Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Angela Dieleman

Date

Subject/ Topic/ Theme

Student-led Call and Response

Grade ___8th__________

I. Objectives
How does this lesson connect to the unit plan?
This lesson allows the students to demonstrate growing mastery of the improvisation skill through student-led call and response.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Participate in call and response either as a volunteer leader or responding along with the group
Play familiar and new rhythms practiced throughout the unit
Play with notes in the d minor blues scale

Common Core standards (or GLCEs if not available in Common Core) addressed:
(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
knowledge and skills.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
9-15-14

Uptown Funk music

Rhythm sheets
Students own notated-rhythm sheets
Instruments

Normal set-up
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students raise their hands to volunteer
We will play the call and response, but I need
volunteers to be the leaders.

We will work on not just responding by copying

the leader, but responding with different
rhythms.
Get with stand partners and decide on a rhythm
that will be your response for the day. Choose
any rhythmic measure from the Rhythm Packets
or from Uptown Funk. Practice playing it
together on open D strings.
Now, using the notes from the blues scale,
choose two notes (with stand partner). You will
alternate between those notes each time it is your
turn to respond to the leader.
Student leader can use rhythms sheets or Uptown
Funk rhythms to choose from.
Play call and response- alternate between student
leader playing a measure and orchestra (paired
with stand partners) playing a measure.
Rehearse Uptown Funk music.

Everyone play through a section of Uptown Funk

together.

Students discuss with stand partners. After deciding

on a rhythmic measure, they practice together on
open D strings.

Students choose two notes of blues scale.

Students play when it is their turn in call and

response.

All students play together.

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.)

9-15-14