You are on page 1of 3

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachael Hoekwater

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.

cognitive- physical socio-


Learners will be able to: R U Ap An E C* development emotional
Understand and comprehend musical and lyrical vocabulary within the piece. U, Ap
Transfer a basic understanding of terms to accurate technical performance of the piece. Ap, E
Evaluate the effectiveness of their own implementation of choral techniques and that of others. E
Understand the story behind and references within the song, being able to show the story through facial expression. R, U, C X
Identify previously unfamiliar vocabulary terms in the music R, Ap X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.III.HS.1- Demonstrate extensive knowledge and use of the technical vocabulary of music.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite Students should have a basic ability to read or sound out words. Students should be able to match
knowledge and skills. pitch. Students should remember what was discussed yesterday about Elvis and the social and
historical context in which he performed.
Pre-assessment (for learning):
Pedagogical questions about students knowledge about battles.
Formative (for learning):
Pedagogical questions about students knowledge about battles, students answers to pedagogical
Outline assessment questions. The final performance of the piece with represented unknown terms such as swing,
activities spoken word notation, unis., fit, Gideon, Saul, Jericho, tumbalin, ram sheep horns, Trad.
(applicable to this lesson) Formative (as learning):
Students will look over music and point out unidentifiable terms, making educated guesses at what
they might be.
Summative (of learning):

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,

9-15-14
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?

III. The Plan


Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
8:50 Teacher will begin by reading the story from Students will listen to the story while paying
Joshua 6 on a printed sheet of paper. attention for answers to the questions written on the
board, What battle tactics were used by each
Motivation Teacher will write questions on the board for side? Why do you think this battle of Jericho was
(opening/ students to think about during the reading, relating inspiring to slaves who composed the song about
introduction/ questions about Elvis to class yesterday. it? Do you think it was inspiring to Elvis
engagement) audience in light of what we discussed yesterday?
If desired, students can also draw a picture of the
story while listening.

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.

Teacher will walk around and monitor, answering


questions and providing insight

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.

9-15-14
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.

9-15-14

You might also like