Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/22/14 Amy Tenney Subject/ Topic/ Theme Mozart/Composition Project Grade 4th

I. Objectives How does t is lesson connect to t e unit !lan"

This ties to!ether our past "essons on #orm and $ariation %hi"e a"so incorporatin! the themes #rom Mozart& the c"assica" sty"e o# "oud and so#t dynamics and per#ormin! it in #ront o# an audience& simi"ar to %hat Mozart %ou"d ha$e done %ith his compositions'

Learners will be able to#

Create a #ina" dra#t o# their piece o# music to hand in' Per#orm an ori!ina" composition by their !roup' Demonstrate proper -audience. eti/uette in respect and app"ause' 0earn the procedures #or per#ormin! in concert'

co!niti$e( ) * Ap An + C,

physica" de$e"opment

socio( emotiona"

Ap& C *& Ap& C )& *& Ap )& *& Ap

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Common Core standards $or %LCEs if not available in Common Core& addressed#
ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns. ART.M.II.4.3 Create through exploration, improvisation, and composition, melodic embellishments on familiar melodies. ART.M.III.4.1 Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.

12ote# 3rite as many as needed' 4ndicate ta5onomy "e$e"s and connections to app"icab"e nationa" or state standards' 4# an objecti$e app"ies to particu"ar "earners %rite the name1s6 o# the "earner1s6 to %hom it app"ies'6 ,remember& understand& app"y& ana"yze& e$a"uate& create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

Students 7no% ho% to be respect#u" Students 7no% ho% to bo% Students 7no% ho% to 7eep a steady beat
Pre-assessment (for learning):

Gi$e students preparatory time& see %here they are at and %hich !roups need more he"p Outline assessment activities 1app"icab"e to this "esson6
Formative (for learning):

Students #inish up project %hi"e teacher o$ersees

Formative (as learning):

8a$e students practice their concert eti/uette Summative (of learning69 The composition concert and the discussion #o""o%in! each per#ormance
Provide /ulti!le /eans of 0e!resentation Pro$ide options #or perception( making information perceptible Students %i"" ha$e a mini(sta!e and ha$e their music %ritten out #or them' Provide /ulti!le /eans of Action and E.!ression Pro$ide options #or physica" action( increase options for interaction Students can dance& sin!& or p"ay %ith their composition dependin! on %hat they chose' Provide /ulti!le /eans of Engagement Pro$ide options #or recruitin! interest( choice, relevance, value, authenticity, minimize threats A"" students are per#ormin!' 3e ta"7 about %hat %e "i7ed about each piece to create a supporti$e& encoura!in! atmosphere' Pro$ide options #or sustainin! e##ort and persistence( optimize challenge, collaboration, masteryoriente fee back

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

Pro$ide options #or "an!ua!e& mathematica" e5pressions& and symbo"s( clarify & connect language

Pro$ide options #or e5pression and communication( increase me ium of e!pression

Students ta"7 about %hat they "i7ed in each composition'

3e %i"" use a $ideo recorder to record each per#ormance to send home to parents and as !i#ts to the students o# their accomp"ishment'

Students %or7 %ith partners to create somethin! and the c"ass pro$ides #eedbac7 %ith ho% they did'

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Pro$ide options #or comprehension( activate, apply & highlight

3e "earn about Mozart<s compositions and ho% they are per#ormed& and do the same thin! %ith our o%n compositions'

Pro$ide options #or e5ecuti$e #unctions( coor inate short & long term goals, monitor progress, an mo ify strategies

Pro$ide options #or se"#(re!u"ation( e!pectations, personal skills an strategies, self-assessment & reflection

3e are "earnin! about Mozart& but a"so "earnin! compositiona" and per#ormance s7i""s that %e %i"" need as %e !o hi!her in music'

These students %i"" !et instant #eedbac7 #rom their peers and "earn #rom thin!s their peers did that they enjoyed or maybe %ou"d ha$e done a bit di##erent"y'

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

=o"ders Penci"s C"ean sheet o# sta## paper )ecorders >ideo Camera

How will (our classroom be set u! for t is lesson"

)isers in the bac7& students %i"" !o to the #ront o# the c"assroom to per#orm' 3e %i"" ha$e per#ormers ready -in the %in!s. a#ter the prior !roup #inishes and recei$ed their app"ause& %e %i"" introduce the ne5t !roup %ho is ready to !o' A camera %i"" be set up in #ront o# the !roups !oin! to capture their per#ormance' The #ront o# the c"assroom %i"" be decorated %ith a red curtain and ha$e a tit"e sayin!& -Mozart<s 0ost Compositions. on the board behind the per#ormers'

III. 2 e Plan 2ime Com!onents /otivation 1openin!/ introduction/ en!a!ement6 3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. Students %a"7 /uiet"y in and recorders and #o"ders Students %a"7 /uiet"y in are %aitin! #or them in their spots' 3e do %arm(ups and discuss procedures #or today' Students %arm(up 3e %i"" be!in %ith ?(1@ minutes %ith your partner Students "isten to directions to #inish up notatin! your #ina" dra#t and practicin! your piece' 4<"" !i$e you a one minute %arnin!& by the end o# %hich e$eryone needs to be #inished %ith their compositions and bac7 in their seats on the risers' Gi$e the ?(1@ minutes p"annin! time' =or those !roups a"ready #inished& encoura!e them to add somethin! e"se' Maybe dancin! or a #e% "yrics' Ar they can decorate their composition' 3hen the time is up' Choose a $o"unteer #irst to !o' Assi!n the order and %rite it on the board #or e$eryone to see' +5p"ain concert eti/uette' 3hen someone is p"ayin!& %e sho% them respect and 7indness by "istenin! to their hard %or7' 3hen they #inish& ma7e sure to !i$e them hearty app"ause' Ance you ha$e #inished bo%in!& the ne5t !roup shou"d come Student #inish up their #ina" dra#t and practice

3evelo!ment 1the "ar!est component or main body o# the "esson6

Students $o"unteer #or order

Students "isten to concert eti/uette' Students practice eti/uette a bit'

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do%n to !et ready to !o on a#ter 4 announce them' Practice concert eti/uette brie#"y' Choose order' 8a$e students !et or!anized' Announce !roups in bet%een' 3hen 4 announce the !roups& 4 %i"" as7 the audience %hat they "i7ed about the pre$ious !roup<s composition' Gi$e them three comp"iments or thin!s that they noticed they incorporated #rom the c"assB This shou"d ta7e a tota" o# 2@(2C minutes %ith discussion' Students per#orm and respond %ith their comments'

Closure 1conc"usion& cu"mination& %rap(up6

8a$e students turn in their compositions at the end' Pass in schoo" recorders to c"assroom he"pers and "ine up at the %izards'

Students turn in compositions and pac7 up

6our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 13rite this a#ter teachin! the "esson& i# you had a chance to teach it' 4# you did not teach this "esson& #ocus on the process o# preparin! the "esson'6 As I was tr(ing to determine elements for t is lesson- I reali7ed t at t is was one of t e most s!arse lesson !lans- but !robabl( t e most feasible in t e time we are allotted. One t ing t at was ard to determine wit out actuall( being able to do it- was ow muc wor* time to give students at t e beginning of t e class time.

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Conte.t O!tions , 2 e Class as a + ole 8ariables Individual differences9 "akes#$ipton 11?4(1?D6 $evine 12::(;@2& ;21(;2?6 Cognitive and 4eurodevelo!mental differences %ri ging&11E1(1EE6 "akes#$ipton 11?@ ( 1?26 $evine 124EF G Tab"e o#
2eurode$e"opmenta" Constructs6

Class Overview based on observations and data

Learning st(le differences $evine 12?(C@6

:tudents wit disabilities I3EA %ri ging&11CE(1E26 "akes#$ipton 12:C(E G;@;##6

%ifted :tudents %ri ging&11E2(1EE6 "akes#$ipton 12:C& ;@2(;2?6 :ocial Class differences %ri ging&11DC(21@6 "akes#$ipton 1:(2C6 $evine 122C(2446

Et nic ; 0acial differences %ri ging&11@;(1216

"akes#$ipton 1CC(EC& :4(1@46

%ender differences %ri ging&1212(2246 "akes#$ipton 12??(2?D6 Language differences %ri ging&112C(1C;6 "akes#$ipton (1:?(2@26

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