I. II.

Monica Sheets; 16 November, 2012; Autistic Spectrum disorder 46th grade Standards a. Common Core: CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a

time about the topics and texts under discussion). CCSS.ELALiteracy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. b. National Music Standards: 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. III. Objective a. Students will be able to tap the rhythm sticks of their partner during Fun Wah Alfia b. Students will be able to create their own rhyme after singing Down By The Bay c. Students will be able to sing and move appropriately to I Like Potatoes IV. Material
a. Rhythm sticks b. Silver Burdett: Making Music, Grade 5 CD 2-14 c. Audio Recording of I Like Potatoes d. Audio Recording of Down By the Bay e. Anna Wegners Hello! How Are You? V. Instructional Components a. Anticipatory set i. Have students look at the music schedule and preview all the things we are going to be doing in class today. b. Objective and Purpose

i. Today we are going to learn a lot of different things in music classes. We are going to work on our singing, playing some instruments, and then sing some favorite c. Input and Modeling i. Demonstration of how to use rhythm sticks ii. Demonstration of how to use rhythm sticks with a partner iii. Teach the movements to I Like Potatoes by rote iv. Explain to students that Fun Wah Alfia is a friendship song from Africa d. Guided/Independent Practice i. Teach the songs by rote ii. Have students keep the steady beat as they sing along with Fun Wah Alfia iii. Students will tap a partners rhythm sticks as they sing iv. Have some students work with their assistant with the rhythm tapping v. Ask students what their favorite way to eat potatoes

e. Cross-Curricular Connection i. Literacy connection with creation of rhymes

ii. Geography and culture Friendship songs from Africa f. Assessment Approaches i. Formative / Observational who is participating and singing and playing correctly g. Meeting Diverse Needs i. Non-verbal students are expected to at least move appropriately to the song ii. Many repetitions to aid in concentration and understanding as instructed by the classroom teacher iii. Use the white board to write down instructions to help make the instructions concrete h. Classroom Management i. Have students sit in a circle ii. Show me statements iii. If you hear my voice to call attention iv. Music Schedule written down on the white board v. Refer to the visual schedule on the board after every activity i. Closure Activity i. Sing Its time to say Goodbye now to the tune of Ive got a Feeling by the Black Eyed Peas. VI. Reflections i. This class went much better than I anticipated. The non-verbal students really enjoyed the movements and keeping the beat. I remembered what the classroom teacher and had many repetitions of the song. Referring to the visual schedule on the board really helped settle the students and they were much more calm when they knew what to expect. Some were even curious about activities; whats Fun wah alfia? one student

asked when we first went over the schedule. This was definitely a successful first experience with a completely ASD classroom