Completed Literacy Folio Edu80016

EDU80016. Tanja Hasan-Warner. A2: Lesson Plan Folio. TP1.
2017 1
EDU80016 Literacy across the Curriculum. Tanja Hasan-Warner #100689289. TP1. 2017
Lesson Plan 1 for year 5-6 Music

Lesson plan 1: Year level: 5-6
Music
Topic: World Music
Duration of lesson: 60 minutes
Learning Strands
areas & sub- Content descriptors and literacy information
Australian
strands
Curriculum
links Music: “Explain how the elements of music communicate meaning by comparing music from different social, cultural and
Music
historical contexts, including Aboriginal and Torres Strait Islander music”, (Australian Curriculum, Assessment and Reporting
Authority [ACARA], 2017, ACAMUR091).
The Arts
Literacy: “Compose spoken, written, visual and multimodal learning area texts”, (ACARA, 2017).
Additional literacy:
General Literacy
Capabilities
Page 1 of 27
EDU80016. Tanja Hasan-Warner. A2: Lesson Plan Folio. TP1. 2017 2
Learning objectives: Learning environment/ resources:

Students will-
 “Participate in and respond to music from a variety of contexts and cultures”, (ACARA, 2017).  Video: A journey into world music,
 Appreciate the benefits of learning about different types of music and cultures. http://splash.abc.net.au/home#!/media/1647151/a-journey-
 Apply prior learning: Recognize and link how elements of music are shared in different music into-world-music
styles, from diverse cultures, (ACARA, 2017).  Interactive whiteboard
 Identify traditional instruments from different cultures and their use.
 Word wall
Prior knowledge:
 Music terminology  Music samples
 Elements of music.  Website: Musical instrument collection,
 Pop and Rock genres. http://www.neng.usu.edu/ece/faculty/wheeler/NIU/World.
 Discussions about personal music preferences from a range of contexts. htm
 Musical instrument images
 Computers, iPads, internet access
 Scaffolded advertisement examples
 Extra: An instrument e.g. rango, xylophone, or sitar.
 Dictionaries
 Vocabulary
 Online music dictionary;
https://www.classicsforkids.com/music/definition.asp?id=
539
 Bubble map templates
Page 2 of 27
Stage of Approx. Teacher actions Student actions

lesson time
Stage 1
5 min Re-cap prior learning: Elements quiz.
 Play music samples. Describe what it demonstrated e.g. high and low sounds. Students
write down, matching element, i.e. Pitch. Complete for each element.
 Complete written quiz, individually.
Figure 1: Teachers Pay Teachers (n.d). Elements
Explain: We will be exploring world music and instruments from different countries, then create
10 min
advertisements to promote world music events/bands.
Discussion:
 Share initial ideas/ written response to
 Have you heard about world music? What do you think it sounds like? Have you heard
‘world music is…’ task.
music from different countries?
 Ask students to respond: “World music is….” (post-it notes/entrance tickets).
 Pin to music word wall.  Watch video. Take notes.
Video: A journey into world music.
 Ask students to watch and list instruments/ countries/ music styles and relevant  Find meanings of unfamiliar words,
vocabulary described in the video. write in books.
 Supply vocabulary list.
 Provide access to iPads, dictionaries and online music dictionary
https://www.classicsforkids.com/music/definition.asp?id=539
Page 3 of 27
Stage 2 10 min  Explain: Today you will explore world music instruments, on the musical instrument
collection website, then choose one to research, before working in groups to create an  Listen to instructions, ask questions.
advertisement.
 Show music festival and band posters. Discuss language and visual features of persuasive
texts (advertisements).
 Identify and discuss language features
in persuasive texts.
 Scaffold with example:
Page 4 of 27
20 min  Provide link to musical instrument website: Individual research

http://www.neng.usu.edu/ece/faculty/wheeler/NIU/World.htm
Groups. Self-check lists
 Ask students to complete individual music instrument research.  Brainstorm persuasive language lists
 List music terminology for adverts.
 Instruct students to work in groups, to generate vocabulary for persuasive texts.  Collaborate and plan
1. Provide bubble map thinking tool, for planning.  Use bubble maps to compare individual
2. Provide self-check lists for students to generate music terminology and persuasive research and identify links.
language, for advertisements.  Explain/ discuss/ apply learning.
Stage 3: 10 min  Ask groups to share planning and ideas. Observe/ annotate.  Groups share work so far.
 Play class basketball, using a soft ball:  Participate in class game.
5 min  Throw ball to one student. Student says one main idea from the lesson,
then passes the ball to another student, who says a different idea from
today’s learning. (Student sits down once contributed).
 Explain: We will continue creating advertisements, next lesson.
Page 5 of 27
Contingency
 Genre: Persuasive
 Differentiation:
1. Students who complete tasks quickly, extra challenges provided.
2. Low literacy levels/ ESL: Turn on video captions, provide visual and aural online music dictionaries, vocabulary lists, individual or small group instruction. If
available, bring in an instrument, so students can actively experience it.
 Assessment of literacy: Formative
1. Diagnostic quiz: Evaluate prior understanding of music terminology.
2. Entrance tickets: Assessment for learning: Comprehension.
3. Observations and anecdotal notes during student research and group work: Language for interaction. Music terminology.
4. Game: Find out what students learned, this lesson. (Informal data collection).
Formative assessments, throughout the teaching and learning cycle, teach, analyze and adapt learning as needed, (The Achievement Network, n.d.)
 Multiliteracies & ICT: Video, images/diagrams, group and class discussions, interactive whiteboard, internet research, game, writing tasks.
LP1-word count: (716- 68 Content descriptors) 648 Total
Page 6 of 27
Lesson Plan 2 for F-2 Music

Lesson plan
Year level F-2
2
Topic Duration of lesson 45 minutes
Music: Rhythm, volume & aural skills
Learning Strands &
Content descriptors and literacy information
areas sub-strands
“Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion”,
(ACARA, 2017, ACAMUM080).
Literacy: “Compose spoken, written, visual and multimodal learning area texts”, (ACARA, 2017).
Arts Music Additional literacy:
Australian
Curriculum
links General Literacy
capabilities
Learning objectives: Learning environment and resources:

 iPads, internet access and individual headphones
Students will:  Loopesque Kids application: https://itunes.apple.com/us/app/loopseque-
 Become aware of rhythm, beat and volume, as they listen to and move kids/id473718143?mt=8
to music, (ACRA, 2017).
 Classics for Kids dictionary and games:
 Learn to keep a steady beat.
 Understand difference between beat and rhythm https://www.classicsforkids.com/music/definition.asp?id=539
 Listening skills: Learn to listen as performers and audience.  Video/Song: Stomp, stomp https://youtu.be/NFmu1y-TUhw
 A metronome
 Vocabulary list and pictures
 Hickory Dickory Dock rhythm and beat practice sheets
 Topic cards in a box and rhyming flash cards
Page 7 of 27
Stage of lesson Approx. Teacher’s actions
EDU80016. Tanja Hasan-Warner. A2: Lesson Plan Folio. TP1. 2017Student actions 8
time
Stage 1 5 min Introduce: Today we are learning about rhythm and beat. We’ll learn to keep a beat
and the difference between beat and rhythm.  Glue vocabulary into books
 Provide vocabulary list. Read out words. Show picture examples on IWB.  Use iPads and interactive dictionary.
 Provide students access to iPads and ‘Classics for kids’ online dictionary.  Repeat words out loud. Write meanings.
 Guide use of online dictionaries, for definitions.  Watch pictures on IWB
5 min Warm up: Stomp, stomp, clap, sing and dance video.
Question: Who felt the beat? Who felt the rhythm? Re-play sections. Demonstrate  Sing/ dance, follow video clip actions.
examples.
Stage 2 10 min Help students identify rhythm and beat. Use poetry (nursery rhyme).
Practice sheet and IWB:  Read nursery rhyme. Clap beat.
 Model the beat, then rhythm of Hickory dickory dock.  Read nursery rhyme. Click rhythm
 Support students to practice both, with tick tock symbol (Beat), star symbol
(Rhythm).  ½ the class reads nursery rhyme; claps beat
 Practice combining rhythm and beat. Guide ½ the class to clap beat and other ½  Other ½ reads nursery rhyme; clicks
to click rhythm. (Use metronome for support). rhythm.
Figure 2: Lets' play kids music. (2017)

10 min  Brainstorm words.
Jointly constructed nursery rhyme.
 Pick a title out of topic card box (previously generated by students).  Watch, then write class poem into books
 Support brainstorming of rhyming words, for topic.
 Model writing process. Explain nursery rhyme language features.
 Guide students during writing in books.
 Class decides: Beat for nursery rhyme.
 Guide students during reading out. (Use metronome, or clap)
Page 8 of 27
Stage 3: 10 min  Provide rhyming flash cards. Ask students to write a two (or more) sentence  Students create rhymes
rhyme.  Use Loopesque to work out a beat.
 Provide iPads and guide through Loopesque application,
 Model example for beat.
 Support low literacy level students.
 Instruct students: Work in pairs. Practice class nursery rhymes’ rhythm and
5 min beat, or their Loopesque beats.  Work in pairs: Practice rhythm and beats.
(Continue practicing this at the start of next lesson, so students can perform to the class).
Contingency
Text genres: Nursery Rhyme/ poetry (poetic device: rhyme).
Multiliteracies & ICT: Videos, songs, pictures, vocabulary list, iPads, iPad application, interactive dictionary, interactive whiteboard, singing and listening to music/ rhymes,
movement to rhythm and beat.
Differentiation: Because the Australian music curriculum covers years F-2, making use of visual materials and active aural learning tasks, will support diverse learners. For
students who grasp the simpler vocabulary and tasks, challenge tasks are provided. Additionally, during individual construction, it may be necessary, to support lower literacy
levels in small groups and provide extra time in a follow up lesson.
Assessment of literacy: Formative
 Observe students’ ability to follow instructions and recognize beat. (Observations and notes).
 Ability to access online dictionary, find words and copy meanings. (Check students’ books).
 Written tasks: Class nursery rhyme is written in book. Ability to create a rhyme. Ability to identify beat, in a rhyme. Collect books at the end of lesson.
*Rhythm and beat: Teachers may first like to watch Let’s play kids music on https://youtu.be/U2462p5IF3A to support teaching strategies.
LP 2-word count: (669-54 Content descriptors) 615 Total
Page 9 of 27
EDU80016. Tanja Hasan-Warner. A2: Lesson Plan
10 Folio. TP1
Rationale
Music can support the development of literacy, by drawing on what students already know
and love, such as listening to music. A great way to promote this link, is though active
listening experiences during music and literacy tasks, (Riley, 2012). This supports
understanding of content and develops literacy skills. The music lessons I created, for years
5-6 and F-2, demonstrate my understanding of literacy across the curriculum, by clearly
addressing literacy capabilities, within learning activities and aligning tasks to the literacy
continuum. Each lesson addresses literacy, through sequenced content area learning, tiered
vocabulary instruction and a genre approach.
For the year 5-6 lesson, I support students to use prior knowledge, to “identify and compare
how the elements of music are used and combined in different music styles from different
cultures”, (ACARA, 2017). The context is set, by assessing prior learning with a short quiz
and entrance tickets. This enables collection of data about students’ shared knowledge.
Learning experiences can then be modified appropriately. Throughout learning, I can conduct
observations, support students’ self-assessment and use informal assessment, to assess if
students are not achieving/achieving goals, or already have the skills, (Frame, 2016).
Activities combine visual, aural, whole class, small group tasks, discussions and individual
activities, based on Gardner’s Multiple Intelligences and Blooms taxonomy. These provide
multiple entry points to learning and therefore inclusion of all students, (Armstrong, 2000).
Using music samples and a video during stage 1, engages students with the music content and
literacy, by creating shared experiences, (Mannins, 2001). This encourages students to share
opinions and supports cultural dimensions of literacy learning, though less formal interactions
with music. Throughout the lesson, students are supported to respond to music experiences,
Page 10 of 27
11 Folio. TP1
with a variety of thinking tools, such as bubble maps. These scaffold operational language
and support students to respond to and create texts. Through responding and making, students
learn that meanings can be created from different points of view, based on different world
experiences, (ACARA, 2017).
Literacy development is further supported with joint deconstruction and construction tasks.
These assist students’ understanding of music content, other cultures and literary genres.
Creating advertisements, (i.e. persuasive texts) about world music, supports students to apply
persuasive language features, address audience and purpose and demonstrate content
knowledge, (Department of Education and Training, Victoria, 2014). Such tasks address all
dimensions of literacy, i.e. operational, cultural and critical. As students use ICT, they must
evaluate findings and apply visual literacy and knowledge of music terminology, to critically
assess the information they find, (Galloway, 2012), before creating advertisements.
Collaborative tasks, further support this, by encouraging them to share and compare
knowledge of musical instruments, sounds and music styles, (Itc. Publications, 2016). This
occurs simultaneously and ultimately, supports development of higher order thinking skills.
For the F-2 music lesson, I included strategies for multiple ability levels. For students with
limited literacy, new vocabulary is repeated often and supported by pictures, diagrams and
active learning tasks, such as use of call and response. Additionally, inclusion of singing and
movement activities, (e.g. during the ‘Stomp, stomp, song’), provide opportunities for
students to better understand, the meaning of rhythm and beat, through active and informal
learning. This means that, rather than just listening to music in the background, students can
personally interact with music, which supports development of different parts of the brain and
the kinaesthetic senses and motor responses are activated, (Piper, 2009).
Page 11 of 27
12 Folio. TP1
Joint construction of nursery rhymes, is supported by active learning tasks, that aid the
learning of vocabulary, based on Marzano’s 6 step process. This includes descriptions,
explanations, construction tasks, symbols and engaging activities that use relevant
vocabulary, (Teach Thought, 2012). For example, music terminology is taught by exposing
students to audiation in music. Audiation can be compared to thinking and finding meaning
in speech and language, where the listener makes connections to prior experience, predicts
what will come next and interacts intellectually with the music, (Piper, 2009). This occurs
throughout the nursery rhyme, deconstruction and construction process.
Additional visual supports, such as symbols for beats and rhythms, assist visual decoding
processes and therefore, literacy skills. Visual elements, such as symbols, letters, words and
notation, are part of both literacy and music and engage visual memory and support students
to make meaning of texts, (Tarbert, 2012). Furthermore, ICT is used to support students’
gradual learning of basic rhythm patterns, at audio-visual and tactile levels, (Casual
playground, 2011). This is achieved with the Loopesque application,
Multiliteracies and ICT are embedded throughout both lesson plans, to support students’
ability to respond to literacy demands of the 21st century. These include responding to,
creating, critiquing and the comprehending information from multiple sources and multiple
perspectives, (Lowe, 2010). In the 21st century literate citizens are required, to not only
decode the printed word, but possess visual and media literacy, to effectively understand the
world around them, (Global Digital Citizen Foundation, 2017). Including moving images,
visual aids, music samples, and iPad applications makes multimodal texts available to
students and supports development of these 21st literacy skills.
Page 12 of 27
13 Folio. TP1
Ultimately, whilst these strategies are focused on teaching of music curriculum, they are
applicable to all subject areas. Through tiered vocabulary instruction, multimodal texts, ICT
and genre teaching methods, literacy can be embedded throughout the teaching and learning
cycle and improve students’ overall learning.
Word count: 876
Page 13 of 27
14 Folio. TP1
Critical reflection
Based on my learning during Literacy across the Curriculum, I believe literacy development
doesn’t occur in isolation, but within cultural frameworks. The University of South Australia,
(n.d.), states that literacy development is closely linked to our interactions with the world and
supported by the three dimensions of literacy simultaneously, i.e. operational, cultural and
critical. This suggests, that personal experiences influence literacy development and that
literacy instruction, should be embedded across all learning as formal and informal
experiences, that consider all dimensions.
I have experienced the benefits of informal and formal learning first hand, first as an ESL
student, during primary school and more recently during professional experiences. I recall the
games, excursions and explicit instruction, that supported my grasp of the English language.
More recently, postgraduate studies have helped me identify, how my ESL teachers had
aligned learning with ‘four ways’ of effective literacy teaching, through balanced programs,
explicit instruction and connections to learning, beyond school, (Department of Education
and Training, Victoria, 2017). Doing so, supported my knowledge, skills and characteristics,
that support me to use language confidently, for learning, communication and participation in
society, (ACARA, 2013). As a new teacher, I can use these skills, to support students’
learning.
Additionally, the combination of theoretical and experiential learning, during postgraduate
studies e.g. professional placements, scholarly documents, collaboration and feedback from
peers, mentors/eLAs, have enhanced my grammar skills, knowledge of genre types and the
ability to communicate effectively. Consequently, I have improved my use of verbal and non-
verbal communication and my ability to apply skills, to the teaching areas, (Australian
Page 14 of 27
15 Folio. TP1
Institute for Teaching and School Leadership [AITSL], 2011). Therefore, I am equipped to
support students’ literacy learning.
Similarly, I recognize the importance of continued professional learning and have identified
areas of my literacy capabilities, to improve. These include my ability to clearly state learning
intentions, to learners and to feel more confident when teaching grammar skills, such as
adverbials, pronouns and adjective phrases. Improving these skills, will support me to guide
students, to develop their metalanguage for questioning language in context, (Rossbridge &
Rushton, 2016). I will achieve these goals, with weekly practice, using NAPLAN style tests
and websites, such as Grammarly and Khan Academy, during my final semester of studies.
Overall, evidence suggests my literacy skills are of a high standard. Examples include, my
professional portfolio, mentor comments on professional experience reports and feedback for
English assessments. Focus area 2.5 of my professional standards portfolio, demonstrates my
ability to support students’ literacy skills, with strategies that supported students to
communicate complex ideas in various ways, as they applied language to different contexts,
(ACARA, 2016). Additionally, mentor comments reflect on how I included literacy strategies
across subject areas, HASS and Science. Two further examples include, feedback from my
eLA, for a persuasive essay I wrote, for English in Primary Schools and the follow-up unit, I
designed. This feedback, makes note of the high-quality writing I used, to express my
understanding of the four-resource model (FRM), its appropriateness for teaching 21st
century literacy skills and my ability to apply FRM to a sequenced unit of learning. These
demonstrate my understanding of literacy demands and my ability, to embed literacy into
teaching content and processes, (ACARA, 2013). I look forward to put these into practice, as
I embark on my teaching career.
Word Count: 549
Page 15 of 27
16 Folio. TP1
References
ABC Splash. (2011). A journey into world music [Video]. Retrieved from
http://splash.abc.net.au/home#!/media/1647151/a-journey-into-world-music
Achievement Network. (n.d.). The teaching and learning cycle [Image]. Retrieved from
http://www.achievementnetwork.org/school-leaders/
Armstrong, T. (2000). Multiple intelligences. Retrieved from
http://www.institute4learning.com/resources/articles/multiple-intelligences/
Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10
curriculum, version 8.3: Literacy in the learning areas; Arts. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/in-
the-learning-areas
curriculum, version 8.3: Literacy learning continuum. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/literacy/continuum#layout
=columns&page=8
curriculum, version 8.3: The Arts- Music, f-2 (ACAMUM080). Retrieved from
http://www.australiancurriculum.edu.au/the-arts/music/curriculum/f-
10?layout=1#level5-6
Page 16 of 27
17 Folio. TP1
curriculum, version 8.3: The Arts- Music, year 5-6 (ACAMUR091). Retrieved from
http://www.australiancurriculum.edu.au/Browse?a=E&a=mu&y=5&y=6&c=1&layou
t=2&browseLayout=2
Australian Curriculum Assessment & Reporting Authority [ACARA]. (2013). General
capabilities in the Australian curriculum. Retrieved from
www.australiancurriculum.edu.au/generalcapabilities/pdf/overview
Australian Institute for Teaching and School Leadership [AITSL]. (2011). National
professional standards. Graduate descriptors. Retrieved from www.aitsl.edu.au/
Casual Underground. (2011). Loopesque kids [Application]. Retrieved from
https://itunes.apple.com/us/app/loopseque-kids/id473718143?mt=8
Classics for Kids. (2017). Interactive music dictionary. Retrieved from
https://www.classicsforkids.com/music/definition.asp?id=469
Classics for Kids. (2017). Music explorers. Retrieved from
https://www.classicsforkids.com/music/explorer.asp
Department of Education and Training, Victoria. (2014). Genre teaching and learning cycle
for writing. Retrieved from http://www.education.vic.gov.au/school
/teachers/teachingresources/
Page 17 of 27
18 Folio. TP1
Department of Education and Training, Victoria. (2017). Overview of literacy learning.
Retrieved from http://www.education.vic.gov.au/school/teachers/
teachingresources/discipline/english/proflearn/Pages/litoview.aspx#6
Frame, J. (2016). What are the 4 questions of PLCs? [image]. Retrieved from
https://twitter.com/josh_frame/status/707750889117892608
Galloway, S. (2012). C21 literacy: What is it, how do we get it? A creative futures think tank.
Retrieved from www.gla.ac.uk/media/media_231168_en.pdf
Global Digital Citizen Foundation. (2017). 3 simple and smart ed-tech strategies for teaching
with technology. Retrieved from https://globaldigitalcitizen.org/3-smart-edtech-
strategies
Hot Chalk Inc. (2017). Music and musical lesson plans. Retrieved from
http://lessonplanspage.com/music/
Itc. Publications. (2016). Thinking skills framework-scaffolding the verb. Retrieved from
www.itcpublications.com.au
Let’s play kids music. (2017). Using nursery rhymes to teach the difference between the
rhythm & beat. Retrieved from http://www.letsplaykidsmusic.com/rhythm-and-beat/
Page 18 of 27
19 Folio. TP1
Lowe, K. (2010). Literacy learning and technology. Retrieved from
http://www.nlnw.nsw.edu.au/videos09/lo_Lowe_Technology/documents/KLowe_teac
her.pdf
Mannins, S. (2001). Developing music literacy through original shared book experiences.
Journal of music-and movement-based learning, 7(3). Retrieved from
http://www.vosa.org/paul/sales_folder/manins_art.htm
Piper, C. (2005). Lessons and activities: Rhythm everywhere. Retrieved from
http://www.soundpiper.com/lyrics21.html
Piper, C. (2009). Making connections with music and literacy. Retrieved from
http://www.soundpiper.com/
Riley, S. (2012). Integrating literacy and music. Retrieved from
https://educationcloset.com/2012/07/17/integrating-music-and-literacy/
Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction.
Retrieved from http://petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_
Papers/w/Teaching_Resources/PPs/PETAA_Paper_196___The_critical_conversation
_.aspx
Page 19 of 27
20 Folio. TP1
Tarbert, L. (2012). Learning literacy through music. Retrieved from
https://www.luther.edu/oneota-reading-journal/archive/2012/learning-literacy-
through-music/
Teachers Pay Teachers. (n.d.). Music elements poster [Image]. Retrieved from
https://www.teacherspayteachers.com/Product/Musical-Elements-Poster-86369
Teach Thought. (2012). Vocabulary instructional strategies: Marzano’s 6-step process.
Retrieved from http://www.teachthought.com/pedagogy/literacy/vocabulary-
instructiona-strategies-marzanos-6-step-process/
The Learning Station. (2011). Stomp, stomp, clap brain break [Video]. Retrieved from
https://youtu.be/NFmu1y-TUhw
University of South Australia. (n.d.). A critical literacy approach to intercultural language
teaching and learning. Retrieved from www.iltlp.unisa.edu.au/doclibmodules/
iltlp_module_self_access01.doc
Page 20 of 27
21 Folio. TP1
Appendix 1
Personal literacy evidence
Figure 3: Focus area 2.5: Professional portfolio
Figure 4: Mentor comment regarding literacy integration. Final professional placement. May 2017
Page 21 of 27
22 Folio. TP1
Figure 5: Mentor comments regarding communication skills.
Figure 6: eLA feedback for persuasive essay. English in Primary Schools. 2016
Page 22 of 27
23 Folio. TP1
Figure 7: Persuasive essay feedback 2. FRM
Figure 8: Persuasive essay feedback 3. FRM
Page 23 of 27
24 Folio. TP1
Figure 9: English folio. Week 1 lessons. FRM strategies
Figure 10: English folio. Week 2 lessons. FRM strategies
Page 24 of 27
25 Folio. TP1
Appendix 2
Additional tasks and support material
Year 5-6
Advertisement task background information: The advertisement will promote a world

music, band’s performance based on the instruments students have researched. Students will
consider what the band might sound like, with their 3 instruments together and use their
knowledge of musical elements to describe their sound. They will consider, who their
audience will be and use persuasive language that will interest people to see the band.
Challenge task: Hot Chalk Inc. (2017). Music and musical lesson plans. Retrieved from
http://lessonplanspage.com/music/
Narrative- Write a short story based on: “If this music was a day in the life of a person, what
would their day look like? (Hot Chalk, 2017). On a separate sheet of paper, cite specific
reasons for each part of your story (For example, they would wake up hysterically because of
the tempo and fast woodwind runs at the beginning of the piece). This could be a writing-to-
learn assignment, or it could turn into something that is peer-edited and reviewed for
presentation.
Early finishers’: Matching game in small groups.
Provide students with sets of images, of different instruments, such as the ‘rango shaker’,
related music vocabulary and instrument/country names. Ask them to match the words,
sounds, music styles and countries, they think would match. Play 2 rounds and record results
on scorecards.
Page 25 of 27
26 Folio. TP1
F-2 Music. Beats & Rhythms

Vocabulary
Use the interactive musical dictionary on ‘Classics for kids” website. Find the word. Listen to the sound. Write or draw
meaning. https://www.classicsforkids.com/music/musical_dictionary.asp
Metronome
Fast
Slow
Volume
Rhythm
Beat
Today’s challenge words:

Composer
Performer
Symphony
Tempo
Pianist
Genius
Pendulum
Woodwind
Page 26 of 27
27 Folio. TP1
F-2 challenge activity 1.

Listen to Beethoven’s Symphony N.O. 8 on the Classics for Kids website.
What is ticking?
Can you hear ticking from the woodwind instruments?
To help students hear ticking explain the term, then play a section.
*To help students hear ticking, explain that it is “sometimes interrupted by a sudden loud
jump of quick notes as if the musicians suddenly were surprised”, (Classics for Kids. 2017).
The music is lively and goes from one extreme, to another: “Loud and soft, upper and lower
strings, short and long phrases”, (Classics for Kids, 2017).
F-2 challenge activity 2.
Finding beats in the everyday:
The world is full of music. Let’s take time to hear it.

Music has a steady beat. The beat can be slow or fast.
The beat can change, but it must be there, so we don’t get lost in the music.
Name & draw five everyday things that have a steady beat.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
Activity from Classics for Kids website: https://www.classicsforkids.com/music/explorer.asp
Page 27 of 27

Completed Literacy Folio Edu80016

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Completed Literacy Folio Edu80016

Caricato da

Copyright:

Formati disponibili

EDU80016. Tanja Hasan-Warner. A2: Lesson Plan Folio. TP1.

Lesson Plan 1 for year 5-6 Music

Learning objectives: Learning environment/ resources:

Stage of Approx. Teacher actions Student actions

Figure 1: Teachers Pay Teachers (n.d). Elements

 Scaffold with example:

20 min  Provide link to musical instrument website: Individual research

 Explain: We will continue creating advertisements, next lesson.

LP1-word count: (716- 68 Content descriptors) 648 Total

Lesson Plan 2 for F-2 Music

Learning objectives: Learning environment and resources:

Figure 2: Lets' play kids music. (2017)

Text genres: Nursery Rhyme/ poetry (poetic device: rhyme).

LP 2-word count: (669-54 Content descriptors) 615 Total

vocabulary instruction and a genre approach.

observations, support students’ self-assessment and use informal assessment, to assess if

experiences, (ACARA, 2017).

learning of vocabulary, based on Marzano’s 6 step process. This includes descriptions,

throughout the nursery rhyme, deconstruction and construction process.

playground, 2011). This is achieved with the Loopesque application,

students and supports development of these 21st literacy skills.

cycle and improve students’ overall learning.

Word count: 876

experiences, that consider all dimensions.

explicit instruction and connections to learning, beyond school, (Department of Education

Additionally, the combination of theoretical and experiential learning, during postgraduate

support students’ literacy learning.

English assessments. Focus area 2.5 of my professional standards portfolio, demonstrates my

demonstrate my understanding of literacy demands and my ability, to embed literacy into

I embark on my teaching career.

Word Count: 549

Armstrong, T. (2000). Multiple intelligences. Retrieved from

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

curriculum, version 8.3: Literacy learning continuum. Retrieved from

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2013). General

capabilities in the Australian curriculum. Retrieved from

professional standards. Graduate descriptors. Retrieved from www.aitsl.edu.au/

Casual Underground. (2011). Loopesque kids [Application]. Retrieved from

Classics for Kids. (2017). Interactive music dictionary. Retrieved from

Classics for Kids. (2017). Music explorers. Retrieved from

for writing. Retrieved from http://www.education.vic.gov.au/school

Department of Education and Training, Victoria. (2017). Overview of literacy learning.

Retrieved from http://www.education.vic.gov.au/school/teachers/

Retrieved from www.gla.ac.uk/media/media_231168_en.pdf

with technology. Retrieved from https://globaldigitalcitizen.org/3-smart-edtech-

rhythm & beat. Retrieved from http://www.letsplaykidsmusic.com/rhythm-and-beat/

Lowe, K. (2010). Literacy learning and technology. Retrieved from

Journal of music-and movement-based learning, 7(3). Retrieved from

Piper, C. (2005). Lessons and activities: Rhythm everywhere. Retrieved from

Riley, S. (2012). Integrating literacy and music. Retrieved from

Retrieved from http://petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_

Tarbert, L. (2012). Learning literacy through music. Retrieved from

Teach Thought. (2012). Vocabulary instructional strategies: Marzano’s 6-step process.

Retrieved from http://www.teachthought.com/pedagogy/literacy/vocabulary-

University of South Australia. (n.d.). A critical literacy approach to intercultural language

teaching and learning. Retrieved from www.iltlp.unisa.edu.au/doclibmodules/

Figure 3: Focus area 2.5: Professional portfolio

Figure 5: Mentor comments regarding communication skills.

Figure 7: Persuasive essay feedback 2. FRM

Figure 8: Persuasive essay feedback 3. FRM