Vous êtes sur la page 1sur 4

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie DeVries


Date

March 21, 2016

Subject/ Topic/ Theme Hava Nagila 2nd Lesson

Grade 3rd grade

I. Objectives
How does this lesson connect to the unit plan?
This second lesson will review Partner 1A and 1B with the students (or the first section of the piece). They will learn the second section in this lesson, and start to
develop singing the first section independently while I sing the second section. I will explain the two-part nature of the piece and I will play the recording for them so
they can hear it in its context.
cognitiveR U Ap An E C*

Learners will be able to:

Sing with accuracy the pitches and words in the second section of Hava Nagila
Count and clap the rhythm of a more difficult rhythmic measure of the section
Identify basic melodic direction by tracing the direction of the notes with their hands
Reach higher notes by using more breath support and lifting the soft palate.
Sing with confidence one section (either the first or the second) while I sing the opposite part at the same time

RU
Ap An
U
U Ap
U, A, An,
E

physical
development

socioemotional

X
X
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.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3 rd 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

II. Before you start


Identify prerequisite
knowledge and skills.

Students need to have taken music education halfway through the 3rd grade level, where they studied
rhythm identification and application through numbers. They also need to have a developing singing
voice, and will know the first section of Hava Nagila.
Pre-assessment (for learning):

I will play the first part of the first section (1A) of Hava Nagila on the piano without the words on the
screen. I will ask the students if they remember the words to this part, and then we will sing it together.
Then I will see if the students know the words and notes to the second part by giving them the first
measure by playing and singing and seeing if they can finish the rest of it on their own.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

As students repeat the phrases back to me (both diction and with notes) I will look for pure vowel
shape and facial engagement. I will also check to see that each student is singing with correct posture
and breath support and is listening to their voice.
Formative (as learning):

I will listen to see if students are hitting the high note at the end of the second part. If some of them are
struggling, I will try to incorporate body movements or vocalieses (such as sighs) to help them adjust
their voice. I will then listen for improvement and see if they sound more unified after the
vocalieses/helpful motions. I will also be watching the directions of their hands to see if they
understand the concept of melodic direction.
Summative (of learning):
N/A
Provide Multiple Means of
Representation

9-15-14

Provide Multiple Means of Action


and Expression

Provide Multiple Means of


Engagement

What barriers might this


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

Provide options for perceptionmaking information perceptible


-students will be using their arms
and hands to indicate melodic
direction and to promote breath
support for singing high notes
-Lyrics will be presented on the
screen and also said orally (and
sung)
-The song will be played on the CD
for the complete duration of the
first and second sections, and the
second section will be taught in
smaller chunks
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-The lyrics for the first two sections
of Hava Nagila will be shown on
the screen
-vowel shapes and pronunciation
symbols will be shown above the
words to help with diction and
vowel formation

Provide options for physical actionincrease options for interaction


-Students will show melodic
direction by moving their hands up
and down.
-Students will sing high notes while
expanding the space between their
hands vertically
-Students will be clapping the
rhythm of more difficult rhythmic
measures of the section

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats
Students will be shown
that they will be singing
in two-parts, which makes
the folk song more
harmonically interesting

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

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-term goals will be given


to students for this lesson to
focus on sing the correct
rhythm, and to take a deep
breath before singing the high
note
-Students long-term goals
should be referenced again, that
they want to stay on purple and
treat others with respect
Printed lyric sheet with vowel and pronunciation help written in.
Elmo and projector need to be set up and ready to go.
Stereo should be turned on with the CD queued to the correct track.
Piano is on and ready to use for reference.

-Students will be reminded to


check their singing voice (by
placing their hands behind their
ears) and to evaluate if they are
singing and moving with the
group

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

students will listen to


the two-part section of
the song to hear it in
context

Students will use their bodies to


communicate musical elements

-Students will be challenged to


show musical elements with
their bodies while singing, and
also to sing in two-parts

25 chairs will face the front of the classroom (6 in each row for 3 rows with 7 chairs in the back row)
The chairs will face the screen, with the piano in front as well as the Elmo in front.
How will your classroom
be set up for this lesson?

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

9-15-14

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Play the melody for the students and see if they can
- students are thinking about/remembering
remember the words.
the words to the first part of Hava Nagila
Put the words up on the screen and ask them how
- students are reviewing the first section of
to say the ending of the first phrase.
the song that they learned in the previous
Sing through the first two sections together.
class

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

Closure
(conclusion,
culmination,
wrap-up)

9-15-14

Listen closely while I tap this rhythm for you. (Tap


the rhythm two times) Listen to it twice. Join in
when you are ready. Tap the rhythm in multiple
parts of the body and have the students follow you.
-This is the rhythm for most of the next section of
Hava Nagila. Listen closely while I sing it for you.
-Sing the next section for them entirely with words
and notes
-Go back and walk through the pronunciation of
the words with them- say and repeat
-(Uru, uru achim= Arise, arise brothers (sisters)
Uru achim blev sameach= Arise brothers with a
happy heart)
-Say the words with the rhythm they have already
learned.
-Sing phrase and have them repeat the phrase after
you
-When you get to the last two measures of that part
(AAA D AAA D) show the melodic direction of the
notes by moving the hands to higher or lower parts
of the body.
-Repeat after me. Try to copy what I am doing.
-Why do you think I am doing this with my hands?
I am showing where the notes are on the staff, if
they are higher or lower on the staff.
-NEXT PART
-Try to see if you can tell which way the notes are
going when I sing you this next phrase.
-Sing music is in the air.
-Ill sing it again. Show me with your hands (like I
just did) the direction you think it is going.
-Good job! I see some hands heading upwards- and
you are right! The notes are ascending, or going up
in this phrase.
-What about this next phrase- dancing is
everywhere?
-Yep, it moves downward.
-Lets sing both phrases together. sing all of that
-Sing and repeat spirits unite with the voice we
share.
-Ok next part is the same notes, but different
words. Ill sing it for you once.
-Sing the second part together and show with hands
where melody is going (up then down).
-I bet we can sing everything new that we learned
now. Lets do it!

Sing through all new music, slowly take


yourself off from leading them and let
them sing it on their own.
Do you think you can sing that section by
yourselves? The first part of our song can

Students are listening carefully to the


rhythm and copying it by tapping the
rhythm somewhere on their bodies

-Students are listening to the next section


-Students are pronouncing the new words and
learning helpful diction symbols
-Students are understanding the meaning of the
Hebrew words
-Students are placing the words in their rhythmic
context
-Students are listening to and repeating the notes
that go with the words and rhythms
-Students are showing vertically with their hands
the direction that the notes/melody travels

-Students are taking the idea of melodic direction


and applying it to a new context
-Students are physically showing what they are
thinking about with melodic direction

-Students are singing new notes with their hand


gestures

-Students are assimilate the new words with the


notes that they just learned
-Students are singing through all new parts that
they have learned

-Students are slowly starting to sing it own their


own without the teachers help
-Students are singing on their own while the
teacher sings something different.

be sung at the same time as the new part


we just learned. Try to sing the new part
without me singing something different.
- Sing in two-part
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.)
I was able to teach this lesson and it seemed to go pretty well. The students were attentive and worked hard to learn the
diction and new notes. When they drew a line in the air and sang uru achim, they had trouble realizing that the notes all
stayed the same (they dont go up or down). I played it on the piano for them and we drew the line together and identified
that the notes stayed the same. Also, tapping the rhythm at the beginning did not go well because they could not tap the more
difficult rhythm consistently together (it is easier to sing the rhythm). I skipped that part in the next lessons I taught because
the students did not catch on in the first class.

9-15-14