ED 345 Calvin College Teacher Intern Lesson Plan Template
Teacher Intern: Hanna, Anna, Paola Date: October 11, 2018
Grade Level: Kindergarten Subject/ Topic: Music: Movement and Sounds of Bodies and Instruments/Introduction to Beats Approx. time spent planning this lesson: 2 hours
DOMAIN 1: PLANNING & PREPARATION Main Focus/Essential Questions : What are some ways we move? How do instruments make their sounds? How can we as people make sounds? How do we count in music? How can we count and move or make music at the same time?
Brief Context : The Potter’s House is an Urban Christian school in the Roosevelt Park neighborhood in Grand Rapids. The building this classroom is in is a PreK‐8th Grade building, but the Potter’s House also has a high school (9th‐12th) in another building. The school has 518 students: 193 are White, 132 are Hispanic, 127 are Black, 39 are Two or More Races, 21 are Asian/Pacific Islander, and 6 are American Indian/Alaska Native (United, 2014). The students at the Potter’s House live in many different neighborhoods in Grand Rapids, not just near to where the school is located. This expands the broader community of the school. Students come from a wide variety of socio‐economic situations.
Prerequisite Knowledge/Skills : Before this lesson, students must be able to count to 10. They must also be able to name the locomotor movements used throughout the lesson. Students do not need to know how to read as pictures are provided.
Lesson Objectives/Learning Targets Aligned Assessments Consider formative & summative tools Please number objectives and the aligned assessment measures. The learner will: I will assess learning by: 1. Identify musical counts as “beats” 1. Review at the end of class/use in speech about counting 2. Execute locomotor movements in group context 2. Observations by teachers 3. Explain how instruments move to make sound 3. Observation by teachers/Review at the end of class 4. List and demonstrate different ways to make noise 4. Observation by teachers/Review at the end of class with one’s own body. 5. Express counting in music in sequences of 1‐8. 5. Group counting activity during lesson Standards Addressed in Lesson: ● ART.M.I.K.6 ● ART.M.I.K.7 ● ART.D.I.K.1 ● ART.D.I.K.8 ● CCSS.MATH.CONTENT.K.CC.A.1 ● CCSS.ELALITERACY.SL.K.1 ● S1.1.K ● S1.4.K
CONTENT CROSSOVERS: Bible: Introduction with Bible verse and discussion on how we can worship God with instruments and dancing Art: Pictures on the board that correspond with movements ELA: Having words on the board/teaching new vocab (beats) Math: Counting to ten and learning about beats/counting in music PE: Locomotor movements
Consideration of Learners: How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make in response to needs or interests of students.
Multiple Means of Engagement: Students have access to a variety of instruments with opportunities to try different instruments throughout the lesson, students have choice in locomotor movements during the opening and closing, as well as creative movement throughout the lesson. Students have choice in whether or not they raise their hands to give answers or just choose to talk with their partner about the answers to the questions asked by the teacher.
Multiple Means of Representation: For each of the movements, we have created cards with both visual and pictured depictions of the actions. This allows for understanding for students who have a wide variety of reading abilities. Students are also able to communicate with their partners to hear instructions in a different way or to ask questions. Many verbal activities are also written (such as counting beats) to help represent information in a variety of ways.
Multiple Means of Action & Expression: Students have a lot of choice in how they move in this lesson. For students who cannot perform locomotor movements due to injury or a physical disability, they can focus on their instrument and incorporate some non‐locomotor movements like clapping, waving, or swaying. Students have choice during the freestyle portion of the opening and during the closing dance as well. Students also choose how to represent their instrument movements with their bodies.
Accommodations (harder, easier, more creative) To make this lesson simpler, we would provide the following options: ● Allow for students to create dances in partners to have someone to watch ● Focus on fewer locomotor movements (for example: only skip and hop) ● Create a shorter dance sequence (fom 16 to 8 counts OR only one movement)
To make this lesson more challenging, we would provide the following options: ● Create a longer dance sequences (from 16 to 32 counts and beyond) ● Introduce different kinds of beats (⅛ notes, ½ notes, whole notes) ● Introduce other kinds of movements (shuffle, twist, etc.)
To make this lesson more creative, we would provide the following options: ● Introduce levels, have students use a variety of levels during the introduction and conclusion ● Have students physically incorporate the ways instruments move into the final dance ● Have students incorporate props like scarves and flags into the final dance to show even more movements ● Have students work together with partners to create a dance together with each student focused on a different thing that moves (body, instrument, prop, etc.)
DOMAIN 2: THE CLASSROOM ENVIRONMENT
For this lesson, we need an open space that allows body movement (Gymnasium). If gymnasium is not available, arrange furniture in such a way that there is a large, empty space in the middle of the classroom (push tables and chairs against the walls). Whiteboard or blackboard needed in the room for direct instruction portion of the lesson. We also need speakers to play the song for students to dance with.
Materials needed: Instruments (enough for the class), Movement cards, whiteboard, markers, music/speakers
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION Motivation/Opening/Intro: [Think creatively about how to recruit learning.] ● Teachers ask students to stand in a circle and listen with their mouths closed and their eyes on Miss Paola.
● Teacher (Paola) Says: We can worship in God in so many ways. Can you tell me some of the ways we can worship God?
● Students share answers.
● Teacher (Paola) Says: In the Bible it says, “Let them praise his name with dancing and with music from the tambourine and the harp”. We can worship God through music and dance!
● Teacher (Paola) Says: I am now going to hand out instruments to all of you, when you get your instrument I want you all to hold them quietly. That means not shaking or banging them.
● Hand out instruments
● Teacher (Paola) Says: We are going to play a song and I want you all to dance to the song while at the same time playing your instruments at the same time. We will give you specific movements to do with your bodies at first, then we will give you some time to dance “freestyle”.
● Paola asks students to pay attention to the way they are moving and the way their instrument is moving while the song is playing.
Development: [It may help to number your steps with corresponding times.]
● Have students gather by the whiteboard and put away instruments.
● Teacher (Hanna) Says: Today, we are going to learn all about the way that we move and the way that our instruments move, and how we can use our bodies as instruments! When we were just dancing, we were moving both our bodies and our instruments. We were moving in different ways. Can you tell me what were some of those ways? ○ Skip ○ Gallop ○ Spin ○ Hop ○ Jump ○ Leap ○ Freestyle
● Students will say answers, then the teacher will write answers on board or place pictures of movements on board.
● Teacher (Hanna) Says: Our instruments actually make their sound by moving too! What were some of the way your instruments moved?
● Teacher (Hanna) will write on the whiteboard or put up pictures of the movements as students give the following answers (potentially) ● Shake ○ Teacher Says: Everyone stand up and show me how you would shake with your body. ● Tap ○ Teacher Says: Everyone stand up and show me (without hitting your neighbor or hurting yourself) what tapping would like with your body
● Teacher (Hanna) Says: Our bodies are actually instruments too! We can use them to make sound. What are some of the ways our bodies make sound?
● Students will give the following answers (potentially): ○ Clap ○ Stomp ○ Sing ○ Slap ○ Snap ○ Click
● Teacher (Hanna) says these are all different forms of movement. We move our bodies and we are dancing, we move our instruments and we are making music! And when we move our bodies in certain ways, we are the instruments! Isn’t that cool?
● Teacher (Anna) Says: Now we have been working on counting in math, can everyone count to 10 with me? (have everyone count to 10).
● Teacher (Anna) Says: When we count in music and dance each number is a beat. Can you say that with me?
● Everyone says ‘beat’
● Teacher (Anna) Says: In music, we only count to 8 and then we start over again! Can we try that all together?
● Teacher (Anna) puts numbers up to 8 on board, have everyone count to 8 then return to 1 and count again to show the pattern.
● Teacher (Anna) Says: “Can everyone clap 5 times with me and count while you clap? and everyone does it all together ● Teacher (Anna instructs the class to pick one of the other ways our bodies make sounds and do that soundmaking movement for 5 beats, allowing students to each do a different movement according to their choice.
● Teacher (Anna) Says: Now can we do this with our movements? Why don’t we all try to hop for 5 beats while counting?
● Class hops for 5 beats while counting
● Teacher allows students to pick another locomotor movement and then instructs students to do that movement for 5 beats while counting
● Teacher (Anna) instructs students to pick either one of the movements or sounds we talked about or pick another of their choice. Teacher (Anna) explains she is going to count to 8 and she want students to do their movement the whole time. Teacher (Anna) instructs students that once she says “8” she needs them “to freeze with your mouths closed, instruments quiet, and your eyes on me.”
● Class does their chosen movements for 8 counts then freezes.
● Teacher (Anna) gives instructions to repeat this process with a different movement.
● Class does this
● Teacher (Anna) explains we are going to put our two movements together. “Do your first movement/soundmaking for the first 8 counts, then when I yell SWITCH I want you all to do your second movement/soundmaking for the next 8 counts”
● Class tries this at least once (maybe twice if time allows) then sits down in their space.
● If time, class adds a third movement to the sequence.
*Note: Teachers should designate each movement with a color: first movement/sound = blue, then red, thn yellow. This way students can more easily remember which movement is associated with which color.
Closure : (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or independent practice.)
● Teacher (Paola) asks the following questions as a review. Teacher (Paola) allows students to discuss each answer with a partner near them then has one group share for each question. ○ Today we learned that we can move our bodies but what also moves to create sound? ■ Instruments ○ What were some of the ways our bodies moved today? ■ Skip ■ Gallop ■ Spin ■ Hop ■ Jump ■ Leap ○ What were some of the ways the instruments moved today? ■ Shake ■ Tap ○ What are some ways our bodies can be instruments? ■ Clap ■ Stomp ■ Sing ■ Slap ■ Snap ■ Click ○ What do we call counts in music? ■ beats ○ What number do we count to in music? ■ 8
● If time permits, Teacher (Paola) says: Great! Now we are going to give you instruments again and we are going to practice making our instruments make noise while we count “beats”.
● Teachers hands out instruments
● Everyone moves their instrument together for 10 beats while counting.
● Class practices doing everything they learned with the song again from the beginning of class. Teacher reminds students to make sure they are moving the whole time and to not just stand and play their instrument!