Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie DeVries

Date: April 9

Subject/ Topic/ Theme: Hava Nagila 4th Lesson with Dance Grade: 3rd Grade

I. Objectives
How does this lesson connect to the unit plan?
Now that the students have learned all three sections of the piece and have sung it confidently, they are now going to learn the dance. The dance follows a traditional
dance style used at many Jewish celebrations, and the students will watch a short video clip of the dance being performed at Jewish weddings and bar mitzvahs.
cognitiveR U Ap An E C*

Learners will be able to:

Recall and sing the three sections of Hava Nagila

Sing one section independently while I (or another group of students) sings another section
Move to the dance steps of the first and second section of the song
Keep time with the macro beat of the song
Identify the context in which Hava Nagila was written and is celebrated

R, Ap
U, Ap, E
R, Ap
R, U, Ap
U, Ap

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.4 Sing melodies with confidence in a large group
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3 rd grade.
ART.M.IV.3.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 3 rd grade.
(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.

Students will already know the entire folk song and will be able to sing it independently.
They should also have a knowledge of healthy singing technique and posture, and an understanding of
rhythmic notation.
Pre-assessment (for learning):

I will ask students if they know anything about Israeli cultural celebrations. I will also check to see
how much of the melody they have memorized
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

I will watch students to see who is having more trouble with the dance steps than others. I will come
beside them and demonstrate for them as needed until they get the concepts of which directions they
need to go.
Formative (as learning):

I will ask students to dance without me to see if they can do the steps on their own.
Summative (of learning):
n/a
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-Students will watch a video to gain
context
-Students will listen to instructions
-Students will see the movements
demonstrated
-Students will look at pictures on a
Power Point

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
-Students will be dancing the
grapevine and learning new steps to
the piece
-Students will be coordinating their
movements in a circle and to a
steady beat

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students will be shown a video of
the song being used at a Jewish
wedding to see how others celebrate
with Hava Nagila

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for comprehensionactivate, apply & highlight

-Students will learn about

another cultures tradition for
celebration/wedding ceremonies
and apply it to their own culture
and traditional celebrations

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

How will your classroom

be set up for this lesson?

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students share personal

experiences about Israeli/Jewish
celebrations
-Students learn about the mood
of the piece through placing
dance steps to the words

-Students will be working

together to dance the steps in a
circle and in time with each
other

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 be asked to place

themselves in another persons
shoes and consider what it
would feel/look/be like to
participate in a Jewish
celebration with this dance
-Students will continue to
follow the classroom
management plan with the
guitar on the side board, and
will have new reminders that
they want to keep themselves on
purple so that they can earn a
good behavior prize at the end
of the semester, and to prepare
them for the next level grade
The projector, computer, Elmo, and Stereo will be set up, with the CD player queued to the correct
track for the accompaniment. The lyric sheets for the entire folk song should be underneath the Elmo
ready to go.
http://www.bing.com/videos/search?q=hava+nagila+jewish
+wedding+dance&&view=detail&mid=BD102D33152170
73C0DEBD102D3315217073C0DE&FORM=VRDGAR
Chairs will be stacked on the side of the classroom and students will sit on the floor for the video. The
classroom should be open to allow for dancing, and the piano may be pushed forward a little to allow
for more space. All possible harmful objects will be stored far away (If I see any).

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Ask students about what typically happens in a
-Students are thinking about experiences they have
wedding
had at weddings, or what they have heard about
-Watch short video clip- start at 0:20
weddings
-Answer these 3 questions for me:
1. What is happening at this wedding?

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

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2. What is the music like?

3. What are the people doing?
-Discuss the elements of the music, the wedding
celebration, and the kind of dancing in the video.
-Have a brief discussion about Hava Nagila, its
origins in Israel, and its use in Jewish celebrations
-Hava Nagila is a traditional Jewish folk song. It is
usually sung/danced to at Jewish weddings and bar
mitzvahs
-folk song: a song created(composed) by the
people of a country or region (definition from
Merriam-Webster).
-bar mitzvah is a celebration of a 13 year old boy
or girl being addressed as an adult in their society.
-the religious initiation ceremony of a Jewish
boy who has reached the age of 13 and is
regarded as ready to observe religious
precepts and eligible to take part in public
worship (Google def.)
-The circle dance they do around the raised chair
people is called the Hora, and it is a circular dance.
-Now that you have a better history of the piece,
we can think about what usually happens when this
piece is sung. Lets sing the entire piece together.
But first: Lets warm up!
-Warm up the students and remind them of the
singing goals they have on the side board
-Play the accompaniment and sing through all three
sections of Hava Nagila. Look for trouble spots and
review the parts that the students have trouble
remembering
-Place all of the lyrics on the screen and remind
them of the diction/vowel shape symbols
-After students have demonstrated a solid
knowledge of the melody, have them stand up in
their rows and shift until they are on the far left

-Students are watching the video clip and

discerning what kind of music is being played/what
dancing is going on
-Students are listening to facts about the history of
Hava Nagila and its use in celebrations such as
Jewish weddings and bar mitzvahs

-Students are warming up their voices

-Students are reflecting on what goals their have for

voice development

-Students are remembering the lyrics and visual

cues for the lyrics of all three section
-Students are standing and shifting to one side of
the classroom

Closure
(conclusion,
culmination,
wrap-up)

side of the classroom (if you are facing the front

white board/piano
-I am going to teach you a step called the
grapevine. I will first demonstrate it for you. Just
watch it the first time as I give you the steps.
-Demonstrate, saying step right over left step
right under left.
-Draw a mini diagram on the board with arrows
and Ls and Rs
-Stay in your rows and try it with me. Step Right,
Over Left, Right, Under Left
-Now, have students step to the beat of the first
section while singing the melody
-Now form a circle with your group, there should
be six people in each group except for the last row
which will have seven.
-Join hands with your group members because we
are going to do the grapevine in a circle. Now
follow the steps while traveling in a circle. Step
Right, Over Left, Step Right, Under Left
-Afterwards step and sing to the first section while
traveling in a circle
-Next part, hva nra nna, youll start by letting
go of hands and walking towards the middle. Once
you are in the middle, you will spin (Hva Nra
Nna= for four counts).
-Then you will back up/walk backwards (Ha VA
nra nna), and then spin again (vnis mcha).
-Have students dance the second section step in
their circles, then incorporate that part of the
melody into the dancing
-Watch to make sure students are following the
beat of the piece and are going the correct tempo
for the melody
-Write down which students are having the most
trouble and put the according number on their
rubric with the date of the assessment for future
reference
-Repeat this pattern once or twice
-Pick a rhythmic ostinato from the previous class
and put it on the screen. Have one group clap the
rhythm while the other group dances.
-Look for students who are having trouble keeping
the rhythm. Write down the according number on
their rubric and the corresponding date. Still make
sure you write down a number for everyone.
-Dance the first two sections of the song with the
track playing in the background. Watch to see if
students are dancing to the macrobeat and are
following accordingly
-As students are lining up, ask them a few review
questions- Where does the folk song Hava Nagila
come from? Where is it normally celebrated? What
people usually use this song in their celebrations?

-Students are listening to/watching the

demonstration of the karaoke(grapevine) step.
-Students are listening to the steps and looking at
the board for the steps
-Students are executing the steps for the
grapevine/karaoke.
-Students are singing the melody and stepping
along to the beat
-Students are forming circles with their rows and
joining hands

-Students are stepping and singing the melody in a

circle.
-Students are listening to instructions for the next
dance section

-Students are dancing the second section in their

circles and following each other
-Students are singing and dancing to the second
section at the same time

-Students are dancing to the first two parts of the

first section and putting both in the correct order
-Students are reviewing what they learned from the
Power Point about Israeli culture and dance with
Hava Nagila.

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.)

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When I taught this lesson, I did not have time to go through the Power Point or show the video. Instead, I had a conversation
with the students asking them what they knew about Jewish celebrations/bar mitzvahs. Some students were Jewish or had
Jewish friends, so they were able to tell a few stories about what it was like for them. I then incorporated the information that
I had from the presentation into the conversation and we talked for a few minutes. The students did not know what the word
grapevine was, but instantly caught on to the word karaoke when describing the step because the gym teacher had taught
them in previous years. Some students thought it was super easy once figuring that out, but others still had a hard time
coordinating the moves. Mrs. Pool mentioned that it might help to go a little bit faster when doing the step (because I was
going really slow), so having a medium pace satisfied both sides. At first, I thought that singing and dancing at the same time
would make it harder for the students, but it actually seemed to help them coordinate their body movements with a steady
beat. With the first couple of classes, I did smaller groups, but it became pretty crowded in the classroom because so many
students were moving in different directions. When I changed it to two large groups in the next classes, it worked out a lot
better because the students watched both teachers for movements and did not have to worry about running into three or four
other groups.

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