October 14, 2013

Student As Sequencing Activity

Standard Well Below Proficiency
(WB)
Developing Proficiency
(DP)
Meets Proficiency (MP)
K.RL.2 I can identify
the characters, the
setting, and what
happens in a story.
Only able to identify 1-
2 characters and
character sounds.
Unable to identify the
setting.
Able to identify most
characters and
character sounds.
Possibly mixes two
characters. Uses the
book or Sequencing
Activity to find the
setting.
Able to identify
characters and
character sounds. Able
to tell the setting of
the story.
K.RL.3 I can tell how
events, people, or
ideas are connected by
sequencing the events
in a story.
Able to sequence few
of the characters.
Some characters may
be in the correct spot.
Able to sequence most
of the characters in
order. Possibly
misplaced two
characters.
Able to sequence the
characters in order.

Student What sound did
the shoe
make?
What was the
setting of the
story?
Non-fiction or
fiction book?
Demonstrate
beat. Fast or
slow?
A X
October 14, 2013

Student Bs Sequencing Activity

Standard Well Below
Proficiency (WB)
Developing
Proficiency (DP)
Meets Proficiency
(MP)
K.RL.2 I can identify
the characters, the
setting, and what
happens in a story.
Only able to identify
1-2 characters and
character sounds.
Unable to identify the
setting.
Able to identify most
characters and
character sounds.
Possibly mixes two
characters. Uses the
book or Sequencing
Activity to find the
setting.
Able to identify
characters and
character sounds.
Able to tell the setting
of the story.
K.RL.3 I can tell how
events, people, or
ideas are connected
by sequencing the
events in a story.
Able to sequence few
of the characters.
Some characters may
be in the correct spot.
Able to sequence
most of the
characters in order.
Possibly misplaced
two characters.
Able to sequence the
characters in order.

Student What sound did
the shoe
make?
What was the
setting of the
story?
Non-fiction or
fiction book?
Demonstrate
beat. Fast or
slow?
B
October 24, 2013
Student Cs Sequencing Activity

Standard Well Below Proficiency
(WB)
Developing Proficiency
(DP)
Meets Proficiency (MP)
K.RL.2 I can identify the
characters, the setting,
and what happens in a
story.
Only able to identify 1-2
characters and
character sounds.
Unable to identify the
setting.
Able to identify most
characters and
character sounds.
Possibly mixes two
characters. Uses the
book or Sequencing
Activity to find the
setting.
Able to identify
characters and
character sounds. Able
to tell the setting of the
story.
K.RL.3 I can tell how
events, people, or ideas
are connected by
sequencing the events
in a story.
Able to sequence few
of the characters. Some
characters may be in
the correct spot.
Able to sequence most
of the characters in
order. Possibly
misplaced two
characters.
Able to sequence the
characters in order.

Student What sound did
the shoe
make?
What was the
setting of the
story?
Non-fiction or
fiction book?
Demonstrate
beat. Fast or
slow?
C


October 24, 2013
The Little Old Lady Who Was Not Afraid Of Anything
Reading / Performing Arts

Name: Mayanne Kim

Grade: Kindergarten

Date: October 23-24

Duration: Two days
Wednesday, October 23, 2013: 9:00am - 9:45 am
Thursday, October 24, 2013: 12:10 - 1:10 pm

Materials Needed:
Book: The Little Old Lady Who Was Not Afraid Of Anything by Linda D. Williams
Drum for the pair of shoes that goes clomp, clomp
Jingle bells for the pair of pants that go wiggle, wiggle
Egg shakers for the shirt that goes shake, shake
Sand blocks for a pair or gloves that go clap, clap
Tone block for a top hat that goes nod, nod
Drum for a big, scarp pumpkin head that goes boo, boo
Pictures of characters (2x one for characters to hold and one for music groups to
remember what character they are): pair or shoes, pair of pants, a shirt, a pair of gloves,
top hat, big/scary pumpkin head. Each printed an appropriate size to make a scarecrow at
the end of the story.
Crayons and scissors to model sequencing activity

Space Set-up:
After distributing instruments, they will settle into groups and sit in different areas on the
carpet.
The camera can be in the corner of the room that faces the exit door.

Plans for Videotaping:
Ask Jennifer to bring her camera to film
Bring laptop for Jennifer to transfer the video

Context for Learning: During my survey, some students expressed that they dont feel
comfortable performing in front of others by themselves. I think these students would feel at ease
about performing if they were in a group with other children. In Day 2, students will be in smaller
groups; so I am trying to get students to feel more comfortable being in front of the class.

Background/Previous Lessons: N/A


Performing Arts Content Area:
Dance
Music
Drama
HELDS Creative Domain

Integrated Content Area:
Language Arts
Math
Science
Social Studies
Health
Visual Arts
Other:_______________



October 24, 2013
Academic Vocabulary related to the Performing Arts strategy:
Instrument
Call and response
Fast
Slow
Rest

Performing arts strategy, elements, skill, or knowledge:
1. I can identify the characters, the setting, and what happens in a story.
2. I can tell how events, people, or ideas are connected by sequencing the events in a story.
3. I can use body and musical instruments to demonstrate a steady beat.
4. I can use body and musical instruments to demonstrate slow and fast beats.

These skills are important for students to practice and understand because it helps them to
develop listening and gross motor skills. Students need to be able to identify the characters,
setting, and main events a story to understand the text; implementing body and musical
instruments may help students solidify their understanding of the text.

Big idea, understanding, and/or essential question:
How can we use instruments to communicate?
How can we use instruments to bring stories to life?


Standard/Benchmark

1. FA.K.2.2 Demonstrate simple representation of high and low, short and long, loud and
soft, fast and slow
2. FA.K.2.3 Use an instrument to maintain a steady beat using quarter notes and quarter
rests
3. K.RL.2 With prompting and support, retell familiar stories including key details.
4. K.RL.3 With prompting and support, identify characters, settings, and major events in a
story

Assessment

Formative assessments applied appropriately throughout lesson
Summative assessment includes checklist or rubric
Task: The students will use their hands to copy the sounds and beats I make with an instrument.
The students will listen for the characters in the story to respond with the appropriate sound.

ASSESSMENT TOOLS

Formative Assessment:
I am observing if students are able to:
Listen to the sounds I make to distinguish fast and slow?
Listen and follow the sounds that other students make?
Match and play steady beats?
Listen for the attention getter and respond appropriately?
Recognize who their character is and what sound that character makes?

October 24, 2013
Summative Assessment:
I will have a form for the students to complete. This form will see if students understand the
sequence of the story and if they can retell the story on their own. Students will color, cut, and
glue characters in order according to the story. During this time, I will use my check-list to ask
students:
What sound did a specific character make?
What was the setting of the story?
Was this a non-fiction or fiction book?
Demonstrate a beat. Ask student if it is fast or slow?
Ask student to demonstrate a fast/slow beat.
What is rhythm?
What is call and response?

Activities/Instructional Strategies

How much
time will you
need for each
step?
Day 1 (25 minutes)
1. Instruct students to sit in the first and second rows so we have enough
room for reading and activity.
2. Say, because Halloween is coming up soon, I have a Halloween book I
want to share with them.
3. Explain the benchmarks in student friendly language.
a. Lets see if we can identify the characters, the setting, and main
events in the story.
b. Lets see if we can use body and musical instruments to
demonstrate a steady beat.
c. Lets see if we can use body and musical instruments to
demonstrate slow and fast beats.
4. Explain that a character is a person, animal, or thing in the book. There
are 7 characters in the book: a little old lady, two big shoes, a pair of
pants, a shirt, two gloves, a hat, and a pumpkin head. As you explain the
characters to the students, put a picture of the character up on the board.
5. Explain that each character makes a different sound, and while we read,
we can make that sound when the character comes to bring the story to
life.
Ask students, how can we make the sound clomp, clomp come to life?
Suggest stomping feet. As a class, decide the different motions or sound
effects of all characters. Write the agreed sounds/motions on the board.
a. Explain the pants makes the noise wiggle, wiggle, ask what
sound should we do for this?
b. Explain the shirt makes the noise shake, shake, ask what sound
should we do for this?
c. Explain the gloves makes the noise clap, clap, ask what sound
should we do for this?
d. Explain the hat makes the noise nod, nod, ask what sound
should we do for this?
e. Explain the scary pumpkin head makes the noise boo, boo, ask
what sound should we do for this?
6. Introduce the new term call and response. Call and response is like
having a conversation with each other; like we are talking with each
other. When we talk, do we talk all talk at the same time? Or do we take
turns? (Students respond that we take turns). When I say, and the two
big shoes went you respond by saying the sound and doing the
motion.
October 24, 2013
7. Explain signals to class
a. When you see my hand open wide that means to get ready
because the character is coming up in the book.
b. When you see a thumbs up, that means it is time to complete the
motion and the sound of the character.
c. When we are not using our body instruments, we are resting.
Can you say that word? What do we do when we are resting?
When we are resting, we will put our body instruments away by
placing our hands in our laps.
8. Review before reading the book. Ask students, while pointing at the
characters, and the two big shoes went? (Clomp, Clomp) And the pair of
pants went? (Wiggle, Wiggle) And the shirt went? (Shake, Shake) And
the gloves went? (Clap, Clap) And the hat went? (Nod, Nod) And the
head went? (Boo, Boo).
9. Review what hand open, thumbs up, and resting means.
10. Read the book and point at characters when it is time for the students to
respond.
11. Perform the motions with the students and as students grow comfortable
with the motions and sounds, let them do it on their own while giving the
stat/rest signals.
12. Ask questions after reading the book
a. Lets think about todays book. What was your favorite part?
b. Lets turn and talk to our partner about our favorite part of the
book.
c. Lets discuss as a group. Ask students to share and encourage
students to answer in complete sentences.
d. Lets think about what we thought about our activity using our
body instruments. Did you like using your body? Do you think to
story came to life when we used our body instruments?
e. Lets turn and talk to our partner about what we think about the
activity.
f. Lets discuss as a group. Ask students to share and encourage
students to answer in complete sentences.
13. Explain to students that tomorrow we will be reading the same book.
However, instead of using our body instruments to make sounds, we will
be using musical instruments to make sounds for the characters.
14. Ask students and record what we say on chart paper so we can review
tomorrow.
a. What can we improve the call and response for tomorrows
activity? Should we listen better? Should we try to go faster?
b. How do you think we should treat our musical instruments for
tomorrows activity?
i. What do you think should happen if you cannot follow
directions? Should we get a warning first?
ii. What do you think should happen if you keep distracting
others? Sit by the door? Sit at our desk? How long?






October 24, 2013

Day 2
Introduction (15 minutes)
1. Review with students by asking questions
a. Do you remember the different characters we met yesterday?
b. What kind of instruments did we use yesterday?
c. What sounds did these characters make?
2. Share what the good and bad behavior that you noticed during
yesterdays lesson.
a. I noticed that some of us had an easy time using their body
instruments. I think its because they were listening and they were
focused.
b. I also noticed some sad behavior. I noticed that some students
had trouble using body instruments. I saw some students talking
to friends and talking to themselves, which is distracting and not
fair to the other students who want to learn.
3. Ask students if they remember what I said we were going to do today?
We were going to read the same book, but use musical instruments with
the book as well.
4. Tell students that before we read the book, we will learn about how we
can make loud and soft sounds. So lets listen very carefully so we can
hear the sound.
5. Explain how good musicians behave. Say that when we are not using
instruments we are resting so when we rest, we put our instrument
down (or since our hands are our instruments we put them in our laps).
6. Explain that rhythm is the different speed of sound. Model fast and slow
rhythm
7. Model how to use different instruments to demonstrate: fast and slow
sounds without telling students what type of sound.
8. Use a drum, or different instruments, to make fast or slow sounds and
ask students to copy it by clapping their hands.
9. Ask students to remember how call and response is like we are talking to
each other. It is like I am asking you a question and you are answering
the question. Remember we take turns while talking.
10. Invite a few volunteers to make a sound and we will copy the sound.
11. Explain the attention getter that before we explore the sounds our
instruments make. When you hear the bell, it is my turn and I would love
all eyes to be on me. I may count down from 5 before I ring the bell to
give students a warning.
12. Practice attention getter. Ask students to pretend to talk to their neighbor.
Say Marco! And wait for students to respond. Practice one or two times.
13. Explain that we will be using musical instruments today. If you cannot be
ready when the rest of us are or cannot take care of the instruments, I
will give you a warning. If you continue to distract others or cannot take
care of instruments, I will ask you to sit at your seat for a few minutes. I
really dont want to do that because I want all of us to have fun together.
So lets make good choices okay?


How much
time will you
need for each
2. Main Lesson (15 minutes)
1. Explain that for this next part of the lesson, I will ask students to return to
their desks and sit quietly with their head down. I will call tables/names
October 24, 2013
step?

that are ready to come find their number and sit in that group. (Groups
will be predetermined and on a piece of printer paper along with the
character, sound and instrument)
2. Inform students that when they find their number, they will also find the
instrument they are assigned to. When they get their instrument, there
should be no whining. If we have a good day and stay in green, then at
the end of the day we will get to try all the instruments. So what do we
need to do if we want to use all the instruments at the end of the day?
3. Excuse students back to their seats.
4. Call names, as students/tables are ready.
5. Practice attention getter once everyone is seated.
6. Explain that before we get our instruments, I want to show you the
names and how to use each instrument.
a. Introduce the drum by saying the name and demonstrating the
sound and its related character.
b. Introduce the jingle bells by saying the name and demonstrating
the sound. Ask students what character do you think the jingle
bells are related to?
c. Introduce the shakers by saying the name and demonstrating the
sound. Ask students what character do you think the jingle bells
are related to?
d. Introduce the sand block by saying the name and demonstrating
the sound and its related character.
e. Introduce the tone block by saying the name. Invite children to
listen to the two sounds it can make. Ask which one sounds more
like a Nod
f. Introduce the last drum that makes a deeper sound. This drum is
related to the scary pumpkin head.
7. Distribute instruments to groups.
8. Allow students to explore the sounds of their instrument for 15 seconds.
9. Do attention getter.
10. Practice fast and slow with instruments.
11. Review that yesterday, we did sounds and motions together as a class
and today we will be using our musical instruments to bring the story to
life.
12. Ask each group what character they are and what sound in the story they
are listening for. Ask other students to listen to the other sounds of
characters.
13. Read the story. Remind students what to do with out instruments while
resting.

How much
time will you
need for each
step?

3. Closure: 5 minute instruction, 15 minute work time
1. Lets rest and put our instruments down.
2. Ask questions
a. Does anyone remember what rhythm is? (fast and slow). Perform
a fast/slow rhythm, ask class what type of rhythm.
b. What was that word we used to show our instruments talk to each
other? (call and response) Lets see if we remember call and
response.
c. How did we bring our story to life?

October 24, 2013
3. I have a project for you where you are going to put the characters in
order. Lets try to remember as a class. Which character came first?
a. A pair of shoes (Clomp, clomp)
b. A pair of pants (Wiggle, wiggle)
c. A shirt (Shake, shake)
d. A pair of gloves (Clap, clap)
e. A hat (Nod, nod)
f. A scary pumpkin head (Boo, boo)
4. So we are going to color each character, cut the character out, and glue
the character in order. So which character did we say came first? Okay
then we take our glue and glue it in which square?
5. Any questions?


Differentiation Plan

Adaptations connected to instructional strategies

Differentiate the learning environment, content, process, or performance task for
individuals or small groups (e.g., accelerated, ELL/MLL students).

Identify the type of need (e.g.,
ELL/MLL, accelerated
students, reading needs, 504
students, struggling learners,
enrichment)
List the type of differentiation (learning environment, content,
process, or performance task) and tell how you will
differentiate

ELL/MLL

Process Have pictures of characters available on the
board and for small groups to refer to while
listening to the story. Groups will also have
an image of the instrument to identify which
group they belong in.
Struggling Learners

Process Have struggling learners in groups with
students without needs so they are able to
learn what to listen for and when to respond.
Accelerated Learners

Content When asked, these students may be able
to choose to make fast, slow, loud, or soft
sounds and have other students respond
by copying their sounds.








October 24, 2013
# Student What
sound did
________
character
make?
What
was the
setting
of the
story?
Non-
fiction
or
fiction
book?
Demonstrate
beat. Fast or
slow?
What is
rhythm?
What is
call and
response?
1


2


4


5


6


7


8


9


10


11


12


13


14


15


16


17


18




19


20




21


22


23


24




October 24, 2013
Standard Well Below
Proficiency (WB)
Developing
Proficiency (DP)
Meets Proficiency
(MP)
K.RL.2 I can identify
the characters, the
setting, and what
happens in a story.
Only able to identify
1-2 characters and
character sounds.
Unable to identify the
setting.
Able to identify most
characters and
character sounds.
Possibly mixes two
characters. Uses the
book or Sequencing
Activity to find the
setting.
Able to identify
characters and
character sounds.
Able to tell the setting
of the story.
K.RL.3 I can tell how
events, people, or
ideas are connected
by sequencing the
events in a story.
Able to sequence few
of the characters.
Some characters may
be in the correct spot.
Able to sequence
most of the characters
in order. Possibly
misplaced two
characters.
Able to sequence the
characters in order.