Concordia University Chicago College of Education

Teacher Candidate: Jennifer %u&'ect: (eneral )usic Central *ocus: +hyth, (rade Level-s.: 3rd (rade rygsheld

Lesson Plan Design 2013

Date: !"11"13 Course for #hich the Lesson is develo$ed:EDUC1070 Classroo, Teacher: Ti,e allotted: /ne 0our

Theoretical Princi$les and"or +esearch12ased 2est Practices in this Lesson Page 44 in textbook: Discovery Learning: Children understand and re e ber conce!ts better "hen they discover the conce!ts the selves through ex!loration#

Co,,on Errors3 Develo$,ental 4$$ro5i,ations3 )isconce$tions3 Partial Understandings3 or )isunderstandings for this Lesson $hat are co on errors or isunderstandings o% students related to the central %ocus o% this lesson& hal% notes and (uarters notes# )o" "ill you address the %or this grou! o% students& * "ill 'tudents ay have a hard ti e distinguishing bet"een

ake sure (uarter notes are to be %illed in co !letely#

%tandard-s."2ench,ar6-s. to &e ,et in the Lesson: -7L%3 Co,,on Core3 or Professional Learning %tandards. Each standard should corres!ond to one or ore ob+ective# *L' ,-. -# Echo a rhyth !attern *L' ,/0 1# 'ing on !itch or !lay on classroo instru ents songs o% various cultures in rhyth 1 "ith a!!ro!riate ti bre and aintaining a steady te !o *L' ,/ . 7# Echo1 read1 and2or "rite accurately rhyth !atterns "ith "hole1 hal%1 (uarter1 and

Learning /&'ective-s.: 3y third grade students "ill be able to echo a si !le rhyth !attern by cla!!ing1 ta!!ing and ste!!ing# 3y third grade students "ill be able to sing short songs "hile kee!ing a steady te !o so e"here else on their bodies# 3y students "ill understand the di%%erences bet"een "hole1 hal%1 (uarter1 and eighth notes and "ill be able to se!arate the into easures#

4ssess,ent Tool-s. and Procedures: 4he students "ill sit in a circle and "ill individually co!y a rhyth * !rovide# 3y students "ill co !lete a "orksheet on the lengths o% notes and ho" they %it in easures#

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.

Concordia University Chicago College of Education

eighth notes and rests in ,241 5241 424 signatures eter

Lesson Plan Design 2013

Procedures: List in se8uence the actions ta6en &y teacher and students throughout the lesson9 49 Engage %tudents: -Diagnostic"Pre:4ssess,ent ,ay &e included here9. $hen the students "alk in1 the teacher "ill ta! a beat on a ta bourine and all the students "ill "alk around the roo to the beat# 4he teacher "ill ake the beat go di%%erent s!eeds and "ill "atch to see i% every student can kee! the beat "ith their %eet# 4hen * "ill ask i% any one kno"s "hat rhyth eans# 29 Co,,unicate the Pur$ose of the Lesson to %tudents -/&'ectives and 4ssess,ent.: 4he teacher "ill tell the students1 60y the end o% this lesson1 you "ill kno" "hat rhyth is1 and you "ill be able to kee! a steady beat# 7ou "ill also learn about ho" to "rite those beats do"n into usic notes#8 C9 7nstructional %e8uence: 1# .ll the students "ill sit in a big circle1 the teacher at one end# 4he teacher "ill say1 6"e are going to !lay the na e ga e# )o" this "orks is that each o% us "ill get to say our na e out loud "ith a steady beat# * "ill sho" you# 9irst * "ill say 6)ello8 and then everyone echo 6)ello8 back# 4hen * "ill say 6 y na e is 3rs# :::: in a steady beat and then * a done and "e "ill ove on to the !erson next to e#8 4hen all the students "ill go in a circle and say their na es# ,# ;ext "e "ill !lay the stone ga e that 3r# 'teve <ystra introduced e to# 7ou sit in a circle and one !erson sits in the iddle and closes their eyes# =ne student in the circle has a stone# 4hen they sing and !ass the stone# 6'tone1 stone1 ho" you "ander1 %ro one hand into another1 is it %air1 is it %air1 to see !oor :::: sitting there&8 >.ll said and !assed "ith a steady beat#? 4hen the student in the iddle o!ens their eyes and guesses "ho has the stone# 4hen the student "ho has the stone goes in the iddle or i% he2she has already gone gives it to the !erson on their right until it reaches so eone "ho hasn@t gotten a chance to be in the iddle yet# Play until all the students have a turn# 5# ;ext students "ill have to re!eat a rhyth the teacher does1 using rhyth sticks1 cla!!ing1 sto !ing1 and ta!!ing# 4hen they do the sa e thing but count to 4s and 5s over and over again out loud >so they can start learning ho" beats %it into easures# .lso include di%%erent loudness and so%tness o% beats %or the students to re!eat# 4# ;ext students "ill sit in their desks or chairs %acing the board# 4he teacher "ill dra" (uarter1 hal%1 "hole1 and eighth notes on the board# 4he teacher "ill ex!lain that (uarter notes are 1 beat1 hal% notes are , beats1 "hole notes are 4 beats and eighth notes are 12, beat# 4hen the class "ill together cla! and count each o% these notes1 starting "ith (uarter notes and counting u! to 4 each ti es# $hen they get to hal% notes1 they "ill say 6hal% note hold it1 hal% note hold it1 etc8 until they are co %ortable "ith each note getting , beats# ;ext %or "hole notes1 they "ill say 6$hole note hold it that uch longer1 etc8 until they are co %ortable "ith the "hole note "hich receives 4 beats# 4o teach eighth notes1 they "ill say 61 and , and 5 and 4 and8 so they "ill understand that each note receives 12, a beat# 4he teacher "ill sho" a etrono e on the *!ad and "ill have the do so e o% the sa e counting exercises as be%ore but "ith a etrono e going# 4hey "ill do a "ork sheet in !artners >that the teacher assigns? o% adding beats together to !ractice ho" any beats each notes gets# .lso they "ill turn in a sheet o% easures that they can !ut any beats in +ust so they e(ual 4# 4hey can be creative about "hich notes1 +ust so they %it in the easures# 4hen they "ill cla! and count their o"n !a!er as an evaluation#

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

D. )onitoring %tudent Engage,ent and Learning: -;hat #ill the teacher do to ensure student engage,ent<.
=bservatory: * "ill ake sure each student says their na e in the right rhyth and "alks to the beat# * "ill also "alk around "hen they are doing their !artner !a!er and ake sure each o% the is !artici!ating# * "ill "atch to ake sure they both cla! and count their rhyth correctly#

E. %tudent 7nteractions: -)o" "ill you structure o!!ortunities %or students to "ork "ith !artners or in grou!s& $hat criteria "ill you use "hen %or ing
grou!s&? 4he students "ill be sitting in a circle together %or the !assing o% the rock and the na e ga e# 4hey "ill also be in the o!ening activity# 4hey "ill do the "orksheet together in !artners# arching around the classroo together

*9 Closure: Pur$ose of the Lesson is clearly restated &y students and"or teacher -/&'ectives and 4ssess,ent.: ;o" the students can use steady beats and kno" ho" to "rite the into easures as they sho"ed in their !a!er#

7nstructional )aterials: board to "rite on

Lesson Plan Details )andout >attached?1 s all stone1 ta bourine1 etrono e a!!lication

Use of Technology: *!ad %or

%afety in the Physical Environ,ent: 'tudents ay tri! "hen arching around the roo # 'a%ety "ith the rock >re ind the to !ass it care%ully1 not to thro" it? 4cade,ic Language List the 4cade,ic Language used in the Lesson9 E5$lain ho# the 4cade,ic Language is scaffolded in the Lesson using

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.

Concordia University Chicago College of Education

Ahyth 1 etrono e1 (uarter note1 hal% note1 "hole note1 eighth note1 easures1 steady beat1 cla! and count1 bar lines

Lesson Plan Design 2013

&

%ensory3 (ra$hic and"or 7nteractive su$$orts9 9irst they started out by learning by re!eating the teacher and oved to individual "ork "ithin a grou!1 then they had to "ork on an assign ent "ithout the hel! o% the teacher#

4ssess,ent (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic -Pre:.: *n%or al1 4eacher "atches students to see i% they can "alk in a steady beat# *or,ative: *n%or al1 "atch to see i% all the students are doing their tasks o% saying their na es and cla!!ing and counting# +eflective: *n%or al1 'tudents cla! and count their o"n "ork out loud %u,,ative: 9or al1 students do their assign ents and turn it in1 they are graded on ho" "ell they !er%or the easures they "rote# Differentiating 7nstruction 7dentify the Ele,ent-s. of the Lesson that is Differentiated: Content Process Product For students that have previous nowled!e about rhythm" the the product on the paper" they can create a more difficult rhythm includin! rests and#or $%th notes. 7dentify the %tudent Characteristic that you #ill use to Differentiate: %tudent +eadiness %tudent 7nterest %tudent Learning Profile &tudent 'eadiness" for students who have already ta en instrument lessons such as piano.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

4naly=ing Teaching -+eflection.: (o be completed after the lesson is tau!ht A. (ive evidence that the lesson #as successful for students ,eeting the learning o&'ective"s9 >at least one exa !le?

B. *% you could teach this lesson to the sa e grou! o% students again1 "hat are t#o or three things you #ould do differently to i !rove the learning o% these students based on their varied develo! ental and acade ic needs and characteristics& )onsider missed opportunities and other aspects of plannin!" instruction" and#or assessment. Clearly state each change you #ould ,a6e# E5$lain why and how you #ould change it9

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.

Concordia University Chicago College of Education

Lesson Plan Design 2013

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State ni!ersity" Leland Stanford #unior ni!ersity (2012) ed-Teacher Performance Assessment" $omlinson, %. (200&) How to differentiate in mixed ability classrooms; 'orld(lass Instru(tional Design and Assessment (2012) WIDA 2 !2 Am"lified #LD $tandards.