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Date April x, 2017 Subject/ Topic/ Theme Joshua Fit the Battle of Jericho by Brad Printz
Grade _7-9th Grade Choir___
I. Objectives
How does this lesson connect to the unit plan?
This lesson ensures all students understand musical terminology in the piece, as well as a basic understanding of choral technique terminology for future pieces and
vocal development.
What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
lesson present? Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
What will it take
The story of Joshua will be read
neurodevelopmentally, from a printed out sheet of paper
experientially, and framed with, This is a story
emotionally, etc., for your that some people believe to
students to do this lesson? minimize feelings of religious
inferiority.
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students can choose to draw or oriented feedback
Students can represent represent the story artistically
language/vocabulary in while listening to it.
presumed definitions, written on
paper which is raised when that
term shows up in the piece,
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Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection
Materials-what materials Copies of Joshua Fit the Battle of Jericho by Brad Printz
(books, handouts, etc) do Printed sheet telling the story of Joshua from Joshua chapter 6.
you need for this lesson White board and markers
and are they ready to Sheets of 8x11 paper and markers
use? Internet and speakers to play the aural model of the piece while the choir follows along in a rhythmic
reading of the piece.
Students will be in their usual 3 rows of assigned seats, two sections of girls on the outsides, with the
boys in the middle. Students will sit in their seats.
How will your classroom
be set up for this lesson?
8:57 Teacher will facilitate a conversation about the Students will contribute their answers to the class
answers to the questions written on the board. discussion.
9:03 Development Teacher will frame the song Joshua Fit the Battle Students will listen.
(the largest of Jericho as a story of a battle, and an
component or encouragement to slaves.
main body of
9:05 the lesson) Teacher will tell class to divide into groups of 3 Students will look over the music with their group
and look over the music with their group looking looking for terms, musical notation, or lyrics that
for terms, musical notation, or lyrics that they dont they dont understand or find confusing, and
understand or find confusing and discuss a possible discuss a possible meaning of the word.
meaning of the word.
9:15 Teacher will bring class together, asking each Students will share the words that their group
group to share which words/terms/notations they didnt know, as well as the definition they guessed
were unfamiliar with, writing them on the board it was.
and adding tallies for each repeated word. Teacher
will correct their presumed definition if need be.
9:20 Teacher will assign each group a term or a few Students will represent their assigned word on a
terms (depending on how many there are) to piece of paper in however way they choose and go
represent on a piece of 8 by 11 paper. through the piece to acknowledge where it shows
up.
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9:28 Teacher will lead the class through a rhythmic read Students listen to the piece, following along in their
through of the piece while an aural model plays in music until reaching their term. As each term is
Closure
the background, and instructing students to hold up come across in the music, students raise up their
(conclusion,
their assigned term when it comes up in the music. 8x11 sheet of paper and demonstrate the term.
culmination,
wrap-up)
9:35 Teacher will lead a Think-Pair-Share of what they Students will think, share with a partner, and
learned today that was new to them, and their possible the class about what they learned today
general impressions of what elements will be that was new to them and their general impressions
difficult in the piece. of what elements will be difficult in the piece.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not get a chance to teach this lesson.
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