Elizabeth Appleton

March 4, 2013

Assignment #4 Linking Differentiated instruction to Lesson/Unit Planning

Part 1: Unit Plan and Lesson Plan Description Subject: Music Choral Lesson Content: This lesson will serve as an introduction to our Broadway unit that will explore the history and characteristics of musicals as we work on our related repertoire for the Spring concert. Students will be asked to identify prior knowledge on what they know about Broadway and its history in general. Throughout the unit the students will develop their vocal, theory and aural skills as they learn repertoire that is connected to the Broadway theme. Lesson outcomes:

Unit: Show Tunes

Grade: 7

Vocal 3 Demonstrate properly formed vowels and consonants Practical 6 Identify dynamic markings and tempo indications Interpretive 2 Listen to, analyze, interpret, discuss and perform works of representative
composers.

The lesson will begin with filling out the KWL chart as a class with the students each contributing. After they listen to a brief introduction on Broadway they complete the W portion of KWL chart. The group will then begin working on the repertoire and a jigsaw activity will be used to help students learn their individual parts and the parts of others. The All About Me survey would have been sent home prior to this lesson so I had the students learning style information beforehand.

Part 2: Pre Assessment KWL Chart (Readiness): The students will fill out this chart as a class by writing one thing they know about Broadway or its history. This is a simple way to quickly see what they students already know and where to start in on the outcomes that I have chosen. The What portion of the chart will be filled out with either a question or something they want to know more about. I will use the students answers when planning my lessons, as it will keep them engaged with their own learning. Finally at the end of the unit the students will write down one thing that they learned and I will be able to assess if they understood the outcomes that I taught .

Elizabeth Appleton

March 4, 2013

All About Me Survey (Interests): The main purpose of this pre-assessment survey is to gather information about the students interests, learning styles and preferences for their learning environment. I will then use that information to develop strategies that will keep the students engaged with the concepts and outcomes they are being taught. My lesson planning will also be directed by the information and it will serve as a guide for me when planning for individualized instruction for the students.

Part 3: Differentiating the lesson Pre Assessment: I chose to use the All About Me survey because I feel that I cannot effectively teach my students without first knowing what their learning style is and what interests them. This survey lets me get to know them as individuals and also as learners. It will help me know what activities will work best with them and how I can get them engaged with the concepts they are being taught. Differentiation: For this lesson my main differentiation will be on the process. Students will be able to take on roles within the group that will best suit their learning styles. By having the students learn their part first in expert groups can rely on each other while they get comfortable with the music and then feel confident when going into their new group to teach others. DI Strategy: I chose to do a jigsaw activity for this lesson because it will mix up the way the students learn their parts in rehearsal and will keep all of them engaged instead of some having to wait while others learn their parts. The jigsaw is a great activity for students because it incorporates all of the learning styles and involves visual, auditory and kinesthetic activities. In this particular jigsaw students will first learn a section of their individual part together in expert groups. From that expert group they will join with three other experts who all have different choral parts and then they will each take a turn teaching their own part to the group.

Part 4: Anchor Activity 1. Music Portfolio (Learning Style) In this anchor activity students will have to complete one tic tac toe sheet that has a variety of activities on it for each musical category. The category will be rhythm, listening, theory, singing, and creativity. All of the activities on each sheet will be related to the concept it is under. After completing a sheet the student will pick their best piece of work, write a rationale that explains why it was an exemplary piece of work and put it into a music portfolio. By the end of the activity they will have portfolio with at least one polished piece of work from each musical category. If students want to put more than

Elizabeth Appleton

March 4, 2013

one piece for each category they can. Their portfolio does not have to be the traditional binder portfolio but can take on the form of a blog, website, recording etc. This anchor activity gives students a lot of freedom in what they will do for this project and how they will present this. I think that giving students this choice and responsibility for their own learning will allow them to be more successful. It also hits on all the learning styles, as students will be viewing, listening, creating, and reflecting on ideas and music throughout the activity. The portfolio will allow students to reflect on their own learning and progress, but it will also be something that allows them to showcase what they feel is their best work to peers, parents and others. 2. Listening Centres (Interests) In these listening centres students will listen to a variety of musical genres and composers. They will respond to the listenings by completing a listening log. The students will complete at least five listening logs and then choose one that interested them the most. They will then do a mini research project on the one they were interested in and make some kind of visual representation (poster, website etc.) on what they found out about it. I felt that this activity was well suited to this grade level as it is a simple way to get students listening to different kinds of music while still allowing them to explore what interests them. There is a lot of choice in this project so students will be able to complete the project in a way that caters to their learning style. The research project is a great culminating activity for students to summarize what they have learned and then share it with others in the class.

Part 5: Relationship to KSAs (See chart below)

Education 3602

Knowledge, Skills and Attributes for Alberta Teachers

123456Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. Teachers understand the legislated, moral and ethical framework within which they work. Teachers use the programs of study to inform and direct planning instruction and assessment. Teachers demonstrate knowledge of the content they teach. Teachers identify and respond to learner differences. Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.

Educational Psychology of Exceptional Learners

Elizabeth Appleton
7Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social, cultural and psychological security. Teachers establish relationships with students that respect human dignity Teachers use a broad range of instructional strategies.

March 4, 2013

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10 - Teachers apply a variety of technologies to meet students learning needs. 11 - Teachers gather and use information about students learning needs and progress and assess the range of learning objectives. 12 - Teachers engage parents, purposefully and meaningfully, in all aspects of teaching and learning. 13 - Teachers identify and use relevant learning resources. 14 - Teachers contribute, independently and collegially, to the quality of their school. 15 - Teachers engage in assessing the quality of their teaching. 16 - Teachers are able to communicate a personal vision of their own teaching.

5 Teachers identify and respond to learner differences. This KSA is met in two ways in the lesson. First the All about Me survey identifies what the students are interested in and how they like to learn. This indicates that I have recognized that my students have different learning styles and needs that need to be addressed. The Jigsaw activity is an example of how I am responding to the learner differences. The jigsaw incorporates activities for visual, auditory and kinesthetic learners. It also changes who the students are working with throughout the lesson. I believe that this variety in activities allows students to participate in their own learning very comfortably with great success. 11 - Teachers gather and use information about students learning needs and progress and assess the range of learning objectives The pre-assessment method of a KWL chart allows me to gather information on where students are at in their learning and what concepts will need to be worked on. This helps me tailor my lessons to the students needs and support their learning in a way that will set them up for success. I will be able to take what the students are interested in or want to learn more about and include it in the lessons as well. The chart will also show me the progress that students have made with the outcomes I taught over the unit and assess if I took on too many outcomes within the unit.

Elizabeth Appleton

March 4, 2013

All About Me Survey

1. What is your favourite movie?

________________________________________________________________________

2. What are some of your hobbies?

________________________________________________________________________ ________________________________________________________________________

3. What is your favourite subject?

________________________________________________________________________

4. Where is your favourite place to be and why?

________________________________________________________________________ ________________________________________________________________________

5. What is your favourite musical instrument?

_______________________________________________________________________

6. Where would your dream place to visit be?

________________________________________________________________________

7. What are the three things you do best in school?

1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________

8. Who is someone you admire and why?

________________________________________________________________________ _______________________________________________________________________

Elizabeth Appleton

March 4, 2013

9. What is your favourite book?

________________________________________________________________________

10.What do you want to do after you graduate highscool?

________________________________________________________________________ ________________________________________________________________________

11. Do you prefer listening to things or looking at them and why?

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

12. What are some things you would like to work on in school this semester?
________________________________________________________________________ ________________________________________________________________________

13. If you could have one super power what would it be and why?
________________________________________________________________________ ________________________________________________________________________

14. What is your favourite food?

________________________________________________________________________

15. What is one thing that I should know about you?

________________________________________________________________________ ________________________________________________________________________

Thanks for completing the survey!

Elizabeth Appleton Name: Rhythm Tic Tac Toe

March 4, 2013 Date:

Choose three activities from the board below. Your three activities must go across, down or diagonally in a row. Any activity you complete will need to be handed or presented to get a completion mark. Finally you will pick your favourite one out of the three activities you did that you really liked or felt you did your best work in to put in your music portfolio. Be creative and have fun!

Create and notate three different four bar rhythms in any simple time signature. Each one must include quarter notes, half notes.

Research a musical group or genre that is based on percussion. Create a tenminute presentation on your findings and present it to the class in any format.

Test your knowledge of note values by completing the It all adds up! worksheet.

Take the rhythm clapping challenge by correctly clapping four different rhythmic patterns from the Rockin Rhythms book in front of your teacher.

FREEBIE Grab partner, or two or three and play some rounds of BANG! ( a rhythm game)

Use your musical detective skills and decode four rhythmic dictations from the excerpts on the class website.

Watch the video of STOMP then find a partner and create your own mini stomp piece. Record or perform the piece for the class .

Solve the mystery of the missing bar lines in simple time by completing the Bar line Blues worksheet.

Create three different four beat body percussion patterns. Find a partner and try combining your different patterns. Record your favourite one.

Elizabeth Appleton

March 4, 2013

Music Listening Log

Name: Title: _____________________________________ Genre: ___________________________________ Date: Composer: ________________________________ Artist(s): __________________________________

What tempo marking would you give this piece?

Largo Adagio Andante Allegro Prestissimo

What kind of key is this piece in?

Major Minor Both Other

What kind of instruments do you hear?

What different dynamics did you hear in the piece? (pp, p, mp, mf, f, ff, crescendo etc.)

Draw a picture of what the music makes you think of or feel.

Did you like the piece? Why or why not?