MUED 410

5 Es Lesson Plan Form

Name Mariah Sands Date September 24, 2015

Grade Level: 12th Quarter: 4th School: Eleva-Strum Central High School

Section I: Big Picture Planning---Central Concept: Time

Identify at least 2 characteristics of your Age
Group:
1. They are the top of their school which
often leads to a sense of leadership and/or
superiority.
2. They are often ready to leave the drama
and chaos of high school and have
frustrations with leaving and preparing for
the next stage in their lives.
How will these be addressed in your plan?
Students will be given opportunities to step forth for
their section by being the spokes-person for their
section.
Also, students will connect to the ideas of longing
for high school to end and their frustrations with the
piece through the two different affects the rhythm
sections portray.
Identify at least 2 components of diversity in your
classroom:
1. Some of the students are ready to leave
high school whereas others cannot imagine
leaving and are dreading graduation.
2. Not all the students are going on to further
their education, but instead serve in the
military, go into the workforce, or choose
to do other things.
How will these be addressed in your plan?
When discussing the future, I will be sensitive to
not saying everyones going to college, but instead
focus on the shared emotions of wanting to do
something new and exciting.

Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
Affective: Students will compare, appreciate, and express feelings about the different emotions
and feelings that the different sections of the piece elicit through central concepts such as rhythm and
expressive elements such as dynamics.

To what CMP Teaching Plan Strategy is this lesson connected?

Spending a whole lesson on the rhythms learning how to perform them and what emotions they
create by relating to time when they have felt their heart beating fast or times that they wish they were done
with a task.

What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words know or understand!
I expect them to accurately perform the two sections contrasting rhythms and to identify how
these rhythms create different emotions.

Wisconsin Model Academic Standard (WMAS) Connection:

Singing: students will sing with others
Reading: students will read (and notate) music.
F.12.4 Students will analyze and describe uses of the elements of music in a given work that make it
unique, interesting, and expressive.

What materials do you need to have prepared for the lesson?

None except my lesson plan.
What will be the next activity in this unit for which this lesson is a preparation?
This lesson is leading into a lesson on the heart of the piece which will be discovered through text
analysis and a reading activity.

Section II: Lesson Planning

Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students lives (ie. Compelling Why).
Ask a question: remember in P.E. class when your teacher would tell you to do these exercises and
you looked at him or her like he or she was crazy? And then youre doing it, and you cant wait for it to get
done. But what to did you do during this hard exercise? Were you trying to be silent and not show pain, or
were you showing your emotions and telling the world how you really felt? Take a few answers from the
group, and then take out the piece, without opening it, ask what kind of song it may be.

2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
Students will take the ideas garnered from the engage and apply them to the first two sections of
the piece. They will discuss with a partner and then bring it back to the whole group.

3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess students explanations?
Demonstrate the rhythm, and ask explain how the slaves were trying to convey messages to each
other through song and how these sections can portray the frustrations that they had about their living
conditions. Also explain how jazz and blues came from the same time.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students
ability to apply information?
Extend the question: why is it not swung if it is so close to being swung and since jazz was woven
from the same cloth as this music? Goes back to the emotions wanting to be portrayed.

5. Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
On the count of three, all students will simultaneously act how the different sections feel silently.
This will allow me to see if they indeed internalized the emotions that the rhythms emulate.
Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.
Overall, I was very pleased with the lesson. I thought that the students actually got meaning from
it and that they were engaged the whole time. As discussed at the end of class, I really enjoyed how I was
able to simply roll with the lesson and think on my feet. Furthermore, my use of language was inclusive: I
used terms such as we are going to instead of I want you to. This is something that I have been working
on while working at camp and when addressing groups ever since my time in lab choir. I was impressed
that the read-through went as well as it did, despite me not being glued to the piano. I had chosen the tenor
line before going into the lesson because I knew that it only rotated between two notes. I had also
considered singing the bass line and would have done so if given more time.
Throughout the lesson, I was constantly trying to keep up and think of what to do next. There were
a couple times that I had to address my lesson plans that I let out a huge, um, showing that I was thinking
and making decisions on the spot. This is not ideal, for I would love to be able to respond to the group and
know the lesson plan well enough that I do not make a fool of myself. I felt as though I was yelling a lot as
well. If working at a camp has taught me anything all summer, its that I need to take care of my voice. My
first summer I lost my voice once a week without fail. In the classroom, I need to stop whatever they are
doing make them listen to me. For getting their attention, I liked playing the chord on the piano that
seemed to make them listen right away. In the lab choir, its easier to wait for them to stop chatting because
they know that there is more to get through and they respect that. In the schools, there will not be that same
level of respect in all the students, so I need to make sure that when I teach, I do not try to get their
attention by being louder. I would have also loved to do more warm ups. I had three planned and only got
to one. This is primarily due to me not judging my time well; this is something that I have to work on. I
dont want to feel rushed and frantic every lesson because I am not certain that we will accomplish
everything that I had hoped to get through. However, I dont want to plan too little and then be splitting
hairs during the lesson.
I recognize that my instructions were, at times, very unclear. I definitely need to work on this and
need to also be aware of how I present material and use my language. Not having ES 385 makes a
difference, but I still need to take responsibility for this.
For improving this lesson, I would have liked to have them moving more. This lesson was
centered around aural learning, and I need to make sure that I include all three in order to reach all of my
students.
When I brought the lesson full circle at the end, I would have loved to make this a discussion or
have some other way for them to express their ideas since there are a lot of people that I did not hear from
and that were able to disengage slightly because of the way that I was asking questions and framing the
lesson. In the end, I just told them what I wanted to get from it, and I loathe spoon-feeding students as I did.