Teacher Candidate: Nancy Walker

Teaching Context: Grade level/class

Date: 10/19/23

Lesson Sequence Lesson one, two, three, etc.

Learning Outcomes: In class students will…

Determine the specific skills, and/or e.g., experience, identify, and demonstrate through
content knowledge that those you singing, dancing, movement, playing instruments,
teach will engage with during this etc.
lesson. What skills and content
knowledge do you want those you In class, students will experience a song sung in the
teach to have obtained by the end of Dorian mode. They will identify different sections
the year? The end of the quarter? An within a song and be able to demonstrate harmony
elementary student will not have through singing. They will be able to demonstrate
“developed” a skill or “obtained” macro beats through movement.
content knowledge at the end of a
single lesson but will over several.
Meaningful repetition is key for young
students. How are you incorporating
meaningful repetition?

Materials, Equipment, & Setup: ● Slides with three different colored

(Describe the materials, equipment, and class shapes
setup needed for this lesson. What materials ● Computer
(bean bags, scarves, puppets, etc.), equipment ● Projector/smartboard
(computer, smartboard, instruments, etc.), set
up (space to move, word wall).
**include technology and vocabulary used

Playlist: Song, Artist, YouTube Link

VA State Standards Creating

Anchor Standard #
Performing
Anchor Standard #
 Responding
1.17 The student will respond to music with movement. a) Use
locomotor and nonlocomotor movements. b) Demonstrate high and
low pitches. c) Demonstrate expressive qualities of music, including
changes in dynamics and tempo. d) Perform dances and other music
activities. e) Dramatize songs, stories, and poems.
Connecting
Anchor Standard #

Rubrics:
(Rubrics to evaluate the final unit project.)

UDL Strategies: Consider Accommodations and Modifications – how can you

Multiple means of make them universal to your instruction?
engagement,
representation, and action Students can use different ways to show the beat. They can use
and expression. motions to display changes in pitch. They can use the colors and
**strategies: visuals, shapes on the screen to connect to the pitches.
entry points of
involvement
(easy/medium/difficult)

Lesson Activity Scripting:

Scripting is one of the most important processes of learning how to
teach. It allows you to be PROACTIVE rather than REACTIVE
when teaching. Scripting is not for you to read as you teach, but to
allow you to develop the skill to think quickly while you teach,
which is not something you can develop upon writing a handful of
lessons. This is a skill which will take you years to develop. Lean
in, it is a lot, but the invested time is worth it.

Dorian ➔ Keep those patterns in your head as I sing this song

Song/Accompaniment ➔ The teacher sings the song
➔ Did the music change any?
➔ Students respond “yes”
➔ Now when I sing the song would you tap your feet to the
macro beat, and maybe that macro beat might change
➔ Teacher sings the song again
➔ How many different sections are in the song. Close your
 eyes and hold up the number of fingers.
➔ Open your eyes. There were two sections in the song. If you
said more than two that’s OK because it shows me, you
were thinking musically.
➔ I’m going to sing it one more time, you can do spider
fingers on the micro beat or tap on the macro beat. This time
see if you can tell the difference between the A section and
the B section. We call the first section A and the second
section B, so the form of our song is what?
➔ Students respond A B
➔ How many times do we do A?
➔ Students respond “twice”
➔ How many times do we do B?
➔ Students respond “twice”
➔ So the form of our piece is AABB.
➔ Teacher sings song a final time
➔ Who thinks they know what the difference is between A and
B
➔ Students respond the “meter changes”
➔ Yes! We were in 6/8 in A and then it changes to 5/8 in the B
section.
➔ We’ve been learning about tonalities in our class, does
anybody have a wild guess if the first chord was Re Fa La
and our seventh was Do Mi Sol what tonality or mode are
we in?
➔ We are in Dorian mode!
➔ So, this time when we sing can you go Re Re Do Re and
follow my hand signs
➔ Teacher sings the song while signaling the harmonies to the
students .
➔ We have more than Re don’t we, we have Re Fa La . The
teacher divides the students in a re , Fa , or La group
➔ Re goes to Do Fa goes to Mi La goes to sol.
➔ Teacher sings the song again with the students doing the
harmonies