Schulwerk

Author:BethanyBarcuch
Datecreated:09/30/201511:14PMCSTDatemodified:11/02/20158:56PMCST

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.

USANASMNationalAssociationofSchoolsofMusicStandards
Section:V.GENERALSTANDARDSFORGRADUATIONFROMCURRICULALEADINGTOBACCALAUREATEDEGREESINMUSIC
Area:A.Musicianship
Standard:2.Content.Musicianshipbeginswithacquisitionoffundamentalcompetenciessuchasauralandrhythmic
skills,thereadingofnotation,andtheuseofmusicalterminologies.Developmentthenproceedsthroughconstantuse
andexpansionofpreviouslyacquiredskills.Thecontentoftraditionalcourseworkinmusicianshipsuchassight
singing,eartraining,harmony,keyboardharmony,counterpoint,orchestration,conducting,andmusicliteratureis
important.However,thiscontentcanbeorganizedandtaughtinavarietyofwaystoproducecomprehensivemusical
competence.Consequently,undergraduatemusicianshipstudiesfocuson:(1)conceptualunderstandingofmusical
componentsandprocesses(2)continuedpracticeincreating,interpreting,presenting,analyzing,andevaluating
music(3)increasingunderstandingofvariousmusicalculturesandhistoricalperiods(4)acquiringcapacitiesto
integratemusicalknowledgeandskillsand(5)accumulatingcapabilitiesforindependentworkinthemusic
professions.

VITALINFORMATION
Date

9/30/15

Subject(s)

Music

LessonTopic

mallettechnique

Grade/Level

Grade3

Goal

3.2.A
Thestudentisexpectedto:singorplayaclassroominstrumentindependentlyoringroups

Objective(LearningOutcome)

ThestudentwillbeabletoplayOrffinstrumentsingroupsusingcorrectmallettechnique.

ValueandImportance

LearninghowtoplayOrffinstrumentswillhelpyouunderstandhowtoreadthekeysonthepiano.Itwillalsoaidyouin
learningtoreadmusiconastaff.

MaterialsAndResources
MaterialsNeeded

TrafficLightPoster,OrffInstruments,Mallets,Ukelele

TeacherUseofTechnology
StudentUseofTechnology
InstructionalMotivational
Strategies

MovementActivity,StudentLeading(comeleadtrafficlightactivity),SpecificPraise,OrffInstruments

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InstructionalStrategies
PriorKnowledgeNeeded

Studentsneedtounderstandsteadybeatinordertodotherhythmactivity

AnticipatorySet

Motionactivityandsong:
Iwillsingthe"trafficlight"songforthestudentsandhavethemtapthesteadybeatontheirlegsusingspider
fingers.Thiswillhelpmetoknowiftheyunderstandsteadybeataswellasintroducethesongtothem.
Iwillthenhavethestudentslearnthesongincallandresponsestyle.Iwillsingandtheywillsingafterme.
Afterthestudentshavelearnedthesongwewillstandupandgetreadytomovetothe"trafficlight"song.
Iwillhavethestudentsgothroughthemotionsofgettingreadytodrive(i.e.openthedoor,sitdownintheseat,
closethedoor,putonseatbelt,checkmirrors,lookbehindyoutomakesurenooneisstandingthere,startcar,
handsonwheel.
Atthispointwewillsing"Greenlight,greenlight...."andafterthelittlesongthestudentswillmoveaccordingly.
Wewilldothesamewithyellowandredlights.Thenwewillsing"thankyou,thankyou....."anddrivebackhome
(theirseats).

Assessment(Checkfor
Understanding)

Iwillmonitorthroughoutthelessonandcorrectorreteachasnecessary.Thiswillbemymainformofassessment.Iwill
alsocheckforunderstandingwithmyclosingquestions.

DirectTeach

InthispartofthelessonIwillteachthestudentshowtousecorrectmallettechnique.
FirstIwilldemonstratehowtoliftthebarsoffoftheinstruments.Totakethebarsoffwewillliftstraightuplikea
helicopter.usingbothhands.Andthenwewillsetthemontheground/thetablebesideourinstruments.Weare
goingtotakeoffourburgersandfriestoday.SolookforyourbarsthatsayFthesearethefrenchfriesandlook
foryourbarsthathaveaBtheseareourburgers.
ThenIwilldemonstratehowtoholdmallets.Whenweholdourmalletswewantourhandstolooklikechicken
nuggets."Lookatmyhands.Whatdoyounoticeaboutthem?"NowwhatifIholdmyhandslikethis
(demonstrate)Handswithpointerfingerextended."WhatsdifferentaboutmyhandswhenIholdthemlikethis?"
Thesearefrenchfryfingers.Wedon'twantfrenchfryfingers,justourchickennuggethands.
"Canyoucheckyourneighborshands?Makesuretheyhavechickennuggethands."
BeforewestartIwanttotellyoutwoimportantthings.1.IfIsay"malletsup"Ineedyoutostickyourmalletsstraight
upintheairforme.Letspracticethatnow,"malletsup".2.AnytimeIamgivinginstructionswearenotplaying.That's
calleddoodling.Wedonotdoodleinmyclass.
Thenaskstudentswhatcolorcomesnextonthestoplight?Answer:YellowGreatjob!1,2,andherewego.Continue
tosingtheyellowlightportionofthesongandplaysteadybeatonthebars.Howdidwedriveearlierwhenwehada
yellowlight?(SLOW).Good.Playingslowafterouryellowlightsongisgonnalooklikethis.(Model:Studentswill
alternatehandsandplayin"slomo"anybarsontheinstrumentuntilIchangethecoloronourtrafficlight)Weremy
handstakingturnsorweretheybothplayingatthesametime?Canyoudoouryellowlightmotionwithme.Have
studentsdoit."Perfect,malletsup."
ThenwecontinuesingingthegreenlightportionofthesongandestablishsteadybeatonCandG.Showmewhatdo
youthinkourgreenlightmotionmightlooklike.Itshouldbeaquickmotionofalternatinghands,thestudentscanplay
anywhereontheinstrument.(Remindkidstoplaysoftandlighteventhoughitsfast.)Don'tdemo.Goodareourhands
takingturnsstill?Yes.Thenwedothemotion.Thenwesing"thankyou,thankyou,red,yellow,green"partofsong.

ContentKnowledge

MalletTechniquesandCareofOrffInstruments
Liftbarsstraightupwithtwohandstoensuretheydon'tgetcaughtandbreak
Malletshouldbeheldwithclosedhandswrappedaroundtherodsofthem.Thiswilllooksimilartobicyclehandles
orchickennuggethands.
Studentsshouldplayinthecenterofthebarsnotontheedges.Thecenterproducesmoresoundandthis
preventsthemfrompoppingofftheinstrument.
Studentsshoulduselightorgentlemovementsandtouchandletgoontheinstrument.Thishelpsthesounds
resonate.

CriticalThinking
NowwhatifIholdmyhandslikethis(demonstrate)Handswithpointerfingerextended."What'sdifferentabout
myhandswhenIholdthemlikethis?"(CompareandContrast).DirectTeach.
Whydoyouthinkweshouldplayinthemiddleofthebarsinsteadoftheends?Seedirectteach.
Howcantheseskillshelpuswithotheraspectsofmusic?SeeClosure.
Modeling

Wearegoingtoputourlefthandmallet(everyoneraiselefthand)andplaceitonbigC."Lookatmine.Wouldyou
checkyourneighbors?Helpthemiftheyneedhelp."Greatholditthere."Noweveryonetakeyourrighthandmalletand
putitonthebigG.Model."Lookatmine.DoesitliveprettyclosetobigCorisitfaraway?HoldittherewhileIcome
aroundandcheck."
Nowwearereadytogo.Watchmymallets.Wearegoingtotouchandgointhemiddleofthebarswithourhands
whereweplacedthem.Whydoyouthinkweshouldplayinthemiddleofthebarsinsteadoftheends?
Wearekeepingsteadybeat.Canyouputyourmalletsontheflooranddosteadybeatspiderfingersonyour
legs.DemonstratewhilesingingtheRedlightportionofthesong.Afterdemonstrationask,"Willyoujoinme?"Have
studentsjoinyouinplayingtheredlightpartofthesong.

GuidedPractice

Forournextactivitywearegoingtoplayastoplightgame.WhenIpointwithmymallettothegreenlight,redlight,or
yellowlightyouaregoingtorespondwiththemovementwemadeforitearlier(.Putmalletongreenlight."Everybody
showmegreenlight."Movemallettoyellowlight."Nowshowmeouryellowlightmotion".Movemallettoredlight.A
childwillprobablykeepplayingorplaysomethingdifferent.Dowemoveonredlight?IfIgetmixedanswerswewill
singthatpartofthesonganddiscoverwhattodoonaredlight.

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I'mgoingtohaveastudentcomeleadthestoplightfortheclass.Whentheyarerunningthestoplightwearedoing
ourmovementsforthelightsaccordingtowhatlighttheypointto.Inbetweenpeopletradingspotstorunthestop
lightwewillsingaverseofoursongandplayoursteadybeatonBigCandBigG.(Itwillgoredlight,yellowlight,
greenlight,thenthankyou.)EveryoneputyourmalletsonBigCandBigG.Pickastudent."Nicoletakeyourmalletup
totheredlightposter(ontheboard)touseasapointertopointtothedifferentlightssoweknowhowfastorslowto
play.WhileNicoleiswalkinguptherelet'ssingoursong.1,2,redlightherewego.Singredlightportionofsong.Then
Nicoledoesfollowthetrafficlightportion.HaveNicolepickanotherstudent.Singyellowlightportionofsingwhilethat
studentwalksuptotheredlightposter.Soonandsoforth.
IndependentPractice

ThroughoutthenexttwoweeksIwillhavethestudentsplayandsingformetheTrafficlightsongingroupsofthreeat
thebegginingofclass.

Modifications/Accommodations
forSpecialPopulatio

LowSESIwillgivespecificpraisetostudentswhentheyarefollowingdirections,beingpolite,thinkingoutsideofthe
box,orgettingacorrectanswer.

Closure

Iwantyoutotake5secondsandthinkaboutwhatyouhavelearnedtoday.5,4,3,2,1.Turnandtellyourneighbor
whatyoulearnedtoday.Whowouldliketotellmewhattheylearnedtoday?
Whatelsecantheseskillshelpuswith?
Whatwasyourfavoriteactivitywedidtoday?Thinkaboutit.5,4,3,2,1.Tellyourneighborwhatyoufavoritethingwe
didtodaywas.

WrittenReflections

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