Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Ashley Weesies March 18, 2014 Subject/ Topic/ Theme Harmo y a ! "sti ato #ra!e $$$$%r!$$$$$$$$

I. Objectives How does t is lesson connect to t e unit !lan" This is the thir! lesso i the u it, co ti ui & the West A'rica Music Theme, a ! a!!i & a other eleme t( pitche! percussio ) Learners will be able to#
,ecall 'acts 'rom pre*ious lesso s( 1u &a Ala'ia is 'rom 2i&eria, West A'rica a ! the so &3s la &ua&e is Hausa) Discuss possibilities 'or the uses o' music i a situatio 4here ma y 'isherma are ro4i & home i o e boat) 5lay otes o o e o' ma y 6ylopho e si7es, !emo strati & their u !ersta !i & o' osti ato by repeati & their patter ) Demo strate their u !ersta !i & o' the !i''ere ce bet4ee pitche! a ! u pitche! percussio i strume ts) ,eco& i7e that the e4 so & also !oes ot ha*e a 8 o4 composer, there'ore it must also be a tra!itio al or 'ol8 so &)
co& iti*e+ , - Ap A . /0 physical !e*elopme t socio+ emotio al

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Common Core standards $or %LCEs if not available in Common Core& addressed#
A,T)M)9)%): 5lay rhythmic a ! chor!al osti ati a ! melo!ies) A,T)M)9)%)8 5lay i strume tal parts i !epe !e tly 4hile other stu!e ts si &) A,T)M)9;)%)2 Describe ho4 eleme ts o' music are use! i e6amples 'rom 4orl! cultures, usi & music per'orme! a ! prese te! i %r! &ra!e) A,T)M)9;)%)% Demo strate au!ie ce appropriate beha*ior 'or the co te6t a ! style o' music prese te! a ! per'orme! i %r! &ra!e) A,T)M);)%)% Discuss the *arious ratio ales 'or usi & music i !aily e6perie ces) <2ote# Write as ma y as ee!e!) 9 !icate ta6o omy le*els a ! co ectio s to applicable atio al or state sta !ar!s) 9' a objecti*e applies to particular lear ers 4rite the ame<s= o' the lear er<s= to 4hom it applies)= 0remember, u !ersta !, apply, a aly7e, e*aluate, create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills. The so & 1u &a Ala'ia shoul! be lear e! at a basic le*el, a ! the co ti e t, area o' the co ti e t, cou try, a ! la &ua&e shoul! be at least easily reco& i7e! 4he recalle! by a stu!e t that remembers) Stu!e ts shoul! be able to hol! mallets a ! hit 6ylopho e otes) They shoul! be able to 8eep a stea!y beat 'airly 4ell, a ! au!iate a beat o the rest be'ore comi & i o beat 1 a&ai )
Pre-assessment (for learning):

The teacher 4ill e*aluate ho4 4ell the stu!e ts ca si & the respo se 4he teachi & the so &) Outline assessment activities <applicable to this lesso =
Formative (for learning):

The stu!e ts 4ill attempt to si & the 4hole so & a ! the >ah? sectio 4ith a tall, ope mouth)
Formative (as learning):

Stu!e ts 4ill be as8e! to clap the !irectio o' the otes be'ore comi & up to pay o the 6ylopho es) Summative (of learning=( The teacher 4ill obser*e ho4 4ell the stu!e ts play the rhythm o the 6ylopho e 4ith a stea!y beat)
Provide /ulti!le /eans of 0e!resentation 5ro*i!e optio s 'or perceptio + making information perceptible The sli!esho4 at the be&i i & 4ill &i*e stu!e ts a *isual o' the area 4e are !iscussi &) /olor a ! authe tic photos o' 2i&eria 'isherma are use!) 5ro*i!e optio s 'or la &ua&e, mathematical e6pressio s, a ! symbols+ clarify & connect language Provide /ulti!le /eans of Action and E.!ression 5ro*i!e optio s 'or physical actio + increase options for interaction The stu!e ts playi & the 6ylopho es ta8e o a role i 4hich more 'ocus is o them) They are to stay to&ether o the i strume ts a ! also i ro4i & to&ether) 5ro*i!e optio s 'or e6pressio a ! commu icatio + increase me ium of e!pression Provide /ulti!le /eans of Engagement 5ro*i!e optio s 'or recruiti & i terest+ choice, relevance, value, authenticity, minimize threats All stu!e ts 4ill &et to play o a i strume t a ! the ro4i & a ! si &i & is !o e i a lar&er &roup o' stu!e ts) Applause is &i*e ) 5ro*i!e optio s 'or sustai i & e''ort a ! persiste ce+ optimize challenge, collaboration, masteryoriente fee back

+ 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"

Stu!e ts embo!y the stea!y beat, the rhythm, a ! the !irectio o' the otes)
5ro*i!e optio s 'or comprehe sio + activate, apply & highlight

Stu!e ts 4ill si &, play, !o motio s, a ! a s4er @uestio s)

5ro*i!e optio s 'or e6ecuti*e 'u ctio s+ coor inate short & long term goals, monitor progress, an mo ify strategies

The stu!e ts that ha*e hear! the osti atos ma y times 4ill ha*e less practice time be'ore playi &
5ro*i!e optio s 'or sel'+re&ulatio + e!pectations, personal skills an strategies, self-assessment & reflection

The stu!e ts 4ill lear the so & by simply liste i &, the !oi & a repeati & sectio , a ! the play the accompa ime t 4hile others si &)

The short term &oal is to lear the so &, a ! the lo & term &oal is to impro*e stea!y beat a ! pitch !irectio i harmo y)

The stu!e t e*aluates him or hersel' a ! hears i' the otes sou ! correct or to&ether 4ith the other players)

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/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use" How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation <ope i &/ i tro!uctio / e &a&eme t=

: 6ylopho es set up at the 'ro t o' the room, each 4ith o ly the otes ee!e! 'or each i strume t to play) The rest o' the beams shoul! be temporarily remo*e!) : pairs o' mallets are ee!e!, a ! the *i!eo ee!s to be set up, thou&h it is o ly 'or sou !, so the projector is ot ee!e!) The projector 4ill be ee!e! 'or the sli!esho4, ho4e*er) The 6ylopho es 4ill be set up i 'ro t a ! the scree shoul! be !o4 )

3evelo!ment <the lar&est compo e t or mai bo!y o' the lesso =

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. 5lay recor!i & o' 1u &a Ala'ia as the stu!e ts 4al8 i ) Stu!e t Writte o the boar! as they e ter shoul! be i structio s 'or the be&i i & o' class( acti*ities are 1i ! your spot i your % ro4 'ormatio o the 'loor) Without spea8i &, liste 'or e6plai e! i similarities a ! !i''ere ces i the music you hear compare! to the *ersio o' this so & that the teacher3s 4e ha*e bee lear i &) i structio ) Whe the recor!i & is 'i ishe!, as8 'or stu!e ts to raise their ha ! i' they ha*e a i!ea 'or o e similarity or !i''ere ce they hear! i the recor!i &) Ta8e ma y a s4ers 'or this @uestio a ! e6plai a tra!itio al so & a ! 4hat happe s 4he it is tau&ht by rote) As8 recall @uestio s Sho4 A'rica, the 2i&eria, the Hausa photos Sho4 ro4boat photo a ! !iscuss reaso s 'or si &i & 4hile ro4i & Demo strate melo!y, i tro!uce osti ato by simply playi & alo & 4hile si &i &) ,e'er to picture a&ai , sho4i & the caller a ! the respo !ers) As8 them to prete ! they are the respo !ers a'ter the teacher &i*es the call, a ! to joi i o the >ah? sectio , co ti ui & to&ether u til the e !) Duri & this call a ! respo se e6ercise, co ti ue to play the osti atos o !i''ere t i strume ts so they ha*e a cha ce to hear the rhythm a 'e4 times be'ore tryi & it) Bet them 8 o4 that the best !irectio 'ollo4ers a ! 'ocusers 4ill be chose 'irst 'or the opportu ity to try out these i strume ts) Demo strate a ! ha*e the stu!e ts repeat clappi & o the ri&ht, the the mi!!le, a ! the the le't o' their bo!ies to simulate the !irectio o' the osti ato patter ) Tell them that a patter repeate! o*er a ! o*er throu&hout a e tire so & is calle! a osti ato) Si & throu&h the so &, the teacher as caller a ! the stu!e ts as respo !ers) Ha*e them clap ri&ht, mi!!le, le't, rest, ri&ht, mi!!le, le't, rest, throu&hout the so &) " the rest, ha*e them mo*e their ha !s bac8 to the starti & positio ) A'ter this, choose : stu!e ts 'rom the most atte ti*e ro4 to come up to the 6ylopho es a ! 'ace the other stu!e ts) .ach stu!e t by the 6ylopho es 4ill ha*e o e mallet each, but they are ot to pic8 them up yet) 1irst, ha*e them practice their ri&ht, mi!!le, le't, rest clap a&ai 4ith the teacher i the bac8 o' the room 'aci & the players) #i*e them the mirror ima&e so as ot to co 'use them) As8 the rest o' the class to joi them, usi & the 4or!s, >!oor, bo!y, si 8, rest? a ! that 4ay all 4ill be to&ether, o matter 4hich 4ay they are 'aci &) As8 the i strume talists to pic8 up their mallets a ! bou ce them o'' a y ote at a y pace at a mo!erate *olume le*el) Tell them ot to hol! the ha !le o' the mallet too ti&ht a ! to really let the top o' the mallet bou ce o'' each ote) Tell them to play i the ce ter o' the ote) 9' a y stu!e t is stru&&li &, as8 them to ta8e a loo8 at someo e 4ho has it !o4 a ! try it that 4ay) Tell the i strume talists to put their stic8s up a ! as8 the 4hole class to tap their 8 ees o the stea!y beat the teacher &i*es o ce they 'eel it) Ce&i by i structi & o e player to be&i the rhythm alo & 4ith the stea!y beat &i*e by the rest o' the class) 9' they are stru&&li &, as8 them to pause a mi ute 4hile a other stu!e t tries the rhythm) 9' most or all are ha*i & a har! time, ha*e the class sta ! a ! &o bac8 to their clappi & patter , >!oor, bo!y, si 8, rest,? 4hile the players play alo & o their actual otes) Ce&i a&ai 4ith the 8 ee tappi & to 8eep the stea!y beat a ! o e perso !oi & the rhythm) Cuil! u til all players are playi &)

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Closure <co clusio , culmi atio , 4rap+up=

As8 the other stu!e ts i tempo to tur to4ar!s the !oor si!e o' the room 4hile co ti ui & to 'eel that stea!y beat) Ha*e remai i & stu!e ts 'rom the chose ro4 joi a other ro4 so there are t4o) Say, >a ! ro4, ro4, ro4, ro4? a ! !emo strate so that each si!e is ro4i & i o e !irectio ) The osti ato patter s shoul! be co ti ui & o the i strume ts) 9' ot, re&roup a ! be&i a&ai , &i*i & i structio about a!!i & the so & i this time) 9' the patter is still co siste t, just be&i si &i & a ! motio 'or the ro4ers to come i 'or the respo se) 1i ish the so & a ! as8 the si &ers to stay 4here they are 4hile the i strume talists retur to their seat) Bocate the remai i & stu!e ts 'rom that ro4 a ! a!! 'rom a e4 ro4) Do the e6ercise u til all stu!e ts ha*e bee at the i strume ts o ce) ,emember that each time the acti*ity ta8es place, the e4 i strume talists ee! just as much i structio as the pre*ious o es, thou&h they may pic8 it up more @uic8ly because they ha*e bee heari & it) Set up the patter so that the 'ourth time the so & is su &, the ro4ers are 'aci & the projector scree ) "r, as8 all to &o bac8 to their seats a ! 'ace the other !irectio a&ai ) Cri & the i 'ormatio the stu!e ts ha*e hear! a ! trie! to ima&i e to li'e by as8i & them to 4atch a ! liste to the clip o' West A'rica 'isherma ro4i &) As8 them to 4atch 'or the 4ay the 'isherma are ri&ht to&ether 4ith each other, e*e thou&h the si &i & ca ot be hear! o*er the sou ! o' the 4a*es at 'irst) Also as8 them to pay atte tio to the i strume ts use! i the boat a ! 4ho the caller mi&ht be) 5lay the *i!eo at mar8 (D8 seco !s a ! 4atch/liste u til the e !) As8 stu!e ts to &et i li e by the !oor a ! raise their ha !s 'or obser*atio s about the *i!eo) 9' the room is ot @uiet, !o a clappi & patter 'or them to repeat) Ta8e a s4ers a ! obser*atio s, remi !i & them o' 4hat they 4ere loo8i & 'or i' ee!e!, a ! accept other thi &s the stu!e ts otice! as 4ell)

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