Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Ashley Weesies 4/23/2014 Subject/ Topic/ Theme West African Rainforest usic !ra"e ##3r"######

I. Objectives How does t is lesson connect to t e unit !lan"

This is the fourth lesson in the unit$ The stu"ents ha%e "isco%ere" the music of many people of West Africa& an" no' they 'ill e(plore the soun"s of nature in West Africa& a""in) another aspect of authenticity to the stu"y of a continent unfamiliar to most stu"ents$

Learners will be able to#

Respectfully listen an" choose instruments to recreate the soun"s they hear$ -ompose music by layerin) soun"s in cooperation 'ith other stu"ents& respectin) others/ i"eas$ 0e)in playin) an" stop playin) at the appropriate times accor"in) to pre%iously "etermine" section len)ths 1isten to a rou)h "raft of the composition& e%aluate the 'or2& an" then ma2e su))estions for impro%ement

co)niti%e* R + Ap An , -.

physical "e%elopment

socio* emotional

R& Ap& R An& ,& -

Common Core standards $or %LCEs if not available in Common Core& addressed#
ART.M.I.3.6 Play rhythmic and chordal ostinati and melodies. ART.M.I.3.7 Expand the complexity of patterns. ART.M.I.3.9 Use a system to read !arter notes and rests" ei#hth notes" half notes" and $hole notes. ART.M.II.3.% &reate thro!#h exploration" impro'isation" and composition" rhythmic and melodic ostinati accompaniments. ART.M.II.3.( Use a 'ariety of traditional and non)traditional so!nd so!rces and electronic media $hen composin#" arran#in#" and impro'isin# appropriate to 3rd #rade. ART.M.II.3.6 Add 'ocal" instr!mental" and physical responses to a selection presented in 3rd #rade. ART.M.I*.3.+ ,escri-e ho$ elements of m!sic are !sed in examples from $orld c!lt!res" !sin# m!sic performed and presented in 3rd #rade. ART.M.I*.3.3 ,emonstrate a!dience appropriate -eha'ior for the context and style of m!sic presented and performed in 3rd #rade. ART.M.III...3 ,escri-e the m!sic performed and presented in 3rd #rade -y mo'in#" dra$in#" or thro!#h other appropriate responses. 34ote# Write as many as nee"e"$ 5n"icate ta(onomy le%els an" connections to applicable national or state stan"ar"s$ 5f an objecti%e applies to particular learners 'rite the name3s6 of the learner3s6 to 'hom it applies$6 .remember& un"erstan"& apply& analy7e& e%aluate& create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Stu"ents nee" to be able to hear& use sensory s2ills to scrape& sha2e& or use soun" ma"e 'ith their bo"ies or %oices$ They must 2no' 'hat a composition is$
Pre-assessment (for learning): As2 stu"ents to )i%e su))estions for instruments or physical soun"s that represent 'hat 'as hear" in the rainforest recor"in)$ 5f this concept seems to be confusin) them& the teacher must fin" a 'ay to help the stu"ents un"erstan" 'hat it means to hear a soun" an" fin" an instrument that is similar by actually "emonstratin) this$ Formative (for learning): 5f stu"ents are not comin) in at the ri)ht times "urin) the first run*thou)h of the composition& inter%ention 'ill be nee"e"$ Formative (as learning): Stu"ents 'ill e%aluate their composition an" chan)e thin)s that coul" be better$ Summative (of learning68 Stu"ents 'ill "isplay the proper 'ays to play each instrument as instructe"

Outline assessment activities 3applicable to this lesson6

an" e(press their un"erstan"in) of composin) an" composition$ + at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"
Provide /ulti!le /eans of 0e!resentation 9ro%i"e options for perception* making information perceptible 5ma)e& soun"& 2inesthetic Provide /ulti!le /eans of Action and E.!ression 9ro%i"e options for physical action* increase options for interaction Stu"ents can choose to play on an instrument or ma2e soun"s 'ith their o'n bo"y or %oice$ They 'ill be "oin) the same thin) as 2 or 3 other stu"ents in a )roup$ 9ro%i"e options for e(pression an" communication* increase me ium of e!pression Provide /ulti!le /eans of Engagement 9ro%i"e options for recruitin) interest* choice, relevance, value, authenticity, minimize threats The teacher must ma2e an attempt to call on many stu"ents for i"eas$ 4o one 'ill ha%e to perform in front& but in"i%i"uals 'ill be hear"$ 9ro%i"e options for sustainin) effort an" persistence* optimize challenge, collaboration, mastery-oriente fee back

9ro%i"e options for lan)ua)e& mathematical e(pressions& an" symbols* clarify & connect language

Stu"ents may "emonstrate or e(plain their i"ea$

,ach stu"ent 'ill create the soun" in their o'n pattern as lon) as they be)in an" en" on time$

5"eas are share"& use"& an" later impro%e" if nee"e"$ Stu"ents 'ill e(plain their "ecisions$

1*1:*13

9ro%i"e options for comprehension* activate, apply & highlight

Stu"ents 'ill be sho'n ho' to play the instruments properly& but be encoura)e" to fin" ne' 'ays to ma2e the "esire" soun"$ /aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use" How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents

9ro%i"e options for e(ecuti%e functions* coor inate short & long term goals, monitor progress, an mo ify strategies

9ro%i"e options for self*re)ulation* e!pectations, personal skills an strategies, self-assessment & reflection

Respect for others is sho'n in impro%e" con"uct an" collaboration 'hile e%aluatin) themsel%es as 'ell$ Assorte" pitche" an" unpitche" percussion instruments are "isplaye" throu)hout the classroom$ 5nternet access& a computer& an" a projector screen shoul" be set up$ A c" of bir" soun"s nee"s to be able to be playe" throu)h a soun" system so all can hear& an" a ;ouTube clip of West African rainforest soun"s is nee"e"$ An ima)e of a rainforest in West Africa is also nee"e"$ The percussion instruments that are left set up aroun" the classroom 'ill stay in those positions$ The teacher stan"s at the opposite 'all from the "oor an" the projector screen is on the 'all to the teacher/s ri)ht$ The stu"ents sit in three ro's on the floor facin) the teacher until instructe" to face the screen$ 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. <a%e the 9re7i up on the screen an" the li)hts "im as the stu"ents 'al2 in$ 0efore ha%in) the Stu"ent stu"ents enter& prepare them by ha%in) them raise their han" for 'hich ro' they are in$ acti%ities 5nstruct them to )o to that spot an" face the screen from the start$ Tell them to =only listen> are as they enter$ <a%e the West African rainforest soun"s playin) as the stu"ents come in$ "escribe" ?a"e/turn the %olume to off$ in the teacher/s "irections$ !o throu)h the 9re7i& sayin) 'hat each sli"e sho's$ ?or e(ample& =The Soun"s of the West African Rainforest8 -ontinent of Africa8 West Africa an" 4i)eria8 Where are the rainforests in West Africa@8 The Tropical rainforest is suppose" to be this "ar2 )reen8 So& raise your han" if you thin2 you can come up here an" sho' me 'here the rainforest section is$ 3choose stu"ent6 yes& it is all on that e")e8 <ere is 4i)eria& 'here is the rainforest here@ 3same stu"ent6 ri)ht& than2 you 3sen" them bac26$> Tell the stu"ents to listen closely to all the "ifferent soun"s an" )i%e them options for instruments that the rainforest soun"s may soun" li2e$ Tell them that soon they 'ill )et to recreate rainforest music$ 9lay the rainforest soun"s an" 2eep the stu"ents Auiet 'ith motions an" not 'or"s$ Stop the clip after a bit an" ta2e i"eas for instruments or %ocal soun"s/bo"y percussion that soun" li2e the West African rainforest$ -ollect a fe' an" play a section later in the clip$ -ollect instruments that the stu"ents su))est until there are B 3(3C24 stu"ents6$ Turn the li)hts on all the 'ay at this point an" assi)n soun"s an" instruments to )roups of stu"ents& sho'in) them the proper 'ay to play it first& an" then ha%in) each )roup member try it correctly$ Then as2 them to Auietly e(periment$ !et the stu"ents attention by clappin) a rhythm pattern once all )roups ha%e their soun"$ 3This inter%ention may nee" to ta2e place in the mi""le of the han"in) out& an" the stu"ents nee" to be remin"e" that too much %olume is not o2ay insi"e the classroom6$ =,%eryone play your instrument 'hile my han"s are to)ether& an" stop playin) 'hen they are apart$> 9ractice this until attention is fully re)aine"$ <a%e each )roup sho' ho' they play their instrument$ Dnce the stu"ent finishes "emonstratin)& as2 them to )i%e it to another person in the )roup$ 5f it is ma"e 'ith their bo"y or %oice& all stu"ents in the )roup shoul" ma2e the soun" to)ether$> Dnce all B )roups are hear"& as2 the stu"ents to listen to the stea"y beat of the "rum$ -ount in a four pattern an" as2 them to join in countin)$ !o to the 'hite boar" an" point out the four notes to be use" that are pre*"ra'n$ As2 stu"ents to i"entify ho' many beats each )ets$ There shoul" be a half note& 2 ei)hth notes connecte"& a Auarter note& an" a Auarter rest$

Stu"ents are en)a)in) 'ith authentic West Africa an" the many forms of music$

/otivation 3openin)/ intro"uction/ en)a)ement6

3evelo!ment 3the lar)est component or main bo"y of the lesson6

1*1:*13

Euarter note )ets a beat 3this is as far as most stu"ents 2no' in terms of time si)natures6$ 9ut a fe' ma)nets on the boar" an" as2 the stu"ents ho' many beats it ma2es total$ ?D+R$ =After each )roup of four beats& 'e place a line before 'e can put more notes after it$> Dra' line$ As2 stu"ents to play the rhythm alon) 'ith the stea"y beat )i%en by the teacher on a "rum$ !i%e this rhythm to a )roup an" as2 them if they li2e that rhythm or if they 'ant to chan)e it$ 9ass out rhythm ma)nets to each )roup an" as2 them to create their o'n four*beat rhythm$ Then ha%e them come up an" place them on the boar" bet'een the lines& one member from each )roup$ This can be "one as soon as the )roup sho's they ha%e "eci"e" on a rhythm$ ,ach time a )roup creates a beat& ha%e the class clap the rhythm to)ether an" "etermine if it is truly four beats$ 5f it is& mo%e on& if not& 'or2 throu)h countin) the beats an" "isco%erin) 'hat nee"s to be fi(e" 'ith the class as a 'hole$ Don/t allo' these rhythm creations to ta2e a lon) time$ 5f the stu"ent seems confuse"& as2 them if they 'oul" li2e help from their )roup$ 5f the )roup nee"s help& e(ten" to the class$ 1abel each rhythm accor"in) to the instrument or soun" bein) playe" in that rhythm$ <a%e e%eryone clap each rhythm 'ith one repeat$ This is "one o%er a consistent stea"y "rum$ Dra' repeat si)ns before an" after all rhythms$ As2 if a stu"ent can e(plain repeat si)ns$ 5f not& the teacher e(plains$ =We 'ill play these no' in our )roups& startin) 'ith the first )roup$ <o' many repeats shoul" each )roup "o before the ne(t )roup comes in@> +se this for all transitions$ =Then& ho' many repeats shoul" one )roup "o total@ This number shoul" be bi))er$> <a%e the stu"ents play that many repeats of their rhythm$ =1et/s try it out 'hile 5 recor"$ Watch your rhythm an" 'atch me for your cues$ <ere 'e )oF> 9ress recor" an" be)in playin) the stea"y "rum beat$ -ount them in an" hit the "rum 'ith a soft mallet so the other han" is free to prepare the ne(t )roup to come in$ 1isten to the recor"in) an" as2 the stu"ents 'hat coul" ma2e this better$ Ta2e su))estions an" if a %ote is nee"e"& that is o2ay$ 5f there are many chan)es 'hich many stu"ents a)ree on& play throu)h that section a)ain& or if time allo's play the 'hole piece a)ain$ Then play bac2 the recor"in) as they line up at the "oor to e(it by the "irection of the teacher$

Closure 3conclusion& culmination& 'rap*up6

1*1:*13