Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/14/14 Amy Tenney Subject/ Topic/ Theme Mozart and Theme and Variations Grade ____4th___

I. Objectives How does t is lesson connect to t e unit !lan"

Students wi be introduced to Mozart with a brie! history and wi composition throu$h recorders% earn about theme and "ariations# which wi connect to our o"erarchin$ unit o! !orm and
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Learners will be able to#

'eiterate who Mozart was in terms o! pro!ession# durin$ what period# and !rom what country he ori$inated !rom% ,denti!y the theme and the "ariation and determine what the composer did to ma-e that speci!ic "ariation di!!erent% .er!orm a simp e "ariation o! the !irst ine o! /0ot *ross 1uns2 on their recorders usin$ the three notes they ha"e a ready earned o! G# A# and 1%

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Common Core standards $or %LCEs if not available in Common Core& addressed#
ART.M.I.4.2 Expand repertoire. ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns. ART.M.II.4.3 Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies. ART.M.III.4.1 Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.

34ote# 5rite as many as needed% ,ndicate ta6onomy e"e s and connections to app icab e nationa or state standards% ,! an objecti"e app ies to particu ar earners write the name3s7 o! the earner3s7 to whom it app ies%7 +remember# understand# app y# ana yze# e"a uate# create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills. Students ha"e recent y be$an recorder# !or this unit to wor-# they wi a ready need to -now the !irst three notes that we wi be !ocusin$ on o! G# A# and 1% Students wi need to -now what a beat is% Students wi need to -now how to read rhythmic notation and the di!!erent "a ues !or each type o! note%
Pre-assessment (for learning):

0a"e students !in$er the notes !irst to see which students remember the notes and how much re"iew shou d be done with the !in$erin$s% Outline assessment activities 3app icab e to this esson7
Formative (for learning): Students create a composition whi e teacher o"ersees Formative (as learning):

As-in$ students 8uestions durin$ c ass# as-in$ them to show !in$erin$s and p ayin$ the notes% Summative (of learning79 Mini&concert at the end% Students app y what they earned about "ariations and the other students in the c ass app y their -now ed$e o! "ariation in order to determine what was "aried%
Provide /ulti!le /eans of 0e!resentation .ro"ide options !or perception& making information perceptible Students wi ha"e the music !or Mozart on the board to see whi e istenin$ so they can identi!y the "ariations throu$h both sound and si$ht% Provide /ulti!le /eans of Action and E.!ression .ro"ide options !or physica action& increase options for interaction Students !in$er the notes on the recorder !irst to $et the tacti e !ee o! the note be!ore combinin$ it with the auditory !ee !rom hearin$ the note produced% Provide /ulti!le /eans of Engagement .ro"ide options !or recruitin$ interest& choice, relevance, value, authenticity, minimize threats Students wi raise their hands showin$ their choice rather than bein$ random y ca ed on or sin$ ed out in the c ass%

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

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.ro"ide options !or an$ua$e# mathematica e6pressions# and symbo s& clarify & connect language

.ro"ide options !or e6pression and communication& increase me ium of e!pression

Students wi "oca ize what is "aried about the themes in the Mozart composition as we as each others< compositions%
.ro"ide options !or comprehension& activate, apply & highlight

5e wi use media in the !orm o! a =ouTube recordin$# maps# and recorders to introduce and demonstrate the concepts%

.ro"ide options !or sustainin$ e!!ort and persistence& optimize challenge, collaboration, masteryoriente fee back

Students wor- to$ether to co aborate on a composition !or their own "ariation and comment on each other<s "ariation to see how each was "aried%
.ro"ide options !or se !&re$u ation& e!pectations, personal skills an strategies, self-assessment & reflection

5e wi earn about theme and "ariation historica y and see how it app ies to our current music%

.ro"ide options !or e6ecuti"e !unctions& coor inate short & long term goals, monitor progress, an mo ify strategies

5e are earnin$ about Mozart# but a so re"iewin$ notes# history# and our o"erarchin$ $oa o! ac8uirin$ a new instrument%

The students wi per!orm their piece and be ab e to compare and contrast their compositions and "ariations to others%

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

'ecorders * assroom !o ders# with !in$erin$ charts inside .rojector Map =ouTube c ip o! Mozart<s Variations on Twin- e Twin- e >itt e Star A map o! )urope

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation 3openin$/ introduction/ en$a$ement7

,n the usua set&up# students wi $o to their assi$ned seats on the risers# and can mo"e around to woron their composition i! they want to hear themse "es better%

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. As students 8uiet y wa - in# , wi p ay Mozart<s Students are wa -in$ si ent y into the c assroom Twin- e >itt e Star Variations% A!ter the !irst "ariation and the students are in their Students are istenin$ to the piece and respondin$ seats# , wi as- students to identi!y the piece# since with what !ami iar son$ it is and who the composer it is "ery !ami iar# then , wi as- students i! they mi$ht be% ha"e any idea who composed this piece? Te them the composer o! this arran$ement is 5o !$an$ Amadeus Mozart% As- students to repeat bac- the name to them% Mozart startin$ composin$ at the a$e o! five% ,ma$ine a -inder$arten student !rom 5ea thy composin$ a piece@ Did any students in the c ass start p ayin$ an instrument at that time? Mozart came !rom the country o! Austria and i"ed !rom 1ABC&1A:1% 0a"e a map o! )urope on the board and ha"e a student come up to point out where Austria is% Students repeat bac- Mozart<s name%

3evelo!ment 3the ar$est component or main body o! the esson7

Students thin- and rep y with what they did at a$e B%

A student comes up to point where Austria is on the map% Students respond with what was happenin$ in the (nited States 3the 'e"o utionary 5ar# the birth

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5hat thin$s were happenin$ in the (nited States at that time? Mozart was a major composer durin$ the classical era% 0a"e students repeat bacthat name 3it wi be important in the ne6t esson7% 0e composed o"er "## wor-s@ 1e!ore mo"in$ on to the ne6t acti"ity# asstudents where the composer was !rom% ,! they thin- he<s !rom Drance ho d up 1 !in$er# Austria E !in$ers# and Germany ; !in$ers% Do the same thin$ with the time period% 0a"e students prepare their recorders% 5hi e c assroom he pers are passin$ out music !o ders# pass out any recorders to those who do not ha"e any% 'e"iew o"er the three notes o! G# A# and 1% As- students to !in$er a /G2 in chin position# turn to your nei$hbor to chec- i! it<s correct% Go o"er the ne6t two notes% Teach /0ot *ross 1uns2 by rote% . ay Mozart<s Theme and Variations on Twin- e >itt e Star once a$ain# pointin$ out the chan$e in "ariations% A!ter the !irst "ariation# stop and as- students what chan$ed? The rhythm# notes# etc%? )6p ain the !irst reco$nizab e openin$ is ca ed the /theme2 and the second time throu$h when the rhythm is chan$ed and notes are added in# the chan$ed theme is ca ed a /"ariation#2 e6p ain that there can be se"era o! these and demonstrate it by p ayin$ two more "ariations% Stoppin$ between the two to as- what was chan$ed% )6p ain that it is their opportunity to per!orm their own "ariation on the son$ we just earned /0ot *ross 1uns%2 Aswhat thin$s they can "ary% 5rite them on the board% Demonstrate an e6amp e o! a "ariation% As- students what was "aried% 5or-in$ with the partner ne6t to them# ha"e them ho d up their hands when they ha"e their partner# they wi come up with their own "ariation to per!orm !or the c ass% Gi"e them B&A minutes !or this acti"ity# whi e $oin$ around the risers to see how it is $oin$ and to answer any 8uestions or pro"ide any he p!u comments% A!ter the B&A minutes# ha"e a mini&concert where each pair per!orms their "ariation and the c ass determines what was "aried in the theme and the $roup wi et them -now i! they are correct or not%

o! our country7% Students repeat bac- classical era

Students answer where the composer was !rom and what period o! music he composed in by the number o! !in$ers they ho d up%

Students $et their recorders ready whi e the c assroom he pers pass out !o ders with recorder materia s and re!erences inside% Students !in$er the notes and chec- their partners%

Students earn to p ay /0ot *ross 1uns2 by rote% Students isten to the music and identi!y what about the music chan$ed !rom the initia theme%

Students brainstorm up what musica e ements can be "aried%

Students isten to the e6amp e and respond with what was "aried% Students wor- with a partner to come up with their own "ariation o! 0ot *ross 1uns% Students who are stru$$ in$ need on y do the !irst ine o! the son$# whi e others can do the who e thin$ and e"en use se"era o! the musica e ements to "ary the piece%

Closure 3conc usion# cu mination# wrap&up7

Students p ay their "ariation and comment on others%

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* assroom he pers co ect !o ders as students $o ine up at the door% Anyone who borrowed a recorder hands them to me be!ore they ine up as we %

Students ine up at the door%

6our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 35rite this a!ter teachin$ the esson# i! you had a chance to teach it% ,! you did not teach this esson# !ocus on the process o! preparin$ the esson%7 I did not ave t e o!!ortunit( to teac t is lesson com!letel( in m( conte.t- but I will be able to. However- one t ing t at I noticed was t at I went too advanced too )uic*l( for students. I believe t at t e review over t e notes mig t ta*e more timees!eciall( if t e grou! is more of beginners at t is !oint.

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Conte.t O!tions , 2 e Class as a + ole 7ariables Individual differences8 $akes%&ipton 31A4&1AF7 &evine 3E::&;GE# ;E1&;EA7

Class Overview based on observations and data

)"eryone is di!!erent and , !ee as thou$h music pro"ides another area !or students who may not necessari y e6ce in other areas to rea y shine throu$h music% >i-e >e"ine says# it is important to support these passions and a ow students to be the eadin$ e6perts in this !ie d% Gre$arious Thea uses music as another means o! e6pressin$ herse !% 5hereas 8uiet Tristan is "ery studious and he p!u # but uses music to rea y start to come out o! his bo6 and e6periment where he mi$ht not be ab e to in other subjects% There are a !ew students in the c ass that may stru$$ e with s i$ht ADD and other students who just do not absorb in!ormation at the same rate as others% As a resu t# durin$ the seat&wor- time# , $enera y $o to those students !irst and see how they are doin$% , a so wor- toward e6p ainin$ thin$s in more than one way to he p each earner to understand in the way that is best !or them%

Cognitive and 4eurodevelo!mental differences 'ri ging(31C1&1CC7 $akes%&ipton 31AG & 1AE7 &evine 3E4CH I Tab e o!
4eurode"e opmenta *onstructs7

Learning st(le differences &evine 3EA&BG7

, tried to combine this unit with a ot o! demonstrations and then imp ementation by students in the !orm o! son$s or dances or thin$s that they were supposed to hear in the son$s with pair wor- that they cou d wor- at a more indi"idua ized pace with% Dor the atter o! these# , sti had an o"erarchin$ due date# but students had more abi ity to determine their pacin$ and $et more indi"idua ized attention i! they needed it% The pair wor- a so enab es students who are stru$$ in$ to just do the bare minimum at a s ower pace whi e a so a owin$ the $i!ted students to add di!!erent thin$s to their compositions and start to $et e"en more creati"e with what they can do% 5hi e there are a !ew !ocus prob ems amon$ students and students who ta-e on$er to absorb in!ormation# there are no students in my !ourth $rade c ass that ha"e a c ear earnin$ disabi ity that the teacher was $i"en a p an !or%

9tudents wit disabilities I3EA 'ri ging(31BC&1CE7 $akes%&ipton 3E:B&C I;G;!!7

%ifted 9tudents 'ri ging(31CE&1CC7 $akes%&ipton 3E:B# ;GE&;EA7

,n this unit# students are a owed to ta-e home their compositions to wor- on as on$ as they brin$ it bac- the !o owin$ wee-% This a ows students more time on the piece# and enab es them to e"en add more uni8ue aspects to it% Dor students that !inished their compositions ear y# they can add more measures to their compositions or add di!!erent mo"ements# yrics# or brainstorm up more "ariations !or their pieces% Jne o! the $ir s !rom the c ass a ways !inishes thin$s ear y and brin$s thin$s !rom home to share with the music c ass that she earned or -nows that wou d bene!it !rom these e6tra thin$s she can do when she !inishes up ear y% Most o! the students in this district come !rom upper c ass homes and nei$hborhoods% Despite this# they sti do an e6ce ent job o! treatin$ each other with respect and c eanin$ up a!ter themse "es% There are a coup e students who ha"e adopted more o! sense o! entit ement !rom their parents< successes that be ie"e that they are !ar superior to the rest o! the c ass and tend to act out in order to pro"e this to both the teacher and the c ass%

9ocial Class differences 'ri ging(31FB&E1G7 $akes%&ipton 3:&EB7 &evine 3EEB&E447

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Et nic : 0acial differences 'ri ging(31G;&1E17

$akes%&ipton 3BB&CB# :4&1G47

As was stated in the conte6t o"er"iew# the schoo is not "ery di"erse at a % This !ourth $rade c ass is comparati"e y 8uite di"erse since they ha"e !our students o! either A!rican or mi6ed descent% 0owe"er# there is abso ute y no di!!erence in how these students act or are treated by their c assmates% ,t ma-es me wonder i! the $enera e8ua ity in c ass ma-es up !or the racia di!!erences% There are a !ew students !rom other countries# but it $enera y does not come up un ess we are ta -in$ about wor d music% Dor e6amp e# Thea is !rom Germany and when we were ta -in$ about !o - son$s# she came up a!ter c ass to share a German !o - son$ that the one in c ass reminded her o!% ,! anythin$# race and cu tura herita$e is a thin$ o! pride in the schoo %

%ender differences 'ri ging(3E1E&EE47 $akes%&ipton 3EAA&EAF7

There are more $ir s than boys in the c ass# but there is rea y no di!!erence in perception or treatment amon$ the $enders% , made sure to ta-e out the $ender speci!ications out o! the directions !or the simp i!ied minuet so that we wou d promote this e8ua ity and not ma-e students !ee uncom!ortab e%

Language differences 'ri ging(31EB&1B;7 $akes%&ipton (1:A&EGE7

, be ie"e that e"ery student in my c ass spea-s )n$ ish as their primary an$ua$e% Thea spea-s German# but )n$ ish is her primary an$ua$e% There may be a coup e o! others who spea- other an$ua$es# but a the students ha"e )n$ ish as their !irst an$ua$e%

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