Seton Hill University

Greensburg, PA 15601

Daily Lesson Plan for Student Teachers

Teacher: Date: Nicole Merkovsky Time : Subject: !0 "in General Music Plan approved by: Grade: 5th

9/9-11/1

Behavioral bjective!s": #$%A& e'(lain )hat "akes a song a s(iritual #$%A& i*enti+y an* e'(lain a re(eat sign #$%A& e'(lain the *i++erence bet)een "elo*y an* har"ony #$%A& sing all three (arts o+ ,ock-a My #oul #$%A& *e+ine ostinato, give an e'a"(le, an* create their o)n #$%A& (er+or" their o)n ostinatos in grou(s Pennsylvania State #cademic Standard!s": 9-1-5-%- ,ecogni.e, kno), use an* *e"onstrate a variety o+ a((ro(riate arts ele"ents an* (rinci(les to (ro*uce, revie) an* revise original )orks in the arts 9-1-5-/- 0no) an* use +un*a"ental vocabulary )ithin each o+ the arts +or"s 9-1-5-/- ,elate )orks in the arts to varying styles an* genres an* to the (erio*s in )hich they )ere create* 9-1-5-2- Analy.e a )ork o+ art +ro" its historical an* cultural (ers(ective 9-1-5-0- 3*enti+y, e'(lain an* analy.e tra*itions as they relate to )orks in the arts$#f%& Standard!s": 1- #inging, alone an* )ith others, a varie* re(ertoire o+ "usic !- /o"(osing an* arranging "usic )ithin s(eci+ie* gui*elines 5- ,ea*ing an* notating "usic 6- 4istening to, analy.ing, an* *escribing "usic 9- 5n*erstan*ing "usic in relation to history an* culture%aterials and'or &(uipment: /2 (layer ,hyth" car*s ,oun* books Music books 6ocab signs #(irituals (oster %odifications for )ndividual Differences: My stu*ent )ho has trouble stan*ing "ay stay seate* in the circle )hen (resenting his ostinato#ctivities and Procedures: #nticipatory Set: Greet stu*ents in the hall an* have the" take a book +ro" the shel+ outsi*e, enter the roo", an* sit in a se"i-circle ,hyth" $ar"-u(- 7ave stu*ents stan* u( an* cla( the rhyth"s on the rhyth" +lash car*s to the beat o+ a recor*e* song ,evie) roun*s by singing 8irst &i"e ,oun* +ro" 9ur %ook o+ ,oun*s- 1- All three (arts se(arately- 1- ,oun* Lesson Se(uence: 1- 3ntro*uce ,ock-a My #oul $hat:s the title; $hat kin* o+ song is it; 2iscuss )hat it "eans +or a song to be a #(iritual- Ask i+ anyone re"e"bers singing a s(iritual in +ourth gra*e <9h $on:t =ou #it 2o)n 4or*> 4et the" listen to ,ock-a My #oul

Ask stu*ents i+ they recogni.e the sign at the en* o+ (art one an* sho) the" the re(eat sign (oster- Ask the" to i*enti+y other (laces in the song that they see the re(eat signAsk stu*ents i+ they kno) )hat the 1 an* 1 at the en* o+ (art 1 "ean an* sho) the" the +irst an* secon* en*ing (oster#ing ,ock-A My #oul 7ave the stu*ents sing each (art )ith "e an* the /2 3ntro*uce the ter"s "elo*y an* har"ony an* have a volunteer a** the" to the 5th gra*e )or* bank&alk about singing all three (arts together an* ask the" i+ they have ever *one anything like this be+ore- <,e+er to the roun* book> 7ave the stu*ents (ick their +avorite o+ the three (arts an* sing the" along )ith the /23ntro*uce 9stinato ?'(lain )hat an ostinato is @ a +e) )or*s re(eate* over an* over again- ?'- 4et:s go PensA &ell the stu*ents they are going to be creating their o)n ostinatos +or ,ock-a My #oul an* e'(lain that they have to use )or*s +ro" the songGive an e'a"(le o+ an ostinato that )oul*n:t )ork +or the song- ?'- 3 like ice crea"A #(lit the stu*ents into grou(s o+ +our or +ive- Allo) the" to choose their grou(s, but hel( by (lacing stragglers into a grou(Give the grou(s +ive "inutes to )ork together an* co"e u( )ith their o)n ostinatos-

*losure: 7ave each grou( co"e u( to the +ront o+ the roo" an* share their ostinato- &hen have the" (er+or" their ostinato )hile the rest o+ the class sings (art 1 o+ ,ock-a My #oul 4ine u( an* sing %?#&valuation: ?valuate stu*ent learning through observation, Buestioning, an* (er+or"ance o+ grou( ostinatos#ssi+nments: None-