Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
YoungKwangPark
Date
April 20, 2015

Subject/ Topic/ Theme Learning Music Terms

Grade 6

I. Objectives
How does this lesson connect to the unit plan?
This lesson connects to our unit plan that learning dynamics in Music Sahara Crossing,, students make better music.
cognitiveR U Ap An E C*

Learners will be able to:

Identify the dynamics which are Piano, Forte, Crescendo, Decrescendo

Identify the D.S al Coda

physical
development

R,U ,A

U, A

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.I.6.3 Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
ART.M.III.6.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria, and
offering constructive suggestions for improvement.
(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.

Students know how to read notes

Already learn about the music Sahara Crossing
Pre-assessment (for learning):

Begins with question of what are the dynamics do we have in the music? and how many are they?
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Students will be pair with stand partner and write down definition of each dynamics and turn in to
teacher
Formative (as learning):
Summative (of learning):

Students are going to play the Sahara Desert from beginning to end without teacher conduct.

What barriers might this

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

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Students will get definition of each
dynamics

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
Students can write their own
definition about each terms on their
paper to turn in.

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

Students already know some of

the musical terms.
Provide options for comprehensionactivate, apply & highlight

A YouTube clip, students are

going to watch the other
students playing Sahara
Crossing.

Students have to play the

dynamics as they are playing
music Sahara Crossing.

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

Students learn about dynamics

and able to play better music.

By turn in their own definition

of each dynamics that shown the
Music Sahara Crossing, teacher
sees how students are doing.

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

Video that students are going to watch

Pencil
Scrap paper
Their instruments
Music Sahara Crossing
Normal set-up with assigning sit

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)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Students walk in quietly into the classroom and
tune their instruments.
After tuning, ask students to take out the music
Sahara Crossing.
-Students will raise their hand to answer the
dynamics
Begin with question of what are the dynamics do
-Students will count the number of dynamics of on
we have in the music? and how many are they?
the music Sahara Crossing
Tell how many dynamics are there and give scrap
-Students will write the definition of each dynamics
papers to each stand and I will ask students to write with stand partner.
down the definition of each dynamics. I will collect
the scrap papers from students.
After that show video in YouTube
-Students will watch the video of the other students
https://www.youtube.com/watch?v=fXNk5s_FJYU playing the Sahara Crossing.
Start the exercise of Crescendo and Decrescendo
-Students will follow what the teacher asks
Students are going to play Cmajor scale and while
students are playing c major scale, they have to
follow my hand motions, when my hand is getting
-Students will look at the teacher and play the
extend; the sound must be getting louder. When my Crescendo and Decrescendo with their instrument.
hand motion is getting smaller, the sound must be
getting smaller.
As students are working on the exercise of
Crescendo and Decrescendo three times, move on
to next exercise of Piano and Forte.
For the piano and Forte Exercise, students are
going to play Gmajor scale and when I raise my
right hand up, students have to play Forte, but
when I put my hand down, student s have to play
Piano. (we will do differently, first raising hand,
second pointing instruments, third clapping.
When students are finishing their exercises
Students will play the music Sahara crossing with
the dynamics. (beginning to end)
After that, I will ask question of what is D.S al
Students will answer
Coda measure sixty three?
I will briefly explain, what is D.S al Coda.
Students will listen the explanation of D.S al Coda.
D.S. al Coda instructs the musician to repeat back
to the sign, and when Al coda or To coda is reached
jump to the coda symbol.
Draw a coda symbol on the board and tell students
to find the coda symbol in the music Sahara
Crossing.
After students learned the coda sign and meaning
of coda, students will play from the coda symbol
and play music.

When students learned all the dynamics and

musical terms, students are going to play from
beginning to the end without the conductor.
-Make sure teacher need to sees how
students are playing and listen the music very
carefully.
-Also ask students to play with the dynamics
and follow musical term that they learned today.

Closure
(conclusion,
culmination,
wrap-up)

Students are going to play music beginning to end.

When the students finish their rehearsal, tell about

the tomorrow class that each section will play in
front of the classmate and also learn about the
etiquettes of performing in front of the audience.
After that I will dismiss the class.

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.)
This lesson will be little difficult to students to play the music with the dynamics because as a group its really hard to do it
together. In addition, students also have to learn the term D.S al Coda and this will also make students little difficult to play
together.

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