Reverse Lesson Plan II

Teacher Candidate: Nancy Walker

Teaching Context: Fourth/Fifth Grade

Date: 12/6/23

Lesson Sequence Lesson one, two, three, etc.

Learning Outcomes: In class students will…

Determine the specific skills, and/or e.g., experience, identify, and demonstrate through
content knowledge that those you singing, dancing, movement, playing instruments,
teach will engage with during this etc.
lesson. What skills and content
knowledge do you want those you In class, students will experience, identify, and
teach to have obtained by the end of demonstrate quarter-note and paired eighth-note
the year? The end of the quarter? An rhythms, short solfege passages, and ensemble music
elementary student will not have through singing and playing instruments.
“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, Equipment, & Setup: What materials (bean bags, scarves, puppets,
(Describe the materials, equipment, and class etc.), equipment (computer, smartboard,
setup needed for this lesson. What materials instruments, etc.), set up (space to move,
word wall).
(bean bags, scarves, puppets, etc.), equipment
**include technology and vocabulary used
(computer, smartboard, instruments, etc.), set
up (space to move, word wall). Computer
**include technology and vocabulary used Smartboard or projector
Presentation
Orff Instruments

Playlist: “The Train is Off the Track”

VA State Standards Creating

 Anchor Standard #
4.1 The student will improvise and compose music. a) Improvise
melodies and rhythms using a variety of sound sources. b) Compose
short melodic and rhythmic phrases within specified guidelines.
Performing
Anchor Standard #
4.13 The student will develop skills for individual and ensemble
singing performance. a) Sing with a clear tone quality and correct
intonation. b) Sing diatonic melodies. c) Sing melodies notated in
varying forms. d) Sing with expression using dynamics and phrasing.
e) Sing in simple harmony. f) Demonstrate proper posture for singing.
4.14 The student will develop skills for individual and ensemble
instrumental performance. a) Play music of increasing difficulty in a
variety of ensembles. b) Play melodies and accompaniments of
increasing difficulty notated in varying forms. c) Play with expression.
d) Apply proper playing techniques.

Responding
Anchor Standard #
4.3 The student will analyze and evaluate music. a) Identify
instruments from a variety of music ensembles both visually and
aurally. b) Distinguish between major and minor tonality. c) Listen to,
compare, and contrast music compositions from a variety of cultures
and time periods. d) Identify elements of music through listening using
music terminology. e) Identify rondo form (ABACA). f) Review
criteria used to evaluate compositions and performances. g) Describe
performances and offer constructive feedback.
Connecting
Anchor Standard #

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

UDL Strategies: Consider Accommodations and Modifications – how can you

Multiple means of make them universal to your instruction?
engagement,
representation, and action Multiple Means of Engagement
and expression. - Singing
**strategies: visuals, - Playing instruments
- Participating in the game
entry points of
Multiple Means of Representation
involvement - Pictures to describe the song
(easy/medium/difficult) - Standard western notation
 - Shapes/symbols instead of notation
Multiple Means of Action and Expression
- Pointing to the pictures/notation/symbols along with the
song
- Demonstrating/leading by example

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.

“The Train is Off the Teacher- Alright everyone, come sit in a circle on the floor and
Track” Song we’re going to play a game!
Teacher- Sings the song while students are coming to the circle and
repeats until all students are settled
Teacher- Take a look at the board and point along to the pictures.
See if you can figure out what my song is about. Teacher sings the
song again while students point at the pictures on the screen
Teacher- Can anybody tell me what the song is about?
- Students respond with what they think the song is about
Teacher- I'm going to sing the song again but this time I have a
letter that I’m going to drop off to one of you. If I give you the
letter your job is to pass it to a friend and that friend is going to
walk around and drop the letter off to another student.
- Teacher sings the song and drops the letter off with a
student. The student passes it to a friend who then walks
around and delivers it to another student.
Teacher- This is the last time I’m going to sing the song alone, next
time you are going to fill in the blanks.
- The activity is repeated
Teacher- This time when I stop singing, would you sing what
comes next?
- The activity is repeated a few times and the students fill in
the gaps in the song when the teacher stops singing
- After a few time the students begin to fill in the next phrase
of the song
Teacher- This time let's pass the letter around the circle to see who
it lands on. Can you sing the whole song this time with me?
- The letter is passed round the circle while the students sing
 the whole song with the teacher
The teacher puts the traditional western notation of the song on the
board.
Teacher- We’ve been working on hearing and reading “Do” and
“Do-Dee.” I’m going to sing the song one more time and your job
is to listen for all the Do’s and Do-Dee’s.
- Teacher sings song
Teacher- Raise your hand if you can find the Do’s and Do-Dee’s.
Can you find the quarter notes and paired eighth notes? Now I want
you to sing the song twice. The first time, sing it all the way
through on words, and the second time, only sing the Do’s and
Doo-Dee’s.
- The students sing the song on words
- Now they sing on rhythm syllables, but only singing the
quarter notes and paired eighth notes.
- This is repeated until the students understand/get it
right
Teacher- Now I want you to sing everything that is a quarter note
(Do), a dotted quarter note (Do), and paired eighth notes (Do-Dee).
- The students sing the song on rhythm syllables only singing
the quarter notes, dotted quarter notes, and paired eighth
notes.
Teacher- Look at the first two notes. The teacher sings La La Mi
and the students repeat. Now see if you can find more La La Mi in
the song. Can you show me how many times we’re going to sing La
La Mi?
- Students hold up three fingers
Teachers- That's right we’re going to sing La La Mi three times in
this song. Now let's sing the song on words but when we get to a La
La Mi, sing that on solfege.
- Students sing the song on words unless theres a La La Mi,
then they sing on solfege syllables
Teacher- So not only do we have La La Mi, go to the end of the
second line. Notice how we have Mi Do La at the end. No we have
La La Mi and Mi Do La. This time can you sing all the words and
only the Mi Do La’s
- Students sing on word but sing Mi Do La when it shows up
in the music
Teacher- Now I want you to sing it again, but this time sing the La
La Mi’s and the Mi Do La’s. I noticed something interesting at the
end of the first phrase. Why can’t we sing Mi Do La?
- Students respond that there is a Re in that line
Teacher- Alright now sing the melody on the solfege syllables La
La Mi and Mi Do La. Everything else is the words.
- Students sing the song on solfege and words
Teacher- Now I want you to sing the words and I’m going to sing
something different.
- Students sing the words while the teacher sings the bass line
The teacher splits the class into two groups (melody and bass line).
The classings the song again while the teacher uses hand motions
(pointing up and down) to help the second group sing the bass line.
The teacher switches the groups.
Teacher- Do you see the yellow circles on the board? That's our
bass line! Can you go to your instruments and try to figure out the
bass line?
- Students use the bass xylophones to play the bass line
Teacher- Lets use our instruments to play the bass line in this
pattern “Train-Is- off the track.” Can you repeat that pattern with
me? Now can you say that while you play the low D on the
xylophone?
- Students repeat the pattern while playing low D
Teacher- Can you sing the melody while you play the bass line?
- The students sing the melody while playing the bass line on
the bass xylophone
Teacher- Now we have a counter melody that is going to be played
on everything except for the first “to my home.” Go to your alto
xylophones and find A Bb C A.
- Students practice playing the counter melody
Teacher- Can you sing the counter melody with me?
- Students sing and play the counter melody with the teacher
Teacher- Now what do you see after the third yellow triangle on the
board? Do you see a rest?
- Students respond “yes” and play/sing the counter melody
again, this time with the rest.
Teacher- Now can half of you play the counter melody and the
other half play the bass line while I sing?
- Students play their assigned part while the teacher sings
the song
Teacher- Do you see the clouds at the bottom of the board? Teacher
demonstrates the new snapping rhythm pattern Can you do this
with me while you sing?
Teacher- This is going to be played on the alto glockenspiel. The
snap is going to be low D and high D. Can you sing and play that?
- Students sing and play the new pattern
The teacher divides the class into three groups that correspond with
the patterns they have learned.
Teacher- Can you sing the song and play your new part?
- Students play their assigned parts while singing
- This is repeated till the students understand/ get it right