Lesson Planning

Survival Lee Neamand

and Sharin Rello

Song Form

Unit Objective: Students will be able to compare and

contrast binary, rounded binary and Rondo song form, by

DECODING and aurally identify phrases after completing

group listening activities.

Grade Level: 2-4

Activities:

1. Introduction to Song Form, AB (binary form)

2. ABA form

3. Listening Activities

a. Star Wars

b. Carmen

4. Rondo Form

5. Assessment

Activity #1: Introduction to Song Form using AB (Binary Form)

Lesson Object(s): Students will be able to critique the form of a

musical selection by participating in a group discussion after

learning “Little Bird Song” dance.

National Standards: 6. Listening to, analyzing, and describing

music.

Material(s): Recording of the Chicken Dance

Time: 10 minutes

Direct Follow-up activities if desired:

* Listen to another piece of music in AB and have students

create motions that correspond with the passages (phrases)

during the A and B sections (i.e. Goober Peas, students march

during A section and Hand clap with a partner for B section.)

* Have students listen to a piece of seated and show when the

section changes by flipping a card.

* Students create artwork in response to an A and B section

Procedure:

1. Have students make a circle.

2. Play the recording of the Chicken Dance (Little Bird Song), and

guide students through the dance if needed.

3. When song is over bring students together to discuss these

questions:

a. Thinking in “macro” not “mirco”, how many sections

where in this song?

b. What movements made up each section/

c. How did you know it was time to move onto the next

section?

d. How do you think we label sections and what do we

label them that way?

4. Reflect on the AB form the students

Assessment: Through teacher observation

Modification: only as needed according to IEP or 504 plans.

Almost all students can participate in this activity.

Why are you

writing this

lesson plan?

3 Part Objectives

Students Will Be Able To:

(Critical thinking skill) of/to (subject specific component) by

(Behavior) after (condition).

ABC Method of Objective Writing

Audience Learning, Behavior, Condition

Audience Learning- Critical Thinking and subject specific

content

Behavioral Objective- what the students will be doing to show

the teacher that the learning is taking place. The behavior must

be individually measurable.

Condition- Circumstances under which the learning takes place

A statement by Michael Scriven & Richard Paul, presented

at the 8th Annual International Conference on Critical

Thinking and Education Reform, Summer 1987.

Critical thinking is the intellectually disciplined process of

actively and skillfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information gathered from,

or generated by, observation, experience, reflection,

reasoning, or communication, as a guide to belief and

action. In its exemplary form, it is based on universal

intellectual values that transcend subject matter divisions:

clarity, accuracy, precision, consistency, relevance, sound

evidence, good reasons, depth, breadth, and fairness.

•Compare and contrast •Fact verse Opinion

•Point of view

•Cause and effect •Inference

•Making predictions •Fact vs. opinion •Examining biases

•Developing perspective

•Interdisciplinary connections •Critiquing

•Questioning

•Drawing conclusions •Predicting

•Evaluating perspective

Critical Thinking

Bloom’s Taxonomy

3 part objective

SWBAT distinguish loud verses

quiet sounds by comparing and

contrasting loud and soft music

after hearing and seeing

examples. Student friendly objective

I will be able to recognize loud and

quiet parts in a song

Who is your audience?

LEARNING PATTERNS

Let Me Learn can break students into 4 types of

Learning Patterns.

Students can be strong in more than one area, but

trying to hit all areas will ensure you are reaching all

students.

The 4 learning patterns are:

Technical, Sequential, Precise and Confluent.

Technical

Cue Words:

Assemble, Erect, Autonomy,

Experience, Build, Figure out, Concrete,

Illustrate, Construct, Just do it,

Demonstrate, Make, Draft Problem,

Solve, Engineer, Tools

Precise

Cue Words

Accurately, Explain, Calibrate, Facts,

Certainty, Identify, Describe, Label,

Detail, Measure, Document, Observe,

Exact, Specific, Examine, Write

Confluent Pattern

Cue Words

Brainstorm, Imagine, Carefree, Improvise

Create, Incredible, Different, Invent,

Dream-Up, Risk, Express, Take a Chance

Far Fetched, Unique, Ideas, Unusual

Sequential Pattern

Cue Words

Alphabetize, Model, Arrange, Order

Classify, Organize, Develop, Outline,

Plan, Group, Put in Order

In a Series, Sequence, List, Show

Examples of Assessment

Getting to know you activities

Song Games

Baseline testing

Teacher Observation

Student self assessment

Formative assessment is the use of formal and

informal assessment procedures during the

learning process to improve instruction and

student learning.

The goal of formative assessment is to monitor

student learning while providing ongoing

feedback for instructors to redirect teaching

and feedback for students to improve

learning.

Summative assessment is the use of formal

assessment of the learning and summarizes

the targeted development of students during

at a particular time.

Formative Assessment

Picking Sticks

Thumbs up/down

Think/Pair/Share

Exit Tickets

If you were the teacher, what was the

topic of today’s lesson?

Teacher Observation

White Boards

Summative

Written Test

Should include different types of questions

Multiple choice, T or F, Fill in the Blank, Essay,

Matching, Labeling etc...

Performance Testing

Needs to include Rubric

Composition

Formative Assessment

Type Explanation Examples / Suggestions Additional

information

Exit

slip/admit

slip

At the beginning of the lesson,

present students with a piece of

paper focused on the important

learning of the lesson. When exiting

(or at the beginning of class), students

complete a brief assessment that it

used to assess student’s skill level

related to the important learning and

what students and teachers need to

do next.

Name as many Musical

Periods as you can.

Modifications:

Extension - Put them in

the correct order

Struggling - Provide the

first letters or other hints

Technology tool:

www.socrative.co

m

www.exitticket.org https://coursecanary.co

m/

Examples: http://service.columbia.k

12.mo.us/lhagen/files/20

13/07/Exit-Entrance-Slip-

explanation-

examples.pdf

Kinesthetic

assessment

Students need to move or react

physically to complete this

assessment. Teachers should take

note on student’s responses.

Music: In groups,

students use their

bodies to create note

patterns that equal 4

beats

Examples:

http://www.ehow.

com/list_7793126_i

deas-learning-

through-

movement-

classroom.html

Formative Assessment

Observations The teacher predetermines the

skills being assessed during and

activity and creates a skill rubric.

As the teacher circulates,

she/he makes notes and marks

the rubric to be used to direct

future teaching/learning.

Students are working

on a Science lab. The

teacher will walk

around and record

what is observed, who

demonstrates mastery

and who needs more

support. Students

could also be asked to

provide online

feedback.

Example of an

online assessment

lab:

http://www.darie

nps.org/dhs/scien

ce/

Formative Assessment

Conferencing

/individual/

small group

The teacher meets with students

individually or in small groups to

discuss a specific targeted skill.

Teachers should take notes on

student’s progress toward the

benchmark and the next step for

the student.

When a music teacher

circulates during

recorder practice and

talks with each student

for 30 seconds to offer

direction for the

performance and

provide working

feedback.

Video example:

http://www.youtu

be.com/watch?v=

Pad1eAcsHho

Formative Assessment

Kinesthetic

assessment

Students need to move or react

physically to complete this

assessment. Teachers should take

note on student’s responses.

Music: In groups,

students use their

bodies to create note

patterns that equal 4

beats

Examples:

http://www.ehow.

com/list_7793126_i

deas-learning-

through-

movement-

classroom.html

Conferencing

/individual/

small group

The teacher meets with students

individually or in small groups to

discuss a specific targeted skill.

Teachers should take notes on

student’s progress toward the

benchmark and the next step for

the student.

When a music teacher

circulates during

recorder practice and

talks with each student

for 30 seconds to offer

direction for the

performance and

provide working

feedback.

Video example:

http://www.youtu

be.com/watch?v=

Pad1eAcsHho

Formative Assessment

Choral Response

In response to a cue, all students respond

verbally at the same time. The response can be

either to answer a question or to repeat

something the teacher has said.

Think-Pair- Share Students think individually, then pair (discuss

with partner), then share with the class.

Turn to Your

Partner

Teacher gives direction to students. Students

formulate individual response, and then turn to a

partner to share their answers. Teacher calls on

several random pairs to share their answers with

the class.

Formative Assessment

Components of a Lesson Plan – based on Madeline Hunter

Objective/Purpose: (The student expectations must be

clearly defined and in line with the district/state standards.

For the student’s benefit, explain what students will be able

to do by the end of the lesson and why these objectives

are important to accomplish.)

Materials/Resources/Equipment Needed: Anticipatory Set: (Before you dig into the meat of your

lesson’s instruction, set the stage for your students by

tapping into their prior knowledge and giving the

objectives a context. What activities will you use to focus

students on the lesson for the day?)

Instructional delivery: (What information is essential for the

student to know before beginning and how will this skill be

communicated to students? This is the section where you

explicitly delineate how you will present the lesson. Direct

instruction? Small group? Centers? The instruction should

include a variety instructional delivery methods addressing

all styles of learners.)

Model: (If you will be demonstrating the skill or

competence, how will this be done?)

Check for Understanding: (Identify strategies to be used to

determine if students have learned the objective -

Formative Assessment)

Independent Practice: (List the

assignment(s) that will be given to the

students to ensure they have mastered

the skill without teacher

Closure: (What method of review and

evaluation will be used to complete

the lesson? How will you wrap up the

lesson by giving the lesson concepts

further meaning for your students?)

Guided Practice: (Under your

supervision, students are given the

chance to practice and apply the skills

you taught them through the

instructional delivery.)

Additional Discussion Slide

SMART GOALS

• Specific

• Measurable

• Attainable

• Reliable /Relevant

• Timely

Song Form Unit