K. LESSON PLAN MODIFIED FOR AUTISM MANCHESTER COLLEGE. Department of Education

Transcription

1 K. LESSON PLAN MODIFIED FOR AUTISM MANCHESTER COLLEGE Department of Education LESSON PLAN by Stephanie Green Lesson: Markings In Music and their MeaningsCModified for a student with autism) Length: 45 minutes Age or Grade Intended: Third Grade Elementarv Music Class Academic Standard(s): Music Identify and explain the musical symbols for fennata, octave, and D.C. al fine. Performance Objective(s): 1. Given an excerpt from the song "Christmas Is Joy", the student will circle the musical symbols seen in the song correctly circling the two symbols in the excerpt. 2. Given a worksheet, the student will explain what the musical symbols (fennata, octave, and D.C. al fine) mean describing at least two out ofthe three symbols correctly. Assessment: 1. The student will be given an excerpt from the son "Christmas Is Joy". The student will circle the musical symbols (i.e. fennata, octave, and D.C. al fine) that they see in this excerpt. The student must circle the two symbols in the excerpt correctly. 2. The student will be given a worksheet. The student will explain what each of the musical symbols mean next to that corresponding symbol. The student will describe at least two out of the three symbols correctly. Advance Preparation by Teacher: 1. Create an assessment with the excerpt from "Christmas Is Joy". 2. Create a worksheet that will be used as an assessment for the students to explain what each musical symbol means. 3. Create a worksheet that the students can write what each musical symbol means. Procedure:

2 IntroductionlMotivation: Stomp a beat to get the students' attention. Draw some of the symbols from the last lesson on the board. Ask the students what each symbol is and what it means. Explain that today we are going to learn about three different symbols in music that are important just like those we learned in yesterday's lesson. (Gardner: Visual/Spatial) (Bloom: Knowledge) Step by Step Plan: 1. Pass out the worksheet with the symbols for D.C. al Fine, octave, and fermata on it. Explain to the class that they will fill out the meaning of the symbols next to them when we discuss them. (Gardner: Visual/Spatial) 2. Write D.C. al Fine on the board. Explain that this means go back to the beginning and play or sing until the Fine sign. D.C. al Fine sign is usually seen at the end of a piece. (Gardner: Musical/Rhythmic, Visual/Spatial) 3. Ask the class if they have any questions about D.C. al Fine. Ask where you would go back to if you saw a D. C. al Fine? (Gardner: Musical/Rhythmic) (Bloom: Comprehension) 4. Draw a fermata on the board. Explain to the class that this means hold until the teacher/ conductor cuts you off. Explain that sometimes you hold a note for double its value. (Gardner: Musical/Rhythmic) 5. Ask the class how long you hold the fermata for. Explain that there are two answers to this question. (Bloom: Comprehension) 6. Draw the symbol for an octave. Explain that this means to sing or play the note an octave above or below. Explain that if there is va that means you sing or play the note an octave above. If there is a ve that means you sing or play the note an octave below. (Gardner: Musical/Rhythmic, Visual/Spatial) 7. Ask the class what a va means if it is next to the octave symbol? Ask what ave means ifit is next to the octave symbol? (Gardner: Musical/Rhythmic) (Bloom: Comprehension) 8. Draw the different symbols from the lesson. Ask the class to name each one and explain what they are when you point to that specific symbol. (Gardner: Musical/Rhythmic, Visual/Spatial) (Bloom: Analysis) 9. Have the students break off into small groups. Explain that this will be a racing game to see who understands the symbols from the lessons. Draw some symbols on the board and ask a question about a symbol. Have one student from each group run up and point to the correct one. Keep points and have the winning team receive some candy. Keep the game going until you have run through all of the symbols from the lesson (Gardner: MusicallRhythmic, Interpersonal, Visual/Spatial, BodilylKinesthetic) (Bloom: Application)

3 10. Pass out the assessment with the excerpt from "Christmas Is Joy". Explain that they must circle the musical symbols seen in the excerpt. They must work alone on this assessment. (Gardner: MusicallRhythmic, Visual/Spatial, Intrapersonal) (Bloom: Application) 11. Pass out the worksheet assessment. Explain that next to the symbols they must explain what that symbol means. They must work alone on this assessment. (Gardner: MusicallRhythmic, Intrapersonal) (Bloom: Comprehension) Closure: Collect the papers and clap a rhythm to get the students back on task. Ask the students if they have any questions about the musical symbols they learned in today's lesson. Explain that there are different steps and leaps involved with singing. We will look at those different steps and leaps in tomorrow's lesson. (Gardner: Musical/Rhythmic, BodilylKinesthetic) AdaptationslEnrichment: Student with Autism: Have the student participate with a group while writing down the information taught in the lesson on the worksheet. Include multiple visuals in the lesson that help the student learn more efficiently. Explain to the student individually what you want them to do with the assessments. Warn the student before class about the transitions throughout the lesson to the different musical symbols. Provide them with a communication board if needed. Self-Reflection: How did this lesson go? What were some changes that could take place to make this lesson more effective next time? Was there enough time planned for the lesson? Do the students understand the musical symbols? Were the adaptations/enrichments appropriate for a student with autism? Does any of the material need to be changed for the next lesson?

4 Name: Circle the musical symbols (fermata, D.C. al Fine or octave) below in the excerpt. Christmas Is Joy Christ-mas is joy_ when e\" - ry-one's hap - py._ Christ-mas is love_ when 7 Fine ~~.: e\" - ry - one e~_ Joy_ Joy_ Let's eel - ellrate as_ we may. Joy_ Joy D.C: a/fine 4 L :9. ~ Come sing it line hap - py day_

5 Name: Describe the meaning of the musical symbol next to the corresponding symbol. D.C al Fine , ~b ~

6 Name: Write down the meaning of the musical symbol next to its corresponding symbol during the lesson. D.C. af Fine , 8w ~

7 Circle the musical symbols (fermata, D.C. al Fine or octave) below in the excerpt. Christmas Is Joy Christ-mas is joy_ when ev' - ry-one's hap - py._ Christ-mas is love_ when ev' - ry -one e~_ Joy_ Joy_ Let's eel - eerate as_ we may. Joy_ Joy 14 0 a1f 9 ~. J t=? L ~ ~. ~ Come sing it thie hap - - py day.

8 Describe the meaning of the musical symbol next to the corresponding symbol. t:"\ 110\1. V,X\\-,\ '\ iw...\t"'c1w kg~u{c-\-v( cu.\:s \[(J.J. oh 3J(N..~1'<n1S ' ~\d- '1\ ~O(4LArleJL \~~ v'o,\oc Deal Fine Jo \?:-ek.'\0 ~\~ IJe11~M'<5 0.\.-\USo0:'! De ~ ~ l""'1 0(S""5 llfvi< \ ~~ r'l~ 'S«Jrl , -J

9 Name: ----f\f\fille.-'j VJ.>{ Write down the meaning of the musical symbol next to its corresponding symbol during the lesson. t:\ ho\d. \Jl\~\\ 1~ ~dca~o{ C\J.~<;) \fov.. O~~ SO~~\'f,(W<:)'fcJLl\'\o\J \\ -ro{ 1vJ')~ \\'5 V(...\Ll.Q.. D.C.a/Fine 3 0 ~<tk~u --\\u.. be-5 1n (\,flj ()t~h.9..-y,e..e.e.lso(\)c~?lcl.-'i 0f S';~ V-fL't,\ ~ 'F,N..- (SIJI'\ , 8w ~