verbally, kinesthetically and visually.

Giving lots of examples of finding syllables in words.

Formal- Each student will be asked to write their name on a sticky note. They will determine the number of syllables and then write a rhythm for their name. For example: Erin (has 2 syllables) The rhythm written could be half note& quarter. Each student will be asked to hand in their sticky note as their exit

Giving lots of examples for Student A and Student B.

Lots of repetition for Student B.

Set aside time to work one on one with Student A and Student B.

ticket. 9/5 VI Review the values of notes and rests. Review the values of notes and rests. Criterionreferenced: students using previous knowledge and applying it to new activities. Give Student A and Student B the opportunity to work music math problems on the board. Using positive reinforcement and one on one teaching.

Lecturing over time signature. The student will be able to solve simple music math problems in 3/4 and 4/4 time.

Modeling adding note values together.

One on one work as students come to the white board to work out music math problems. 9/11 VI The students will review note values and rests. The students will correctly identify vocabulary words. Students will be able to correctly match note names and values. Students will review time signatures by creating a 4/4 rhythmic passage. Review note names and values. Informal Assessment: observing students identify the appropriate vocabulary words.

Presenting information numerically and symbolically. Repetition will be used for Student B to help with processing. In order for Student B to draw conclusions he will be asked to correctly identify the appropriate vocabulary word or symbol and demonstrate the corresponding kinesthetic action.

Students will play a vocabulary swat game where students will either correctly swat the vocabulary word or corresponding symbol.

Students will review 4/4 time by writing rhythmic passages on a pumpkin. (These will be our fall hallway

Criterionreferenced: students using their previous knowledge and adding the layer of vocabulary.

Formal Assessment: Students will complete

decorations).

pumpkin rhythms and I will collect them to see which students are not understanding the concept. Informal Formative: asking the class about note values and if they accurately fit into 4/4 time. Specifically ask Student A and Student B questions.

9/12

The students will be able to compose rhythmic passages in simple meter.

Modeling

Using the SMART Board, students will do a rhythmic dictation activity.

After the rhythmic passages are composed, the students will perform rhythms by saying note names and doing the actions

Informal Observation: Individual students will be asked to compose rhythmic passages.

Use of technology to have a different visual approach.

The SMART Board activity not only uses note values, but they are also color coded adding a new visual way for the students to differentiate the notes and their values. Information will be given verbally as well as sent home in a note.

9/18

The students will be introduced to the group project. The students will watch a video of the musical group

Discussion/Lectur e over the group project.

Explain the project and that students need to bring

STOMP.

recyclable items to be used as instruments. Example: empty milk jug, newspaper, tin can etc.

Students will also get to visually see the idea by watching a video of the musical group STOMP.

Students will be given the chance to ask questions. 9/19 IC The students will discuss the importance of advertisement . Students will practice persuasive advertising. Teacher-led discussion about persuasion. Informal Assessment: done by the students creating the posters using persuasive vocabulary. Teacher brings in examples of persuasive posters.

Students will be split into their groups or bands.

Students will create band posters using persuasive vocabulary.

Give the students a list of persuasive words to use on their posters.

Students will be placed in specific groups mixed with low level learners and high level learners. Formal Assessment: done by collecting each students completed Specifically working one on one with Student A and Student B.

9/25 7

The students will work in their groups and compose a rhythmic passage 24

Student-led group work.

Each student in the group will be

measures long. The student will begin playing the rhythmic passage on an instrument.

given a worksheet to write out five rhythmic passages in 4/4 time. Then as a group the students will choose 4 rhythmic passages from each group member to compose their song.

worksheet to see where the groups are on understanding note values and simple meter.

Walking about the room offering help to those who need it.

Once the song is composed, the students begin practicing on their instruments.

Informal assessment: done by walking around the room seeing students work on an individual basis.

Encouraging group members to help one another.

Modeling on the whiteboard, reviewing the previous concepts learned. Formal Assessment: using a checklist to assess the group performances. Encourage a positive performance environnent.

9/26

The bands will perform their compositions for their classmates at a Battle of the Bands competition. Students will evaluate each others performances by voting for their favorite band.

The students will get in their bands and perform their compositions for one another.

After all bands have performed the students will get a chance to vote for their favorite band to win the Battle of the Bands competition.

Use positive reinforcement for Student A and Student B.

Summative Assessment:

The summative assessment will be a combination of the performance assessment and an exact copy of the pretest. This will show if the students learned the information of not and give me a clear idea of the

areas that need re-teaching. It will also give me a clear idea of which parts of this unit need to be adjusted to create more student success. The summative assessment will include all of the unit objectives. Why are the objectives appropriate? The objectives are relevant to the topic of rhythmic notation. They are also appropriate because the students in this grade level are ready to learn how to accurately read and notate rhythms. They are sequenced in the order in a scaffolding manner. Each lesson is supposed to build off of one another. Students learn note values and actions to help them remember. Then they learn how to add them together corresponding to time signature. Then, students can compose rhythmic passages in simple meter. I also chose to sequence lessons this way so that students would continue to review the previous lesson, to help with repetition. I wanted to create lessons that would keep the students engaged. This is a class that learns better doing something rather than being talked to. They seem to respond best to visuals. I wanted to include as many visual examples I could. With a handful of lower level learners I also chose activities that would include lots of repetition to help students absorb the concepts easier.

Why are the lessons sequenced in this manner?

Why were these instructional strategies/activitie s selected?

How do the instructional strategies/activitie s address the learning objectives for this unit? How will a variety of levels of thinking skills be addressed (e.g., Blooms Taxonomy)? Give specific examples of use. Explain the reading strategies that will be used throughout the unit. Give specific examples. (Remember that

Since my lessons were developed from my learning objectives, they address the learning objectives directly.

Students will begin the unit at the bottom level of Blooms taxonomy by being able to verbally identify note names and their values (Knowledge). Then students will be able to use physical actions to apply the values of notes. (Comprehension & Application). Students will learn simple meter and use basic math skills to use their knowledge, and comprehension to apply their previous knowledge to the new concept. Students will then apply their knowledge and compose (Synthesis) rhythmic notations and perform them for the class. The students will be doing a vocabulary activity to help with the identification process of notes and their values. They are also working on persuasive words. This will help them understand how to use persuasive vocabulary. Students will also be doing a syllable activity that will help them pull apart words. This will help them to pull apart words to help them understand them, like prefixes and suffixes.

using text is not a reading strategy) What resources will be needed for this unit (include school and community resources)? How will technology be integrated within the unit? Explain both teacher use and student use. How does the unit demonstrate integration of content across and within content fields? How does the unit demonstrate both teacher-centered and studentcentered instructional strategies? I will need use of the internet, SMART Board, computer, projector, and white board from the school. I am bringing in recyclable materials from a local coffee shop who agreed to donate items. These will be helpful to give examples to the students of what they should bring and offer an option for students who forget to bring an instrument.

I will be using the internet to show the STOMP video. I will also be using the SMART Board for teacher instruction and student practice on the composition concept. This will be used as an informal formative assessment.

The students will be using the note values and the knowledge of time signature to answer simple math problems. This also introduces solving simple algebraic equations. Students will also practice vocabulary and persuasive writing.

This unit includes lots of teacher centered instruction where I will be teaching a concept and letting the students practice the concept. But, the group project allows student centered instruction where they are working together in groups and helping one another.