a. Asa result of this lesson, students will be able to identify various instrument families in the selected repertoire. b. Students are assessed informally as a group during the / instrument family review. . The instrument family slideshow and review serves as the activator. d. Instrument Family Review Listening Game a. Asa result of this lesson, students will be able to connect colors and emotions to the given compositions. b. Students are assessed informally as individuals by how they respond to the assignment. ¢. The discussion on music/colors representing feelings is the activator. d. Discussion on Music/Colors Representing feelings Listening and Drawing Activity a. Asa result of this lesson, students will be able to identify ow major and minor. e wo b. Students are assessed informally as individuals when they ox play the Major or Minor Pin it! Game. ys c. Areview of how emotions are represented in music and the introduction to major and minor serve as the activators. yy d. Review Discussion on How Music Can Express Feelings/Definitions of Major and Minor Major or Minor Pin it! Game pate Lesson Plan eet 4, 2016 Name: Megan Strosnider Date: Ap! Grade/Class: 2" Grade 1. Measurable Objective(s): As a result of this lesson, students will wl ' be able to identify various instrument families in the selected repertoire. (10%! « 2. Required Prior Knowledge and Skills: instrument family names, basic listening skils.3. Review Needed: Instrument families. 4, Materials, Repertoire, Equipment needed: Instrument family flash cards, video links of "Friend Like Me” from Aladdin, "He Mele No Lilo” from Lilo & Stitch, and “Let It Go” cover from The Piano Guys, a Smartboard, laptop. speakers, and Powerpoint presentation with photos of instrument families, “Hello” Song Link: Same as goodbye song, but replace with “Can I...2” Instead of “I Can’ Say hello and welcome instead of goodbye. “Goodbye” Song Link: http://supersimplelearning.com/songs/original-series/three/bye- bye-goodbye/ 5. Agenda: -Welcome Song! (Hello, Hello!) Instrument Family Review -Listening Game -Question of the day: “What's your favorite instrument family and why?" -Goodbye Song! (Bye, Bye, Goodbye!) 6. Lesson Sequence (be sure fo list time in the pacing section) Pacing A. Brief Openin 5 Minutes -Welcome Song -Go Over The Day's Agenda B. Learning Activities: 1. Instrument Family Review (Picture Game With Slideshow) 1.7 Minutes tening Game 2. 20 Minutes) ‘+ Students get into groups of two and will be given cards representing instrument families (brass, woodwind, string, 3. EXTRA percussion, piano, and voice). ‘+ Asa snippet of each song is played, they will hold up the cards, that represent the instruments that they hear. _\.,.\\i\U 4) xe vo" 3. "Guess The Instrument” Smartboard Game (http://artsalive.cafen/mus/activitiesgames/games/guess_instrument.swf)B. Assessment: Students are assessed informally as a group with the instrument review. D. Closing/Wrap-up: 1. Question of the Day ~ 15 2. Goodbye Songiline-Up Minutes 2. 8 Minutes E. Assignment: Students will be asked to go home and tell their parents what instruments they heard today. They will also be asked to ask one of their parents/family members what their favorite type of instrument is. |_ 7. Accommodations: For ESL and ELL students, instructions will be both writen and orally given. Visuals will be used throughout the lesson as well. 8. Teacher Roflection/Self-Evaluation: The lesson went quite well, as the students" responses were positive and they understood the material that was being presented. However, | could've been more present in the sense that | was mostly sitting and could've had a more upbeat attitude. ‘9. National Standards: (Creating, Performing, Responding) | ‘MU:Re9.1.2a Apply personal and expressive preferences in the evaluation of music for specific purposes. MU:Re8. 2a Demonstrate knowledge of music concepts and how they support creators'/ performers” expressive intent MU:Prd.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how Creators use them to convey expressive intent. 10. State Standards: -Pre-K-12 Standard 1 Singing + 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation * 1.4 Sing ostinatos, partner songs, rounds and simple two-part songs, with and without accompaniment * 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor -Pre-K-12 Standard 5 Critical Response * 5.1 Perosive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form * 5.3 Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances * 5.4 Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s, voices and male and female adult voices+ 5.6 Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance setting. Lesson Plan 2- Name: Megan Strosnider Grade/Class: 2" Grade Date: April 22, 2016 1. Measurable Objective(s): As a result of this lesson, students will be able to connect emotions and color to the given compositions. 2. Required Prior Knowledge and Skills: Colors, basic listening skills 3. Review Needed: Discuss how music can express the feelings of composers. 4. Materials, Repertoire, Equipment needed: Recordings of Beethoven's “Moonlight Sonata’, Brahm’s String Quartet No. 1 “Allegro”, Chopin's Nocturne Op. 9 No. 2 “Andante”. Paper, markers, speakers, and laptop, 5. Agenda: -Welcome Song} (Hello, Hello!) -Discussion on how music can express the feelings of composers. -Listening & Drawing Game -Question of the day: “Do you think songs can show emotions?” -Goodbye Song! (Bye, Bye, Goodbye!) 6. Lesson Sequence (be sure (0 list time in the pacing section) Pacing A. Brief Opening: 5 Minutes -Welcome Song -Go over the day's agenda B. Learning Activities: