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Lesson Plan Form Udl Fa14

This lesson plan aims to teach 6th grade students how to perform music in front of an audience. The objectives are for students to perform a piece of music from beginning to end without stopping, learn performance etiquette, and apply their skills in an upcoming class performance. Students will tune their instruments, practice in sections, and perform for each other. The teacher will provide feedback and students will reflect on their performances. They will also learn about stage etiquette like bowing to the audience. The classroom will be arranged normally with assigned seats. The plan includes introduction, practice and performance sections, reflection, and a closing discussion about readiness for a real audience.

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131 views

Lesson Plan Form Udl Fa14

This lesson plan aims to teach 6th grade students how to perform music in front of an audience. The objectives are for students to perform a piece of music from beginning to end without stopping, learn performance etiquette, and apply their skills in an upcoming class performance. Students will tune their instruments, practice in sections, and perform for each other. The teacher will provide feedback and students will reflect on their performances. They will also learn about stage etiquette like bowing to the audience. The classroom will be arranged normally with assigned seats. The plan includes introduction, practice and performance sections, reflection, and a closing discussion about readiness for a real audience.

Uploaded by

api-284244805
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher YoungKwangPark
Date
April 20, 2015
________________

Subject/ Topic/ Theme

learning how to perform in front of the audience

Grade:6

I. Objectives
How does this lesson connect to the unit plan?
This lesson plan is learning the etiquette and playing the music in front of the other. These help students to perform the music better in front of the audience.
cognitiveR U Ap An E C*

Learners will be able to:

Perform the Sahara Crossing from beginning to end without stopping

Learn about the etiquette for playing in front of the other

Apply to our sectional perform in class period.

physical
development

R, U, A
R, U, A

X
X

A, E

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.IV.6.1 Identify a repertoire of music from diverse cultures.
ART.M.I.6.3 Sing and play accurately in both small groups and large ensembles, with appropriate technique and breath control.
ART.M.III.6.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria, and
offering constructive suggestions for improvement.
(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.

Performance skills and high level of professionalism


Pre-assessment (for learning):

Start with question of Do you remember what we talk and practice yesterday?
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?

Formative (for learning):

Write reflection about perform in front of the others


Formative (as learning):

Each section play their part of music begging through end.


Summative (of learning):
On the stage, we will run through our performance once together.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Each section of students will
perform in front of the classmate

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will perform in front of


classmate and get feedback with
how they did

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Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

Students will learn about how


they perform in front of the
others
Students will play the music
with a good techniques and
intonation.

Students will get personal


feedback from the teacher what
they need to improve and what
they did well.

They need their instruments


Scrap paper
Pencil

Normal set up with assign seat


How will your classroom
be set up for this lesson?

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Good morning Students
-Let us tune our instruments first and after tune, we Students will tune their instrument
will begin with our lesson.
-What do we learn yesterday?
-After that, I will ask each section to practice five
minutes together and perform in front of classmate.
(First violin, Second violin, Viola, Cello and Bass
together.)
-I will be grade with rubric and give feedback to
each student.

Development
(the largest
component or
main body of
the lesson)

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-When the perform is done, I will ask that on the


Scrap paper, write down your thought about
performance to the other
-Teacher will collect the scrap papers
Now we are going to learn about the etiquette for
playing in front of the other
- We walk on the stage and practice our music.
-After that, we tune our instruments. Even
though the audiences are watching us, we have to
do it because we want to show our best sound to
the audiences.
-When conductor comes up on the stage and
every members of orchestra will stand up and the
conductor will bow to the audience. However, the
students will now bow.

Students will answer about what they learn


yesterday
Each section will practice five minutes and play
their music and students will listen how does each
section play.

Students will write about their thought about


performance in front of the other.

-We will begin to perform, but make sure that


students must watch the conductor.
-When the music is end, we stand up one more
time and this time we do the same thing as in the
beginning.
-After that, we go down on the stage and the
performance over.
-When I explain this performance etiquette to
students, we will move to the stage that we are
going to perform.
-On the stage, we will do the same thing that we
learned in class and run through everything once.
Make sure that teacher sees how students are doing
and playing the music.

Closure
(conclusion,
culmination,
wrap-up)

Students will do what the teacher explains about


etiquette on the stage.
Students will play the music with conductor

-At the end, say, Now we are ready to perform in


front to the audiences right?
And dismiss the students from the 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.)
As I was making this lesson plan, I really want to see the improvement of students as they are playing in front of the others.
However, it will be hard for students that playing in front to the others.

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