Culturally responsive literacy lesson Ryan Moos

Intro:
When I planned this lesson I took into account the various learning and knowledge gaps present
throughout my classroom. With this lesson students are able to participate equally with the other the
students in their group and work together to create and play the matching game as well as discuss and
participate in a small group discussion with each other.
Lesson plan
Standards: MU:Re9.1.8a Apply appropriate personallydeveloped criteria to evaluate musical works or
performances.
MU:Re8.1.7a Support personal interpretation of contrasting programs of music and explain how
creators or performers apply the elements of music and expressive qualities, within genres, cultures,
and historical periods to convey expressive intent.
Objectives: Students will make and play with a matching game that tests their knowledge of
previous vocab and music terminology.
Students will listen to a song and label the genre they think that song belongs in.
Materials: article >>> https://www.englishclub.com/vocabulary/music-vocabulary.htm
Genres of music used and link to songs
Ambient https://www.youtube.com/watch?v=kVYZn_TYIwQ
Ballad https://www.youtube.com/watch?v=3JWTaaS7LdU
big band https://www.youtube.com/watch?v=-XQybKMXL-
k&list=PL3464EB692C9262B2&index=4
country
https://www.youtube.com/watch?v=LWkoquUvD98&index=11&list=PL2BN1Zd8U_MsyMeK8r9
Vdv1lnQGtoJaSa
gospel music https://www.youtube.com/watch?v=hev0pLk9a-A&list=PLbIwq6HuKrKw9-
c63LJcynWeuJ6IjxOpx&index=2
Lesson:
T will put students into groups of three and pass out blank index cards
T will give S a list of vocab words and definitions they have been studying
T will instruct S to write the word and definition onto two separate cards
Once S have written the words and definitions T will instruct S to put them all face side down
and in rows so they can play a matching game
The rules are each person will get a chance to flip two cards and then its the next persons
turn.
Once the vocab word and definition is found both of those cards will be placed face side up
As this is happening T will play music for the amount of time that S have to complete the
matching game.
When the song ends S will write down what genre they think that T was playing as well as flip
the cards back over and then rotate to the next table
Once the groups have went to each table T will discuss the various genres of songs being played
throughout the game
T will have S discuss in their groups the different characteristics of the piece as T plays some of
the song again
S will have a prompt of questions written on the board that they can think about as they discuss
These prompts include What instruments do we hear? Is there one voice, multiple voices, or
no voices? Is it slow, or fast? Would I hear this song on a radio today? If there are voices what
are the lyrics about?
After T allows S to discuss in their groups and record some responses T will facilitate a group
discussion and allow S to state their reasonings to the class of why/how they think this song fits
into a genre
T will also encourage students to name other songs they think would also fit into this genre
T will pass out a vocab test that will test their memory of the vocab words they just matched
with throughout the class period as a pre-test exam.
T will use this test to see if S need more review or are ready to move on.

Assessment:

Vocab test Name:__________________

Given the definition write in the word that best matches this definition

1. calming, atmospheric background music ____________________

2. a slow song usually about love_____________________________
3. a large jazz band,_________________
4. a genre of American music with origins in the rural folk music of Europe____________
5. rhythmic church music of African American Christians____________________
6. a pattern of beats and sounds that musicians play in time to and dancers move
to___________
7. a series of notes in a fixed order from lowest to highest_________________
8. the musical pattern created when sounds are combined________________
9. the regular pulse in music that dancers move to and audiences clap to______________
10. two musical phrases, one of which answers the other___________________

This lesson is culturally responsive because it requires a student to actively process the knowledge they
are receiving through the use of repetition and solving a matching puzzle. The use of repetition and
matching are common oral and memorization strategies that have been used in games throughout time
traditions. This game is an active way to get students to memorize and apply information in a way that
they are familiar with. This game uses a memory strategy that enables the learning to stick in the
students knowledge base.