lesson planning survival - nafme.org · activity #1: introduction to song ... section changes by...
TRANSCRIPT
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Lesson Planning
Survival Lee Neamand
and Sharin Rello
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Song Form
Unit Objective: Students will be able to compare and
contrast binary, rounded binary and Rondo song form, by
DECODING and aurally identify phrases after completing
group listening activities.
Grade Level: 2-4
Activities:
1. Introduction to Song Form, AB (binary form)
2. ABA form
3. Listening Activities
a. Star Wars
b. Carmen
4. Rondo Form
5. Assessment
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Activity #1: Introduction to Song Form using AB (Binary Form)
Lesson Object(s): Students will be able to critique the form of a
musical selection by participating in a group discussion after
learning “Little Bird Song” dance.
National Standards: 6. Listening to, analyzing, and describing
music.
Material(s): Recording of the Chicken Dance
Time: 10 minutes
Direct Follow-up activities if desired:
* Listen to another piece of music in AB and have students
create motions that correspond with the passages (phrases)
during the A and B sections (i.e. Goober Peas, students march
during A section and Hand clap with a partner for B section.)
* Have students listen to a piece of seated and show when the
section changes by flipping a card.
* Students create artwork in response to an A and B section
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Procedure:
1. Have students make a circle.
2. Play the recording of the Chicken Dance (Little Bird Song), and
guide students through the dance if needed.
3. When song is over bring students together to discuss these
questions:
a. Thinking in “macro” not “mirco”, how many sections
where in this song?
b. What movements made up each section/
c. How did you know it was time to move onto the next
section?
d. How do you think we label sections and what do we
label them that way?
4. Reflect on the AB form the students
Assessment: Through teacher observation
Modification: only as needed according to IEP or 504 plans.
Almost all students can participate in this activity.
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Why are you
writing this
lesson plan?
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3 Part Objectives
Students Will Be Able To:
(Critical thinking skill) of/to (subject specific component) by
(Behavior) after (condition).
ABC Method of Objective Writing
Audience Learning, Behavior, Condition
Audience Learning- Critical Thinking and subject specific
content
Behavioral Objective- what the students will be doing to show
the teacher that the learning is taking place. The behavior must
be individually measurable.
Condition- Circumstances under which the learning takes place
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A statement by Michael Scriven & Richard Paul, presented
at the 8th Annual International Conference on Critical
Thinking and Education Reform, Summer 1987.
Critical thinking is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from,
or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and
action. In its exemplary form, it is based on universal
intellectual values that transcend subject matter divisions:
clarity, accuracy, precision, consistency, relevance, sound
evidence, good reasons, depth, breadth, and fairness.
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•Compare and contrast •Fact verse Opinion
•Point of view
•Cause and effect •Inference
•Making predictions •Fact vs. opinion •Examining biases
•Developing perspective
•Interdisciplinary connections •Critiquing
•Questioning
•Drawing conclusions •Predicting
•Evaluating perspective
Critical Thinking
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Bloom’s Taxonomy
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3 part objective
SWBAT distinguish loud verses
quiet sounds by comparing and
contrasting loud and soft music
after hearing and seeing
examples. Student friendly objective
I will be able to recognize loud and
quiet parts in a song
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Who is your audience?
LEARNING PATTERNS
Let Me Learn can break students into 4 types of
Learning Patterns.
Students can be strong in more than one area, but
trying to hit all areas will ensure you are reaching all
students.
The 4 learning patterns are:
Technical, Sequential, Precise and Confluent.
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Technical
Cue Words:
Assemble, Erect, Autonomy,
Experience, Build, Figure out, Concrete,
Illustrate, Construct, Just do it,
Demonstrate, Make, Draft Problem,
Solve, Engineer, Tools
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Precise
Cue Words
Accurately, Explain, Calibrate, Facts,
Certainty, Identify, Describe, Label,
Detail, Measure, Document, Observe,
Exact, Specific, Examine, Write
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Confluent Pattern
Cue Words
Brainstorm, Imagine, Carefree, Improvise
Create, Incredible, Different, Invent,
Dream-Up, Risk, Express, Take a Chance
Far Fetched, Unique, Ideas, Unusual
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Sequential Pattern
Cue Words
Alphabetize, Model, Arrange, Order
Classify, Organize, Develop, Outline,
Plan, Group, Put in Order
In a Series, Sequence, List, Show
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Examples of Assessment
Getting to know you activities
Song Games
Baseline testing
Teacher Observation
Student self assessment
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Formative assessment is the use of formal and
informal assessment procedures during the
learning process to improve instruction and
student learning.
The goal of formative assessment is to monitor
student learning while providing ongoing
feedback for instructors to redirect teaching
and feedback for students to improve
learning.
Summative assessment is the use of formal
assessment of the learning and summarizes
the targeted development of students during
at a particular time.
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Formative Assessment
Picking Sticks
Thumbs up/down
Think/Pair/Share
Exit Tickets
If you were the teacher, what was the
topic of today’s lesson?
Teacher Observation
White Boards
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Summative
Written Test
Should include different types of questions
Multiple choice, T or F, Fill in the Blank, Essay,
Matching, Labeling etc...
Performance Testing
Needs to include Rubric
Composition
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Formative Assessment
Type Explanation Examples / Suggestions Additional
information
Exit
slip/admit
slip
At the beginning of the lesson,
present students with a piece of
paper focused on the important
learning of the lesson. When exiting
(or at the beginning of class), students
complete a brief assessment that it
used to assess student’s skill level
related to the important learning and
what students and teachers need to
do next.
Name as many Musical
Periods as you can.
Modifications:
Extension - Put them in
the correct order
Struggling - Provide the
first letters or other hints
Technology tool:
www.socrative.co
m
www.exitticket.org https://coursecanary.co
m/
Examples: http://service.columbia.k
12.mo.us/lhagen/files/20
13/07/Exit-Entrance-Slip-
explanation-
examples.pdf
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Kinesthetic
assessment
Students need to move or react
physically to complete this
assessment. Teachers should take
note on student’s responses.
Music: In groups,
students use their
bodies to create note
patterns that equal 4
beats
Examples:
http://www.ehow.
com/list_7793126_i
deas-learning-
through-
movement-
classroom.html
Formative Assessment
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Observations The teacher predetermines the
skills being assessed during and
activity and creates a skill rubric.
As the teacher circulates,
she/he makes notes and marks
the rubric to be used to direct
future teaching/learning.
Students are working
on a Science lab. The
teacher will walk
around and record
what is observed, who
demonstrates mastery
and who needs more
support. Students
could also be asked to
provide online
feedback.
Example of an
online assessment
lab:
http://www.darie
nps.org/dhs/scien
ce/
Formative Assessment
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Conferencing
/individual/
small group
The teacher meets with students
individually or in small groups to
discuss a specific targeted skill.
Teachers should take notes on
student’s progress toward the
benchmark and the next step for
the student.
When a music teacher
circulates during
recorder practice and
talks with each student
for 30 seconds to offer
direction for the
performance and
provide working
feedback.
Video example:
http://www.youtu
be.com/watch?v=
Pad1eAcsHho
Formative Assessment
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Kinesthetic
assessment
Students need to move or react
physically to complete this
assessment. Teachers should take
note on student’s responses.
Music: In groups,
students use their
bodies to create note
patterns that equal 4
beats
Examples:
http://www.ehow.
com/list_7793126_i
deas-learning-
through-
movement-
classroom.html
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Conferencing
/individual/
small group
The teacher meets with students
individually or in small groups to
discuss a specific targeted skill.
Teachers should take notes on
student’s progress toward the
benchmark and the next step for
the student.
When a music teacher
circulates during
recorder practice and
talks with each student
for 30 seconds to offer
direction for the
performance and
provide working
feedback.
Video example:
http://www.youtu
be.com/watch?v=
Pad1eAcsHho
Formative Assessment
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Choral Response
In response to a cue, all students respond
verbally at the same time. The response can be
either to answer a question or to repeat
something the teacher has said.
Think-Pair- Share Students think individually, then pair (discuss
with partner), then share with the class.
Turn to Your
Partner
Teacher gives direction to students. Students
formulate individual response, and then turn to a
partner to share their answers. Teacher calls on
several random pairs to share their answers with
the class.
Formative Assessment
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Components of a Lesson Plan – based on Madeline Hunter
Objective/Purpose: (The student expectations must be
clearly defined and in line with the district/state standards.
For the student’s benefit, explain what students will be able
to do by the end of the lesson and why these objectives
are important to accomplish.)
Materials/Resources/Equipment Needed: Anticipatory Set: (Before you dig into the meat of your
lesson’s instruction, set the stage for your students by
tapping into their prior knowledge and giving the
objectives a context. What activities will you use to focus
students on the lesson for the day?)
Instructional delivery: (What information is essential for the
student to know before beginning and how will this skill be
communicated to students? This is the section where you
explicitly delineate how you will present the lesson. Direct
instruction? Small group? Centers? The instruction should
include a variety instructional delivery methods addressing
all styles of learners.)
Model: (If you will be demonstrating the skill or
competence, how will this be done?)
Check for Understanding: (Identify strategies to be used to
determine if students have learned the objective -
Formative Assessment)
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Independent Practice: (List the
assignment(s) that will be given to the
students to ensure they have mastered
the skill without teacher
Closure: (What method of review and
evaluation will be used to complete
the lesson? How will you wrap up the
lesson by giving the lesson concepts
further meaning for your students?)
Guided Practice: (Under your
supervision, students are given the
chance to practice and apply the skills
you taught them through the
instructional delivery.)
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Additional Discussion Slide
SMART GOALS
• Specific
• Measurable
• Attainable
• Reliable /Relevant
• Timely
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Song Form Unit