MUED 211

5 Es Lesson Plan Form

Section I: Big Picture Planning

Central Concept: _Students with learn how to properly read and perform rhythm and
connect it to textual stress. _
Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
Skill Outcomes (Elements of music)
To what CMP Teaching Plan Strategy is this lesson connected?
Kinesthetic & Visual learning strategy.
What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words know or understand!
I expect my students to know how to read the rhythms and then in return perform the rhythms with more
accuracy. The students will be able to analyze the rhythms more efficiently during our sight- reading time.
Wisconsin Model Academic Standard (WMAS) Connection:
List one (or two) at most.
E. Reading and Notating

E.8.5 Read notation sufficiently to perform simple melodies or rhythms accurately

after practice
Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4,
4/4, 6/8, 3/8, and alla breve (2/2) meter signatures
What materials do you need to have prepared for the lesson?
I will need my score, one for each student and myself. Students will need a pencil to notate in the score.
Other than that, I could utilize some kind of percussion instrument for example a snare drum or
tempo/wood block
What will be the next activity in this unit for which this lesson is a preparation?
This lesson would be in preparation for adding the notes in the song. This is build up so they can expand
musically with the textual stress. We would further learn the notes with the already known rhythms and that
would allow us to perform the most dynamic and impactful performance! It also will help with our
memorization process to distinguish the differences in rhythm during certain parts of the piece.

Section II: Lesson Planning

Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students lives (ie. Compelling Why).
The previous day we listened to the piece The Snow. We talked about our first impressions of the song,
did we think it was happy/sad etc. After we kind of talked about the text and gave some background of the
piece. After that, we went over the beginning solfege to the piece. Focusing on the melodies to each part
and then adding them together for the first A section. The next day (today) we are focusing on Rhythm
and textual concern. We will start the class out by doing a call and response clap drill, starting simple and
moving to hard. Then after we finished this we would look at some rhythms I had on the board (or on a half
sheet). One would be a eighth note, another with quarters and eighth notes, and the one with dotted quarters
and eighth notes. I would assign them to 3 different groups and give each one of the rhythms. Each group
then would have an assignment. The 1st would have to perform the Rhythm with a crescendo with anything
but their voices. The quarter/eighth notes would have to show with an accented quarter. Last the 3rd group
would have to put an accent on the eighth notes. After a few minutes they would each give a little
performance of each and be asked to sit back down. As they were walking back I would pose the question,
Were these Rhythms still interesting/entertaining, if so, why? We would discuss this a bit and then open up
the piece and clap the Rhythms to the sections we had practiced (solfege) in yesterdays class. The class
would realize these were the same Rhythms and understand the relevant to the activity. I would then ask
why we would emphasize those notes and connect it to the text. After that we would add the text with the
Rhythm and then the melody. This ties to future learning in how students should approach learning and
sight-reading rhythm for future songs.

2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
I will assess this by observing how the students communicate when put into their 3 groups. Once put into
groups I would look at how they were interacting within the groups. If they were focused, but still had fun
that would show positive interaction. The negative would be fooling around and not having a sound focus
on the task at hand. I would also look for the inclusiveness between all peers. For our discussion I would
see who contributes and who is not even listening. I can watch this through their body movements and eyes
on the person leading the discussion. I plan to create incentives to the people who answer and contribute to
the conversation to promote good discussion.
3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess students explanations?
I would assess the students explanations by seeing the relevancy of there contribution. I think its pretty
clear if a student means what they say or not is being honest and true. In addition, any contribution (with
some exceptions) is a good one. I want to promote active thinking and sharing! To further assess the rhythm
learning outcome I would group the students up again after and have them sing the parts to the class to see
how their precision is with the rhythm. I would work on maybe having a journal that they write in for the
last 5 minutes before/after class with their goals and accomplishments.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students
ability to apply information?

I will assess how the students apply the information by our application to the song The Snow. We will
put our knowledge of rhythms to sight read the rest of The Snow and have little mini sight-readings
before class everyday. Once a month I will have one-on-one sight-reading check ups to see how each singer
is progressing. Seeing their progress by how quickly and accurately they perform the rhythm.

5. Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
My proof is how they perform during future rehearsals. They will learn songs faster and allow us to go
even deeper (intellectually and musicality) with the song. They should show more concern for the
productivity in class, and therefore have a deeper discussion during those times. When we have our journal
questions they will have a more illiterate responses and hopefully enjoy them more!

Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.
For my lesson plan I chose to focus on skill for my CMP model. More specifically I chose to focus
on reading Rhythm and then connecting it to textual stress. The piece The Snow, by Edward Elgar has
lots of textual stress that is displayed through the rhythm so I thought the connection between the two was
perfect! In addition to that, I find that choral students have the most issues with correct and precise rhythm
in comparison to other music groups (i.e. instrumental). Throughout the process I needed to figure out what
form of teaching would be most fun [and] beneficial. Looking and comparing the kinesthetic/visual/ and
auditory. I after good thought decided I wanted to mainly focus on the kinesthetic and possibly a little of
visual. I feeling that students have trouble reading the actual rhythms and pairing it with something that is
natural, like clapping would make sense. So I took some rhythms from the song, ones that I thought was
either challenging or important in some way shape or form. Then in groups they clapped or stomped it and I
had them choose one note to emphasize. They had to have a reason to why they were emphasizing it, which
got their brains really working. I then had some groups volunteer to perform their rhythms and they turned
out great! After that, we added the words to the rhythms and then discussed if our accented note changed
because of it. I was really proud at how well it was received and how it flowed! I think going in I needed to
be a little more confident to really nail the exercise. I think that through the process of this course I learned
a lot about myself and who I want to be as a teacher! I now know a glimpse of what it takes to create a
lesson for a day, the amount of work and continuity to keep the students going. I think I made a good run
with that. I want to be able to incorporate present time music with old and make those connections with the
students. I know I have a lot to learn, and I am so excited to continue to learn through wonderful teachers
and mentors!