Professional Documents
Culture Documents
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
And Academic
Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy
DETAILS
Thomas C. McKinney
General Music
5
National Standards
1. Singing, alone and with others, a varied repertoire
of music.
2. Performing on instruments, alone and with others,
a varie repertoire of music.
9.1.3 A Know and use the elements and principles of
each art form to create works in the arts and
humanities.
9.1.3 B Recognize, know, use and demonstrate a
variety of appropriate arts elements and principles to
produce, review, and revise original works in the arts.
9.1.3 C Recognize and use fundamental vocabulary
within each of the arts forms.
9.1.3 E Demonstrate the ability to define objects,
express emotions, illustrate an action or relate an
experience through creation of works in the arts.
9.1.3 H Handle materials, equipment and tools safely at
work and performance spaces.
9.3.3 B Know that works in the arts can be described by
using the arts elements, principles, and concepts.
9.3.3 D Explain meanings in the arts and humanities
through individual works and the works of others using
a fundamental vocabulary of critical response.
Formal Evaluation
Students will identify New Zealand on a map.
Students will identify recorder, and xylophone
notes/technique.
Students will perform on drums.
Informal Evaluation
The students will improvise movements and notes
within the specifications given by the teacher.
Students will answer questions based upon the lesson.
For example, according to the Maori people, how did
their island get there?
SWBAT identify New Zealand on the map.
SWBAT echo clap various rhythms.
SWBAT identify the song, Harry Potter Theme.
SWBAT define what a veteran is.
CK
Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Students will identify the composer of the month.
Students will use body percussion through echo.
Students will sing the star-spangled banner using pretaught diction.
Hook/Lead-In/Anticipatory Set
Students will walk in to the Harry Potter Them playing.
Students will find their seats.
Explicit
Big Idea Statement
Instructions
Music is used in life. The students will learn that the
Big Ideas
Maori people used drums to play battle rhythms. They
also had battle chants.
Essential
Essential Questions
Questions
What is a Veteran?
Where is New Zealand?
What is a composer?
What is diction?
Key Vocabulary
Maori
Diction
Echo
Composer
Improvisation
Lesson Procedure Pre-Assessment of Students
Must include
Echo Clapping
adaptations &
The teacher will explain the echo clap exercise.
accommodations
The teacher will start the Harry Potter Theme via
for students with
recording.
special needs
The students will stand.
The teacher will begin clapping rhythms to the beat.
Accommodations,
(Includes pats, stomps, and snaps) (5 minutes)
Modifications
o The students will echo the teacher.
The students will sit.
Modeling of the Concept
The students will maintain a steady beat while following
the teacher.
The teacher will perform on drums and the students will
echo.
CK
Transition
The students will sit as we move to warm-ups. (Good
posture will be applied.
Guiding the Practice
The teacher will briefly explain the Yo, Ho, Ho warm
up.
1. The teacher will explain proper diaphragm use
during the exercise.
The teacher will explain the motion aspect of Yo, Ho,
Ho.
The students will sing, Yo, Ho, Ho.
The students will sway with every beat 1.
1. Exercise will move up the scale.
Providing the Independent Practice
Star-Spangled Banner
The teacher will begin teaching the music to the
Star-Spangled Banner
o Briefly explain diction as reminder.
The students will sing the Star-Spangled Banner
o Proper diction will be addressed.
o Stand and sing.
Maori and the giant fish story.
The teacher will read the Maori fish story.
The students will answer various questions after.
Maori Battle chant exercise.
The teacher will introduce the activity.
o Projector will be lowered as the students sit
back down.
The teacher will teach a brief history of the Maori
people and where they live.
o New Zealand
o Hawaii
o Battle chant.
o National soccer team still does the chant.
The teacher will show a map of New Zealand
The teacher will begin teaching the Maori Battle
Chant.
The students will identify names that use 3 syllables
The students will identify names that use 2 syllables.
o Kah Mah Tay- uses mixed meter. 3, 3, 2, 2.
The teacher will have the students say the words,
Kam-a-tay and Kow-ru with proper diction.
The teacher will reference the drawing with words
under each beat.
The students will echo clap the rhythms. (Accents on
1)
o 1,2,3, 1,2,3, 1,2, 1,2.
o Kah-mah-tay, kah-mah-tay, Kow-ru, Kow-ru.
Build
Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?