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EDUCATION LESSON PLAN

Teacher: School: Subject area: Ages of students: Grade level: Total number of students: Title of Lesson Plan: Title of Unit: Music 8-10 years 3-4

ID: Date of Observation: District: Type of classroom # of IEP # of 504 # of GSSP # of ELL Lesson 1, Introduction to Music

Traditional, integrated

Beginner¶s Music Theory

ACTIONS Goals, Objectives, & Essential Questions A. Broad Goal: Students will learn, through interactive review, the beginning blocks to music theory. B. Objectives:

1. Given the symbols and beat notes set at a 4/4 time signature the students will be able to answer questions that identify the symbols and beats of both with 100% accuracy by completing the module successfully. 2. Given the definitions of basic musical terms, the students will be able to define the terms with 100% accuracy by completing the module successfully.

3. Given the combined information from the two objectives above; on notes, rests, basic musical terms, and time signature, the students will be able to apply their basic math skills in solving musical math problems with 100% accuracy by completing the module successfully. C. Essential Questions: 1. How many beats are in a rest or note? 2. What do rhythm, beat, duration, dynamics, tempo, ostinato, and time signature mean? 3. How do you solve musical math problems?

Student Assessment:

Procedure Objective Type of Number Number Assessment 4 1 Formative

Description of Assessment Power Point Questions

Depth of Knowledge 1

Adaptations and/or Accommodations IEP- teacher assistance, extended time, etc. 504- Preferential seating, larger print, head phones, etc. GSSP- More challenging questions in the module subsection. IEP- teacher assistance, extended time, etc. 504- Preferential seating, larger print, head phones, etc. GSSP- More challenging questions in the module subsection.

4

2

Formative

Power Point Questions

1

4

3

Summative

Power Point Questions

2

IEP- teacher assistance, extended time, etc. 504- Preferential seating, larger print, head phones, etc. GSSP- More challenging questions in the module subsection.

Connections A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations: AE 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities. AE 1.14 Students make sense of ideas and communicate ideas with music. AE 1:2 Students make sense of the variety of materials they read. AE 1.3 Students make sense of the various things they observe.

Program of Studies: 1.14 Students make sense of ideas and communicate ideas with music.

Core Content for Assessment: AH-EP-1.1.1 Students will begin to recognize and identify elements of music using musical terminology. Elements of music: Rhythm - bar lines, measures, whole notes, half notes, quarter notes (aurally and visually) Tempo - steady beat, slower, faster (aurally) Melody ± notes, lines and spaces on treble clef staff (visually) Harmony - rounds and simple 2-part songs (aurally), songs are major or minor (aurally) Form - call and response form, AB form and ABA form (aurally) Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally) Dynamics - soft, loud (aurally) AH-04-1.1.1 Students will identify or describe elements of music in a variety of music. DOK 2 Elements of music: Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic durations (whole, half, quarter, eighth notes and rests), measure Tempo - steady beat, slower or faster

B. National Standards: 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

C. Other Disciplinary Standards:

Kentucky Learner Goals & Academic Expectations: AE 2.12 Students understand mathematical structure concepts including the properties and logic of various mathematical systems. AE 2.7 Students understand number concepts and use numbers appropriately and accurately.

Program of Studies: 1.5-1.9 (Students use mathematical ideas and procedures to communicate, reason, and solve problems.) is infused throughout the mathematics instruction P-12 and is integral to the content and instruction across all grade levels. 1.16 (Students will use computers and other kinds of technology to collect, organize, and communicate information and ideas.) is an essential and integral part of instruction across the content and the mathematics Program of Studies. 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.

Core Content for Assessment: MA-EP-1.3.1 Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: y add and subtract whole numbers with three digits or less;

y multiply whole numbers of 10 or less; y add and subtract fractions with like denominators less than or equal to four and y add and subtract decimals related to money. DOK 2 MA-EP-2.2.3 Students will convert units within the same measurement system including money (dollars, cents), time (minutes, hours, days, weeks, months), weight (ounce, pound) and length (inch, foot). MA-04-2.2.3 Students will convert units within the same measurement system, including money, time (seconds, minutes, hours, days, weeks, months, years), weight (ounces, pounds) and length (inches, feet, yards). DOK 1 MA-05-2.2.3 Students will convert units within the same measurement system [U.S. customary (inches, feet, yards, miles; ounces, pounds, tons), metric (millimeters, centimeters, meters, kilometers; grams, kilograms), money, or time] and use the units to solve problems. DOK 2

D. Statement Connecting the Standards to Your Objectives: The above standards relate to my objectives because students will grasp the beginning building blocks of the tools they need in order to succeed in the art of music theory all while using their basic math skills, in preparation for advancement towards music appreciation.

Context 1. Unit a. Lesson 1 out of 2 in Section 1 out of 4 b. This lesson is approximately 45 minutes long, the interactive module being approximately 30 min for slower students. 2. Students a. Students will have a small amount of prior knowledge on the subject of Beginner¶s Music Theory through a video, class instruction, and flash cards in the lesson prior to this interactive review lesson.

b. Students will be beginning on the same level, with the exception of any student who has had private music lessons, and will be advancing together through these introduction stages.

Differentiation: A. Accommodations: Student Identifier Describe the type of plan for this student and the specific needs that they need. Accommodation Describe exactly how you are going to meet the needs of this particular student. Plan/Need N/A Plan/Need Accommodation N/A N/A Plan/Need N/A

N/A

Accommodation N/A B. Individual Learning Styles: Variations for: Description of Variation

Visual Learners Visual learners will learn best by reading through the power point presentation information on the screen and watching the short informative video. Auditory learners will learn best by listening to the short Auditory informative video. Learners Kinesthetic Learners Kinesthetic learners will learn best through the interaction between themselves and the module as they are guided though the module through their own interaction.

C. Multiple Learning Levels: Procedure Step 1 2 3 Bloom¶s Taxonomy KO KO CO Depth of Knowledge 1 1 2

Real-Life Connections: 1. Text-to-text: Students are able to apply the knowledge they read during that music session prior and the short video on the power point to the interactive lesson. 2. Text-to-world: Music is a global phenomenon that students can see even in the cartoons they watch; ie: Team Umi Zoomi, Little Einsteins, Backyardigans, etc. 3. Text-to-self: Students listen to music in one form or another, either radio, movies, or live so they are able to understand that music must have a beginning. Resources 1. 2. 3. 4. Music Handouts from Music for Teachers; Amy Bolar KCU Sheetmusicdirect.com Computer and mouse Microsoft Power Point

Technology 1. Computers, headphones, and mouse; students will work on a review through an interactive power point that contains information and a short video on the subject of Beginning Music Theory. 2. Microsoft Power Point; how the student will access the interactive review 3. Real Player, video player; The video will be contained within the interactive power point.

Procedures (45 minutes total) 1. (4 min.) At the conclusion of the proceeding lesson students will be

instructed on how to operate the interactive power point lesson.

2. (2 min.) Students will get up and walk over to the computers and take a

seat.

3. (1 min.) Students will log on.

4. (30min.) Students will work on interactive power point module while

teacher assists where needed and observes the class participation and

activity, recording when a student successfully completes the entire

module. Those students who complete the module successfully early on

may assist other students quietly.

5. (1 min.) Students will log off.

6. (5 min.) Students will talk about the module they just completed.

7. (2 min.) Students will walk back to their seats and pull out their books for

the next subject.

IMPACT ± Prepared after the lesson is taught. Reflection/Analysis of Teaching and Learning N/A REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up N/A