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BARRY UNIVERSITY

Adrian Dominican School of Education


Lesson Plan
Name: Ryan Williams Date: 4/18/17

Content Area(s): History, Music Grade Level: 5 Allocated Time: 45 Minutes


Topic: Portuguese Influence
Math Science Technology SS/ELLs
Context 1: (In one or two sentences, describe characteristics of the students (K-12) and the setting)
The class consists of twenty two students with tables put together in clusters of four to six. There are two English language learners
within the class whose native languages are Russian and Spanish but generally have a good command of the English language. In the
classroom, there are two black boards, one in the front and one on one of the sides of the room. In addition, there is a smart board in
the front of the classroom.

Overarching Standards: (Next Generation Sunshine State Standards, including Access Points for ESE students (K-12); national
content standards; and TESOL/ESL. Reminder: If more than one content area is embedded into this lesson plan, interdisciplinary
standards need to be noted.)
MU.5.H.1.3
Compare stylistic and musical features in works originating from different cultures.

SS.5.A.1.1
Use primary and secondary sources to understand history.

Instructional Objectives/Learner Outcomes: (After teaching the lesson, this is what you expect learners to know or demonstrate.
This should be stated clearly and aligned to the overarching standards noted above.)

Students will be able to:


identify how the Portuguese influenced music of various cultures throughout history.
Name several instruments that evolved from the Portuguese Machete

Assessment: (Identify traditional, nontraditional (alternate), formal, and/or informal methods used to monitor and measure student (K-
12) learning, aligned to outcomes/objectives, contextual setting, including adaptations. Attach copies of assessments.)
Informal assessment
Teacher will assess students understanding through guided questions and discussion throughout the lesson

Materials/Equipment/Resources: (List all materials, equipment, and resources needed for both the teacher and the students (K-12).)
Materials needed for teacher: Materials needed for students (K-12)
Smart Board or Projector
Power Point
Ukulele

Vocabulary: (List key terms and content vocabulary to facilitate understanding.)


Exploration
Colonization
Ukulele
Machete
Cavaquinho
Ukarere

Instructional Procedures:
Introduction
Teacher: Good afternoon class! Today were going to learn some history through music. Does everyone remember
when Colombus sailed to North America a long time ago? Well today were going to look at how people from another
country influenced music around the world.
Step-By-Step Procedures (Embed the following to your step-by-step outline. Attach copies of all handouts noted.)
Teacher starts powerpoint, pausing on each page to play a video or demonstrate some music to the class.
On section about ukulele, teacher plays a song for the class to demonstrate the instruments name meaning.

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The yellow highlighted items are areas for candidates growth in planning.

Page 1 of 2 Revised 07/09


BARRY UNIVERSITY
Adrian Dominican School of Education
Lesson Plan
Teacher then leads discussion about the presentation through questions
o What was most interesting to you?
o What countries had major musical influence from Portugal?
o Can you name some instruments that originate in Portugal?
Closure
Teacher asks students if they would like to try to play the ukulele to finish the lesson.
Teacher assists students on playing a basic chord or strum
Reference Information: (Provide reference citation for all resources used. Give credit where credit is due!)
Cpalms.org

Two-Part Reflection:
PART I: Using collected student (K-12) assessment data, reflect on (1) students (K-12) learning based on learner
outcomes/instructional objectives, noting signs of difficulty; and (2) changes to enhance student (K-12) learning. The reflection must
address ELLs and ESE factors separately.

PART II: Identify the competencies and skills ( http://www.firn.edu/doe/sas/ftce/ftcecomp.htm) that you used as you implemented
this lesson. What gaps existed? How can I improve my practice and these competencies and skills, through professional development?

Page 2 of 2 Revised 07/09