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Education Studies

Learning Cycle (5 Es) Lesson Plan Form

Name ___Kyra Moak____________________________ Date 4/19/15____________
Grade Level _8___ Quarter _4_______

School __Altoona High School___

Central Concept: Expression

Essential Question: How does musical expression add
emotional content to a piece of music?
Identify at least TWO developmental
characteristics of your Age Group from PIESM
(Physical, Intellectual, Emotional, Social, and
Moral Development):
1. 14 year olds crave adult connections even while
fighting for their own identity.
2. 14 year olds are typically loud and
rambunctious and have a lot of energy.

Section I: Big

Identify at least TWO components of diversity

within your classroom (MI, gender, SES)
Explain the component (no one word answers)
1. I will just be teaching an alto sectional so all of
the students participating in the lesson will be
2. 40% of the students in Altoona are on free and
reduced lunch. Many students come from a low

How will these be addressed in your lesson plan?

How will these be addressed in your lesson plan?
In my lesson plan, I will express an interest in my
students lives so that they know I care about
them. This will help fulfill their need for an adult
I will also try to have students move around and
remain engaged in the lesson in order to use their
energy in a positive way and to minimalize
behavior problems.

When making connections to my students lives,

the fact that they are all female will play a role
in what connections I will make.
Since many students come from single parent
families with a low income, I will be careful to
make very general reference to family and not
make assumptions that all family structures are
the same.

Resources used (Instructional resources and materials)

The only resources used will be a piano and sheet music.
Academic language development (Identify vocabulary, syntax and/or discourse central to the
outcomes of the learning segment that may pose a challenge for students)
Words such as dynamics, articulation, and legato may be unfamiliar to students depending on
their musical background. It is important to explain all vocabulary and not make assumptions about
students prior knowledge.

Instructional Objectives: Write one objective for the lesson.

Look at the Blooms Taxonomy verb sheet. The students will
Students will demonstrate and understanding of musical concepts of expression by applying them to
the song Home by Daughtry.
Common Core or Wisconsin Model Academic Standard (WMAS) Connection:
List one (or two) at most.
Students in Wisconsin will sing, alone and with others, a varied repertoire of music.
Students in Wisconsin will analyze and describe music.

Section II: Lesson Planning

Include time estimates.
Engage: Include
1. What happened yesterday?
In the last class, students worked on the notes for the chorus of Home.
2. What they will be doing in class today.
Today in class they will be focusing on the chorus of Home while emphasizing dynamics and articulation.
3. How it ties to future learning.
Making the piece more musically expressive will help the students have a more successful concert at the end of the
4. Catch the students interest by posing a question, showing something, doing something funny, or reading a
quote. Do anything that gets their attention and allows you to focus on the goals of the lesson.
I will ask students if they have ever watched American Idol, where the artist who recorded the song we will be
working on got his start.
5. Make a connection to the students lives (ie. Compelling Why).
The song is about home. I will ask the students where in their lives they feel the most at home. With their families?
With their friends? In choir?

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
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.