EDSC 330 Strategy Presentation Lesson 1

Names: Maricela Navarro Subject Area(s): Music

Marlon Santizo

Lesson Topic: Finding the purpose Grade Level(s): 6-8

of music and how it is
executed in production

Standards
Literacy Standard:

CA-CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained

from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.

CA-CCSS.ELA-Literacy.RST.6-8.5: Analyze the structure an author uses to

organize a text, including how the major sections contribute to the whole and to an
understanding of the topic

Content Area Standard:

7.MU:Pr.6a. Perform the music, alone or with others, with technical accuracy
and stylistic expression to convey the creator’s intent

7.MU:Re7.1a Select contrasting music to listen to and compare the connections

to specific interests or experiences for a specific purpose.

English Language Development (ELD) Standard:

ELD.PI.6.1 ex: Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics

ELD.PI.6.2 ex: Interacting with others in written English in various

communicative forms (print, communicative technology, and multimedia)

Lesson Objectives & Supports

Content objectives:
● Students will know how teachers model questioning techniques
● Students will know how to organize ideas using a knowledge map

Literacy objectives:
● Students will be able to find intentional instructions in music on how to
perform their piece
● Students will be able to engage their audience in a performance
 Academic vocabulary:
Tier II (General) purpose, emotion, feeling, sound, tension and release
Tier III (Domain specific) Major, minor, diminished, augmented, legato,
marcatto, subito

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed

Academic Instruction in English):
● Brainstorming Prior knowledge—​ Students will use a knowledge map to
brainstorm what they know before being given the lesson. Students will pick a
song or piece of music and write the title in the middle. Connecting to the title
will be what they believe to be the purpose of the music or what its purpose to
them is. (adapted from Doug Buehl,2017)

Preparing for Culturally and Linguistically Responsive Teaching

How does this lesson build upon or relate to your students’ interests, experiences or
assets?

1. Brain Ngyuen had a picture of Juice Wrld and explained in his bio how his music
helped him through difficult times. Understanding the terminology of what was used
in his music to make it more appealing could be interesting to him.
2. Paula mentions in her virtual locker how much she loves music and that her favorite
artists are Ariana Grande and Selena. These artists can be used as examples of
performing with a purpose especially with the staging the two show in their
performances.

Assessment: How will you know if students met your objectives?

Objective Assessment
Students will know how teachers model questioning In class assignment
techniques
Students will be able to connect emotion and purpose to Group discussion
musical pieces At Home assignment
Students will be able to use keywords and academic In class discussion
vocabulary to summarize key ideas in the text. In class assignment
At home assignment

Instruction: What you’ll teach, and how

Lesson Introduction/Anticipatory Set - How you introduce your lesson & engage students
Time Teacher Does
1. Teacher asks students to take a moment and
think about a song or piece of music. The
music could be anything, a song they love, a
song they have played a song they dislike or
even a jingle.
0-10
2. Teacher passes out pieces of white paper and
instructs students to draw a circle or the
demonstrated star in the middle of the paper
3. Teach draws on the white board or overhead
projector how the students paper should look
Student Does
1. Students set up their piece of paper as
demonstrated by the teacher and listen to
examples.
2. Students will spend time on their own
mapping out (as shown by the teacher) a song
and five words or phrases explaining the
purpose the music has for them.
3. Students will volunteer and share their
findings out loud to the class and teacher.
4. Students will turn in assignment
 4. Teacher demonstrates their own example of
what the students will do on their own
5. Teacher will write ‘mcdonalds jingle’ in the
center of the page and draw five lines
connecting to the jingle. At the end of each
line will be a descriptive word or phrase
describing what the purpose of the jingle is to
them. Description words include “stuck in
head” and “catchy” and “buy their product.
6. Teacher stresses that the descriptive words
are what they mean to the individual
students and that there are no incorrect
answers.
7. Teacher gives students two minutes to
suggest a contemporary song and at least
five descriptive words or phrases that they
associate with the song.
8. When the time is up, teacher takes
volunteers to share what they have written
down.
9. Allow 3-5 students share their work.
10. Have students write their name on the top of
their paper and collect student’s work.
11. Transition: these findings and examples are
all proof that all music has a purpose. But,
what or who is it up to give it a purpose?
Music is more than just notes on a paper, it is
the job of the musician (you) to give it
purpose.
Lesson Body – The lesson itself
Time Teacher Does Student Does
1. Teacher explains that students will be
listening to performances of the same piece
and after the video they will be asked which
of the two performances they preferred.
2. Teacher pulls up a video: ​Can You Hear the
Difference Between a pianist who plays with
emotion and without it?
(2:50)h​ ttps://www.youtube.com/watch?v=k7
NU51ZZ8E8
3. Teacher only plays the audio of the video and
does not allow students to see the performer 1. Students will listen to audio.
or the title of the video. 2. Students will raise hands to choose which
4. After the video, ask students who preferred performance they enjoyed better.
performance number one to raise their 3. Students will raise hands to choose which
hands. Then have them put their hands down performance they believe was more
and (if the vote is not unanimous, have the emotionally informed.
10-
students raise their hand if they preferred the 4. Students will rewatch audio with added
45
second, accurate but not emotionally visuals.
informed, performance). 5. Students will read the provided article.
5. Teacher then has the students vote again this 6. Students will analyze and group discuss the
time on which they believe which was emotions and sounds they are hearing and
performed more emotionally. correlate them to key vocabulary (augmented,
6. Allow students to watch the video for a diminished, minor, major, etc).
second time to reveal answers.
7. Explain to students that the difference
between the two videos were the
performer’s purpose for the music. One was
informative displaying the correct notes and
rhythms and the other was entertaining when
played with emotional intention.
8. Teacher quickly hands out article ​Why Music
Makes Us Feel Different Emotions
https://newsela.com/read/lib-music-and-emo
 tions/id/39711/?search_id=b53c4dc8-710a-4
adc-a77d-0da12cac18fe
9. Teacher chooses students to read the article
to assure engagement
10. Once finished, the teacher plays minor,
major, diminished, and augmented chords.
Asking students after each chord to describe
how it makes them feel. (chord
demonstration is to allow students to use
academic vocabulary and elaborate further
on concepts explained in the article)
11. Transition: Teacher explains that part of the
musicians job is to entertain. By
understanding the purpose of the piece and
the effect it has on listeners, performers will
successfully engage their audience and have a
great performance.
Lesson Closure – How you wrap up and transition to homework or the next lesson
Time Teacher Does Student Does
1. Teacher pulls up one last video and has
students take out a piece of paper and 1. Students will analyze what they believe makes
instructs them to note what they believe the the video’s performance emotionally informed
purpose of the piece is and use academic
using key vocabulary terms (major, minor,
vocabulary to note down what the forte, piano, texture, and other terms
performers are doing to accomplish that( this previously learned).
will serve as an exit ticket).
40- 2. Students will do an at home assignment in
2. Show video ​Across the Vast Eternal Sky-Mt. which they choose a song, make another
50
SAC Chamber Singers. knowledge map such as the one modeled in
https://www.youtube.com/watch?v=Z-GuWp
class, and additionally write a paragraph
HtP9c explaining how they believe the
3. Assign homework: another knowledge map
artist/musician achieved the intended
this time on a different piece and a short interpretation.
paragraph explaining what the musician did
to meet its purpose.

Instructional Materials, Equipment & Multimedia

https://www.youtube.com/watch?v=k7NU51ZZ8E8
https://newsela.com/read/lib-music-and-emotions/id/39711/?search_id=b53c4dc8-710a-4adc-a77d-0da12cac18fe
https://www.youtube.com/watch?v=Z-GuWpHtP9c

Be sure to attach copies of (or provide links to) any handouts, videos, worksheets,
activities, or other materials used during the lesson.

Differentiation:
Describe how you could adapt this lesson for each of the following groups of students.
Adaptations might include additional literacy supports or scaffolds, texts written at multiple
levels, etc.

English learners: ​For emerging bilinguals, we can plan to have them correlate the
feelings they have in their native language, as well as provide some music from their
cultural background, which serves to make them feel more comfortable while also
introducing the idea that emotion in music is universal.
Striving readers: ​For striving readers, we can provide the article at a lower lexicon
level so they have an easier time understanding. Most of the lesson is video-based
and focused on personal emotion.
Students with special needs: ​For students with special needs we can
accommodate accordingly. A blind student can be accommodated by sharing out
loud the modeling session as well as class discussions. Although they will not be able
to see the emotion being performed, they will be able to understand and define what
they hear in the music.
Advanced students:​For advanced students, we can acquire more difficult music (in
the form of older pieces, foreign language pieces, or pieces set to seemingly illogical
poems) in order to challenge them to research for a deeper meaning, to more
properly inform the emotion they wish to display.