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Unit:

Is music the universal language? Day 1

Day in
Language Level Intermediate Low Grade 6 Date 8/2/17 2 Minutes 50
Unit
Unit Theme and Question Creativity: Is music the universal language?
Daily topic: Why does music make us feel?
STANDARDS LESSON OBJECTIVES
Which modes of Students can:
Communication communication will be Write about songs that have particular emotions to them
What are the communicative and addressed? Interpret the lyrics for meaning, intended audience, and
and
cultural objectives for the lesson? o Interpersonal supporting details
Cultures o Interpretive
o Presentational
ELA: Literary analysis
Connections
Music: The emotions that music can convey
Comparisons
Communities
If applicable, indicate how
Connections Comparisons SL6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
Communities Common Core will led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing
be part of your lesson. their own clearly.
Common Core
RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.

Materials Resources
Time*
Activity/Activities Technology
How many
Lesson Sequence What will learners do? Be specific. What materials will
minutes will this
What does the teacher do? you develop? What materials will
segment take?
you bring in from other sources?
Gain Attention / Activate Prior Selecting from the list of songs that the students compile, I play a song
5 min Happy by Pharell Williams
Knowledge that they said makes them feel happy (for the sake of this sample

Keys to Planning for Learning, 2013


Unit: Is music the universal language? Day 1
lesson, Ill use the song Happy by Pharell Williams.

Provide Input Using the lyrics, we analyze the Happy lyrics as a class. 10 min Happy worksheet (see attached)
In groups, students do the same lyrical analysis for one of the songs that
Elicit Performance / Provide they listed yesterday. While they work, T does a formative assessment Song lyrics to the songs that
15 min
Feedback of how group members are contributing/communicating using a students selected
checklist. Each group turns one lyrical analysis in.
What a Wonderful World by
Louis Armstrong is a jazz-pop
Project my song summary on the board: song. It was recorded in 1967 and
What a Wonderful World by Louis Armstrong is a jazz-pop song. It was is all about what a wonderful
recorded in 1967 and is all about what a wonderful world we live in. It world we live in. It was my moms
Provide Input 1 min
was my moms favorite song, and she used to sing it all the time. It favorite song, and she used to
reminds me of her and makes me feel happy, sad, and nostalgic all at sing it all the time. It reminds me
the same time. of her and makes me feel happy,
sad, and nostalgic all at the same
time.
Ss take out their song lyrics and write a 3-5 sentence summary about
their song that includes the following: the title, the artist, what its about,
and what it makes them feel.
Elicit Performance / Provide
10 min write Students song lyrics
Feedback Then, Ss mix and mingle with at least 5 different other students and
5 min mingle
learn about their song and what it means to them. T listens in and
provides CF only when it impedes meaning. Ss turn in their song
summaries for editing.
Exit slip: When you are feeling sad, do you ever listen to a song to make
Closure <5 min n/a
yourself feel happy again? Does it work?
Do you think that all songs make people feel the same emotions? Take
Enhance Retention & Transfer this online quiz at home about music and emotions and print out your 10 min www.emotify.org
score and bring it to class.

Keys to Planning for Learning, 2013


Unit: Is music the universal language? Day 1
Reflection Notes to Self This lesson completes the two-day cycle on music and personal emotions. I worried that the activities might be too repetitive,
What worked well? Why? but I also felt that each different iteration was enough different that they were learning from it and getting the guided practice
What didnt work? Why? they need to prepare for the summative assessment. After this lesson, students will move from lyrical analysis to textual
What changes would you analysis of articles that discuss the brain and music.
make if you taught this lesson
again?
????

* Remember that the maximum attention span of the learner is approximately the age of the learner up to 20 minutes. The initial lesson cycle (gain attention/activate
prior knowledge, provide input and elicit performance/provide feedback) should not take more than 20 minutes. The second cycle (provide input and elicit
performance/provide feedback) should be repeated as needed and will vary depending on the length of the class period.

Keys to Planning for Learning, 2013