Subject: Music Grade: High School Class Composition: ELL students Aim/Goal: Literacy goal- After completing this

lesson, the students will have a better understanding of different notation systems throughout music. They will read about different notations and be able to write about their experience and explain their personal progress in creating their own notation system. 2. Academic goal- After completing this lesson, the students will be even more comfortable with the entire idea of notation and be able to recognize how big of a part it plays on the music that is being played. Students will begin to look at music as a language and way of communication rather than just sound. Anticipated difficulty: This lesson may be difficult during the reading about the different notations and their history because the reading, and vocabulary especially, may get a little complex. The students also may have trouble getting across what they are trying to say when explaining their own notation that they created. To help the ELL students through this process, I will provide a glossary of important terms for reference. Also, I will have group work activities so they can collaborate and bounce ideas off of one another. Response to Anticipated difficulty: In response to these difficulties, I plan on having the students ruse post-it response notes (Daniels Ch. 5), which will help them break down the text while reading. I will do a lot of group work with other peers, which will allow the students to bounce ideas off of each other and help each other through their own methods. Also, I will create a vocabulary list with key terms explained for the students to reference when they are speaking to the rest of their group or class. Materials: worksheets, Thinking Musically by Bonnie C. Wade (Book), instruments (if requested by students) Time: 5 minutes Do Now: Students will complete a worksheet about notation systems(mostly referring to the system that we use), filling in as many blanks as they can, with reference to a reading from yesterday. This will give them time to note what they remember from yesterdays lesson, and what they need to focus more on during todays lesson. (Dong Ch.4) Blooms Taxonomy level: Knowledge Time: 25 minutes Procedure/Activity: First, the students will read part of a chapter from the book that I will hand out to each student. They will get into groups and do an activity similar to a Jigsaw reading (Dong ch. 6). The students will each only be given a certain part of the reading (maybe only a paragraph), and they will each have a certain section to read. They will then speak to one another and explain their reading to the rest of the group, which will then lead into a group discussion on the topic. Once they are done with this, they will have a good idea about notation systems within music and will then discuss their

different ideas on how to create their own system. The students will be given about ten minutes to work together and come up with their own system, and will ultimately have to explain and demonstrate their work to the class. They will be asked to explain their ideas by speaking to the class and also by writing out a rationale. I will make sure that these groups are made up of a mix of students, ranging from striving students to ELL students so they can help one another and hopefully all participate and get involved. Blooms Taxonomy level: Comprehension, Application Some of my questions: -Can you explain what notation is in your own words? -What can a notation system tell us? -Why do different cultures use different notations? -What are some symbols that can be used to portray how you want the sound? -How important do you think notation actually is? -How do you think musical notation effects the overall feel and mood of a piece? Anticipated student questions: -Does notation actually change how a piece sounds/feels? -Do people learn to read more than one type of notation? -What did people do before notation was created? During this activity, I will be walking around from pair to pair in order to check in on their progress and listen in on their reading out loud/discussion. I also will be throwing in some of these questions to each group to keep them thinking differently. Blooms Taxonomy level: Analysis Time: 10 minutes (in class) Follow up Activity: Each group will then go in front of the class and explain their rationale for their creative process. Once they explained the steps they took and why, they will demonstrate their work. They can do this through putting their musical notation up so everyone can see and then demonstrating it through playing instruments of choice, singing, dancing, or anything they have decided on. This will allow the students to become more comfortable with speaking to their peers and explaining their reasoning for creative decisions that they made. It will be interesting for the students to learn from one another rather than solely the teacher, which is very important in a healthy learning environment! (At home) Each group will receive the rationales from another group in the class once everyone has presented. They will then create a double-entry journal for this students rationale, which is a way to take notes on the text that they are reading in one column and then place their own thoughts in a column next to it. This will be helpful for both students because the one reading will be engaged in a reading and writing activity that enforces summarization and picking out key facts, but also allows room for the students to place their own opinions and thoughts on the work. The person whos rationale is being read will gain helpful information when they read their peers comments, and they also will be able to tell if their writing is clear based on the summary/notes written. Blooms Taxonomy Level: Synthesis Assessment: I will evaluate the students understanding of my literacy and academic goals by their group performance, both through their creation and their rationale read/discussed aloud. It will be very important to see how they worked with their group and if they were able to have an effective and agreeable session together. I will also focus a lot on how they read and present their ideas to the rest of

the class. Their individual work, like their do now work sheet will also be taken into consideration to see how they work on their own. I will break down how the student is working based on my observations, for example if the student seems interactive, interested or engaged while working with their partner(Dong Ch. 3). I will evaluate my success in creating student understanding in the progress of each student. It will be apparent if the student is learning or not if I look at where each student was at the beginning of the lesson, or unit, and then note on their individual progress throughout. Tomorrows Lesson: In my next lesson, the students will get deeper into the concept of musical notation. We will discuss the emotional connection behind the notation and how you can create symbols to get the performance where you want it. It is important that the students dont just focus on writing note by note, but that they also incorporate dynamics, tempo, and emotion throughout. They will compose a song based on their own notational system with all of this in mind. Explain: This lesson is helping prepare the students for tomorrows lessons and goals because they will become comfortable with what is technically going on within a notation system, and they will also be comfortable with the process in creating these systems. Once they gain this understanding, they will be able to become more creative in the process and step towards their own ideas and opinions on this concept. Denote: This activity is meaningful in that it informs the students on a very important aspect within music. It is important that students are aware of what they are actually reading and how it truly effects their playing/performing. Having a good understanding of this important concept will help them gain respect for music composition and possibly lead them into a career in this field. This also will help stir up their creative minds and keep them thinking in their very own ways, rather than always just following what is given to them.