MUED 211

5 Es Lesson Plan Form

Name _________Ericha Raffesberger_____________________________
____4/18/2016_____________

Date

Grade Level ___9th and 10th Womens Chorus__ Quarter _____1st_____

School _______Turtle Lake High School_______________

Section I: Big Picture Planning

Central Concept ____Conveying Expression Through Music_________
Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
Students will dramatize the text phrases in the music in relation to the melodic line.
To what CMP Teaching Plan Strategy is this lesson connected?
Kinesthetic Strategy
To create a sense of emotion through the poetry of the text, students will act out the poetry by using
an adjective as a guide to show how the text should be portrayed. Each group will be assigned a
different way to perform the piece, ( ex: joyful, lazy, anxious, tenderly) and the class will decide
which one they think would suit the piece best and explain why.
What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words know or understand!
I would expect my students to be able to look at a piece and realize why phrasing and text are key
components to a work and what their relationship to one another are. They should also be able to
make these connections by looking at dynamic markings, phrasing, and other musical aspects.

Wisconsin Model Academic Standard (WMAS) Connection:

List one (or two) at most.
Sing with expression and technical accuracy
Sing music written in three parts
What materials do you need to have prepared for the lesson?
I will need the students to have a pencil and paper ready for the journal question after the activity,
copies of the text, a soundclip of the song while they journal.

What will be the next activity in this unit for which this lesson is a preparation?
The next activity would be singing the piece with fluidity and expression.

Section II: Lesson Planning

Include time estimates.
1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students lives (ie. Compelling Why).
I will engage the students by saying hello using different emotions and facial expression. I will
connect these actions to their lives by discussing how each action can convey a different emotional
response. Then ask them if they have any stories of what they did over summer break and how it
made them feel. Then I will ask them to demonstrate how they felt with facial expression and tone of
voice.
2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
I will be able to tell if a student is exploring by listening to the class discussion and then having each
group give one example that they came up with and share it with the class.

3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess students explanations?
After the students are done discussing and sharing with the class I will ask the students if they know
any expression markings in music that would relate to these actions.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students
ability to apply information?
I will give each student an adjective and a verse of the piece, to act out and portray the emotion
given. I will know if they applied it when we look at the score that is to be sung and see if they can
choose which emotion would best suit it according to markings in the piece.
5. Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
I would see it in the future when sight reading pieces if they took expression into thought and applied
it while singing.

Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.
I thought the lesson went well, however I wouldve liked more time for each group to perform their
skit so we could better discuss what emotion we would rather convey in this particular piece of music.
I thought about having bigger groups in order for each group to perform, but really wanted each
student to be able to participate. I felt that smaller groups would provide experience for everyone. I
didnt have time for the students to journal while listening to the piece, which wouldve been nice. I
really want to make journaling a part of the way I teach in the future. I also wouldve liked to take
more time to explain how important word painting is when considering how to perform a song and
go more in depth with the terms being mentioned. Overall I felt that the class was engaged in what
was being taught and wouldnt change much except for having more time to go more in depth so it
wouldnt be just touching the surface. Teaching my peers was a great experience and felt natural.