MUE 3311 Lesson Plan Template Grades K-2

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1 MUE 3311 Lesson Plan Template Grades K-2 Grade: 2 Date: 10/11/2011 Names: Teresa Murphy, Alexander Randolph, Nellie Eshleman Brent Lamkin, Daniel Reed Objectives The learner will become familiar with the music and culture of Australia while learning to distinguish between different timbres, to sing on pitch, and to move to music. Materials Computer, projector, power point, piano, guitar, recorder, drums, rainsticks, paper, shakers, cymbals Sunshine State Standards Critical Thinking Skills and Techniques and Reflection (cont d) Historical Connections Non-music standards: Benchmark *MU.S.3.1 *MU.H.1.1 * MU.C.1.1 MU.S.3.2 MU.H.1.2 MU.C.1.2 MU.S.3.3 MU.H.2.1 * MU.C.1.3 MU.S.3.4 *MU.H.3.1 MU.C.1.4 MU.S.3.5 MU.C.2.1 MU.C.3.1 Organizational Structure Innovation, Technology Skills and Techniques *MU.O.1.1 *MU.F.1.1 MU.S.1.1 *MU.O.1.2 *MU.F.2.1 MU.S.1.2 MU.O.3.1 MU.F.3.1 * MU.S.2.1 Artistic Processes Concepts/Musical Elements Performing Creating Responding *Melody: *Tone: *Vocal *Composition *Listening Harmony: Expression: *Instrumental Improvisation Writing Theory: *Timbre: *Melodic Arranging Discussion Notation: Texture: *Rhythmic *Reflection *Pitch: *Rhythm: *Movement Evaluation *Form: Meter: Assessment Critical Thinking Time allotted: 2-4 min Description: *Formative Summative Type: *Structured Experience Structured Product Student Assisted Shared Model Include a copy of your data collection instrument Scoring Procedure: Bi-level, single criterion * Multi-level, single criterion Bi-level, multiple criterion Multi-level, multiple criterion Criteria: -Students display an accurate concept of pitch through singing Marking Guide: Students will be assessed informally Content Target: How we kept a steady beat Thinking Direction: Reflection Thinking Processes: Reflection, Metacognition Prompt: How did we keep the steady beat? What s another way we can help keep a steady beat?

2 Accomplished Practices Instructions: Check ( ) the AP you are demonstrating, and bold underline the indicator(s) you are demonstrating. *Assessment Uses assessment techniques appropriate to the grade level and students Employs a variety of assessment techniques Assesses individual and group musical performance and gives specific behavioral instruction for improvement Assesses learning in a positive, non threatening manner Maintains accurate records of student progress Involves students in self-assessment activities at appropriate intervals *Communication Uses correct grammar in speaking and writing Instructs students in a clear and understandable manner Communicates appropriate musical interpretation verbally and through conducting gestures Communicates purpose and value of music instruction to students, parents, and other interested persons Communicates to students in behavioral terms followed by concepts as they are learned *Continuous Improvement Uses assessment results as a basis for self improvement in teaching Encourages students to value music and to continue involvement in music beyond the classroom Continues to read professional publications and attend workshops and conferences Seeks feedback from students, parents, and other professionals Employs reflection as a tool for self improvement *Critical/Creative Thinking Includes opportunities for critical and creative thinking in learning activities Develops musical activities that include composition, improvisation, and/or arranging Involves students in making decisions about the interpretation of songs and musical works Provides opportunities for critical reflection and metacognition *Diversity Maintains a classroom atmosphere that respects the differences among students Honors the musical heritage and experiences of all students Teaches classes that include appropriate music from a variety of cultural backgrounds *Ethics/Professionalism Demonstrates professional concern for students Adheres to relevant code of ethics for music teachers Meets expectations regarding attendance, punctuality, and record keeping *Human Development and Learning Selects developmentally appropriate material and activities Uses a variety of activities to motivate students Seeks to develop both musical skills and useful information about music Develops activities that reflect current theories of musical development *Knowledge and Presentation of Subject Matter Presents all subject matter accurately and musically Detects errors in performing music accurately and consistently Links instruction to national and state standards, to other disciplines, and to the students lives Is able to present subject in a manner meaningful to the students *Learning Environment Establishes an active environment for music learning Assists students to develop responsibility and self discipline Maintains a positive class or rehearsal room atmosphere, including the appropriate use of praise Focuses instruction on the learning of music by the students *Planning Plans lessons that meet students musical interests and needs Plans and sequences instruction that leads to the maximum learning of music Includes strategies to accommodate special learners Connects subject matter to the Sunshine State Standards *Role of Teacher Models appropriate behavior as teacher and musician Considers instruction in music as part of the larger educational effort of the school Uses specific directions at appropriate times Serves as a guide to students developing musical understandings and skills *Technology Uses learning media, computer applications, and other technology to enhance instruction in music Provides students with appropriate hands on experiences with technology in learning music Assumes a proactive attitude toward technological developments in music and music instruction

3 Procedures I. Movement activity/ Physical warm-up: True Blue Introduce Australia Trip Discuss the four animals and their movements. (Kangaroo, Kookaburra, Crocodile, Dingo) Develop animal motions Practice the animals motions Students will perform a wake up song From prone position the students will stand upon hearing the first note of music Students sway left and right until the vocalist enters Students march around to the beat when the vocalist enters Students will perform animal actions on musical and instruction cues For the final verse students join hands and march in a circle (CW then CCW) II. History: General Facts about Australia Locate Australia on a world map Teach general facts about Australia III. Song: Kangaroo Song Play first note on piano Sing entire song without movement twice Sing a phrase Have students model the phrase Repeat throughout the song When students can sing the entire song, have them sing it by themselves Do movement while chanting the words Add melody back in IV. Soundscape: In the Beginning Discuss what sounds need to be made Decide what instruments are best suited for each sound Assign sounds to children Read story Ask students to reflect: What was it like before there was fire? How did the Great Spirit make Admani? How did the Great Spirit make the fire? What made the fire go out? What do you think the shaking sound was that Admani heard? How did the fire come back? What happened when it thundered? What did it do to Admani? What did he start doing? What was made when this happened? V. Song: Kookaburra Play first note on recorder Sing entire song to class twice Sing a phrase Have students model the phrase Repeat throughout the song When students can sing the entire song, have them sing it by themselves Have students sing the song with guitar accompaniment Have students sing the song with piano accompaniment Have students reflect on how the song sounded when played with guitar versus piano Ask two well-behaved students to play bass Orff instruments Sing song again with Orff accompaniment

4 Ask how that sounded compared with piano and guitar.

5

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