ACCESS Lesson Plan – MUSIC AND EMOTION

Objective of Lesson: Facilitate development of emotional awareness through colour and

music.

IPP Objectives Plan for Diversity

-Self regulation: Students must present the
proper emotion that they feel when the
music is playing – regulate any other
feelings of excitement
-Communication: Must be able to identify
and communicate their emotions in any
way they can
-Wear microphone to aid M. – Place
microphone near speaker during music to
ensure that M. can hear
-Always ask S. questions first to ensure
that he does not copy other answers
-Repetition of instructions throughout
lesson to aid in memory

Prerequisite Knowledge, Skills, Preliminary Matters (Announcements,

Strategies and Attitudes etc.)
-Ability to identify colours
-Ability to hear music (None)
-Ability to identify emotions

Time Teaching Resources Assessment
Strategy
Introduction 5:00 1. Read My My Many Colored Days by Dr. Seuss Students wi
Many be assesse
Colored Powerpoint document with Inside Out Characters – on thei
Days by their colours and their name ability t
Dr. Seuss identify th
– Ensure correspondin
that C. is Inside Ou
sitting in characters
stool so he with thei
remains colour as we
alert as identifyin
during the the character
story emotion.
2. Explain Students wi
that be assesse
different formatively
colours through clas
make you participation
feel and informa
different discussion.
things and
 different
emotions
3. “Have you
seen a
movie
called
Inside
Out?” —
All the
Inside Out
characters
will be
displayed
on a
Powerpoin
t. Ask
students
what
colour the
character
is and then
what the
character
is called
(e.g.,
Anger,
Sadness,
Joy,
Disgust,
Fear).
Activity 10:00 1. All the Youtube videos for all music: Students mus
Sequence Inside Happy – by Pharrell be able t
Out Sadness: identify th
charact https://www.youtube.com/watch?v=js2W5UDpQOs emotion tha
ers Fear: they think th
have a https://www.youtube.com/watch?v=9TWAv-sxKgs music i
favourit trying t
e song express an
– Can Inside Out characters find th
you correspondin
guess inside ou
which character.
song is Students wi
each be assesse
charact formatively
ers through clas
 favourit participation
e? and informa
2. After discussion.
they
guess,
the
student
s must
look
around
the
room to
find the
corresp
onding
Inside
Out
charact
er – the
charact
ers will
be
hidden
around
the
room
before
hand –
Ensure
that all
student
s are
particip
ating in
the
activity
(C. will
have a
1:1
ratio)
3. Why do
you
think
this is
that
charact
 ers
favourit
e song?
Explain
that
certain
music
makes
you
feel
differen
t
emotio
ns (e.g.,
happy,
sad,
scared)
4. samples
Closure 5:00 Everyone has Footloose – by Kenny Loggins N/A
songs that they
love to dance
to and that
makes them
happy!

Play fun song

for the
students that
they can dance
too.

Reflection

ACCESS Lesson Plan – Stellaluna and What Makes me Unique?

Objective of Lesson: Have students have a basic understanding of the term uniqueness
and be able to identify character traits that make them unique.

IPP Objectives Plan for Diversity

Citizenship, Personal Development,
Character: Have an understanding of what
makes them unique and special
Self Regulation: Be able to sit through
reading of book with little interruption of
teacher
-Communication: Be able to communicate
what makes them unique and special
through pictures and communicate this
orally to the class
-Do brief book walk before beginning the
book to assist in plot comprehension
-Wear microphone to aid M.
-Provide one on one instruction during
drawing portion of lesson
-Speak slowly to assist in story
comprehension

Prerequisite Knowledge, Skills, Preliminary Matters (Announcements,

Strategies and Attitudes etc.)
-Beginner drawing skills
-And understanding of character traits and (None)
ability to reflect on self
-Plot comprehension

Time Teaching Strategy Resources Assessment

Introduction 10:00 Read Stellaluna by Stellaluna by Observational

Pamela Reed Pamela Reed assessment of
 students
listening
abilities during
story
Activity 10:00 1. Give students the Paper Formatively
Sequence definition of unique Markers assess students
2. Have students ability to
return to their provide
desks meaningful
3. Everyone is additions to
different in some discussion.
ways Observe
4. What makes you students while
unique? Draw a they draw and
picture of ask questions
something that about what they
makes you unique are drawing.
Students should
demonstrate an
understanding
of what makes
them special
and be able to
explain what
they are
drawing.
Closure 2:00 Tell the class what you Assessed on
drew and what makes students ability
you unique to meaningfully
contribute to
the
conversation.

Reflection

 ACCESS Lesson Plan – PLOT and Story Development

Objective of Lesson:

IPP Objectives Plan for Diversity

Prerequisite Knowledge, Skills, Preliminary Matters (Announcements,

Strategies and Attitudes etc.)

(None)

Time Teaching Strategy Resources Assessment

Introduction
Activity
Sequence
Closure

Reflection

-Read Franklin Goes to School story
-Talk about characters – maybe play some sort of matching game with the
characters in the story
-Create character profiles for each member of the class

-Read another Franklin story
-Talk about the events (beginning, middle, end)
-Have students identify what happened to characters in the story (maybe draw
picture of something that happened to a character in the story
-Explain plot points
-Have students come up with things that might happen in their story about their
classroom