Leah Shaw

Global Classroom Module: Lesson Plan Assignment

EDTC 645
Spring 2019
Dr. LeAnn Derby
TABLE OF CONTENTS

Lesson Plan Overview…………………………………………………………………………………………..1

Detailed Lesson Plans……………………………………………………………………………………………5

References……………………………………………………………………………………………………………7

Appendix A: Student-Created Rubric Template…………………………………………………….8

Appendix B: Copy of Online Module …………………………………………………………………….9

Appendix C: Copy of Pre-Planning Template……………………………………………………….11

Introduction
Preparing students for global connections is a necessary part of developing 21st century skills. Jennifer
Klein states, “… students are moved by real human connections more than anything else we do in our
increasingly global classrooms, so it's worth trying to bring authentic partnerships into that mix” (2016).
In this Global Classroom Module, American students have an opportunity to connect and collaborate
with Canadian students to learn about folk songs and chorus performance evaluations.

Summary: This lesson plan will include my middle school students performing an American folk song
arranged for a choral setting. A Canadian class will prepare a Canadian folk song. Both classes will
connect via ePals to learn about each other’s folk songs and their historical/cultural contexts. Both
classes will study and prepare the folk song of each other’s country. Each class will perform for the
other, presented synchronously (Saskatchewan, Canada is an hour behind) via Skype or pre-recorded
and submitted via email. We will evaluate each other’s performances. Both classes could perform both
songs (the American song and the Canadian song) in their Spring Concert.

In this lesson module, the students will be able to

1) perform an American folk choral arrangement and a Canadian folk choral arrangement at an
appropriate ability level for middle school students

2) create a performance evaluation rubric in collaboration with Canadian students and detail what
determines a concert-worthy evaluation.

3) explain the context, setting, and musical characteristics of a Canadian folk song and how that is
expressed in a performance.

Background of school/group: Southern Middle School, a public 6th-8th grade school in Garrett County,
Maryland. Garrett County is the westernmost county of Maryland, bordering rural Pennsylvania and
West Virginia. It is a mountainous region with a large geographical size, but small population. Most of
the students are Free and Reduced Lunch participants.

Southern Middle Schools’ 2018 Demographics:

African Am. *
White 501
2+ *
All Students 514
Hispanic *
Asian *
An * indicates fewer than 10 students of that race.

Time frame: Over a six-week period divided into two units of three weeks each.

Subject and Grade Level: 8th grade chorus class, consisting of 23 students.

Proposed Topic and Rationale: It’s important that American students can sing (or at least recognize)
basic American folk songs (such as “This Land is Your Land,” “I Bought Me a Cat,” “Oh Susanna”, etc.).
It’s also important that students perform ability-appropriate standard choral literature (which is
documented in state chorus festival lists). Certain arrangements of American folk songs often become
standard choral literature pieces.

1
Choral students are also expected to sing music of other cultures and genres to fulfill the National Core
Arts Standards for music. Connecting with a classroom in Canada will give students an opportunity to
explore a traditional song of another culture and prepare it for performance. By connecting with
students of that culture, American students will more clearly understand the historical and cultural
context of the song.

Global Network You Plan to Use: ePals by Cricket Media (www.epals.com)

Key Challenges and Considerations: The biggest challenge is having a reliable synchronous connection.
They are an hour behind, but our daily schedules may not match up. Also, there is a delay and sound
quality issues with many software programs, which can affect the aesthetic of a performance. We could
record with music recording software for a clearer, more accurate performance, submit it earlier, and
synchronously meet to evaluate and exchange comments.

Both teachers need to be sure they have the budget to purchase new music. Due to copyright laws, both
classes need to have enough copies of the choral songs for each student. These selections will be placed
into our Spring Concert, so the money spent will be worthwhile. The money is deducted from the
“chorus budget” and I’m mindful to not spend my total budget until the Spring Concert. For 23 students,
the cost for the Canadian folk song and the American folk song is approximately $97.00. My Canadian
counterpart will have to pay an additional $8.00 shipping fee, based on the website I typically use to
purchase choral music (www.jwpepper.com).

Prior Knowledge: Students need to have background knowledge of musical notation and the ability to
sing the notes. Musical notation is an ongoing concept and is built upon lesson after lesson. Music
selections are based upon students’ range (of the overall group) and is a major consideration of which
concert pieces are chosen.

Standards and Key Concepts Content Standards:

National Core Arts Standards: Music: Traditional and Emerging Ensembles
MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music representing diverse cultures and styles.

MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively developed

criteria, including analysis of the structure and context.

ISTE Student Standards:

1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.

7a Students use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning

Pre-Lesson Steps: 1) An email to the partner-teacher to agree on the context of the unit, to discuss
technology available, and detail any time constraints 2) create an ePals Experience and connect on that
platform

2
Technology Use: Students will use the website ePals to study Canadian folk songs and their
historical/cultural context. They will use the Discussion Board feature to discuss aspects of folk songs, to
determine evaluation criteria to create a rubric, and to evaluate each other’s performances. As a class,
they will use Skype to perform their songs for each other.

Essential Question(s):
When is a performance judged ready to present? How do context and the manner in which musical work
is presented influence audience response?

How do we judge the quality of musical work(s) and performance(s)?

Differentiation of Instruction: One student in the class has a documented social anxiety disorder. She’ll
be allowed to decide where to stand during the performance; she’ll likely choose the back. Four
students have ADHD but they don’t exhibit difficulties in chorus class. One student has ADHD and is
placed in the front of the room to reduce distractions. Students who have difficulty following their part
in the music may highlight their music (or ask me to highlight for them, if needed). Students who lack
confidence or have difficulty singing their harmony line are placed in between strong singers of the
same part. Students who are advanced will attempt to sight-sing the song while hearing additional parts
at the same time. Those students may also lead sectionals to help out their fellow classmates.

Starting Activity for Module: I’ll ask students if they can identify or sing any folk songs of America. After
some discussion, I’ll ask if they know of any Canadian songs. Students will watch the lyric video for “O
Canada” https://www.youtube.com/watch?v=kRPGPAnPNa8

Summary of Unit 1: three weeks (A/B Day schedule = 8 classes)

Southern Middle School students will prepare an American folk song, from the standard choral literature
library of the Maryland Music Educators Association. The song is “Banjo on My Knee” by Stephen Foster
and Jerry Estes. Learning a complete song in three-part harmony, to an acceptable degree of
performing, will take at approximately four classes. The song will be briefly reviewed in subsequent
classes throughout the unit. In the meantime, a class (with which I’ve previously connecting with the
teacher) in Saskatchewan, Canada, will be learning the choral version of the Canadian folk song,
“Canadian Folk Song”.

As a class, Southern’s chorus students will connect with the class in Saskatchewan, Canadian via an ePals
experience created by me and the partner teacher. Students will access the materials and learn about
folk songs from each other’s country. Both classes will agree to prepare the choral folk song from the
other country.

Summary of Unit 2: three weeks (A/B Day schedule = 7 classes)

Southern’s students will learn the melody to the Canadian folk song, “Canadian Boat Song”. They will
prepare the choral version, written by Persis Anne Vepar, which will take approximately four classes.
Southern’s students will create a class rubric to use for evaluation purposes. I will audio record them
and they will self-evaluate, utilizing their rubric. They will suggest improvements to be made and we will
rehearse those sections.

In the meantime, the Canadian chorus will be preparing “Banjo on My Knee.” They will create an
evaluation rubric and follow the same plan as the Southern students.

3
Our classes will connect via Skype to perform the songs for each other. We will share the rubrics of each
class and revise if necessary. Both classes will evaluate each other’s performances, using the rubric.

At the end of the unit, my class will reflect on the unit and discuss what was successful and what could
be changed. We will also discuss the benefit of the global connection and why students believe it was
worthwhile.

Summative Assessment: The summative assessment is based on the Essential Questions, “When is a
performance judged ready to present? How do context and the manner in which musical work is
presented influence audience response?” and “How do we judge the quality of musical work(s) and
performance(s)?” Based on the student-created rubric provided for performance evaluations, students
will determine which scores indicate a “good” performance.

Culminating Experience: Southern students will perform both songs at their Spring Concert.

4
 LESSON PLAN #1
Lesson Name: Connecting with Canadian Students via ePals
Grade Level/Subject: 8th Grade/Chorus
Length of Lesson: 1 Hour
Lesson Format: Lesson plan taken from first unit (about halfway through unit)
Materials Needed: Chromebook cart
Reservation of Equipment: 1-2 weeks prior, teacher must sign-out a Chromebook cart, from the media center, for a
specific day of the week
Global Network: ePals.com
Website Links: https://www.epals.com/#/experienceDrawer/preview/SGuAsXmGpLgnxXm2J//

A screenshot of this module is located in Appendix C, in case this link doesn't work
without an ePals account.
Objectives: Students will use technology in order to gain an understanding of Canadian folk songs.
ISTE Standards: 2b Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

7a Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning
National Core Arts MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in
Standards: prepared and improvised performances of a varied repertoire of music representing
diverse cultures and styles.
Overview: Students will explore the ePals experience that I created about American folk songs,
specifically "O Susanna." They will explore an ePals experience created by our partner-
teacher from Canada about Canadian folk songs. Using their student account, they will
create one short blog post on both experiences about something they learned.
Procedures: 1. Take attendance
2. Allow students to get a Chromebook
3. Direct them to the website www.epals.com (students have already created an
account and explored the website; all student passwords are "GCPS" followed by their
4-digit lunch number)
4. Direct students to click on the "experience" that they were previously added to,
"American Folk Songs"
5. Allow students to explore the experience for approximately 15 minutes
6. Direct students to create a blog post, commenting on something that they learned
from the module. Allow students to read other peers' posts
7. Direct students to click on the "experience" from Canadian teacher
8. Allow students to explore the experience for approximately 15 minutes
9. Direct students to create a blog post, commenting on something that they learned
from the module. Allow students to read other peers' posts
10. Direct students to put their Chromebooks back on the cart.
Formative Evaluation: Teacher will read blog posts from students.

5
LESSON PLAN #2
Lesson Name: Evaluating Performances Using Skype
Grade Level/Subject: 8th Grade/Chorus
Length of Lesson: 1 Hour
Lesson Format: Lesson plan taken from second unit (near the end of unit)
Materials Needed: Teacher laptop, SMART Board, projector, sound system
Objectives: Students will use technology in order to evaluate a chorus performance from Canada
ISTE Standards: 7a Students use digital tools to connect with learners from a variety of backgrounds
and cultures, engaging with them in ways that broaden mutual understanding and
learning
National Core Arts MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in
Standards: prepared and improvised performances of a varied repertoire of music representing
diverse cultures and styles.
MU:Re9.1.E.Ia Evaluate works and performances based on personally- or
collaboratively developed criteria, including analysis of the structure and context.

Overview: In small groups, students create a rubric to use for evaluation purposes. Southern’s
students will perform the Canadian folk song via Skype for the Canadian class (after
they’ve taken several classes to learn it). The Canadian class will perform the American
folk song that they’ve chosen to learn. Both classes will evaluate each other’s
performances.
Procedures: 1. Take attendance
2. Discuss what a good chorus performance looks/sounds like
3. Allow students to organize themselves into groups of 3-4
4. Hand out the Evaluation Rubric Template for students to complete
5. Allow students to complete the rubric for approximately 10 minutes and then share
with the class
6. Warm-up and rehearse "Canadian Boat Song"
7. Connect with Canadian class via Skype, displayed on SMART Board
8. Allow Canadian class to peform their song twice. First, for us to listen to and second,
for us to evaluate. Then Southern students will perform "Canadian Boat Song" twice
and get evaluated
9. Discuss our evaluation rubrics and make any revisions necessary
10. Disconnect from Skype and discuss Canadian students' performance, using the
framework of the students' rubrics
Formative Evaluation: Completion of rubric and evaluation of Canadian students' performance

6
 REFERENCES

International Society for Technology Education (2016). ISTE standards for students. Retrieved from

https://www.iste.org/standards/for-students

Klein, J. D. (2016). Building partnerships outside the classroom that work. Retrieved from

http://blogs.edweek.org/edweek/global_learning/2016/04/building_partnerships_outside_the

classroom_that_work.html

Maryland Music Educators Association (2019). Music lists. Retrieved from

https://www.mmeamaryland.org/lists

National Coalition for Core Arts Standards (2014). Music - Traditional and emerging ensembles strand

[PDF file]. Retrieved from

http://www.nationalartsstandards.org/sites/default/files/Music%20Traditional%20and%20Emer
ging%20Ensembles%20at%20a%20Glance%203-24-17.pdf

7
APPENDIX A: Student-Created Rubric Template

Evaluation Rubric Template

Names of students in your group________________________________________
___________________________________________________________________

Directions: Please fill in a rubric to be used for performance evaluations.

Complete at least five criteria. Consider the following Essential Question: When is
a performance judged ready to present?
CATEGORY 5 4 3 2 1

8
APPENDIX B: Copy of Online Module
This is the thumnail that students will see and will click on in order to access the online module that I
created. It says “incomplete” because I haven’t “invited” a teacher in real life to access it.

9
This is the “preview” that I can see before inviting a teacher and making the module go live. This is a
what the students will see when they click on my module thumbnail and begin the lesson.

10
APPENDIX C: Copy of Pre-Planning Template and Revisions
AS PER MODULE DIRECTIONS: This is the Pre-Planning Template which includes a statement of the
revisions made. Revisions and their rationale are in red. There were two suggestions for
improvement.

Name: Leah Shaw

Summary: This lesson plan will include my middle school students performing an American folk song
arranged for a choral setting. A Canadian class will prepare a Canadian folk song. Both classes will
connect via ePals to learn about each other’s folk songs and their historical/cultural contexts. Both
classes will study and prepare the folk song of each other’s country. Each class will perform for the
other, presented synchronously (Saskatchewan, Canada is an hour behind) via Skype or pre-recorded
and submitted via email. We will evaluate each other’s performances. Both classes could perform both
songs (the American song and the Canadian song) in their Spring Concert.

In this lesson module, the students will be able to

1) perform an American folk choral arrangement and a Canadian folk choral arrangement at an
appropriate ability level for middle school students

2) create a performance evaluation rubric in collaboration with Canadian students and detail what
determines a concert-worthy evaluation.

3) explain the context, setting, and musical characteristics of a Canadian folk song and how that is
expressed in a performance.

Background of school/group: Southern Middle School, a public 6th-8th grade school in Garrett County,
Maryland. Garrett County is the westernmost county of Maryland, bordering rural Pennsylvania and
West Virginia. It is a mountainous region with a large geographical size, but small population. Most of
the students are Free and Reduced Lunch participants.

Southern Middle Schools’ 2018 Demographics:

African Am. *
White 501
2+ *
All Students 514
Hispanic *
Asian *
An * indicates fewer than 10 students of that race.

Time frame: Over a six-week period divided into two units of three weeks each.

Subject and Grade Level: 8th grade chorus class, consisting of 23 students.

Proposed Topic and Rationale: It’s important that American students can sing (or at least recognize)
basic American folk songs (such as “This Land is Your Land,” “I Bought Me a Cat,” “Oh Susanna”, etc.).
It’s also important that students perform ability-appropriate standard choral literature (which is
documented in state chorus festival lists). Certain arrangements of American folk songs often become
standard choral literature pieces.

11
Choral students are also expected to sing music of other cultures and genres to fulfill the National Core
Arts Standards for music. Connecting with a classroom in Canada will give students an opportunity to
explore a traditional song of another culture and prepare it for performance. By connecting with
students of that culture, American students will more clearly understand the historical and cultural
context of the song.

Global Network You Plan to Use: ePals by Cricket Media

Key Challenges: The biggest challenge is having a reliable synchronous connection. They are an hour
behind, but our daily schedules may not match up. Also, there is a delay and sound quality issues with
many software programs, which can affect the aesthetic of a performance. We could record with music
recording software for a clearer, more accurate performance, submit it earlier, and synchronously meet
to evaluate and exchange comments.

Prior Knowledge: Students need to have background knowledge of musical notation and the ability to
sing the notes. Musical notation is an ongoing concept and is built upon lesson after lesson. Music
selections are based upon students’ range (of the overall group) and is a major consideration of which
concert pieces are chosen.

Standards and Key Concepts Content Standards:

National Core Arts Standards: Music: Traditional and Emerging Ensembles
MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music representing diverse cultures and styles.

MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively developed

criteria, including analysis of the structure and context.

ISTE Student Standards:

1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices. (Dr. Derby suggested that I add this ISTE
standard.)

7a Students use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning

Pre-Lesson Steps: 1) An email to the partner-teacher to agree on the context of the unit, to discuss
technology available, and detail any time constraints 2) create an ePals Experience and connect on that
platform

Technology Use: Students will use the website ePals to study Canadian folk songs and their
historical/cultural context. They will use the Discussion Board feature to discuss aspects of folk songs, to
determine evaluation criteria to create a rubric, and to evaluate each other’s performances. As a class,
they will use Skype to perform their songs for each other.

12
Essential Question(s):
When is a performance judged ready to present? How do context and the manner in which musical work
is presented influence audience response?

How do we judge the quality of musical work(s) and performance(s)?

Differentiation of Instruction: One student in the class has a documented social anxiety disorder. She’ll
be allowed to decide where to stand during the performance; she’ll likely choose the back. Four
students have ADHD but they don’t exhibit difficulties in chorus class. One student has ADHD and is
placed in the front of the room to reduce distractions. Students who have difficulty following their part
in the music may highlight their music (or ask me to highlight for them, if needed). Students who lack
confidence or have difficulty singing their harmony line are placed in between strong singers of the
same part. Students who are advanced will attempt to sight-sing the song while hearing additional parts
at the same time. Those students may also lead sectionals to help out their fellow classmates.

Starting Activity for Module: I’ll ask students if they can identify or sing any folk songs of America. After
some discussion, I’ll ask if they know of any Canadian songs (perhaps “O, Canada”). Students will watch
the lyric video for “O Canada” https://www.youtube.com/watch?v=kRPGPAnPNa8 (Dr. Derby suggested
that I include a video of a Canadian song. I selected “O Canada” since that’s a song that students will
likely hear again in real-life, especially if they watch televised sports.)

Lesson Plans:
In previous classes, Southern Middle School students will have prepared an American folk song, from
the standard choral literature library of the Maryland Music Educators Association. The song is “Banjo
on My Knee” by Stephen Foster and Jerry Estes.

My students are connecting with a class in Saskatchewan, Canada.

Summary of Two Lesson Plans:

Lesson Plan #1: (taken from first 1/3 of unit)

As a class, Southern’s chorus students will connect with the Canadian class via an ePals experience
created by me and the partner teacher. Students will access the materials and learn about folk songs
from each other’s country.

Lesson Plan #2 (after a few weeks’ time):

Southern’s students will perform the Canadian folk song via Skype (or pre-recorded and emailed) for the
Canadian class (after they’ve taken several classes to learn it). The Canadian class will perform the
American folk song that they’ve chosen to learn. Both classes will evaluate each other’s performances.
Students will help teacher create a rubric to use for evaluation purposes.

Summative Assessment: The summative assessment is based on the Essential Questions, “When is a
performance judged ready to present? How do context and the manner in which musical work is
presented influence audience response?” and “How do we judge the quality of musical work(s) and
performance(s)?” Based on the student-created rubric provided for performance evaluations, students
will determine which scores indicate a “good” performance.

13