DAY 2- KINDERGARTEN MUSIC LESSON FOR CRYSTAL PUENTES

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9 Language Standards: Conventions of Standard English 2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Writing Standards. W2. : Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9 Students should be able to recall the information that was presented to them from the previous lesson on instruments from the brass and string family. We will quickly review the parts and sound characteristics of the guitar and trumpet. As a class we will write a sentence identifying a difference and similarity found amongst the two instruments. Then the students will be asked to complete a worksheet (three sentences) depicting two differences and one similarity they found in comparing the trumpet and guitar. Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective? The students will complete an informal assessment by responding to verbal questions concerning the different characteristics/parts of the trumpet and guitar. Then the students will be asked to pair share to try and identify the differences and similarities that they will verbally state to the class by raising their hands. Finally, in order to complete a formal assessment the students will complete a worksheet (three sentences) explaining the differences and similarities they found in comparing the two instruments. What modifications of the above assessment would you use for language learners and/or students with special needs? The students will be given the opportunity to collaborate with one another in finding the differences and similarities amongst the two instruments in the informal assessment. In addition, the students will be given the option of working with their neighbor in completing their formal assessment. The pictorial input chart will be visible at all times and the students will also be able to use the graphic organizer (displaying the differences and similarities of the two instruments). For students who are in need of extra assistance in completing their formal assessment, the option of working with a teacher/peer is also available. Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences On day 1 of our music lesson, the students were introduced to the different parts and sounds of the trumpet and guitar. They had learned about the head, body, tuning keys, strings, and neck for the guitar and the mouthpiece, bell, valves, tuning slide, and water key for the trumpet. In addition, the students learned about high/low (range) and loud/soft (volume). Strategy to connect school learning with prior experiential knowledge and/or cultural background Students will be asked to share with their neighbor what they learned the day before concerning the trumpet and guitar in terms of the music, sounds, and parts/characteristics of the instruments. Pre-assessment strategy Students will be asked to close their eyes and listen to the instruments being played. Then the teacher will ask the students to raise their hand if they think the instrument being played is a trumpet or guitar. This will be done twice (once for the guitar and then again for the trumpet). Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught? The students will be asked to review the terms that were discussed the day before. The students will then identify the head, body, tuning keys, strings, and neck for the guitar. Then for the trumpet, the students will be asked to identify the mouthpiece, bell, valves, tuning slide, and water key. In addition the students are to identify the similarities and differences between the two instruments. Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy. The students will be given the opportunity to use the pictorial input chart in identifying the different parts of the instruments and the graphic organizer in completing their sentence on the differences or similarities that they found in comparing the two instruments. In addition, all students will be provided with concepts of print, visuals, and audio examples to assist them in engaging with the lesson. For students who may need the extra challenge, they will be given the option of completing the worksheet without the communication guide.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students 1.5 min Teacher: Yesterday we learned about two Students begin talking to their neighbor. instruments. I would like you to turn to your neighbor and share with them what you learned yesterday about these two instruments? What you enjoyed? How they sounded? 1.5 min Teacher asks the students to raise their hand and share what they learned yesterday. The teacher will then go over the pictorial input chart identifying the different parts of both of the instruments with the students help. (The students will be able to visually see the pictorial input chart in addition to having the different parts being pointed to on the actual instrument as it is mentioned). The teacher will then say: Now that we have reviewed the different parts of the instruments lets see if we remember the sounds each instrument makes. Then he/she will ask the students to close their eyes and just listen to the instruments that are going to be played. The teacher will play one instrument and then ask the class to raise their hand (with their eyes closed) to see if they think it is a trumpet or guitar for each instrument. Then after each instrument is played and the students have made their guesses the teacher will ask the students to open their eyes to display the instrument that was played. This will occur twice. 2 min Teacher: I want you to try and pay close attention to some of the differences you see and hear when each of the instruments are played. Do we use our mouths or hands to play the instrument? Does one instrument have a louder or softer sound? Is there a difference in what the instruments are made out of? These are all just questions that I want you to think about as you listen to each instrument. Mr. Pasillas will play the trumpet and then he will play the guitar. Students sit and observe how the instrument is played. Trumpet and guitar Students raise their hand and share what they learned the day before. The students will help the teacher in identifying the different parts of the instruments. They will be able to reference the chart and instrument while going over each of the terms. Pictorial input chart, guitar, and trumpet Materials

3 min

3 min

Students will be close their eyes, listen, and raise their hand after they hear the questions asked by the teacher.

Trumpet and guitar

2 min

Teacher: Please talk to your neighbor about some of the differences you noticed about the two instruments. (Mrs. Puentes will be holding the guitar and Mr. Pasillas will be holding the trumpet). Teacher: Please raise your hand and share with the class what you think was different about the two instruments. As the students respond to the question, their answers will be written on a graphic organizer.

Students will discuss the differences they found across the two instruments with their neighbor.

4 min

Students will raise their hand and share with the class the differences they saw in looking and listening to the instruments being played.

Large paper and markers

2 min

Teacher: I would like you to talk to your neighbor about a few things that both instruments have in common. Whether they sound or look alike? If they are both played with their hands? Etc. Teacher: Please raise your hand and share with the class some of the similarities that you and your partner found in looking at the two instruments. During this time the teacher will also be writing down the similarities in the graphic organizer.

Students will discuss the similarities they found across the two instruments with their neighbor.

4 min

Students will raise their hand and share with the class the similarities they found in looking and listening to the two instruments.

Large paper and markers

2 min

Teacher: Now that we have talked about the differences and similarities that were found amongst the two instruments. Lets go over everything together. Then the teacher will quickly review with the class the differences and similarities. The teacher will say a difference and then the students will repeat the difference.

Students will be listening at first. When it is time to go over the graphic organizer, the students will repeat the differences and similarities with the teacher.

3 min

The teacher will then introduce the worksheet and model how to complete it with the class. Once it has been modeled, the teacher will check for understanding and ask the students to complete the worksheet at their desks. Then the papers will be handed out. Teacher will be roaming the classroom helping the students Teacher will begin playing an instrument to get the students attention. Teacher: Thank you everyone for listening and participating today. I hope you all enjoyed learning about the guitar and trumpet. Please think about the instruments that you learned during the week, for we will continue to learn about more instruments next week. ***Teacher will then collect the papers.

Students are listening and then are asked to respond to the check for understanding questions.

Worksheets and a black marker

10 min 2 min

Students are completing their work. Students will listen and then turn in their worksheet.

Worksheets and pencils Guitar or violin