Escolar Documentos
Profissional Documentos
Cultura Documentos
Section I: Big
Picture
Planning
Explore: Students interact with each other through discussion and/or materials in small groups. They explore
a limited area of inquiry requiring them to categorize, classify, or answer questions.
I will have students turn and talk with each other about where they feel at home. I will also have them discuss what
it feels like when they are in a home.
How will you assess that students are exploring?
I will listen to student conversations and stand near the students to ensure they are on task.
Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short lecture,
video, etc. Students then share what they said/discovered in the exploration stage and connect it to this new
info. Differing views are shared.
First I will ask the students what they discussed in their small groups and have them share if they are comfortable.
Then I will ask them if they know the definitions of some vocabulary words such as dynamics and articulation.
Then we will begin rehearsing the song. As we learn pitches and rhythms, I will ask them what the song makes them
feel and what dynamics or articulation should go along with that. I will then have them implement those ideas in
another reading of the piece.
How will you assess students explanations?
As students share, I will compare their answer to the correct definitions and assist them if they are moving in the
wrong direction. If a student gives a wrong answer, I will try to help them see how the answer I was looking for was
different than the one they gave.
Elaborate or extend: Students apply information to a new situation.
I will have students turn and talk to each other once more and have them discuss how the ideas they
discussed earlier were implemented in the reading of the piece.
How will you assess students ability to apply information?
I will walk around and listen as students discuss their answers.
Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that students have
changed their thinking or behavior? Is it aligned with both your central focus and with student
standards/objectives?
At the end of the lesson, I will ask students to define dynamics, legato, and articulation to me. As students volunteer
I will make sure to be positive and encouraging. I will also have them share how these concepts helped them
connect to the piece. This fits with my central concept of expression and the essential question posed.