Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachael Hoekwater

Date April x, 2017 Subject/ Topic/ Theme Teaching Joshua Fit the Battle of Jericho Grade __7-9 choir______

I. Objectives
How does this lesson connect to the unit plan?
This lesson provides students with a historical context for the piece and helps them to grow in their understanding of the problem of racism both in the time of slavery
and in more recent history. This lesson also gives students a musical context and general feel for the piece, placing it in its genre and context musically, historically,
and socially.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Understand the historical and social significance of the song Joshua Fit the Battle of Jericho. An X
Identify the musical genre of Joshua.
R, U

Think critically about the role of Elvis as a figure. E X

Create an aural model in regards to tone quality and general feel of the piece. C

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.V.8.2- Analyze ways in which music is related to the principles and subject matter of other disciplines. ART.M.III.HS.1- Demonstrate extensive knowledge
and use of the technical vocabulary of music.
(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 Students should have a basic understanding of slavery and issues of racism today. Students should
knowledge and skills. have a basic understanding of musical elements such as dynamics, rhythm, and tone quality.

Pre-assessment (for teacher learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
None
Formative (for teacher learning):
Teacher assesses students answers to questions about their knowledge of Elvis (what songs did he
sing? When was he popular? What kind of music did he sing?)
In listening to the piece, are students able to identify the genre?
Formative (as student learning):
Students answer questions throughout the lesson, thinking through teachers questions and learn from
other students answers. Venn Diagram of Elvis, choral arrangement,
(https://www.youtube.com/watch?v=BozztiouBWA), and the original singers comparing and
contrasting.
Summative (of learning):
Worksheet (5 points, graded on thoughtfulness of answers)
Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
authenticity, minimize threats
Listening to Joshua in Elvis and a Students will find value in the
choral ensemble setting before issues of racism behind the music of
gaining the information from the Elvis and slavery both represented
music itself. in the song, and will have multiple
means by which to process and
Peer discussions reflect on those issues through class
discussion, small group discussion,
and worksheet answers, minimizing
threats.
Provide options for language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Students can express through oriented feedback
discussion in class or groups,
and answering worksheet
questions, filling out Venn
Diagram.

9-15-14
 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Worksheet
Materials-what materials Writing utensils
(books, handouts, etc) do Chromebooks
you need for this lesson Chairs
and are they ready to Internet
use? Speaker to play Joshua Fit the Battle
Journals
Copies of the music for Joshua Fit the Battle of Jericho by Brand Printz.
Students will sit in their usual 3 rows, and move into groups of 6 during discussion time.

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
8:40 Teacher will display a video of Elvis Students will watch the video.
Motivation (https://www.youtube.com/watch?v=MMmljYkdr-
(opening/ w) without any context.
introduction/
engagement) Teacher will ask questions about students Students will recall their knowledge of Elvis and
8:45
knowledge of Elvis. Who is this? What was he raise their hands to answer the questions.
known for? What kind of music did he sing? Why
was he so popular? What was he criticized for?

Teacher will present a PowerPoint on Elvis which Students will listen and answer questions as
answers these questions and gives a historical appropriate.
context of Elvis.

What are some of the songs he sang that you Students will state songs by Elvis that they know.
know? Teacher will write names on the board.
8:52 Development Teacher will ask students to get in groups of 6 and Students will get into groups of 6 and use
(the largest use their Chromebooks to research worksheet Chromebooks to research and fill out answers to
component or questions. worksheet questions, discussing with their group.
main body of Teacher will walk around the class, guiding
the lesson) students, making sure they stay on track, and
answering any questions they may have.

9:00 Teacher will facilitate a class discussion about Students will contribute answers to the class
answers to the worksheet, focusing on questions 4 discussion.
and 5. What do students notice about the origin or
Elvis songs? Teacher points out that Elvis also
recorded Joshua and made it popular.

9:10 Further questions include, Why do you think Students will think critically about the reason
Elvis songs were more popular than the people behind Elvis popularity, and journal about possible
who originally sang them (African Americans such factors (race, mixing two genres, etc.)
as Big Mama Thorton)? These questions will build
off of the information presented in the PowerPoint.
Teacher will input information and ask guided
questions as needed.

9-15-14
9:15 Teacher will play Elvis and then a choral version Students will listen, consider similarities between
of Joshua and ask students to think about tone Elvis, Brad Pintz (choral arrangmenet), and the
quality, and compare and contrast Elvis version, original version sung by slaves.
the choral arrangement, and what they imagine the
original song sung by slaves would be in a Venn
Diagram in their journal.

9:20 Teacher will ask students what elements of each Students will contribute ideas of how to integrate
section of the Venn Diagram they think they should aspects of each performance into their own future
implement in their own performance of Joshua. performance.

9:25 Teacher will ask students to take out their music of Students will mark their music and answer
Joshua Fit the Battle and leads them through questions as asked.
marking the music. What word is the most
important in this phrase? Which consonants
should be especially emphasized here?

Elements of the Venn Diagram contributed by

students will also be added

9:35 Teacher will recap the lesson, asking students what Students will recall what they learned and share
Closure
they will take away from today. with the class, answering questions if they so
(conclusion,
choose.
culmination,
What can we learn from Elvis? Do you think he
wrap-up)
deserves the title, King of Rock and Roll?

9:40 Class dismissed

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.)
I taught bits and pieces of this lesson, assigning students homework of comparing and contrasting Elvis version of Joshua Fit the
Battle with a mediocre choral performance of this song through a post on Google Classroom. I was happily surprised by the level of
enthusiasm students showed in the discussion of their ideas and their critiques of both recordings. Many students didnt complete the
homework at home, and Mrs. Miller decided to give them a few minutes of class time to complete the assignment. If I had more time
to do this activity, I would have integrated a formal choral rehearsal into it, experimenting with singing the song as a choir like Elvis
and getting students feedback. But since this lesson was early in the unit, it wouldnt have worked that way. I would also have more
formal activities for students to do instead of so much discussion. I am fortunate to have a class who offers answers readily, but I
know that may not always be realistic.

9-15-14