Madeline Hunter Lesson Plan

Correlated to the Danielson Framework for Teaching

(Refer to the Student Teacher Standard Experiences for lesson plan format specifics.)

Student Teacher _____Emmanuel Vega_________________________ Date ______Oct (07-19)-2016

Gr. Level/Subject _Fourth _______________

Legend
T = Teacher
st student
sts = students
w/ = with

Lesson Beginning Time: __________9:25 A.M.__________________Lesson Ending Time: ________10:10 A.M._____________

Domain 1:
Planning
1c: Inst.
Outcomes
1b:
Knowledge
of Sts

Other Domains
2b: Culture for
Learning
3a: Communicating

Lesson Component
Objective(s) (what sts will learn; a measurable action; not the lesson activity or task):
Sts will perform Curwen hands signs and sing with light clear voice with a 80%-100% accuracy.
Sts will explore Curwen hands signs and describe tonality qualities
Sts will identify and perform Rhythm cards notation with 98% accuracy.
Sts will identify rhythm elements within a written score and active listening.
Importance of Objective/Content (value/importance to sts; reason for learning):
Sts will learn to perform Curwen hands signs that are a basic element of choir.
Curwen hand signs are the basis for many choir programs in public schools.
TEKS and ELPS (written out):
1. (b) Knowledge and skills.
(1) Foundations: music literacy. The student describes and analyzes musical sound. The
student is expected to:
i. (B) distinguish among a variety of musical timbres, including those of
woodwind, brass, string, percussion, keyboard, electronic instruments, and
instruments of various cultures;
ii. (C) use known music symbols and terminology referring to rhythm; melody;
timbre; form; tempo, including accelerando and ritardando; dynamics;
articulation; and meter, including simple and compound, to explain musical
sounds presented aurally; and

1a:
Content/
Pedagogy
1c: Inst.
Outcomes

1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Sts

2b: Culture for

Learning
2c: Classroom
Procedures
2e: Physical
Space
3a: Communicating
3b:
Questioning/
Discussion
3c: Engaging Sts
in Lng

Anticipatory Set (capturing sts interest; connecting to prior learning):

1. Use the warmup to create new phrases and show them with gestures from hand signs. After warmup
during mixplay.

Procedures/Activities/Explanations (actions of T and sts: explanations, scaffolding, modeling, questions,

grouping structures, management, etc.):

1. Vocal Warm-ups (Mixture of the following)

a. Posture
i. Straight
ii. Feet shoulder apart and one in front other
iii. Shoulders Back and hanging down
iv. Head floating on string chin facing forward
v. Hands to side
b. Breathing
i. Slow/Fast Breaths
ii. Yawning
iii. Sustain Hissing
iv. Sustain Candle Blow
c. Body Percussion
i. Pat
ii. Clap
iii. Snap
Office of Educator Preparation, College of Education, Texas State University
24 July 2015

iv. Tap
v. Brush
vi. Stomp
d. Vocal Gymnastics
i. Elevator up/down
ii. Stairs up/down
iii. Swirl around
iv. Roller coaster
v. Siren high/low
vi. Random Note Full Range
vii. Howl
viii. Ghost Ooh
e. Consonant & Vowel
i. { b, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, z}
ii. { A,E,I,O,U } Open/Closed
f. Mixed Play (All warmup play four beats)
i. T ask sts to echo sing or play
2. Assessment Half Class (Classroom Major Scale)
a. Major Scale Demonstration
i. T Demonstrate Curwen Hand Signs for Major Scale
b. Group Review and Assessment
i. St/ assessed on Proper Hand Signs
ii. St/ assessed on correct pitch & intonation
iii. Levels of movement (High/Low Hand Position)
iv. Level of engagement ( involved / disengaged)
3. Assessment Half Class (Individual Rhythm Cards)
a. Group Review
b. Rhythm Sticks Demonstration
i. first stick stable in sub dominant hand
ii. second stick crosses first stick in dominant hand
iii. Tap middle of sticks together
c. Individual Random Card (1-24) Assessment
i. sts assessed unless sts count greater than 13
1. split rows if sts counts greater than 13
2. assess first/second half of sts depending on behavior
ii. Sts read card and demonstrate on rhythm sticks
1. Sts are given one practice w/o steady beat, one attempt w/
steady beat, and final w/ steady beat
4. Ghost of John (Round)
a. Review Song
i. T/ prompts St/ to remember song word
ii. Speak words to phrases
iii. Sing Words to phrases
b. Review motion and phrases
i. T/ Prompts St/ for motions used in song
ii. Sings words with motions to phrases
Office of Educator Preparation, College of Education, Texas State University
24 July 2015

c. Perform Song
i. T/ prompts St/ to listen for something special the T/ does while
they sing.
ii. Introduce Round
1. T/ has St/ Sing song
2. T sings first phrase round until end when St/ second phrase
begins
3. T prompts St/ to answer what was special
4. T instructs about Round Singing
iii. Two Part Round Singing
1. T splits class into two parts
2. T prompts St/ entrances
3. Each half of the class takes turns leading Round
5. So La Mi Game (Time Permits)
a. St/ echo three note pattern except so-la-mi
b. T/ sings pattern and St/ respond
1f: Assess.
1b:
Knowledge
of Sts

1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Sts

3b:
Questioning/
Discussion
3d: Assess.
3e: Flexibility/
Responsiveness
2b: Culture for
Learning
3a: Communicating
3b:
Questioning/
Discussion
3c: Engaging Sts
in Learning
3e: Flexibility/
Responsiveness

1d:
Resources
1b:
Knowledge
of Sts

2c: Classroom
Procedures
3c: Engaging Sts
in Learning

Assessment (checking/monitoring for st understanding of the objective; aligned with objective and inst.; questions to
ask; criteria):

T will observe sts using correct Curwen hand signs as they sing Do, Re, Mi, So, and La patterns.
T will observe and asses students ability to recall and perform Curwen La correctly.
T will aurally and visually observe sts ability to perform body gestures while singing in a group setting.
T will observe and assess students ability to maintain phrases while singing in a round
Closure (summing up; including sts in closure; questions; sts reflecting on learning; more than administrative
closure):

a.

T prompts sts to remember concepts from class

i. What type of instrument did you hear today?
ii. Where did you find elements of rhythms today?
iii. What are phrases?
iv. How are phrases used in music?
v. What did we do during our round?

Modifications (methods to accommodate special needs):

T will simplify body percussion to a steady beat pattern as needed
Single bar playing for sts that need modification.
Teacher w/ individual sts performance and demonstration for students that need focused attention.
Resources (needed by sts and T; management):
Curwen hand signs chart.
Rhythmn Cards (1 -24)
Piano for references.

Office of Educator Preparation, College of Education, Texas State University

24 July 2015