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Lesson Plan Information

Subject/Course:​ Music Name:​ D’Ahna Mitchell
Grade Level:​ Fifth Grade
Topic:​ Notes and Rhythms

2. Expectation(s)
Expectation(s)​:
● Students will be able to read notes on a staff
● Students will be able to know where each notes belong on a staff
● Students should always try their best when playing with instruments
● Students should come in and sit in assigned seats on the carpet

Learning Skills ​(Where applicable):

● Memorization using acronyms
● Attention to detail of music and notes
● Learning when to stop and continue on songs

3. Content
What do I want the learners to know and/or be able to do?

I want learners to be able to play different songs on their recorders and be able to practice on their own without me
needing to be there and guide them. I also would like them to be able to identify notes on their own. I would also like
for them to be able to get their binders with their sheet music by themselves as soon as they walk in. It gives them a
small dose of responsibility.

Today learners will:

● Learn how to play Three Blind Mice and Hickory Dickory Dock on the recorder
● Learn how to read sheet music to the songs mentioned above
● Learn how to practice properly.

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?

I will learn if students have understood the songs by having playing tests. These tests will not only show me who
practiced and didn’t but also where students struggle. There will most likely be a common spot they have a mistake
at and that will be where I can have them all practice together and learn. I will also have students practice in class
since they might not be able to practice at home. Each home life is different so it’s important they practice at school.

5. Learning Context
A. The Learners
(i) ​What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?

Since the learners are in the highest grade for elementary school, they have been coming to music class for years.
They should know about rhythms, clapping to the beat and music. They have been practicing for years for this
moment. When they listen to music or tap their pencil on their desks, they are practicing finding rhythm without their
knowledge. Music tends to stick with most to all people. There is something out there for everyone and the students
will learn and notice as they learn these songs.

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(ii) ​How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners?​ (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)

Those who are gifted will be student helpers as well as examples in class. They will be playing different versions of
the songs the class has and learn it on a more difficult level but that is to challenge them. They can also be
assistants to students who need extra help and/or have special needs. If the class works together, they can make
learning music an overall success

B. Learning Environment

The learning environment will be one where everyone is working together to a common goal. It will be quiet when
instructions are given, but otherwise it is different students clapping rhythms, singing beats and playing instruments.
For this lesson specifically, fifth grade students are just giving their all into recorders. All students will be assigned
seating and rows on the carpet in the music room and will remain there until the lesson is over. Those that need
partners will be centered to the front so if they need additional help, I will be there to provide it.

C. Resources/Materials
● Recorders
● Music Binders
● Sheet Music
● Pencils

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? ​(e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)

To hook my students, I will do a review with clapping rhythms, play easier songs we have done in the past as well
as play musical scales. Clapping rhythms to songs we have done in the past will help rejog their memories and get
their brains in the mindset needed to play more advanced songs. Scales are a good warmup for any student who is
playing music since it helps them learn every note that the instrument is ranged to play. Students at this age will
most likely only play 3, but if they decided to pursue an instrument in middle and/or high school, scales will become
vital to enhancing their scales as a musician.

MIDDLE:
Teaching​: ​How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).

In the beginning of the year, the teacher will remind them to get everything and maybe even put number tape down
to help them remember. As the year goes on, the tape will start to wear off and students will fall into a habit.
Eventually, they will get into the routine that the teacher would wish they would follow.

They will gradually learn that when they come into the classroom, they will grab their recorders, their music binders,
and sit in their assigned seats on the carpet and start scales. Responsibility at the highest level in elementary
school is something that needs to be well established. Though younger levels might need for the teacher to get the
instruments and extra help, fifth graders are on their way to middle school and should get well established with
learning how to find and do things on their own.

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Application​: What​ will learners do to demonstrate their learning?​ (Moving from guided, scaffolded practice,
and gradual release of responsibility.)

Students will take a test on either Hickory Dickory Dock or Three Blind Mice as well as their scales. Students will
also work in groups to help them learn different parts of the songs together. The teacher will come around and help
when needed. This will give students a chance to have independence as well as have the chance to work together
and build friendships.

CONCLUSION: ​How will I conclude the lesson?

I will conclude the lesson by telling students to put away their recorders, music binders and to come back to the
carpet. Students will spend the last 10 minutes talking about what they learned today and what they liked about
class. We will also talk about what will happen the next class so they can know what to expect. Afterwards, they will
line up and get ready for the teachers to take them back to class.

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?

I need to make sure that I focus on each class when it comes to music and see what each class grasps what part of
the music and how fast they do it. I also need to be aware of how to teach each class. Some classes might need the
teacher to be more strict while others could be okay with a relaxed teacher. I also need to motivate students to try their
best and to help each other out. If I can focus on each class and see what their strengths and weaknesses are, I can
be the best teacher for each class that walks through my door.

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