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LESSON PLAN
(revised SP14)
Teacher: Anja Stumpf
Grade: 3
Date: 7.4.2014
1. Learning Outcome/Behavioral Objectives:
As a result of this lesson students will know different dynamics like piano, mezzo
forte, piano, mezzo piano and be able to demonstrate these by movement in a
song
2. Required Prior Knowledge and Skills:
Singing range of an octave
Some students might be familiar with the song
“Supercalifragilisticexpialidocious” from the musical
Anticipated deficits:
In order to sing forte, some students might start shouting
Some students might have problems pronouncing the words correctly or are not
familiar with all of them and need help understanding the lyrics
3. Standards and Frameworks:
National Standards x Singing x Performing on Instruments
 Improvising  Composing and arranging x Reading and notating
x Listening to, analyzing and describing  Evaluating music and performances
 Understanding relationships between music, the arts and disciplines
 Understanding music in relation to history and culture
State Frameworks x Singing x Reading and notation
X Playing Instruments  Improvisation and composition
x Critical response  Purposes and meaning in the arts
 Role of artists in communities
 Concepts of style, stylistic influence and stylistic change
 Inventions technologies and the arts  Interdisciplinary connections
4. Assessment: students participate in the singing and playing activity, try to
identify the differences in dynamics
By the end of the class they are able to demonstrate the difference between piano
and forte
Playing on xylophones doesn’t have to be perfect, but dynamics vary from line to
line in the song
5. Processes:
 Creating
x Performing
x Listening
6. Materials, Repertoire, Equipment needed:
Lead sheet and recording of the song “Supercalifragilisticexpialidocious”
Percussion instruments
7. Accommodations:
a. Special needs
b. ELL
8. Lesson Sequence:
a. Activity: Activator/Warm Up
Estimated Time: 3- 5 minutes
Ask student about the musical “Mary Poppins”
Tell the story in class or let students tell each other if some are familiar with it
Ask them which songs they might remember
b. Activity:
Estimated Time: 8-10
Introduce song “Supercalifragilisticexpialidocious”
Listen to the song and tap the beat
Ask question for reinforcement: How many syllables are in the word? Is it a real
word? Were there others words you did not understand?
Let them look up the words in a dictionary and search for other long words that
are similar
c. Activity:
Estimated Time: 3-5 minutes
Pull up the song on the song on the board with different dynamics on it range
form piano to forte
Let them identify what markings indicate by listening to the song again
Clarifying p, mp, mf and f and write them on the board with explanations
d. Activity:
Estimated Time: 10 minutes
singing the song again slowly, so all the students understand the lyrics and can
pronounce the words, if necessary echo in parts, so they repeat them correctly
maybe slow down the tempo to practice the song
move to the song while singing it to indicate the dynamics
 Sitting down- p
 Bowing-mp
 Standing up- mf
 Standing with arms up-f
e. Activity:
Estimated Time: 10 minutes
Divide the class in half and let one group sing the song and the other group play
the root of each chord on a xylophone
Students need to perform the different dynamics the just danced to ( chords are C,
G, F)
the children who sing still indicate the dynamics with their body as an indication
for the other group
Slow down the tempo in order to play correctly
After repeating the song 2 or 3 times the groups switch, so each child has a
chance to play xylophone once
f. Activity: Summarizer/Foreshadowing
Estimated Time: 3 minutes
ask students which dynamics they know and what the difference is
Assignments:
Practice the words they didn’t know in the song
Sing the song with family
9. Contingency plan:
If there are not enough xylophones, use drums to keep the beat and practice the
dynamics- make sure they are not too loud; children still need to hear each other
10. Evaluation/Diagnosis/Remediation: Notes to self about teacher procedure,
student response, and things to fix in the future…