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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ashley Weesies Date 3/3/14 Subject/ Topic/ Theme West African Rhythm Introduction rade !!3rd!!!!!!!!!!!

I. Objectives How does t is lesson connect to t e unit !lan"

The lesson be"ins the West African #usic $nit

Learners will be able to#

Demonstrate the rhythmic pattern and time si"nature of Funga Alafia simultaneously Identify the musical element in the cate"ory of form that is commonly used in West African music after hearin" e+amples, In the cate"ory of form in music* there are three thin"s- strict order* throu"h&composed* and re!etition, .ame the continent* area of the continent* country* and lan"ua"e that the son" /un"a Alafia comes from,

co"niti%e& R $ Ap An ' ()

physical de%elopment

socio& emotional

R* $ R* $* Ap* An Ap* An

Common Core standards $or %LCEs if not available in Common Core& addressed#
ART,#,I,3,0 '+pand the comple+ity of patterns, ART,#,I1,3,2 Describe ho3 elements of music are used in e+amples from 3orld cultures* usin" music performed and presented in 3 rd "rade, ART,#,1,3,2 4bser%e and identify cross&curricular connections 3ithin the 3rd "rade curriculum, 5.ote# Write as many as needed, Indicate ta+onomy le%els and connections to applicable national or state standards, If an objecti%e applies to particular learners 3rite the name5s6 of the learner5s6 to 3hom it applies,6 )remember* understand* apply* analy7e* e%aluate* create

II. 'efore (ou start Students need to 8no3 that animals such as "iraffes* lions* and antelope are commonly found in Africa, They also need to reco"ni7e the sounds of /un"a Alafia and 8no3 that those 3ords are from a different lan"ua"e, They need to be able to consider a fe3 specific areas of the 3orld that mi"ht spea8 a lan"ua"e that sounds li8e this, They must be able to hold a steady 9bi": beat and spea8 contrastin" rhythms on ne3ly learned 3ords simultaneously, They need to 8no3 the three basic musical elements in the cate"ory of form, They need to understand ho3 to 3ait for another "roup to spea8 and still come in on their o3n part, Students 3ill 8no3 to al3ays loo8 at the board for be"innin" class instructions, They 3ill 8no3 that 3hen I sin" 9oo*: they are to join me on that pitch 5or as close as they can "et6,
Pre-assessment (for learning):

Identif( !rere)uisite *nowledge and s*ills.

I 3ill as8 the students to listen to the beat I am 8eepin" and join me in correct time,
Formative (for learning):

Outline assessment activities 5applicable to this lesson6

I 3ill as8 ;uestions to "uide the students to 8no3led"e about 3here this son" ori"inates from and 3hat lan"ua"e it is 3ritten in,
Formative (as learning):

Students 3ill be as8ed to teach their part of the son" to a friend or family member outside of class Summative (of learning6I 3ill informally obser%e each student after I drop out once the students are carryin" on the son" on their o3n, 'ach student 3ill be e%aluated on 3hether they are participatin"* are successfully doin" their motions in proper time* and are 3aitin" to come in on the correct beat 3hile the other "roup is chantin",
Provide /ulti!le /eans of 0e!resentation <ro%ide options for perception& making information perceptible Words to read <ronunciation to listen to #otions to sho3 meanin" Provide /ulti!le /eans of Action and E.!ression <ro%ide options for physical action& increase options for interaction Sho3 facial e+pression for 93elcome: Increase dynamic at end of each repetition Provide /ulti!le /eans of Engagement <ro%ide options for recruitin" interest& choice, relevance, value, authenticity, minimize threats Allo3 personal connection comments =isten to African children sin"in" the son"

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our


students to do t is lesson"

<ro%ide options for lan"ua"e* mathematical e+pressions* and symbols& clarify connect language (ount beats before "roup 1 and conclude ho3 many beats "roup 2 can fill 3ith no o%erlap Introduce ne3 lan"ua"e and spea8 and demonstrate the meanin" in 'n"lish, <ro%ide options for comprehension& activate, apply highlight

<ro%ide options for e+pression and communication& increase me!ium of e"pression

/acial* physical* and %ocal means of e+pression are used,

Sho3 meanin" %isually* spea8 %erbally* and as8 for demonstration 8inesthetically, Sho3 paintin"s of the ?ausa people* play music sun" by African children* and as8 for demonstration but 3ith the indi%idual@s cultural e+pression, /aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use" Funga Alafia boo8

<ro%ide options for e+ecuti%e functions& coor!inate short long term goals, monitor progress, an! mo!ify strategies

<ro%ide options for sustainin" effort and persistence& optimize challenge, collaboration, masteryoriente! fee!back (ome in at the appropriate time 3ithout my cue by the end* and internali7e the steady beat* stayin" to"ether throu"h the rests, Teacher as8s for someone to "i%e the name of the lan"ua"e at the end, <ro%ide options for self&re"ulation& e"pectations, personal skills an! strategies, self-assessment reflection

Students 3ill teach the chant to someone else and add a ne3 rhythm to a solidified steady beat, Teacher 3ill spend shorter or lon"er amounts of time on each section accordin" to class accomplishment,

Students 3ill only spea8 3hen the time is appropriate* try rhythm or meter separately first if puttin" them to"ether is difficult* and teach a friend to find out if they truly remember it,

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime 6#78 Com!onents /otivation 5openin"/ introduction/ en"a"ement6

4pen floor space for 24 students to sit cross&le""ed 3ith A inches on all sides, Display stand in front to hold boo8 <osterboard or mar8er/chal8 board 3ith 3ritten instructions 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. 3 minute recordin" is played on a cd, Students come in the class and sit in their Instructions are 3ritten on board in frontdesi"nated self&spots, 1, /ind your self&spot Students listen and thin8 about the ans3ers 2, Thin8 about the form type in this music to the ;uestions posed on the board, 3, Silently count the instruments you hear Students "i%e ans3ers to ;uestions posed As8 for raised hands about the form and ta8e a fe3 by the teacher, su""estions before "i%in" the ans3er, 5Repetition6 Students share 3ith their nei"hbor about As8 for students to sho3 on their fin"ers ho3 many the instruments they heard on the instruments they heard in the music, 51aries6 recordin", As8 students to tell their nei"hbor 3hat instruments they Students join teacher on 9oo: at the heard until they hear my 9oo:, appropriate time, As8 for some of the instruments they heard, When a su""estion is Students "i%e su""estions and raise their "i%en* as8 for raised hands to sho3 3hich other students heard this hands if they also heard the instrument that as 3ell, Ta8e 3 such su""estions, someone else su""ested, Say* 9Repeat after me* /un"a 5fun"a6 Ala 5ala6 fia 5fia6 Alafia Repeat* 9/un"a Alafia,: 5alafia6 /un"a Alafia 5fun"a alafia6*: <ro%ide ideas for continent* portion* and Sho3 the boo8 3ith the title 3ritten on the front and as8 for country, su""estions as to 3hich continent these 3ords mi"ht come from, #ay offer personal connections to Africa Then as8 3hich part* and then 3hich country, Repeat* 9.i"eria: and* 9?ausa,: Accept raised&hand comments relatin" to Africa, As8 class to repeat* 9.i"eria,: =isten to boo8 readin" and ans3er i%e the lan"ua"e and as8 class to repeat* 9?ausa,: ;uestions posed by teacher* al3ays 3ith 4pen boo8 and read throu"h pa"e 4, raised hands unless other3ise instructed,
Say* 9Before 3e find out the translation for /un"a Alafia* does anyone ha%e an idea for 3hat these 3ords mi"ht meanC: Ta8e t3o ideas and say* 9=et@s see if you 3ere ri"ht,:



3evelo!ment 5the lar"est component or main body of the lesson6



6#:; 6#:<

Closure 5conclusion* culmination* 3rap&up6

Turn the pa"e and read the translation, Also e+plain that 9Ashe Ashe: means 9Amen: or 9let it be so,: Read the ne+t pa"e and as8 3hat instrument mi"ht ma8e the sound that the 3ords* 9bom bom bom bom: sound li8e, Ta8e su""estions until 9drum: is said 53ithin reason6, Say* 9yes* and in this case* e%eryone say to"ether 3hat part of Africa* north* south* east* or 3est* this drum is from,: 5West6 Be"in a steady beat 3ith claps and as8s students to join in 3hen they can feel the beat, Then say* 9no3 s3itch to your 8nees: and demonstrate "entle taps on 8nees, As8 students to listen t3ice and join in the third time, Spea8 the /un"a Alafia rhythm in time* omittin" the /$. A rhythm for no3, Say* 98eep "oin" and I@m "oin" to add my o3n part* but you ha%e to stic8 on yours*: durin" rest sections, Drop out and mouth their 3ords for one repetition, Teacher points to shoulders and adds the /$. A* mouthin" the /un"a Alafia part ri"ht after 3hile pointin" at the students, This 3ill most li8ely be sha8y the first time* but help them 8eep the steady beat "oin" and try it a"ain until they are chimin" in a the appropriate time, Do an 9oo: and 3al8 do3n the middle of the class* motionin" for students to3ard the middle to mo%e to one side or the other, <oint at "roup one at the left and say* 9This half is "roup one, roup one* raise your handsD: Turn to "roup t3o and say* 9 roup t3o* raise your handsD And no3* "roup t3o* ;uietly 3atch "roup one as they stand, 9 roup 1* you are the /un"a Alafia "roup* and "roup t3o* you 3ill be doin" my part* the /$. AD But for no3* could you "i%e us that beat on your 8nees a"ain so "roup 1 can chant their partC,,, reatD '%eryone 3atch me so that you breathe 3hen I do and can come in at e+actly the ri"ht time, ReadyC /ace sections and breathe 3hen they should, Spea8 3ith each "roup at first and drop out to mouthin" once they ha%e it, Eeep this "oin" and point to "roup 1 and demonstrate their motions, 4nce they ha%e joined the motions for a fe3 repetitions* end the pattern and as8 "roup 1 to 3atch "roup t3o stand ;uietly, 9 roup 2* you "et cool motions tooD This time* "roup 1 is really "oin" to "et into their 3elcomin" "esture* and "roup 2* you 3ill be"in 3ith your palms facin" bac8 3ith your hands at your sides* and brin" them up* flippin" them at the top 3ith spread fin"ers li8e this, /$. A* try it* /$. A* once more* /$. AD: As8 them 3hat the %oice does as the hands mo%e up, The %oice "ets louder, As8 3hat this is called, Ans3ers li8e dynamics* piano to forte* or crescendo are correct, If these thin"s are not said* as8 for a musical term instead of 9louder: and demonstrate more dramatically a"ain if needed, 948* this time* I 3ill 8eep your steady beat and you all ha%e to remember your motions, Thin8 them in your head* "et ready* and 3atch me for 3hen to breathe,: Be"in the beat and breathe to cue each section, 4nce they are "oin" 3ell a"ain* be"in mouthin" and e%entually simply clappin" the beat, If they pic8 this up ;uic8ly* as8 them to tap the beat 3ith their foot and 8eep doin" the motions, Teacher may then drop out completely, 'nd son" and as8 students to raise their hand if they remember 3hat country this son" is from* and to sit at the same time, Then as8 3hat the lan"ua"e is of this son", Be"in the rhythm and brin" in "roup 1, Durin" the rests* announce 3hich ro3s should stand and do their motions and head into a line, Dismiss one ro3 at a time to line up, 94o:

Foin in the beat 3hen it is felt* and s3itch to 8nees 3hen instructed to do so, Foin in on the third repetition, (ontinue beat and /un"a Alafia 3ords

Foin in on 9oo: Raise hands 3hen as8ed* sho3in" 8no3led"e of "roup placement, roup1 stands roup 2 be"ins beat 'ach "roup chants their part in time roup 2 stands, roup 2 attempt motion roup 2 ans3er ;uestions and demonstrate

Both "roups attempt the chant and 3atch the teacher for cues (ontinue chant 3ithout teacher help and 3ith foot tappin" if students feel they can do it,
Ans3er ;uestions* raise hands* and sit, (hant and do motions as they line up at the door, 94o: 3ith teacher as the bell rin"s,