Académique Documents
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I. Objectives
How does this lesson connect to the unit plan?
This first lesson introduces the students to the folk song they will be singing for their Spring concert in May. I lead in to my unit by isolating a rhythm in one of the
measures and have them notate the rhythm, bridging their learning from the last unit as they studied rhythmic notation. After we go over the rhythm, I show how the
rhythm fits in with the first section of the song, and play the entire piece for them from a recording. After presenting the song as whole, I teach them the first section
(of three sections) through singing and repeating, and help them with correct diction and pronunciation.
cognitiveR U Ap An E C*
R, U, Ap
R, U
Ap, An, E
R, U
R, U, Ap
physical
development
socioemotional
X
X
yes
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.4 Sing melodies with confidence in a large group.
ART.M.I.3.9 Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.
(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
The students should have a base knowledge of rhythm (as learned in their last unit) as well as an
understanding of the proper singing technique used to produce a healthy sound. They should be able to
consistently evaluate their own singing in order to unify their tone with the group.
Pre-assessment (for learning):
The rhythm exercise will gauge how much the students have retained from the previous rhythm unit
and will test how they incorporate a new note/rest into their understanding of notation.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
While repeating the phrases of the first section, I will assess where each students singing abilities are
and how they are pronouncing the text. I will listen for ability to match pitch, understanding of the
text, and correct production of sound.
Formative (as learning):
I will start to sing less and listen more for each row of students as they sing the full first section of the piece. I will
look for their memorization of the melody and their intonation as they appropriate the tricky intervals in the
phrases.
Summative (of learning):
N/A
Provide Multiple Means of
Representation
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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rhythmic notation is
written on the board to
highlight tricky
passages
The melody is sung
and audibly repeated
Words are presented
visually
25 chairs will be set up facing the front of the classroom in 4 rows (6 chairs in the first 3 rows, 7 in the
last row). The elmo and computer will be turned on and the projector will be ready to start. The stereo
system will also be turned on and linked and prepared to play the correct track on the CD.
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
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Closure
(conclusion,
culmination,
wrap-up)
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.)
The students have been waiting to learn their spring concert program for a while now, so they were very excited and attentive
for this first lesson. I taught this lesson four times to four different classes, and each class handled the material a little bit
differently. Some students asked which language the piece was in right away, and other classes struggled to identify its
Hebrew origin. When I taught the lesson, I did not play the CD for the first section of the piece but sang that section for them.
I think it would have been better for them to hear the entire product (at least the first section) with the accompaniment
because the piece has a flatted note in it, and without the accompaniment it can sound minor. When I played the
accompaniment for the students later on, they were confused because they assumed the piece was in minor (or an unhappy
song) and not major. However, the students caught on to the language really well (as they are all bilingual so they all have
great skills in appropriating new languages) and sang the notes well for the first lesson. They had some trouble identifying the
interval, and I wished that I had come up with another way to isolate the interval, or to explain it by leaning on the note
(Mrs. Pool mentioned this and this helped the students). I also wish that I would have had some more singing technique
exercises ready to go, because the students strained to reach the higher notes of the piece.
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