Ferris State School of Education

Name: Aubrey Hodson, Katie Brantley, Alicia Harvill, Jenna

Date: 5/1/2019
Butler, Gabrielle Dobroczynski, Brianne Harvey
Curriculum/Course: Music Grade level: 2nd
Materials: Song
Time/Period: 10/15 Minutes https://youtu.be/ZPdk5GaIDjo?t=390
ribbon
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
ART.M.III.K.3
Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate
responses.

Objectives (I can statements):

● Students will be able to move/use manipulatives to represent pitch, tempo, melodic contour, dynamics, and
rhythm accurately given a one minute snippet of a song.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative: Thumbs Up/ Thumbs Down for understanding
Summative: At the end of the unit, students will be given a new song in which they must demonstrate that they
understand the meaning of pitch, tempo, melodic contour, dynamics, and rhythm by relating it to a movement (similar
to the activity in this lesson).
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Ask the students if they have any previous knowledge of pitch, tempo, melodic contour, dynamics, or rhythm and if so
what they know about it.

Steps in the lesson:

I Do: Go over the topic of the lesson and explain pitch,tempo, melodic contour, dynamics, and rhythm. Explain to them
what is expected of them and what they are supposed to be doing. After this is all explained we will play the song once
for the students to hear and get the feel of it.
We Do: We will then split into three groups. Each group will have two teachers to go over and discuss what is expected
of each group. We will then play the song a couple of times for the students to get the feel of
It.
You Do: They will then as group show the class what their group did. This will be their exit ticket.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

The closure activity will be a formative assessment in which students discuss what each group demonstrated and give a
thumbs up/down/sideways based on how well they understand it.
Extension Activities:

Accommodation /Modification:
Specific Student/Group:
Students with limited physical range of motion will have modified movements based on what they are capable of.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain:
We will use KAV techniques to differentiate the process by which we teach the lesson.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain:
Kinesthetic learners will learn most from the dalcroze movements that will occur within each group. Auditory learners
will benefit most from the playing of the song and the teachers explaining the different musical terminology in the “I
do” step in the lesson. Visual learners will also benefit from the group activities as they watch what each group did.

Diversity:

Technology:

Computer/YouTube for the song

Reflection/Teacher Notes: