writing a lesson plan. taxonomy for teaching a musical (fundamental) concept creating active change...

Writing a Lesson Plan

Taxonomy for Teaching a Musical (Fundamental) Concept

TEACHING A CONCEPT: Sound-Before-Symbol Teaching PorcessTeaching a concept is a four-step process:

As Amanda Montgomery (2002) states: STEP #1: AURAL, KINESTHETIC, and ORAL – “Musical concepts from the ten musical elements are

experienced unconsciously without reference to label or symbol.” (p.15)STEP #2: LABEL – “Students learn the verbal and visual labelling (names and notational symbols) of

musical concepts from the ten elements of music.” (p.15) STEP #3: REINFORCE/APPLY - “Students gain practice in recognizing labels and/or notational

symbols of musical concepts combined with the practice of translating those symbols into meaningful musical response.” (p.15)

STEP #4: CREATE – “Students create new music using the notational symbols of musical concepts in a unique and personal way.” (p.15)

By the time you have finished teaching the main concept and you are ready to evaluate, the students should have experienced it EIGHT different ways:

- singing- movement- listening- reading- writing

- playing instruments- improvising- composing

TEACHING A CONCEPT IN A LESSON PLANLook at the curriculum and the song and decide on the appropriate grade and a concept you could teach with the song. Decide on ONE FUNDAMENTAL CONCEPT. Be specific. Be sure you understand the concept.

DEFINITION GRADE 1 LESSON IN TEXT

MARY’S SAMPLE LESSON – Grade 2

FUNDAMENTAL CONCEPT(S)

Required concepts to be taught in a particular grade based on The Ontario Curriculum

Reinforce “ta” and “ti-ti”

Intoduce “ta-a”

MINDS ON:a) OPENING b) MOTIVATION

ACTION:a) MAIN ACTIVITY b) ACTIVE CHANGE

CONSOLIDATION & CONNECTION:CLOSURE







Introduce “ta-a”


Fun & focusWarmup the children’s voices, ears, bodiesDo NOT teach concept here

Review “Hey Hey”Group & Individual singing

Favourite song

ACTION:a) MAIN ACTIVITY

b) ACTIVE CHANGE












Favourite song

Do NOT teach concept hereExperience main concept aurally, orally, and/or kinaesthetically. The students have been doing this for weeks/several classes.Focus towards the main concept

Rhyme “Criss Cross”Chant rhyme, clap & play rhythm, keep the beat

“There was a Little Turtle” – Students are singing, moving and using body percussion (half note)

ACTION:a)MAIN ACTIVITY

b) ACTIVE CHANGE





FUNDAMENTAL CONCEPT(S) Required concepts to be taught in a particular grade based on The Ontario Curriculum



MINDS ON:a) OPENING



Favourite song

MINDS ON:b) MOTIVATION





Teach/review the song (choice of 2 methods)Teach/label the concept/knowledge using the song I gave you – symbol(s), word(s), action(s)This is the ONLY place you will use the song I gave youStudent learns the vocabulary Main concept becomes visual/verbal

Review “See-Saw”Sing the song, keep the beat, clap the rhythmStudents write the rhythm and show the beat of the song using manipulatives

Teach half note (ta-a) using “Who’s That?” – Students are singing and reading. If this a review lesson, I would add instruments playing half notes (bordun or an ostinato)

ACTION: b) ACTIVE CHANGE



DEFINITION GRADE 1 LESSON IN TEXT MARY’S SAMPLE LESSON – Grade 2



Reinforce “ta” and “ti-ti” Introduce “ta-a”

MINDS ON:a) OPENING

b) MOTIVATION



Favourite song





b) ACTIVE CHANGE




Apply the main concept /new knowledge to a NEW situation, e.g. another song that they know well that would work well to reinforce new concept (visual/verbal)Do not teach new concepts hereThis is where assessment takes place

Review “Lucy Locket”Read rhythm & keep the beatPlay game

Reinforce half note using another song they know well or using an activityCreate/compose using the half note



DEFINITION GRADE 1 LESSON IN TEXT MARY’S SAMPLE LESSON – Grade 2



Reinforce “ta” and “ti-ti” Introduce “ta-a”

MINDS ON:a) OPENING

b) MOTIVATION



Favourite song

Do NOT teach concept hereExperience main concept aurally, orally, and/or kinaesthetically. The students have been doing this for weeks/several classes. NO VISUALFocus towards the main concept




b) ACTIVE CHANGE





Review “Lucy Locket”Read rhythm & keep the beatPlay game

Reinforce half note using another song they know well or using an activitycreate/compose using the half note


A short review (visual/verbal) of main concept/ new vocabulary

Sight-read & clap rhythm patternListen to Haydn’s Symphony no.94 (“Surprise”) and listen/play rhythm pattern

Listening:A. Vivaldi: “The AUTUMN” and play a rhythmic ostinato which includes the half note

TEACHING A CONCEPT IN A LESSON PLAN

DEFINITION

YOUR LESSON PLAN – GRADE _______

FUNDAMENTAL CONCEPT

Required concept to be taught in a particular grade based on The Ontario Curriculum

Reinforce/Introduce?: ____________________________________

MINDS ON:a)OPENING a)MOTIVATION


Resource: ( e.g. song/game/listening)

Activity:

Do NOT teach concept hereExperience main concept aurally, orally, and/or kinaesthetically. The students have been doing this for weeks/several classes. NO VISUALFocus towards the main concept


Activity:

ACTION:a)MAIN ACTIVITY a)ACTIVE CHANGE


Resource: (SONG I GAVE YOU!) ___________________________

Activity: TEACH OR REVIEW CONCEPT?


Resource: ( e.g. song/game)

Activity:


A short review (visual/verbal) of main concept/ new vocabulary


Activity:

Teaching/Reviewing a Song/Poem: There are two different methods for teaching/reviewing a song: 1. By sight (note): The students are asked to read the music. Usually you focus on one or two elements, e.g. rhythm is usually first. Then you might ask about the tonic sol-fa syllables 2. By Rote:

– Question and Answer Method:•Motivate the students by asking a question about the song, e.g. in the song, Hey Betty Martin, the teacher might ask, “What was Betty Martin doing?” Sing the entire song and then ask the question again?

– Phrase by Phrase Method•Use the same method that you used above to motivate the students. You sing one phrase and the class repeats. Sing the second phrase. The class repeats. Sing the first two phrases. Class repeats. Sing third phrase. Class repeats. Sing fourth phrase. Class repeats. Sing third and fourth phrases. Class repeats. Sing the entire song. Listen carefully as the students sing back the phrases to ensure that they are singing properly and to make the appropriate corrections.

RESOURCES FOR LESSON PLANS www.naxosmusiclibrary.comlogin: lakeuniMMpassword: lakeuniMM OMEA: www.omea.on.ca (resources)

http://www.naxosmusiclibrary.com/

http://www.omea.on.ca/

Lesson Plan Lesson Title: _________________________________________________________________ Grade: _______ Date: ___________

Subject: ________ Fundamental Concept: Present/Reinforce: __________ Location: ________Time: (length in minutes): _______

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand)

Today I will learn…

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can:I can:I can:

Assessment – how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode:Written, Oral, Performance(Write, Say, Do)

Assessment StrategySpecific task for studentse.g., turn and talk, brainstorming, mind map, debate, etc.

Assessment ToolInstrument used to record datai.e., rubric, checklist, observation sheet, etc.

Assessment For Learning

Assessment As Learning

Assessment Of Learning

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have***

Name:__________________________________ Cohort: ____________

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Learning Skills/Work Habits Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Learning Environment (grouping; transitions; physical set up)

Cross Curricular Links

Lesson – Delivery FormatWrite the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Time: ______-_______ (Indicate time breakdown of instructional elements)

Action: During /working on it (time given for each component, suggested 15-40 min)

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning


Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection


Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)The Lesson: The Teacher:

Name: MARY BINSTED Cohort: ____________

Lesson Plan Lesson Title: Who’s That? (Half Note) Grade: 2 Date: February 3rd , 2014

Subject: Music Fundamental Concept: Present/ Reinforce - Duration – Rhythm: the half note Location: Classroom Time: (length in minutes): 30 minutes Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

The teacher will review the half note (oral prompt – “ta-ah”, proper hand gestures, number of beats, and visual prompt using standard and stick notation). The students will reinforce and apply that knowledge of the half note in a variety of musical experiences. (Look in the back section of your Assessment Book (Cooper) for examples) CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details) C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a variety of purposes, using the elements and techniques of music.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment C1.1 sing songs in unison and/or play simple melodies and accompaniments for music from a wide variety of cultures, styles, and historical periods

C1.3 create compositions for a specific purpose and a familiar audience (e.g. use rhythm instruments, body percussion, or everyday objects to create a rhythmic song)

C1.5 use symbols to represent sounds and sounds to represent musical symbols(e.g. use rhythm syllables such as “ta ti-ti” to represent note values orally)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand)

Today I will learn… (review)

To identify a half note To say a half note is two beats To clap the rhythm for the half note with the correct hand gestures and say “ta-a”. To write a four measure rhythmic composition which includes “ta”, “ti-ti”, “rest” and “”ta-a”.

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: label the half note. I can: say the half note is two beats I can: say “ta-a” and clap the rhythm correctly. I can: create and perform a four measure rhythmic composition that includes half notes.

Assessment – how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application ******See pages 34-35 in the ARTS document****

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode:Written, Oral, Performance(Write, Say, Do)

Assessment StrategySpecific task for studentse.g., turn and talk, brainstorming, mind map, debate, etc.

Assessment Tool Instrument used to record datai.e., rubric, checklist, observation sheet, etc.

Assessment For Learning

Assessment As Learning

Assessment Of Learning Written Create four measure rhythm patterns which include half notes

Checklist

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have* reviewed “ta”, “ti-ti” and “rest” in term 1* been reinforcing and applying half note (ta-a) for five classes (movement , singing, playing, reading) and are ready to create a composition

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications1. Process: Student will use popsicle sticks(manipulatives) instead of paper and pencil2. Accommodations: (half note)i) Instructional:ii)Environmental:iii)Assessment: Allow the student to take the assignment home and rehearse before assessment.

Learning Skills/Work Habits Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

1. Teacher Materials: a)Music:

Words only for “There was a Little Turtle” Original song “Who’s That?”

b)Equipment:

CD player CD “The Best of Vivaldi” - “The AUTUMN from “The Four Seasons” ( 10:40) Orff instruments

2. Learner Materials: Ziploc bags with popsicle sticks, jar rings, pipe cleaners Paper and pencils

Orff instruments

Learning Environment (grouping; transitions; physical set up)

Minds On: For “Opening” all students and the teacher will be sitting on the floor with their legs crossed in a circle. There will be no desks or chairs. For “Motivation” the students will move around the room using the established rules (bubble).Action: During “Main Activity” the students will be sitting on the floor looking at the Smartboard while the students may work at desks or sit on the floor when they are creating their compositions during “Active Change”.Consolidation: For “Closure” students will be sitting on the floor in a circle so they can hear the speakers.

Cross Curricular Links LANGUAGE:Vocal Skills and Strategies2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning (e.g., adjust volume to suit the purpose for speaking and the size and type of audience)

Non-Verbal Cues 2.6 identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

Lesson – Delivery FormatWrite the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Time: 6:00 (Indicate time breakdown of instructional elements)

OPENING: Students will be sitting on the floor in a circle and will sing their favourite song “Rocky Mountain” while keeping the beat using a body percussion (student choice). There will be no words shown since they know the song well.

“Boys and girls, let’s sing our favourite song, “Rocky Mountain”, while we keep the beat. Which body percussion would you like to use today to keep the beat?”

MOTIVATION: The students will review the familiar song “There Was a Little Turtle “which they learned by rote. Words only for “There Was a Little Turtle” will be on the screen. (See Appendix A)

“Boys and girls, let’s sing the song, “There was a Little Turtle” through once while you remain seated.”

The students have been performing this song for several weeks by singing the words and walking around the room slowly to the half note beat and showing the actions of “snapping – half note ” (clap and move hands to the right in an arch)

“Boys and girls, let’s sing the song again but this time I want you to move around the room while you sing the words. You are going to show me the “snapping” of the turtle with your hands while your feet move slowly to the beat. (Review and demonstrate action) Your feet move every time you clap with your hands.

Concept: reinforce the half note through singing and body percussion. ( aural, oral & kinesthetically)

-students sing and keep the beat using a body percussion of their choice - students sing the words -students sing the words and move around the room to the half note beat while doing the “turtle” actions

Action: During /working on it (time given for each component, suggested 15-40 min) Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Action: During /working on it (time given for each component, suggested 15-40 min)Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning


MAIN ACTIVITY: ACTIVE CHANGE:

Consolidation & Connection (Reflect and Connect) (5-15 min.) Help students demonstrate what they have learned, provide opportunities for consolidation and reflection


CLOSURE:

Extension Activities/Next Steps (where will this lesson lead to next) ******for teaching your fundamental concept*****

Over the next several classes, the students will create a rhythmic and/or melodic ostinato and/or a bordun that includes half notes to accompany their composition.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)The Lesson:

e.g. How did my lesson transform students from “passive listeners” to active participants? The Teacher:

e.g. What did I learn from this lesson? How might I improve the effectiveness of my teaching for my next lesson?

You will submit your lesson plan in person at the beginning of Session #6. This is the copy I will mark.

BEFORE you arrive in class for session #6, you will ALSO submit your lesson plan to Desire2Learn – EDUC 4017 C&I in Primary/Junior Music – Week #6 – Lesson Plan. This is a backup copy.

• EVERYTHING is included in the lesson plan, e.g. if you use a chart in your lesson, I need to see a sample of the chart. If you include a listening activity, I need the CD or the internet address

• MANIPULATIVES:a) Take a picture of the manipulatives and/or a picture of what the students would produce with the manipulatives and include the pictures with the lesson plan

OR b) You may hand in one sample of the manipulatives but PUT YOUR NAME ON EVERYTHING. HAND IN ALL MANIPULATIVES IN A SEALED ENVELOPE OR BAG. DO NOT ATTACHED THEM WITH A STAPLE OR PAPERCLIP.

• You are using ONE of the songs I gave you to teach/review a fundamental concept in MAIN ACTIVITY. Then you need to find three other songs or activities to help you teach/review the concept. LOOK at the music to make sure that it reinforces the concept. Hand in ALL music. Do not assume that I know the song(s).

• You CANNOT use any of the songs/chants on my Powerpoints.• If you select a song/chant from the text, just site the page number after the title, e,g,

“Pumpkin, Pumpkin”, (page 40)• What are the students looking at when you teach the concept? I need a copy.• CANCOPY: Lakehead University has an agreement with Access Copyright where you

would be allowed to copy ONE song/piece of music out of a book, regardless of the date of publication of that book

writing a lesson plan. taxonomy for teaching a musical (fundamental) concept creating active change...

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