DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION LESSON PLAN TEMPLATE -SECONDARY Teacher Candidate: Kelsey West Grade Level:

: 9-12 Subject/Content: Music/Choir Title: Basic Musicianship

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 26 students in girls elite choir (all girls) 1 Hawaiian girl **No different instruction or assessment was needed for those listed above.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Students will have a good understanding of their individual prior knowledge of basic musicianship. Students will comprehend what musicianship level is expected of them in an advanced choir.

Reading/Language Walk-Away: Students will read and comprehend musical vocabulary. Students will comprehend where they are musically and be able to write a selfassessment of their own musicianship proficiency.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Pre-Assessments- Teacher and students will discuss pre-test content. Formative AssessmentsTeacher will conduct a question and answer session,

Modifications/Accommodatio ns (ELL, IEP, GATE, etc.) Proper instruction without interruption is a modification that is needed with this class. Minds tend to wander and in order to keep the class focused I need to set the stage and make

addressing students ideas on what it means to be a musician. Summative AssessmentsStudents will write an assessment on a piece from their Fall Concert using musicianship checklist. Teacher will evaluate students assessments using musicianship checklist.

sure they hold all questions and comments until the time is necessary.

Special Ed. Students will be given extra time on quizzes, assignments and tests. Quiz and test questions will be read aloud. Students will be given extra time to complete their work and will be able to retake quizzes and tests as needed. They will receive small group instruction and will receive modified grading.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review pre-test content on basic music notation.

Setting the stage properly. Being well-prepared with this lesson.

Teacher will engage students in a discussion regarding previous choir classes, music theory, ear training, and solfege.

Focus Lesson (I do it)

Teacher will present example a self-assessment and list the vital questions needed to create a proper self-assessment. Teacher will discuss essential questions: Are excellent performers born that way? Can understanding basic musicianship really make a difference in a performance?

Guided Instruction (We do it)

Engage in a group discussion regarding what good musicianship is and what it is not. What videos of pieces from their Fall Concert and pieces from other high school choirs on YouTube (examples of good and bad).
Openly discuss self-assessments of pieces from their Fall Concert, (teacher and students).

Collaborative/Cooperative (You do it together)

Small group discussions regarding musicianship exhibited

in the two YouTube performances from the other schools. They will talk about personal performance experience examples to help each other in assessing themselves. Independent (You do it alone) Students will complete a self-assessment of a piece from their

Fall Concert. Summarization/Closure Closure will include reviewing lesson content, correcting and answering essential lesson questions.

NOTES TO TEACHER What do I need to remember to do? -Write walk away on the board -Involve entire class -Time managment Materials to have ready? -Pre-formatted assessment handout -musicianship checklist -internet access -YouTube clips

-example of a self-assessment using musicianship checklist Approximate time needed for lesson? -60 minutes