Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher YoungKwang Park

Date

April 20, 2015

Subject/ Topic/ Theme

Learning the Music Sahara Crossing

Grade 6

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to the Unit plan, to learn about the music Sahara Crossing before they are performing on stage.
cognitiveR U Ap An E C*

Learners will be able to:

Students will be able to learn about how does the music Sahara Crossing goes
Students will be able to learn A,B,A,C form
Students will be able to learn specific measures of Sahara Crossing and practice in rehearsal.

physical
development

R,U,A

U, A
U,A

X
X

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.I.6.3 Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
ART.M.III.6.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria, and
offering constructive suggestions for improvement.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students able to read music notes and know how to read key signatures
Students know what measure, beat, and note values are
Pre-assessment (for learning):

Asking questions whats the key signature of the music and how about the tempo we play?
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

Asking questions how do we know the difference of A, B, and C

Formative (as learning):

Asking another question what are the notes in measure nine and how do we play those notes?
Summative (of learning):
Students will record their part and send it to teacher.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students
Students will have visual symbols
of the different sections of the
ABAC form.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will be able to play the
music after they are learning the
forms, tempo, and key signature

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students identify where the

form change by thinking and
playing the music

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Students will work as group and

play music.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Short goal-students will identify

the music
Long Goal-Students will
perform music
Their personal instruments(school provide)
Pencil
Music Sahara Crossing
Scrap paper

Students will record the music

at home and this help teacher to
know about their personal skills.

Ask students to talk about

where is the A, B, C, forms.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

In the usual set-up, students will go to their assigned seat

How will your classroom
be set up for this lesson?

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
When students come into class, ask students to tune
their instrument.
After tune, ask students with question of what we
Students will answer the questions
learn about last class?
After that, ask students to take the music Sahara
Crossing out and begin with question of whats
the key signature of the music and how about the
tempo we play?
When they answer for key signature and tempo
Students will listen the what the teacher say
students will listen the music Sahara Crossing.
As they get to the return of A in the first haring,
ask if they hear the return of the beginning again.
When they heard the music, ask if they hear the
different part of melody after return of A
After that, I will explain, ABAC form.
-In this piece, there are three different parts. For the
opening part, we called A and in the middle
section we called B and then return of A once
more, after that there is new section after A and
we called C.
Students will answer the question and come up
with the difference answer.

After that ask question to students how do we

know the difference?
After that, I will draw on the board that why each
sections is different.
-For the A section, the music is starting with
smooth and feels walking on the desert without
having trouble.
-For the B section, having loud sound and feels the
danger come when people across the desert.
-For the C section, they succeed in walking across
the desert.
-When teacher explains the difference, now ask
question about what the notes are in measure nine
and how do we play those notes?
Tell where and what finger to grab play Eb and Bb
for every instrument.
Now students will play measure nine note by note.
(Start from Eb, and students will keep play until
teacher tells to move on to next note.)
Practice the measure nine more than three times.
After that, students are going to play from the
beginning and until measure tenth.
Students will keep play the music, but whenever
there are making mistakes and intonation problem.
Teacher will stop and go over the measure again.

Closure
(conclusion,
culmination,
wrap-up)

Students will answer

Students will playing Eb and Bb
Play each note as whole note.

When students finished their intonation and

specific measures, I will give them homework for
next day.
The homework is recording their music of Sahara
Crossing on the computer and sending it to teacher.
(There is no grade, how students to well or not, if
they turn in it, they will get full points.)
Dismissed the class after giving them homework

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
When I was preparing this lesson, it was hard for me that how to describe the A,B,A, and C form because if I am just telling
the definition, students will understand, but I want to tell the music goes.

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