LESSON PLAN Teacher:Ms.

Giardina Grade: 12th Period:50 minutes NATIONAL STANDARD(S): MA Arts Framework Standard(s): Artistic Process(es) Engaged: Behavioral Objective: 1 1 Creating 2 2 3 3 Course/Unit: American Music Date: 7/21/2011 4 4 5 5 6 6 7 7 8 8 9 9 10

Performing

Responding

The student willlearn about the composer, Stephen Foster, through group research and presentations.

Materials Needed: recordings: "Jeanie with the Light Brown Hair" and "Hard Times Come Again No More", topics papers, computers with access to New Grove

PACING 2 min

PERCEPT or SKILL listening and responding

SEQUENTIAL LESSON STEPS The students will enter the room and take their seats. "Hard Times Come Again No More" will be playing on the stereo and the question of the day will be written on the board: "Hard Times Come Again No More" by Stephen Foster Please write a paragraph describing this song. Consider its musical qualities and the way it makes you feel. Ask the students to share their thoughts.

EVALUATION, DIAGNOSIS, REMEDIATION

2 min

articulating, sharing

E: Listen to them and respond. D: Are they sharing? Are they using good describing words? R: Ask good questions to get things rolling and go deeper into the music.

1 min

listening

Explain that the students will be working today to prepare presentations on Stephen Foster. Each group will be in charge of finding differentcatagories of info to prepare a short presentation to share with the class. They will use New Grove on the classroom computers. Break the students into three groups, explaining that details will be given and questions answered once they're in groups. Group them by numbering off.

1 min

Pass out the topics to each member of each group and give them a moment to look them over. Topics: A brief biography of the composer. Be sure to include the places he lived, where he went to school and worked, and what composers he worked with and knew. A list of four of his most popular songs and a brief description of his compositional style. Perform or play a recording of one song (you may ask me for a specific song if you cannot find it in the computer's music library). Discuss his reaction to the racial discrimination present in the American culture during his life. What did he do to address the discrimination and injustices?

3 min

discussing, questioning

Discuss ways of approaching this assignment: Read the article online alone or as a group? Print the article and highlight? Divide and conquer? Who will speak during the presentation and when? Will you have any sort of visual aid? (not required) Will their be any acting? Background music? BE CREATIVE! Be sure to keep it under 4 minutes in length

E: Listen to their questions and gauge where the most confusion lies. D: Is it the topic? Or is there other confusion? R: Help them feel comfortable about this. It's research, but they can make this fun--lots of freedom in the way they handle the actual presentation. E: Walk around the room and see how things get started. D: Are they on the right track? do they need some help? R: Give them pointers, if necessary. E: Watch their presentations. D: Is the info accurate? Did they do something to make it interesting? R: During the

30

collaboration The students will discuss their project and go to the computers to begin their research. , research Walk around and help them get started and also work through tricky spots.

10 min

perform

The students should give their presentations. Encourage questions and discussion after each presentation.

discussions, give more info or corrections when necessary. 1 min reflection foreshadowi ng Ask the students to discuss how this music relates to the music we hear today. Tell them that next week we'll begin talking about ragtime! As they leave, play "Jeanie With the Light Brown Hair"

PACING

PERCEPT or SKILL

SEQUENTIAL LESSON STEPS

EVALUATION, DIAGNOSIS, REMEDIATION

REFLECTION AND FORESHADOWING: