Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachael Hoekwater

Date (3) April x, 2017 Subject/ Topic/ Theme Text Painting in Joshua Fir the Battle of Jericho Grade __7-9th grade ____

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students will learn to identify compositional techniques, helping them understand what elements are especially important to bring out when. When
students understand the relationship between the text and the music, they are able to better understand the meaning behind the music. When they better understand the
meaning behind it, they are better able to portray the meaning to the audience as well, resulting in an effective performance in the future.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Recognize various relationships between musical elements and text content. An
Understand how musical aspects such as melodic direction, dynamics, and harmony add meaning to the text. Un
Compose their own piece of music through text painting, based upon a chosen text, and using musical elements such C X
as dynamics, rhythm, tempo, instrumentation, articulation, and melodic direction to portray and enhance the meaning
of the text. R
Identify examples of text painting in Joshua C
Perform the music in such a way to bring out relationships between text and music.
Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.III.HS.1: Demonstrate extensive knowledge and use of the technical vocabulary of music. ART.M.III.HS.5: Make informed, critical evaluations of the quality
and effectiveness of performances, compositions, arrangements, and improvisations applying specific criteria. ART.M.V.HS.1: Explain how elements, artistic
processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
(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.
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?
Students should be able to read and understand the basic meaning of the piece (discussed and explored
in lesson plans 1 and 2). Students should be able to identify direction of the melody by looking at the
piece. Students should have a basic understanding of musical concepts such as dynamics, rhythm,
articulation, etc., (although they are reviewed at the beginning) and how they are represented in the
music.
Pre-assessment (for learning):
Students volunteered definitions of musicality aspects (dynamics, rhythm, tempo, instrumentation,
articulation, melodic direction, etc.)
Formative (for learning):
Students volunteered definitions of musicality aspects (dynamics, rhythm, tempo, instrumentation,
articulation, melodic direction, etc.)
Formative (as learning):
Students answers on the worksheet about elements of text painting in Joshua and the class discussion
based on those discoveries.
Summative (of learning):
Students compositions demonstrating text painting in the relationships between text and musicality.
Provide Multiple Means of Provide Multiple Means Provide Multiple Means of Engagement
Representation of Action and
Expression
Provide options for perception- Provide options for Provide options for recruiting interest- choice,
making information perceptible physical action- increase relevance, value, authenticity, minimize threats
options for interaction Teacher will show a comedic video by Jerry
Seinfeld demonstrating tone of voice and the
effect it has on the meaning of statements.
(https://www.youtube.com/watch?v=FtgzaBtvpes)
Students will maintain interest in the choice of
choosing their own text literature on which to base
their compositions on.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?
Provide options for language, Provide options for Provide options for sustaining effort and
mathematical expressions, and expression and persistence- optimize challenge, collaboration,
symbols- clarify & connect communication- increase mastery-oriented feedback
language medium of expression Students work in groups of 3 or 4 to discover
examples of text painting within Joshua.
Students can choose (Collaboration)
the text upon which Students discuss the examples of text
they wish to base their painting in Joshua as a class.
text painting Students work on their compositions
composition. individually. (Optimizing challenge, as
students can pick the difficulty of text for
which to base a composition on).
Provide options for Provide options for Provide options for self-regulation- expectations,
comprehension- activate, apply executive functions- personal skills and strategies, self-assessment &
& highlight coordinate short & long reflection
Students learn text painting term goals, monitor
through relation to how tone of progress, and modify
voice (like a musical element) strategies
can change the meaning of the
text as shown in the Jerry
Seinfeld video, and experience
the definition of text painting
through the written literature of
Joshua, the discussion of
those examples, and by
composing their own examples
of text painting.
Device and speaker on which to project and play the Jerry Seinfeld video for the class.
White board and markers
Scores of Joshua Fit the Battle of Jericho by Brad Printz
School chrome books on which students can compose their composition using the free online
Noteflight composition program, and on which they can search for poetry, other song lyrics, or
a story on which to base their composition.
The classroom will be set up in students rows (girls on either side, guys in the middle, 3 rows of 6 in
each section).
Students will be able to move their desks into groups of 3 and 4 when searching for examples of text
painting within Joshua.

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.
8:50 Teacher will welcome class and present a 5 Students will watch video of Jerry Seinfeld.
minute comedic video of Jerry Seinfeld
discussing tone of voice, giving a breif synopsis of
what Sienfeld is about.
Motivation (https://www.youtube.com/watch?v=FtgzaBtvpes)
(opening/ Students will journal about their experience with tone of
8:55 Teacher will ask students to journal about their own
introduction/ voice.
experiences with tones of voice. Ex. What kinds of
engagement) tone of voice do your mom, dad, or sibling use, and
what do those tones of voices mean? What changes Volunteer students will share their journal entry with a
between the tones of voice? partner.

Teacher will ask for volunteers to share their Volunteer students will share their journal entries with
9:00 journal with the class, focusing on the question the class.
What changes between the tones of voice?
(Answers should be the speed, pitch, amount of
consonants used, etc.)
9:05 Development Students will listen.

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 Teacher will explain the similarities between
the affect certain tones of voice produce, and
the effect of altering the same things in music.
Teacher will explain that when composers
implement these things to enhance or portray Students will raise hands and explain why they think this
the meaning of the lyrics, this is called text phenomenon might be called text painting.
painting. Teacher will ask students to raise
their hand and explain why they think this
phenomenon is called text painting.
9:10 Students will get into groups and fill out the worksheet
Teacher will ask students to split up in groups with partners, referring to specific measure numbers and
of 3 or 4 and fill out a worksheet explaining recalling information from earlier in the Unit Plan when
how tempo, rhythm, melodic direction, and the class discussed Elvis and compared and contrasted
harmony affect the mood and effect of the his music with the YouTube choirs performance.
music, using specific measure numbers, as
(the largest
well as how the choir can bring out those
component or
elements in a performance setting.
main body of
the lesson)
One worksheet question will include how
Elvis tone of voice differed from the tone of
voice we use to sing Joshua Fit the Battle of
Jericho, and the affect that tone of voice has
on the effect of the piece.
9:25 Students will volunteer their answers and respond to
Teacher will facilitate a class conversation follow up questions presented by the teacher.
reviewing the worksheet and discussing
answers, as well as providing follow up
questions as appropriate.
9:30- Students will sing through the piece implementing their
35 Teacher will direct students in a run through of ideas for how to most effectively bring out elements of
the piece implementing all the ways in which text painting within the piece.
the class decided to bring out elements of text
painting within the piece.

9:40 Teacher introduces a project (to be worked on Students will listen.

Closure
during theory Tuesdays) where students will
(conclusion,
choose a piece of literature and compose a If time allows, students will begin project by
culmination,
piece of music representing that literature brainstorming pieces of literature on which to base their
wrap-up)
using elements of text painting. compositions on and how to represent them with the
musical elements discussed in 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.)
I didnt get a chance to teach this lesson.

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