LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate KEITH GOODRICH Grade Level 10 12 Subject/Content: Beginning Voice Technique Title Lesson Plan 6
Lesson 6- Warm up. Strength builder, rhythm practice. Student will continue to learn note names, note values, correct singing technique. Students will receive a copy Homeward Bound we will practice good singing together with this song and perform it in class. Students will be videoed and evaluate themselve s. unit plan

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 1 male in class, he has downs but also comes with a peer tutor 1female in class who has a learning disability and also comes with a peer tutor 11 female students 3 foster home students 2 bilingual students (Spanish/English)

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Identify and understand whole notes, whole rests, half notes, half rests, quarter notes, quarter resets, eighth notes, eighth resets Dotted notes and rests Know the main themes (melodically) of Homeward Bound be able to sing it confidently alone Reading/Language Walk-Away: Since musical notation is a type of literacy if they can read the above mentioned notes and their corresponding rests they will be more than half way musically literate. I also want them to understand the poetry behind the piece we will be singing.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Students will hand in a copy of sheet music. All whole notes will have a circle around them in blue, quarter notes will have red squares, half notes will have green circles eighth notes will have yellow ovals put around them. On the second page we will do the same thing for rests. In black they will write definitions of terms listed on the page and will circle things they are un familiar with. This activity will be handed in for points. We will discuss the things they dont know (outlined in black) I will provide different colors of pencils for my students. This will familiarize students with reading music notation and get them away from just looking at the words.

Modifications/Accommodations (ELL,

IEP, GATE, etc.) Both my IEP students have peer tutors with them to help them understand what to do with this assignment. I will make sure my in class instruction in slow and clear. This will help all students. As they work I will bounce back and forth between students to help them complete their assignment.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences We already know quarter, whole, and half notes so we will review them and talk about how much musical time each note receives. Focus Lesson (I do it) I will show examples of all the rests as they corrosponde with a note. Explain the evil twin brother story and dray the chart on the board. Guided Instruction (We do it) Oral quiz. I will ask students first as a class then individually at random what the names of the notes and rests are. We will then put them in random orders and sing the rhythms on ta I will have students call out rhythms as I write them on the board then we will work them out together. Collaborative/Cooperative (You do it together) Students will take turns coming to the board and drawing notes and names while other students in the class explain the name values. I will observe. This activity should only take about two min. Independent (You do it alone) Now that I know they can identify notes and rests, they will take out the copy of Homeward Bound and will do the colored pencil activity explained above. This is to be handed in. Summarization/Closure We will take a moment to discuss the rhythms they found in their copies of Homeward Bound then we will sing the piece together using correct notation. At this point we will also review correct singing technique and producing a beautiful tone. NOTES TO TEACHER What do I need to remember to do? Remember pacing in class. If they dont have something to do, they will find something to do and it is usually talking Materials to have ready? Get photo copies of music for each student and find a box of colored pencils. Approximate time needed for lesson? After a 10 min warm up, this lesson should take 60 min to complete. This will allow for some question time after and give them a min to work on their personal pieces.

Remember to include Mary and Brian in this part because they are usually so quiet and shy. Dont let them get lost.

Make sure the peer tutors are helping Mary and Brian because this is the area they have most struggles with.