LESSON PLAN GUIDE

Name: Abraham Acevedo

TEKS: (C2) Objective: (C3)

Identify&interpret new&previously learned music symbols& During class students use known music symbols and
terms referring to tempo, including accelerando&ritardando, terminology to explain musical sounds presented
dynamics,articulation,& meter, simple&compound aurally. After this student willuse these in performance

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 5 Subject: Music

Task Analysis: (C4) What lang. must be taught: Musical terms Strategy to teach Language: (C4)

What skills must be taught: Word games: Matching learned terms and
symbols to their musical sound.
Identifying and performing tempos, dynamics, articulations, and meters. Word Walls:Displaying these terms&symbol

Assessment: (C5) 1. Baseline: Ask individual students about terms and symbols to assess prior knowledge.
2. Embedded Assessment: Ask students to write down symbols or terms and match them with their
definition
3.Performance Task:Ask students to create a short musical piece that include music symbols or terms

Strategies for Success: (C6) Element of Technology: (C6)

Word Wall Recalling
Youtube
Quaver Music Program

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Seeing the terms and definitions Audio Recordings

Worksheet/Checklist
Auditory – Hearing the symbols and terms in music Musical Instruments if possible

Kinesethic –
Performing the symbols and terms

Higher Order Questions to ask: (C6)

1. In what way does this sound different?

2. What was changed to improve this section of music?

3.
Can you summarize the process you took to create your musical piece?

Hook: (C7) Recall Cards Closure: (C7) Word Wall

True or False
Sounds-Play music according to topic
Analogy
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Teacher will ask about musical symbols and terms, and see where the trouble areas are.
Teacher will give examples of musical symbols and terms either by performance or audio
recording.
Teacher will ask probing questions to scaffold instruction.

2. Student Activities / Guided Practice: (C6)

Students will hear musical symbols and terms in music.

Students will get into groups and create, with the help of the teacher, a short musical piece that
includes a new symbol or term.
Students will perform their short piece with their group.
Students will give feedback as a class.

3. Independent Practice: (C6)

Students will identify musical symbols and terms in music.

Students will match musical symbols and terms with their definition.
Students will reflect on the musical symbols and terms which were new to them today and the
symbols or terms they are having difficulty understanding.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R9)

Participation Content Word Wall

Mnemonic devices
Adapt the extent to which a learner is actively involved Modeling correct English
in the task.

Teacher is in the group performance with student who

needs special help.

Notes:
Name: Abraham Acevedo

DELIVERY PLAN (C8)

OBJECTIVE: The purpose of today's lesson is for the student to use musical terminology to explain and express musical ideas.
Rigor These terms will be used to describe performing tempos, dynamics, articulations, and meters. These terms are very
important in the practice of music, and will be seen in music throughout all upcoming grade levels. Students will be
able to call out the musical terms as they are heard aurally, they will also be able to name symbols that correspond
to these terms. Students will create and perform a short musical piece that contains one or more of these terms.

OPENING:
Students will create Recall Cards based on previous learned terms used in an audio recording. Audio recording should
Retrieval be something students may know and be used to hook the students. Students will be able to make connections to other
aspects of their life with these terms, whether through analogies or metaphors. For example, they will be able to
compare an accellerando with getting more exciting, decrescendo being sad, and crescendo being angry.

TEACHER INPUT:
Students will be lectured on and hear audio recordings of terms and symbols. The teacher and students will work together
Relevance
to define these terms and symbols and be exemplified through musical performance by the teacher and students.

MODEL:
Routing The teacher will model matching symbols and terms to their appropriate definition.
The teacher will model their own short examples of these terms and apply them to
musical practice.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will be placed into groups and begin to use a checklist to create their own short musical piece using
one or more of these musical terms.
The teacher will walk around and ask probing questions to assess where more teaching needs to be done.

INDEPENDENT PRACTICE:

Students will have a word game worksheet where they will match learned terms with their musical
sound.
Students will also be expected to answer questions about their input to their group's musical creation.

CHECK FOR UNDERSTANDING :

Recognizing The teacher will ensure understanding through higher order thinking questions such as but not limited to:
Can you summarize the process you took to create your musical piece?
What was changed to improve this section of music?
In what way does this sound different?

ASSESSMENT:
Teacher will begin assessing the students through baseline questions about musical terms and symbols. Teacher will assess prior knowledge of musical terms
and symbols.
Students will be assessed independently through a worksheet at the end to see what items need further reinforcement.
Students will be assessed with a rubric created by the teacher, during their short performance. Rubric will include: Participation, Understanding, and Execution.

RESOURCES / MATERIALS:
Audio Recordings
Worksheet/Checklist
Musical Instruments if possible
Word Wall Bulletin

CLOSURE:
Re-exposure
Students will choose their favorite term and add it to a Word Wall