Running head: CRDI LESSON PLAN

Alaina Marth- Walden University- Culturally responsive Differentiated Instruction (CRDI) Lesson PlanSubject: Abigail- Student On the Autism Spectrum. Success with Visual aids for learning. Date and Time Spans April 2011- 2x a week for 30 minutes each session for a total of 60 minutes Objective: To Learn the musicianship skills necessary to play the recorder with accuracy CRDI Learning Goal: The student will be able to recognize, correctly finger and play on the recorder the notated pitches B, A, and G with 80% accuracy. State Music/ Social Emotional Standards: IL 25.A.1c Identify differences in elements and expressive qualities (e.g., between high and low pitch/direction) same and different IL 26.A.1d Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds IL 26.A.2d Read and interpret the traditional music notation of note values and letter names. IL 26.B.2c Play acoustic instruments demonstrating technical skill IL Social Emotional Goal 1 - Develop self-awareness and self-management skills to achieve school and life success Culturally Responsive Benefit : The PECS strategy relies heavily on visual communication and would also benefit many of my English Language Learner (ELL) Procedures Questions/ Modifications/ Materials/ A-G Framework Adjustments Equipment/ Technology Needed I will twist the recorder around so that I can play on I have already modified Abigails Recorders, recorder 1. buy-in the instrument while Abigail Ta-s the rhythms (She recorder to have color coded finger straps, PECS visuals can accurately maintain rhythm) I will play a song holes corresponding to the different using correct fingering while she correctly tongues letter names. the rhythms. After we do this, I will answer questions Abigail has How do you do that Ms. Marth by explaining that I am reading the note names and playing the notes on the recorder that go with each note on the staff. Then I will try to have Abigail mirror what I do on the recorder and play a simple song (Hot Cross Buns) with correct fingering. To assist Abigail I will cover the thumb hole in the back since she will be unable to see my thumb covering the hole.

Running head: CRDI LESSON PLAN 2. alternative strategy Picture Exchange Communication System (PECS), which uses picture cards to convey ideas and communication Introduce The Visual PECS Cue Cards to Abigail and Go through each one with her. Discuss with Abigail the meaning behind each card and how it matches the color coding system on her recorder. Show Abigail the Chart of ALL of the PECS cue cards and how it goes into her Recorder notebook. I want Abigail to understand why she needs to know the letter names and correlate them to the correct fingerings on the recorder. Have Abigail Repeat to me why I am expecting her to understand the note names and how they work with the recorder I will Model the use of the Visual Cards. I will flip to a card with a visual of a fingering on it and do a think aloud as I try to make my fingers look like the fingers on the card. Then I will blow on the recorder and ask the teacher if I had the correct fingering. I will then have Abigail try to do the same cards that I have just modeled. Also Model the Chart of the cues and how if one of the fingerings is circled it means I should work on that one more often. Each time I practice a fingering I draw a Smiley under the fingering on the chart to show I am practicing. Have Abigail also practice We will go through the visual cue cards together. We will walk through the steps of figuring out how Be prepared to answer Why and What does that Mean as these are Abigails more frequent questions. Why answer is the rationale below. What does that mean model and show how the picture matches what Ms. Marth is doing with her fingers.

2 Visual Cue Cards, visual PECS chart, recorder, pencil

3. rationale

Show Abigail videos of playing the recorder if she is uninterested. Or have other classmates show her why the recorder is so much fun.

Videos? Visual Cue Cards, PECS chart, Pencil, Recorder

4. modeling

If my Modeling is not working I may want to consider having a student who works really well with Abigail in the classroom come in and try to model the visual cards. (I would need to model and explain to that student also) This way Abigail is identifying with a student she already has a solid relationship and trust with.

Visual cards, Chart, Recorder, pencil

5. verbal rehearsal

I may need to re- model each step for Abigail as we verbally rehearse

Rehearsal Cue Card That has the steps

Running head: CRDI LESSON PLAN to identify the fingering on the card (Also on the front cue card in case she needs it) 1. What is the letter of the note or the notes Home address 2. What color is the Note/Letter. 3. Match by finding it on the recorder and covering all other holes above that hole also 4. Remember Left hand on top (Bracelet on wrist) 5. Play the note 6. Check to make sure all holes are really covered 7. Play the note again I will then have Abigail practice some of the cue cards on her own with limited assistance from me. (Note the Cue Cards only involve the Pitches B, A, G) If Abigail needs redirecting I will help her. If she is starting to really understand the concept then we will start putting two cards together and have Abigail Play each card in sequence Throughout the entire A-G framework Process I will be giving Abigail feedback on her success. I will also try and be specific using the visuals as well. I have created a chart that goes with the PECS visuals and every time Abigail and I meet I will circle which fingerings I think she may want to spend more time on. This way, when she practices with the chart at home, she will know which fingerings to start with. and think aloud our steps for finding the note names.

3 laid out. I will be taking pictures of Abigail doing each step and will be putting that onto the final rehearsal cue card so that way she sees that she has already done it. Visual cards, pencil

6. controlled practice

7. feedback

We may need to go back to step 4 or step 5 if Abigail is having difficulty understanding the concept. However, If she is starting to really understand the concept then we will start putting two cards together and have Abigail Play each card in sequence As Abigail Progresses through the fingerings, I will begin to eliminate the pictures of the fingerings and just have the color coded notation with the letter names in the note head. I have also created a chart for this and if Abigail is ready then she will receive this after the first day

Visual Cue Cards and recorders

Cue Cards Recorder Cue ChartAdditional Cue Chart / Cards if necessary