Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Morgan Rukstales

Date: April 16, 2017 Subject/ Topic/ Theme Air and Dance Rehearsal Grade ___9-12___

I. Objectives
How does this lesson connect to the unit plan?
This unit plan is made to have five lessons to prepare students for their spring concert.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Play correct notes and rhythms, dynamics and other musical elements of the Air and Dance U, E
Understand how different sections balance together U, An, E
Perform light, detached articulation U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
- Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty.
- Perform using musical instruments.
- Demonstrate extensive knowledge and use of the technical vocabulary of music.
(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 Students need to know how to play their instruments. Students should already have practiced this
knowledge and skills. piece for a few weeks so that we can nitpick in rehearsals. Students should know the vocabulary for
different articulations.
Pre-assessment (for learning): Ask students what different articulation markings mean.

Formative (for learning): Ask students what different articulation markings mean.
Outline assessment
Formative (as learning): If students dont know what different articulation markings mean, tell them. Write
activities out the words and their meanings on the white board.
(applicable to this lesson)
Summative (of learning): There will be a concert at the end of the semester in which they will
perform this piece for an audience.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
- Talk about different articulation
markings
- Write down the markings and
their definitions onto the board
- Provide an aural model. Use my
own instrument to demonstrate
what the different articulations
sound like
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Provide Multiple Means of
Action and Expression Engagement
Provide options for physical Provide options for recruiting
action- increase options for interest- choice, relevance, value,
interaction authenticity, minimize threats
Provide options for expression and Provide options for sustaining
communication- increase medium effort and persistence- optimize
of expression challenge, collaboration, mastery-
oriented feedback
- Experiment with the articulation
of the first movement.
- Experiment with the articulation
of the second movement. Have
students try a very legato stroke,
then a lighter, buoyant, light
staccato stroke and have them
decide which they like best

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 Provide options for Provide options for executive Provide options for self-regulation-
comprehension- activate, apply & functions- coordinate short & long expectations, personal skills and
highlight term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
- Monitor progress by making a
recording of how the piece
sounds, and then comparing it
to a recording that we make at
the end of the year to see how
much progress we have mad
Instruments, chairs, stands, conductor podium, baton, music, pencils
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

Chairs and stands will be set up in the traditional orchestra setup.

How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 - Have students warm up with an E Lydian scale - Students warm up with an E Lydian scale with
minutes with different articulations to prepare them for the different articulations to prepare for the two
Motivation
two movements of Air and Dance. movements of Air and Dance.
(opening/
introduction/
engagement)

3 Development - Have students play the Air movement all the way
minutes (the largest through to get context.
10 component or - Work on articulation for the Air movement. Ask
minutes main body of students different articulations we could try. Play
the lesson) the suggestions for the first half of the piece, then
play it legato, like it should sound. Ask them if
they think it sounds the best.
10 - Work on articulation for the Dance movement.
minutes Ask students different articulations we could try.
Play the suggestions for the first half of the piece,
then play it lightly staccato/detached like it should
sound. Ask them if they think it sounds the best.
15 - Work on balance for both the Air and the Dance.
minutes When students think they have the melody, have
them stand up and play it. When they have the
accompaniment, have them sit down. This will
show everyone who has the melody and when
they should play out more.
- Play the Air movement all the way through to
get context.
- Provide different articulations for the whole
orchestra to play. Play the suggestions for the first
half of the piece, then play it legato, like it should
sound.
- Provide different articulations for the whole
orchestra to play in the Dance. Play the
suggestions for the first half of the piece, then
play it lightly staccato/detached like it should
sound.
- Stand up when they think they have the melody,
then sit down when they think they have the
accompaniment. They will then know who has the
melody and who doesnt.

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7 - Play the two movements of Air and Dance all the - Play the two movements of Air and Dance all the
Closure
minutes way through with correct articulation and balance way through with correct articulation and balance
(conclusion,
through the whole piece. through the whole piece.
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 played it well. They were all engaged and played with good articulation.

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