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EATS: Learning-Focused Strategies Lesson Plan

Teacher: Danielle LeNoir Unit: 8th Introduction to PA Class: 8th Gr. Performing Arts Date of lesson:

Concepts:

Objectives:

Music
Standards
and GLEs:

steady beat
imitation of rhythmic patterns
assess prior music content knowledge
identify musical instruments
move to music
music terminology: steady beat, musician, genre, imitation, lyrics, instrument, and rhythm
(Teacher will review: course outline, classroom student expectations, discipline procedures, materials
needed for class.)
Students will be able to:
demonstrate and maintain a steady beat.
imitate simple and complex rhythmic patterns.
take a music pretest to determine their prior music content knowledge.
identify and describe a musical instrument.
move to music.
describe the meaning of the musical lyrics.
describe the following musical terms: steady beat, musician, genre, imitation, lyrics, instrument, and
rhythm.
(Students will return a signed course outline, recite classroom expectations, and will have materials
needed for class)
MUSIC STANDARD II: Performing on instruments independently and with others a varied repertoire of
music
GLE 2.1 Imitate rhythmic and melodic patterns on pitched and un-pitched instruments
MUSIC STANDARD VII: Evaluating music and musical performances
GLE 7.4 Discuss and evaluate the relationship between music and human emotions
MUSIC STANDARD VIII: Making connections between music, the other arts, and other curricular areas
GLE 8.2 Make connections with other disciplines as they relate to music
MUSIC STANDARD IX: Understanding music in relationship to diverse cultures, times, and places
GLE 9.4: Identify sources of American music genres; trace the evolution of those genres and wellknown musicians associated with them
PRE-TEST: Music Standards
MUSIC STANDARD V: Reading and Notating Music
GLE: 5.1 identify and define standard notation symbols
GLE: 5.5 notate symbols and terms for meter and rhythm
MUSIC STANDARD VIII: Making connections between music, the other arts, and other curricular area.
GLE: 8.2 make connections with other disciplines as they relate to music.

Unit Essential
Question
Materials:

NEW MUSIC STANDARDS


MU:Re7.1
Process Component: GMS-Select - Choose music appropriate for a specific purpose or context.
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individuals' selection of musical works is influenced by their interests,
experiences, understandings, and purposes.
Essential Question: How do individuals choose music to experience?
MU:Re7.1.8
Select programs of music (such as a CD mix or live performances) and demonstrate the
connections to an interest or experience for a specific purpose.
MU:Cn11.0.8
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied
contexts, and daily life.
What are areas of music will you need to focus on to make you a more musically rounded person?

computer, PowerPoint-or-SMART notebook, SMARTBoard, projector, speakers, white board, markers,


lesson plan, paper, pencils, Michael Jackson Man in the Mirror recording, pre-test, How do you learn
th
worksheet, 8 gr. Course grade sheet, Getting to Know You worksheet

EATS: Learning-Focused Strategies Lesson Plans


Teacher: Danielle LeNoir Unit: 8th Introduction to PA Class: 8th Gr. Performing Arts Date of lesson:
CONCEPT:
Steady beat, echo clapping, moving to music

CONCEPT:
Pre-test

CONCEPT:
Review music pre-test

ESSENTIAL QUESTION:

ESSENTIAL QUESTION:
How much do you think you remember from last
years music class?

ESSENTIAL QUESTION:
What did the musical pre-test reveal about your
prior music content knowledge? What will you
need to work on to make you a better musician?

How does music impact everyday life?

How would you describe the word genre?


What skill did you learn today and how will it
make you a better musician?

Why is music important ?

What are areas of music will you need to focus


on to make you a more musically rounded
person?

ACTIVATING STRATEGY:

ACTIVATING STRATEGY:

ACTIVATING STRATEGY:

Movement Activity: Michael Jackson Man in


the Mirror
Who is the artist?
What is title of the song?
Why would I choose to play this song
today?
Why am I having you move to the music?

Think-Pair Share: How would you describe the


word genre?

Review Music Pre-Test: Hypothesis: How do


you think you did on your music pre-test? What
did the pre-test reveal about your prior music
content knowledge?

VOCABULARY:
Michael Jackson, genre, musician,
instruments, rhythm, learning styles,
imitation, music standards, expectation

VOCABULARY:
genre, prior content knowledge

VOCABULARY:
music content knowledge, reveal

TEACHING STRATEGIES:

TEACHING STRATEGIES:

TEACHING STRATEGIES:

Teaching Strategy # 1:
Teacher will use a PowerPoint or
SMARTBoard lesson to guide instruction.
(Teacher will review: course outline,
classroom student expectations, discipline
procedures, materials needed for class.)

Teaching Strategy # 1:
Teacher will use a PowerPoint or SMARTBoard
lesson to guide instruction.

Teaching Strategy # 1:
Teacher will use a PowerPoint or SMARTBoard
lesson to guide instruction.

Assessment Prompt #1:


Teacher will assess students' understanding of
presented material through observation.

Assessment Prompt #1:


Teacher will assess students' understanding of
presented material through observation.

Teacher Strategy #2
Teacher will administer the 8th grade music pre-test

Teacher Strategy #2:


Teacher will return the graded 8th grade music
pre-test to students.

Assessment Prompt #1:


Teacher will assess students' understanding
of presented material through observation.
(Students will returned signed course outline,
demonstrate appropriate classroom
behavior, recite classroom expectations, and
will have materials needed for class.)

How much do you think you remember from last


years music class?
Why is music important?

Assessment Prompt #2
Teacher will assess students understanding
through review students pre-test.

Assessment Prompt #2:


Teacher will assess students understanding
through observation.

Teacher Strategy #2 Teacher will administer


a learning style survey.
Assessment Prompt #2: Teacher will
assess students understanding through
review students pre-test.
SUMMARIZING STRATEGIES:
Pair Share: Students will share in pairs what
kind of learner they are and what skill did
they learn that will make them a better
musician/student.

SUMMARIZING STRATEGIES:
Think-Pair Share: How well do you think you did
on the pre-test and why is music important?

SUMMARIZING STRATEGIES:
Think-Write-Share: What are areas of music
will you need to focus on to make you a more
musically rounded person?

First Name:_____________________ Last Name:___________________________


Period:_________________________ Marking Period:_______________________

Getting to Know You


TEAM (Blue or Gold)
YOUR HOME PHONE NUMBER

(if you do
not have a home phone number what is your
primary phone number)

YOUR HOME ADRESS


YOUR EMAIL ADDRESS
What kind of music do you listen to?
Is there anything that you think I need
to know as your teacher that would
impact your academic performance or
behavior in my classroom?
MOTHERS/Guardians NAME
MOTHERS EMAIL ADRESS
MOTHERS CELL NUMBER
MOTHERS WORK NUMBER
MOTHERS HOME ADRESS
(if different than yours)
FATHERS/Guardians NAME
FATHERS EMAIL ADRESS
FATHERS CELL NUMBER
FATHERS WORK NUMBER
FATHERS HOME ADRESS
(if different than yours)

First Name:_____________________ Last Name:___________________________


Period:_________________________ Marking Period:_______________________

How do you learn?


List 1 Tactile / Kinesthetic Learning Style (DO IT)
__reaches out to touch things
__collects things
__talks fast using hands to communicate what they want to say
__constantly fidgeting (e.g. tapping pen, playing with keys in pocket)
__good at sports
__takes things apart puts things together
__prefers to stand while working
__likes to have music in the background while working
__enjoys working with hands and making things
__likes to chew gum or eat in class
__learns through movement and exploring the environment around them
__may be considered hyperactive
__good at finding their way around
__comfortable touching others as a show of friendship (e.g. hugging)
__prefers to do things rather than watching a demonstration or reading about it in a book
List 2 - Visual Learning Style (LOOK AT IT)
__asks for verbal instructions to be repeated
__watches speakers' facial expressions and body language
__likes to take notes to review later
__remembers best by writing things down several times or drawing pictures and diagrams
__ good speller
__turns the radio or T.V up really loud
__gets lost with verbal directions
__prefers information to be presented visually, (e.g. flipcharts or chalk board)
__ skillful at making graphs, charts, and other visual displays
__can understand and follow directions on maps
__feels the best way to remember something is to picture it in their head
__follows written instructions better than oral ones
__good at solving jigsaw puzzles
__gets the words to a song wrong
__good at the visual arts
List 3 - Auditory Learning Style (HEAR IT)
__follows verbal directions better than visual directions
__would rather listen to a lecture than read the material in a textbook
__understands better when reads aloud
__struggles to keep notebooks neat
__prefers to listen to the radio than to read a newspaper
__frequently sings, hums or whistles to themselves.
__dislikes reading from a computer screen especially when the backgrounds are fussy
__when presented with two similar sounds, can tell if sounds are the same or different
__requires explanations of diagrams, graphs, or maps
__enjoys talking to others
__talks to self
__uses musical jingles to learn things
__would rather listen to music than view a piece of art work

__uses finger as a pointer when reading


__likes to tell jokes stories and makes verbal analogies to demonstrate a point