Name: ______Joshua Lambert_________________________ Date lesson taught: _____________________

Content Area: Music ESL

Course Title & Grade Level: Culture of Music, 3rd grade Level 2

Standards:
ELP 3.1 construct meaning from oral presentations and literary and informational text through grade-appropriate
listening, reading, and viewing.
- use an emerging set of strategies to:
identify some key words and phrases
identify the main topic or message/lesson
from read-aloud, simple written texts, and oral presentations.

3.2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer,
audience, or reader comments and questions.
participate in short discussions and written exchanges
follow the rules for discussion
ask questions to gain information or clarify understanding
respond to the comments of otherscontribute his or her own comments
about familiar topics and texts.

3.8 determine the meaning of words and phrases in oral presentations and literary and informational text.
- using context, some visual aids, reference materials, and a developing knowledge of English morphology,
determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic
expressions
in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

Objectives:

Content— Students will explain similarities and differences between music from around the world as well as give
examples of music and culture from their home country.

Language— Students will categorize similarities and differences between music from across the world and across
centuries by creating a concept web

Student-friendly— Students will compare and contrast music from around the world by creating a concept
web

Assessment:
Students will be assessed on their ability to create a concept web with at least 5 components of musical culture

Students will be assessed on their ability to listen to and follow directions

Students will be assessed on their ability to engage with students and teacher about music from around the world

Proactive Management:
Students are expected to be on task and listening.
Students are encouraged to contribute to small group discussion.
Voice level is 0 during lecture
Voice level 2 when discussing with small group

Instructional Strategies:
Multimedia presentation
Small group work
Cooperative learning
Concept mapping
Discussion
Stations

Note Taking Strategy:

Cloze notes
Guided notes
Concept map

Questions:
How is music used in your culture?
Does your culture put an emphasis on music?
What types of expressions are represented in music from around the world?

Anticipatory Set:
Begin lecture with a brainstorm activity (15:00)
 Students will be presented with a series of slides containing photographs of various things.
o Slide examples are pictures of jarabe dancing in Mexico or dragon dance from China
 Students will have a few minutes to look at each picture and write the first thing that comes to their heads.
o Students can write anything down here, so long as it’s school appropriate
 The students should write at least 5 things that the picture made theme think of
 After going through the pictures the first time, I will go through them again but this time I will present a caption with
each picture to give the students more information on it.

The Lesson:
Anticipatory Set (15:00)
Presentation (7:00)
 Short video on different music from around the world
o A Music Genre for Each Country of the World – Vinheteiro

Short lecture with more depth on more information regarding culture in music (5:00)
Stations activity (15:00)
 3 different stations:
o First station is a matching activity where the students read a short excerpt on traditional dances from around
the world and connect them with a description
o Second station is an interactive reading quiz about traditional music from Africa and South America
o Last station is small group work with me where we create concept maps

Interactive assignment online (10:00)

 Website has games and reading strategies to go along with what the students are learning

Closure (5:00)
 Return students to their seats and hand each a sticky note
o On the sticky note, the student is to write down one traditional dance they learned about today

Closure:
Procedural— Students will complete and hand in an exit ticket on a traditional dance they learned today.
Content Summary— Students will create a concept map that compares and contrasts traditional music from
around the world
References:
https://youtu.be/IMFVo0X9HPE
https://youtu.be/HBp43hgKG5M