Beruflich Dokumente
Kultur Dokumente
Professor Navarro
Date: November 1, 2018
Visual and Performing Arts Mini Lesson/Activity
Name of Activity The Ups and Downs of Sound
Summary of How Activity What is the teacher saying What are the students
Unfolds/ Instructional Sequence and doing? saying and doing?
(Be specific! Explain what the
teacher is saying and doing and T: Hello class! Today we
what you anticipate the students to will be talking about
say and do.) different kinds of
instruments and the
different sounds that they
make.
T: This instrument is a
trumpet.
(Descriptors of the
instruments sound will be
written down on the board
for the students to use as
reference.)
Checking for
Understanding/Assessment
How will you gauge students’ Since the students will be asked to hold up the image of
understanding the lesson? the instrument that they feel matches the sound they
are hearing, the teacher will be able to observe what
instrument sounds the students can recognize and
differentiate.
How will you check if students are
meeting the learning objective? The activity is primarily based on observation of the
Ups and Downs game. The fast motions of having the
These do not need to be formal students hold up the correct instrument image to
assessment but may be through identify the instrument’s sound in the song will allow
observation or through student the teacher to be able to assess the students’ immediate
work samples recognition of instrument sounds. The handout
worksheet at the end will be able to show the teacher
on paper whether or not the students are recognizing
different instrument sounds. The worksheet will be
individualized for students to complete on their own.
The individual assessment will allow the teacher to see
if the student can identify different instrument sounds
without having to base their answer on their friends or
neighbors.
Accommodations/Modifications:
Emergent Bilinguals
How will you meet the needs of Students who are emergent bilingual students can use
students who are learning English? the image of the instruments as a visual, instead of only
Accommodations must go beyond having the label to refer to. The pictures of the
‘translating’. instruments allow for emergent bilinguals to use word
association to develop their vocabulary. Another
accommodation made will be presenting the directions
and instructions orally as well as typed on the
powerpoint and “Picture Sound Match” worksheet.
Students with Disabilities The descriptors for the instruments sound that will be
How will you meet the needs of written on the board will work as a reference guide for
students with varying abilities? students to look back at if they have forgotten how an
Consider students with mild to instrument sounded. The guide will not only be helpful
moderate and students with for students with disabilities to reference back to, but
moderate to severe disabilities. for the entire class as a whole. We will also give
students with disabilities the option of pointing to the
picture they feel matches the sound, instead of holding
the image or images up.
For presentation:
● Using large print
● Providing a designated reader
Response:
● Allow for verbal responses
● Allow for answers to be dictated to a scribe
● Allow the use of a tape recorder to capture
responses
Timing:
● Allow mini breaks in between activities.
Setting:
● Provide preferential seating
Directions: With a small group, you will create a 10-15 mini-lesson/activity in one of the visual
and performing arts and present this to the class. You will complete this in the module area you
completed.
Name:________________________
Picture Sound Match
Directions: Circle the picture of the instrument that matches the instrument sound.
1.
3.