Teacher Candidate: Kelly Donlan

Teaching Context: General Elementary (3rd grade

Date: 10/17/23

Lesson Sequence Lesson one, two, three, etc.

Learning Outcomes: In class students will be able to Sing tonic trad structure of dorian mode,
Determine the specific
skills, and/or content sing bass line while the teacher sings melody, and sing in harmony with
knowledge that those class through singing and visual example.
you teach will engage
with during this lesson.
What skills and content
knowledge do you want
those you teach to have
obtained by the end of
the year? The end of the
quarter? An elementary
student will not have
“developed” a skill or
“obtained” content
knowledge at the end of
a single lesson but will
over several. Meaningful
repetition is key for
young students. How are
you incorporating
meaningful repetition?

Materials, What materials (bean bags, scarves, puppets, etc.), equipment (computer,
Equipment, & smart board, instruments, etc.), set up (space to move, word wall).
Setup: **include technology and vocabulary used
(Describe the materials, - Smart board
equipment, and class setup
needed for this lesson.) - Presentation with color coded visuals

Playlist: Song, Artist, YouTube Link N/A

Virginia State Music Creating
Standards Anchor Standard #The student will apply a creative process for music. a)
Brainstorm multiple ideas for creating music as a group. b) Identify
elements of a creative process for music. c) Reflect on the quality and
technical skill of a personal or group music performance
Performing
Anchor Standard #3.16 The student will demonstrate understanding of
meter. a) Determine strong and weak beats. b) Perform sets of beats grouped
in twos and threes.
Responding
Anchor Standard #3.3 The student will analyze and evaluate music. a)
Identify and explain examples of musical form. b) Compare and contrast
instruments visually and aurally. c) Listen to and describe basic music
elements using music terminology. d) Compare and contrast stylistic
differences in music from a variety of cultures. e) Describe music
compositions and performances.
Connecting
Anchor Standard #3.7 The student will describe why music has value to
people and communities

Rubrics:
(Rubrics to evaluate the final unit project.)

UDL Strategies: Engagement:

Multiple means of
engagement,
representation, and action
and expression.
**strategies: visuals, entry
points of involvement
(easy/medium/difficult)
- self assessment and refection
- Use of visual aid and colors graphics
- Vary the level of stimulation
Representation:
- Provide visual representation of auditory
- Illustrating through multiple media
- Gide information processing
Action:
- Vary means of expression
- Multiple means of consumption (visual aids)
- Provide scaffolds that can be gradually released with increasing
independence and skills
Lesson Activity Scripting
Scripting is one of the most important processes of learning how to
teach. It allows you to be PROACTIVE rather than REACTIVE
when teaching. Scripting is not for you to read as you teach, but to
allow you to develop the skill to think quickly while you teach
which is not something you can develop upon writing a handful of
lessons. This is a skill which will take you years to develop. Lean in,
it is a lot, but the invested time is worth it.
Hook: Glad they Came
• Canon
• Singing Game
• Beat Activity
• Movement

Visual Schedule This is for FUTURE you.

Vocal Warm-Up
Canon
Poison
Aural i/VIII
Dorian Song/ Transition: Take a look at the board. We are gonna work on
Accompaniment the I and the vii, use those shapes as you will.

Repeat after me: Re, Fa, La

Students repeat*
La, Ti, La
Do. Me, Sol
Sol, Me, Sol
Re, Fa, Re
Re, Fa, La
Sol, Me, Do
Re, Fa, Re

Wonderful, Let’s take those patterns and keep them in our

head as I sing this song

Teacher sings in Vocalize, keeping beat ( with spider fingers

showing micro-beats) to have students keep beat with them*

The beat is changing, this time will you tap you feet to the
macro-beat and see you that macro-beat might change.

Teacher sings in Vocalize, keeping beat ( with feet to show

macro-beats) to have students keep beat with them*

How many different sections do I have? Close your eyes and

show me with your finger how many different section you
think this is in? … Hands down. If you showed two, You are
correct, we have two different sections. If you showed more
than two that’s oaky because that showed me that your are
thinking musically, and eventually you are going to get there.

I am going to sing it one more time if you can do spider

fingers on the micro-beats the big beat, the macro in your
feet, you divide as I sing. This time see if you can tell what
the difference is between A and— what do we call that
second section then?

Students call out answer: B

So the form of out piece is what?

Students call out answer: AB

Beat Activity