Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josh Martzke

Date April 23, 2017 Subject/ Topic/ Theme Interpreting Music Grade ______8th__________

I. Objectives
How does this lesson connect to the unit plan?

This is a culmination of the 4 previous lesson plans and includes a final assessment.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Identify note names on the treble and bass clefs. R, U, An

Write correct rhythms. R, U, An

Use Google Docs to submit their final projects. Technology Lesson Ap, An, C
An X
Analyze music in terms of interpreting lyrics while also identifying notes and rhythms.
Connecting the music worldviews and personal views.

Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 5: Recognize, analyze, and describe connections among the arts; between the arts and other
disciplines; between the arts and everyday life.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Thorough understanding of rhythms, notes, and how to play their instrument.
knowledge and skills. Understand Google Docs

Pre-assessment (for learning):

Formative (for learning):

Have students, as a group, listen to various songs and let them discuss what it means to them.
Outline assessment activities This will tell me what they are thinking when they hear certain pieces of music.
(applicable to this lesson) Formative (as learning):

Summative (of learning):

Students will choose their own piece of music, analyze the notes and rhythms, research the
selected piece of music, and make interpretations about the music.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance, value,
1. Provide lyrics for the interaction authenticity, minimize threats
What will it take
example songs in class. 1. Large group discussion
neurodevelopmentally, 2. Let students listen to the 2. Small group
experientially, emotionally, example songs. discussions.
etc., for your students to do
this lesson? Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration,
language 1. Record their findings mastery-oriented feedback
in a Google Doc.

9-15-14
 Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply & functions- coordinate short & regulation- expectations,
highlight long term goals, monitor personal skills and strategies,
progress, and modify strategies self-assessment & reflection

Sheet with the example songs lyrics on them.

Materials-what materials Recordings of the example songs.
(books, handouts, etc) do you A notebook for notes.
need for this lesson and are Assessment information handout.
they ready to use?

Normal band set-up but without instruments.

How will your classroom be set

up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min - Quite the class down. - Students will quiet down and listen to
Motivation - Begin by playing the first example: the music.
(opening/ Age of Worry by John Mayer.
introduction/ - Ask them what they thought of the
engagement) music. Feelings? Words that describe
the music?
- Hand out the lyrics sheet of the
examples that are going to be played
today with attached sample piano music
for King.
10 min Development - Play the second example: Audition - Students will listen.
(the largest (The Fools Who Dream from La La
component or Land. - Students will write some thoughts in
main body of - Discuss what the music meant to their journals and then talk with a
the lesson) various students. Have them write down friend or two about the music.
some thoughts in their journals and then
take sometime to talk amongst
themselves about what they thought. - Students will share their thoughts.
- Come back together and have them
share of common perspectives as well
as different perspectives.
- Talk about how music can mean many
things and it differs from person to
person.
10 min

9-15-14
 - Play last example and have them think - Students will listen and then answer the
about worldviews now: King by question as a class.
Lauren Aquilina.
- Talk about what the lyrics meant to the
students and how might it relate to
worldviews or personal views. What - During this time students will be
could this song mean for someone who listening, looking over the handout,
10 min might be feeling depressed or alone? and taking notes.
- Talk about final project (see attached - At this point, students will break into
Remaining handout title Rhythm and Pitch small groups or work on their own.
class time Notation Final Project).
- Give students time to begin working on
the project using the examples today as
a guideline.

- Students will just leave when class is over, but

Closure
as they are leaving just remind them when the
(conclusion,
project is due and to ask you if they have any
culmination,
questions.
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

9-15-14
 "The Age Of Worry" by John Mayer

Close your eyes and clone yourself

Build your heart an army
To defend your innocence
While you do everything wrong

Don't be scared to walk alone

Don't be scared to like it
There's no time that you must be home
So sleep where darkness falls

Alive in the age of worry

Smile in the age of worry
Go wild in the age of worry
And say, "Worry, why should I care?"

Know your fight is not with them

Yours is with your time here
Dream your dreams but don't pretend
Make friends with what you are

Give your heart then change your mind

You're allowed to do it
'Cause God knows it's been done to you
And somehow you got through it

Alive in the age of worry

Rage in the age of worry
Sing out in the age of worry
And say, "Worry, why should I care?"

Rage in the age of worry

Act your age in the age of worry
And say, "Worry, get out of here!"

9-15-14
 "Audition (The Fools Who Dream)"
My aunt used to live in Paris.
I remember, she used to come home and she would tell us these stories about being abroad.
And I remember, she told us that she jumped into the river once. Barefoot.

She smiled...

Leapt without looking

And tumbled into the Seine
The water was freezing
She spent a month sneezing
But said she would do it again

Here's to the ones who dream

Foolish as they may seem
Here's to the hearts that ache
Here's to the mess we make

She captured a feeling

Sky with no ceiling
The sunset inside a frame

She lived in her liquor

And died with a flicker
I'll always remember the flame

Here's to the ones who dream

Foolish as they may seem
Here's to the hearts that ache
Here's to the mess we make

She told me:

"A bit of madness is key
To give us new colors to see
Who knows where it will lead us?
And that's why they need us"

So bring on the rebels

The ripples from pebbles
The painters, and poets, and plays

And here's to the fools who dream

Crazy as they may seem
Here's to the hearts that break
Here's to the mess we make

I trace it all back to then

Her, and the snow, and the Seine
Smiling through it
She said she'd do it again
9-15-14
 "King" by Lauren Aquilina

You're alone, you're on your own, so what?

Have you gone blind?
Have you forgotten what you have and what is yours?
Glass half empty, glass half full
Well either way you won't be going thirsty
Count your blessings not your flaws

You've got it all

You lost your mind in the sound
There's so much more
You can reclaim your crown
You're in control
Rid of the monsters inside your head
Put all your faults to bed
You can be king again

You don't get what all this is about

You're too wrapped up in your self doubt
You've got that young blood, set it free

You've got it all

You lost your mind in the sound
There's so much more
You can reclaim your crown
You're in control
Rid of the monsters inside your head
Put all your faults to bed
You can be king

There's method in my madness

There's no logic in your sadness
You don't gain a single thing from misery
Take it from me

You've got it all

You lost your mind in the sound
There's so much more
You can reclaim your crown
You're in control
Rid of the monsters inside your head
Put all your faults to bed
You can be king

You've got it all

You lost your mind in the sound
There's so much more
You can reclaim your crown
You're in control
Rid of the monsters inside your head
Put all your faults to bed
You can be king again

9-15-14
9-15-14
 Rhythm and Pitch Notation Final Project

For this final project, you will be looking at a piece of music that means something to you. It can be anything
from a pop song, rock song, or classical piece of music just as long as it is school appropriate. Please avoid
offensive lyrics and excessive swearing. Your task is to first find a suitable recording of your song and listen to
it a few times. Next, find the lyrics to the song (if it is an instrumental piece, dont worry about this portion).
Take a look at the lyrics and digest what they artist is saying. Once you have listened to the piece while looking
at the lyrics, look for sheet music for your song. Most of the time, for popular songs, you can find a simple
piano arrangement online. You do NOT have to pay for any sheet music and you do not have to have the entire
song. If you choose an instrumental piece, try your best to find your instrument part, a piano reduction, or select
a different instrument. You may also check with me to see if we have it in the library. Here are the minimum
requirements for what I am looking for once you have found some form of sheet music:

1. You must write in at least 15 note names for the treble clef, bass clef, or both. You may provide more
than 15 for a higher grade. If there is a chord in your music, you may count each note in the chord as a
separate note (for example, if there are 3 notes in the chord, you now have 3 of your 15 notes named.
2. You must analyze at least 10 rhythms in your music. You may provide more than 10 for a higher grade.
They can be anywhere in the music. Please circle the measures you analyze.

After you are finished with the above requirements, you are then to think about what your piece of music means
to you. Think about how it might connect to your life, a worldview that you have, or something that might be
relevant in todays society. Record your response. The next part is to go around and ask various people what the
music means to them. You may ask anyone you choose. Record their name and relation to you (with their
permission of course) as well as their response. The goal of this exercise is for you to see how music can mean
something different or the same depending on the person. Finally, look up what the artist or composer said
about the music he or she wrote. Do this part LAST so the artist doesnt influence you! Here are the minimum
requirements for this portion:

1. You must write at least 1 paragraph recording your own response to the music.
2. You must talk to at least 3 other people and write a 1 paragraph response for each individual.
3. You must write at least 1 paragraph recording what the composer or artist says about his or her piece
of music.

What are you going to submit? Record all of your findings and submit them via Google Docs. You may either
scan your sheet music or take a photo of them and insert them into the Google Doc. You may decide how you
would like to organize your document. You may add anything extra such images or quotes to further enhance
your project just as long as the above requirements makes it into the document. See the attached rubric for a
breakdown of the point system and what you will be graded on.

9-15-14
 Rhythm and Pitch Below Average Average Proficient Exceptional
Notation Final 1 point 2 points 3 points 4 points
Project Rubric

Pitch Notation Provides all incorrect Provides at least 10 Provides at least 15 Provides more than 15
pitch names or none at correct pitch names. correct pitch names. correct pitch names.
all.

Rhythm Notation Provides all incorrect Provides at least 5 Provides at least 10 Provides more than 10
rhythms or none at all. correct rhythms. correct rhythms. correct rhythms.
Measures are circled. Measures are circled. Measures are circled.

Students No student Interpretation provided Interpretation is at least Interpretation is more

Interpretation interpretation at all. but is not at least 1 one paragraph long than one paragraph
paragraph long. with 2-3 insightful long with 4-5 insightful
Interpretation is also remarks regarding remarks regarding
unclear and poorly emotions and personal emotions, personal
written. connections. connections, as well as
societal connections.
Interviews At least 1 other person At least 2 people were At least 3 people were More than 3 people
was interviewed and a interviewed with a interviewed with were interviewed with
paragraph response is paragraph response for insightful responses for insightful responses
provided. each person. each person. connecting the music to
personal lives and/or
society.
Artists or No composer or artist Composer or artist Composer or artist Composer or artist
Composers insight provided. insight provided but insight provided and is insight provided and is
Interpretation paragraph is unclear or written well in the insightful, well written,
poorly written. students own words in the students own
and is at least 1 words, and is more
paragraph. than one paragraph
long.
Final Google Doc Student did not submit Student submitted final Student submitted final Student submitted final
a final project via project via Google projected via Google project via Google
Google Docs. Docs but it is Docs. It is well Docs. It is well-
unorganized and poorly organized and has met organized, exciting to
written, as well as did all of the minimum look at, engaging, and
not meet the minimum requirements. has exceeded the
requirements. minimum
requirements.
Comments:

Total Points: ____/24

9-15-14