Lesson+Plan+3

**Lesson Plan #3** (PPA Format)

** Instructional Plan ** **Teacher Candidate:** Danielle Guthrie **Date:** 11/18/08 **Cooperating Teacher:** Robert Buck **Grade:** 4 **School:** Freeman Elementary **University Supervisor:** Mel Clayton **Unit/Subject:** Music- Recorders **Lesson Title:** Lightly Row ** INSTRUCTIONAL PLAN ** **Grade:** 4 **Lesson Title:** Lightly Row **Learning Targets:** By the end of the lesson each student will demonstrate an ability to play their own individual part, in harmony with a similar part. The students will be able to recall previous knowledge, and apply that knowledge to learn a new song through reading and playing correct notes and rhythms. **Music EALR 1:** The student understands and applies arts knowledge and skills. __Component 1.1.2:__ Understands arts concepts and vocabulary (Principles of Organization) //GLE:// Creates a simple melody (melody) //GLE:// Aurally discriminates between same and different melodic phrases (melody) //GLE:// Aurally discriminates between unison and harmony **Music EALR 2:** The student demonstrates thinking skills using artistic processes __Component 2.1:__ Applies a creative process in the arts //GLE:// Applies previously learned arts concepts, vocabulary, skills, and techniques through a creative process __Component 2.2.:__ Applies a performance process in the arts //GLE:// Applies previously learned arts concepts, vocabulary, skills, and techniques through a performance process __Component 2.3:__ Applies a responding process to an arts presentation //GLE:// Applies previously learned arts concepts, vocabulary, skills, and techniques through a responding process **Assessment Strategies:** The lesson will begin with Mr.Buck and Mrs.Guthrie performing the duet “Lightly Row” for the class. After asking some guided questions, Mr.Buck and Mrs.Guthrie will each play their part individually for the class so they can hear the difference between the two parts. Once the students understand that the rhythm is the same, they will all clap the rhythm together. Then the class will divide into 2 groups. Each half will rehearse their parts with Mrs.Guthrie and then play for the other half of the class. After playing through the piece together a few times to work out big problems, Mrs.Guthrie will assign each student to a partner to practice the duet individually. During this time she will walk around and answer any questions the students may have. Once the class comes together again they will rehearse again to hear how it got better. If there is enough time at the end of class, volunteers can play their duet for the class and briefly tell the class how they practiced together. **Grouping:** Throughout the lesson there will be times when the whole class plays together, as well as times when the class is divided in half and into groups of 2. //Intro:// Mr.Buck and Mrs.Guthrie play the duet “Lightly Row” on a percussion instrument and the recorder // Guided Questions: // 1. Are Mr.Buck and Mrs.Guthrie’s parts the same or different? 2. How are they different? (Keywords = melody vs. harmony and rhythm) //Demonstration:// Mr.Buck and Mrs.Guthrie each play their parts individually for the class //Guided Question:// The notes may not be the same, but what about the rhythm? //Whole Group:// Clap the rhythm (If needed, the instructor quizzes them on quarter vs. half notes) // Small Group: // 1. Mrs.Guthrie divides the class in half and assigns each half to the top or bottom part. 2. Briefly, Mrs.Guthrie reviews the notes and fingerings with each half of the class (while she works with one group the other group fingers along their own part) // Whole Group: // 1. The students say the names of the notes in rhythm while Mrs.Guthrie claps the beat for them 2. The students say the names and finger the notes in rhythm while Mrs.Guthrie claps the beat for them // Small Group: // 1. The top part plays their part for the other half of the class 2. The bottom part plays their part for the other half of the class //Whole Group:// Both parts play together and repeat as needed to catch the big problems //Small Group:// Mrs.Guthrie assigns each student to a partner to practice the duet together //Whole Group:// Everyone comes back together and plays the duet again //Closing:// If there is time, Mrs.Guthrie will allow volunteer partners to play their duet for the class while she plays the beat on the bass drum Lightly Row (15 copies) Projector Recorders Bass Drum ** Lesson Plan Justification ** 1. The learning targets for this lesson plan are derived from the EALRs listed above. The purpose of this lesson is to help the student become more comfortable with reading notes and playing fingerings, as well as to help them develop positive practice techniques. Students will learn how to think critically on their own by answering questions based on key musical concepts. 2. This lesson relates to previous lessons I’ve conducted in preparation of performing “The Army Song” for the Veterans Day Concert. In this lesson, the students learned how to read music and apply it to the correct fingerings, while playing the correct rhythms. All of these same concepts are being applied and developed in this lesson as well. Once the students develop an ability to sight-read simple notes and rhythms, then we can move on to more complex melodies, harmonies, and voicings. 3. This lesson incorporates a multi-cultural perspective because all musical genres around the world have notated duets that musicians can play. This lesson helps lay the foundation for the students to hear the difference between harmony and melody in all types of music. 4. The learning targets are appropriate for every student, because the lesson helps build basic concepts necessary for all students to become better musicians. None of the students in this class have mastered reading and playing simple rhythms and notes. 1. My strategy accommodates students at different developmental levels because I have tried to address all types of learning modalities in this lesson. For example, the lesson has aural, visual, tactile, and kinesthetic elements through demonstrations, modeling, group work, clapping, speaking notes, etc. I have also incorporated lots of guided questions and opportunities to ask questions. 2. Because I have worked with this specific class a lot this quarter, I know the general cultural and linguistic backgrounds of the students, as well as the school. I know this lesson responds to these elements because it teaches the students basic music-reading skills, and music is an international language. 1. My patience, demeanor, and attitude are ways that I will demonstrate understanding of students’ cultural, ethnic, socioeconomic, and gender backgrounds. The students know that they can come talk to me and ask for extra help if they need it. When they do, then I can have a better understanding of why they may need/not need extra help or attention (example- my Grandpa just died). I also don’t tolerate any type of disrespect in the class toward myself or any other student, which is a good model for my students. 2. This lesson accommodates the specific needs of this particular class because IEP students can benefit from the whole group, smaller group, and guided questions included in the lesson. 3. The experiences of this lesson incorporate multicultural perspectives because music is in its way its own culture and language. The students are learning to think critically and rehearse for performing, which are skills that can be applied in all types of arts and cultures. 4. This lesson stimulates student problem solving and critical thinking in several ways. First of all, the guided questions help teach the students how to analyze a piece when sight-reading. The students can also relate what they hear aurally to what they’re looking at visually. Also, the students are using their brain in new ways by connecting their music-reading skills to their motor skills. Perseverance and discipline are great lessons in music that can be applied to solving lots of problems in all content areas. 5. The experiences in this lesson create an inclusive and supportive learning community because the students are constantly asked to help each other and answer questions. The students feel a sense of unity when the top part can play for the bottom part, and when they have an opportunity to work together to work out any problems they may have. If there is time for volunteers to play for the class, the students will have a sense of pride. I also always ask the student if they can hear the difference before and after fixing a problem. This makes them feel like they’ve accomplished something. 6. From my own experience as both a music student and teacher, I know that the strategies used in this lesson are effective in developing music playing/reading skills. It takes lots of practicing, repetition, questions, and problem-solving to grow as a musician.
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