Three Lesson Plans

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ED 3503: Language in Education

Three Consecutive Lesson Plans
Jennifer Matosevic, 001172951
November 5th, 2018.
Context: Class of twenty students. Thirty-three-minute periods. There is not seating plan in my
classroom, instead students pick a spot in the morning and that is their “home base” for the day.
Rationale: While creating these lessons, I focused closely on both the English Language Arts and
Music Programs of Study to ensure that I included a strong cross-curricular component.
Specifically, the English Language Arts General Outcome Two, “students will listen, speak,
read, write, view and represent to comprehend and respond personally and critically to oral,
print and other media texts” is one I really focused on throughout all three lessons. For
example, in lesson one the students respond and interact with the picture book, Ada’s Violin.
This English Language Arts General Outcome interacts well with many of the General and
Specific Expectations from the Music Program of Study, especially when there is a picture
book involved. For instance, “tuned instruments can combine to make harmony” and “musical
instruments have distinctive tonal qualities and may be grouped according to families” are two
Specific Expectations that I believe Ada’s Violin introduces in a meaningful way. Throughout
the semester, I have been really interested to see how literacy can be incorporated in a cross-
curricular sense and I really enjoyed using it in these lessons. It was my goal to create lessons
that had equal parts music and equal parts literacy.
I chose this book for a few reasons. When I first discovered it at the book tasting, I was
struck by the story, how those children were inspired by music, and how ultimately it changed
their lives. I also really appreciated how this book teaches the students about a different
country and culture, and how its citizens deal with the challenges that life presents them with.
I love this book because I believe it can be applied in so many different contexts. In my
lessons, I have used it to unite music and literacy, but I could see it also being used to explain
other concepts such as recycling.
Throughout the semester, I have learned so much about integrating literacy into the
classroom in the Language in Education course, and I did my best to do this in my three
lesson plans. For example, I have included different literacy activities, such as a Quickwrite,
creating Quilt Squares, and “I see, I think, I wonder.” With the “I see, I think, I wonder,” I
have also included a picture of the day in the third lesson to keep the children curious about
the musical concepts we are covering as well as working on their predicting skills. Another
concept that I have learned in this class is the value of including movement breaks in lessons.
I created the Instrument Family Game with this in mind. While teaching these lessons, I
would be aware of my student’s attention spans and if I noticed they were starting to lose
focus I would add a quick movement activity, like the spelling of words by having the ground
be consonants and the chair be vowels.
In the activities that I planned, I was conscious of ensuring that my students would benefit
from different concepts that I learned in my Educational Psychology class. For example, in
my introductions I included “I see, I think, I wonder” activities to prime the RAS. I have also
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done this by including questions at the end of my lessons to keep the students intrigued for the
following lesson. I have employed Vygotsky’s theory of the Zone of Proximal Development
by ensuring that my concepts have been scaffolded throughout my lessons. I try to begin each
concept with some kind of class discussion and then introduce the activity or formative
assessment to my students. Additionally, if I were to create a performance task to follow these
lessons, I believe that my formative assessments will have provided effective scaffolding for
my students, ensuring that they have the knowledge to complete it.
Throughout the lessons, I have embedded a variety of formative assessments to ensure
student understanding. These assessments focus on content and construct validity, because
they are aligned with my General, Specific, and Learning Objectives and Expectations and
measure students’ understanding of these objectives and expectations. I have also ensured
fairness in all my assessments by ensuring that there were different modality options for
students if the activity allowed for it. For example, in the Quickwrite I have allowed students
to include drawings as well as writing if they are not as comfortable with writing down their
thoughts. I have ended the series of lessons with a Quilt Squares activity, as a form of
formative assessment. This activity is a culmination of everything the students have learned
over the past three lessons. It allows students to utilize creativity and provides them with a
choice of what part of the lesson they want to represent in their quilt square. It shows
construct validity because I have allowed the students to demonstrate what they know best
from the three lessons.
I really enjoyed combining all the knowledge that I learned this semester for this
assignment, and I hope to use these lessons in my practicum classroom.
Essential Question: How can music improve a life situation?

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Lesson
Class # 1: Introduce the Book Course Grade 4, ELA/Music
Title/Focus
PROGRAM OF STUDY OUTCOMES

General Outcomes/Expectations:
 Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts. (GLO 2)
 Through the elementary music program, students will develop awareness and appreciation of a
variety of music, including music of the many cultures represented in Canada. (GLE 2)
Specific Outcomes/Expectations:
 Experience oral, print and other media texts from a variety of cultural traditions and genres, such
as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational
texts, mysteries, poetry and CDROM programs. (2.2 Respond to Texts)
 Connect the thoughts and actions of characters portrayed in oral, print and other media texts to
personal and classroom experiences. (2.2 Respond to Texts)
 Tuned instruments can combine to make harmony. (Concept: Harmony, 9)
 Music dynamics may change suddenly or gradually. (Concept: Expression, 9)
 Musical instruments have distinctive tonal qualities and may be grouped according to families.
(Concept: Expression, 14)
LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. List two instruments that are included in the Landfill Orchestra. (Remembering)
2. Describe the differences between the Landfill Orchestra and the student’s band class.
(Understanding)
3. Build a crescendo as a class through clapping. (Applying)
MATERIALS AND EQUIPMENT

 Ada’s Violin picture book
 https://www.youtube.com/watch?v=UJrSUHK9Luw – video about the Landfill Harmonic
(3 min 43 sec)
 Whiteboard markers
REFERENCES
Resource #1:
Hood, S. (2016). Ada’s Violin: The Story of the Recycled Orchestra of Paraguay. New York, NY: Simon &
Schuster Books for Young Readers.
Resource #2:
Paraguay Location. (n.d.). Retrieved November 2, 2018, from
https://www.liveandinvestoverseas.com/country-hub/paraguay/map-of-paraguay/
PREPARATION AND LOGISTICAL CONSIDERATIONS

 Find a world map that clearly shows where Paraguay is located.
 Practice saying the Spanish words and names in the book.
 Make sure the video has been loaded and there are no ads on Youtube.
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PROCEDURE
Introduction Time
 “Okay students! I want everyone to meet me on the carpet. We’re going to read
Ada’s Violin aloud.”
 Show the students the entire cover jacket and read the title. As a class, aurally, do
the “I see, I think, I wonder” activity. “What do you see in the image? From 3 min
looking at the cover, what do you think is going to happen in the book? What
do you wonder about what is happening on the cover or what is going to
happen in the book?” (Allow 2-3 responses for each question)
Body Time
Where is 1) Before reading the book, pull up a world map on the Smart
Paraguay? Board and ask the students, “Can anyone show me where
the country of Paraguay is?” (Allow for 2-3 guesses)
2 min
2) If they do not know, show the students where the country is
on the map.
Reading Ada’s 1) Begin reading the book.

Violin 2) Read up until page 11. Ask the students “What do you
think will happen to Ada and her sister?” (Allow for 2-3
responses)
3) Continue reading.
4) Read up until page 20. Ask the students, “What do you
think it was like practicing outside?” (Allow for 2-3
responses)
6) Read up until page 25. Ask the students, “Do you think
that even though Ada’s violin was made out of recycled
materials it still made beautiful music?” (Allow for 2-3
responses)
8) Read up until page 35 (the end of the book). Ask the
15 min
students, “Can anyone describe to me what a crescendo
is? (Allow for 2-3 responses)
Let’s practice making one with applause as a celebration
for the end of the book, like you would celebrate the end
of a concert! When I say go, let’s create a crescendo
together by clapping really, really quietly and then
gradually getting louder. Everyone understand? Okay,
go!”
9) Bring the students back together. “Clap once if you can hear
me,” etc. Ask the students, “What do you think your band
class would be like if they had these instruments to
play?” (Allow for 3-4 responses)
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It’s a real story! 1) Turn to the last page of the book and show the students the
picture of all the students in the orchestra.
2) “This book is based off a true story! Here’s a picture of
all the students that make up the orchestra! Can
everyone see? Their story is not only told in this book,
there is also a documentary! Turn your bodies to face
the Smartboard and we’re going to watch a short clip
from the movie.” 5 min
3) Show them the video of the Landfill Orchestra:
https://www.youtube.com/watch?v=UJrSUHK9Luw
(3 minutes and 43 seconds)
4) “Did you see the characters from the book? What did
you think of the music that the orchestra played? (Allow
for 3-4 responses)
Introduction to 1) “What kinds of instruments did you see in the video?”

Orchestral (Allow for 4-5 responses)
Instrument 2) “I have a question I want you to think about for our next
4 min
Families class. How do you think these instruments are
organized?”
Conclusion Time
 “When I say go, grab a whiteboard marker and head to your whiteboard
stations around the room. I want you to write two different instruments you
saw in the book on your station. Go!” Walk around the class and formatively
assess the student’s responses. 4 min
 “Great job everyone! Erase your boards and then return to home base for
Social Studies.”
Assessment
 Formative: Questioning throughout reading the book to ensure comprehension. This
assessment fulfills Learning Objectives one and two.
 Formative: Whiteboard Quiz. This will take place at the end of class to see what
instruments the students observed in the book and the video. This assessment fulfills
Learning Objective one.
 Formative: Applause at the end of the book. This assessment fulfills Learning
Objective three and introduces a skill (the crescendo) that is generally utilized with
instruments or the voice in a different way.
Additional Notes:
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Lesson
Class # 2: Instrument Families Course Grade 4, ELA/Music
Title/Focus

LEARNING OBJECTIVES
1. Classify the different orchestral instruments into their appropriate family. (Understanding)
2. Compose a Quickwrite combining knowledge from Ada’s Violin with that of instruments and their
families. (Creating).
3. Identify which instrument they are in and correctly find which family they are a part of in the
Instrument Family Game. (Applying)

 Picture of the instruments classified into their families to display on the Smart Board.
 20 pieces of blank paper for the Quickwrite
 Playing cards with instruments glued on them
 Labels for the four corners of the classroom with the instrument families
REFERENCES
Resource #1:
Tompkins, G. E. (2013). 50 Literacy Strategies: Step by Step (Fourth ed.). Upper Saddle River, NJ:
Pearson.
Resource #2:
Hood, S. (2016). Ada’s Violin: The Story of the Recycled Orchestra of Paraguay. New York, NY: Simon &
Schuster Books for Young Readers.
Resource #3:
Instrument Families Images. (2012, November 21). Retrieved October 26, 2018, from
https://musicadventures.wordpress.com/2012/11/21/instrument-families-images/
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 Buy a set of playing cards and glue different instruments from the four families to twenty of the
cards for the Instrument Family Game. Make sure to include instruments that can be found in the
Eastbrook band classroom.
 Instrument family labels for each of the four corners of the classroom. Hang the labels before the
lesson begins.
PROCEDURE
Introduction Time
 “Did everyone think about how the different kinds of instruments are
organized? What ideas did you come up with?” (Allow for 7-8 responses) 3 min
Body Time
Orchestral 1) After the class discussion of the predictions that they made,
Instrument display the picture of the instruments classified into families
Families on the Smart Board.
2) “Can you describe why you think these instruments
have been grouped together?” Point to the strings family.
ANSWER: They all have strings. “What about these
instruments?” Point to the woodwind family. ANSWER:
Many of them are made of wood, they have unrestricted
airflow, and most use reeds to make sound. “What about
this corner?” Point to the brass family. ANSWER: All the
instruments are made of brass or another kind of metal.
“And this last corner?” Point to the percussion family.
7 min
ANSWER: All the instruments have to be struck.
Note: Formatively assess by using random calling to ensure that all
students contribute to the discussion. Additionally, allow for 2-3
responses for each question.
3) “How many of these families were represented in Ada’s
Violin? Let’s look through the illustrations in the book
and see which ones we observe?” Flip through the pages
of the book focusing on the illustrations and allowing the
students to point out which instruments they see. Allow for
approximately 10-15 observations throughout the whole
book.
Quickwrite 1) “Now, does everyone know what a Quickwrite is? (Allow 10 min
for 2-3 responses) I am going to set a timer and you are
going to write down all of your thoughts without
focusing on spelling or grammar. On the blank piece of
paper that I am going to hand out, I want you to do a
Quickwrite on which instrument family would be the
easiest to make out of recycled materials, like in Ada’s
Violin, and why. Instead of writing, you could also draw
and label a picture of what you think this might look
like.”
2) Hand out the blank pieces of paper.
3) While handing out the paper ask if anyone has any
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questions about what they are writing about.
4) Set a timer for 7 minutes to ensure that students do not go
overtime in the activity.
5) “Leave your finished Quickwrite at your home base.”
Instrument Family 1) “Now we’re going to play a game! When I say go, I am
Game going to give you each a playing card with a different
instrument on it. Do not look at the card! Place the card
on your forehead without looking at it. Your task is to
figure out which instrument you are and once you know
go the corner of the classroom that has your family. You
are going to do this by asking your classmates ‘yes or no’ 10 min
questions about what instrument you could be. For
example, ‘am I made out of wood’ or ‘do I need air to
make a sound.’ Does everyone understand? Okay, go!”
2) If students finish quicker than expected, collect the cards
and then distribute them for another round of the game.
Conclusion Time
 Bring the class back together. “Clap once if you can hear me, etc. Could I have
everyone return to home base please.”
3 min
 “As you leave for Social Studies hand in your cards and your Quickwrites.”
Assessment
 Formative: Questioning throughout reading the book to ensure comprehension. This
assessment fulfils Learning Objective one, as it ensures that students are understanding
what specific instruments belong to each family.
 Formative: Quickwrite. This assessment fulfils Learning Objective two and ensures
that students are connecting their knowledge from Ada’s violin from last lesson to the
instrument families they learned about in this lesson.
 Formative: Instrument Family Game. This assessment fulfils Learning Objective three
and is a fun way to ensure that students are understanding which instruments belong
with each family.
Additional Notes:
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Lesson
Class # 3: Creating Quilt Pieces Course Grade 4, ELA/Music
Title/Focus

LEARNING OBJECTIVES
1. Classify the instruments into their families based on their tonal quality. (Understanding)
2. Identify each instrument based on its tone quality. (Applying)
3. Create a quilt piece that represents what the student has learned from Ada’s Violin and about the
instrument families. (Creating)

 25 Squares of construction paper
 Coloured markers
 Pencil crayons
 Scissors
 20 copies of the “I see, I think, I wonder” worksheet
REFERENCES
Resource #1:
Tompkins, G. E. (2013). 50 Literacy Strategies: Step by Step (Fourth ed.). Upper Saddle River, NJ:
Pearson.
Resource #2:
Los Angeles Philharmonic Orchestra and Gustavo Dudamel's Barbican residency in May 2018. (n.d.).
Retrieved November 2, 2018, from https://www.barbican.org.uk/los-angeles-philharmonic-
orchestra-and-gustavo-dudamels-barbican-residency-in-may-2018
Resource #3:
Elena, T. (n.d.). "I see, I think, I wonder" template. Retrieved November 4, 2018, from
https://www.teacherspayteachers.com/Product/I-see-I-think-I-wonder-template-4091183
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 Pre-load the instrument sound videos, ensuring that they are ready and that there are no ads.
 Pre-load video of the Recycled Orchestra: https://www.youtube.com/watch?v=MkTQQ0m8Ys8
(3 minutes 43 seconds)
 Create 25 “quilt” pieces out of different colour of construction paper (5 extras just in case)
 Create a Spotify playlist of a variety of orchestral music (include: classical, film scores, concertos,
etc.)
PROCEDURE
Introduction Time
 Start with a picture of the day displayed on the Smartboard.
 Hand out the “I see, I think, I wonder” worksheet.
 “Okay Grade Four! When I say go, I want you to write down three different
things you see in this picture. Go!”
 Use random calling to select three students to share what they see.
3 min
 “Now, I want you two write down two things you think about the picture.”
 Use random calling to select three students to share what they think.
 “Lastly, I want you to write down one thing you wonder about the picture.”
 Use random calling to select three students to share what they wonder.
Body Time
How do the 1) Bring up the picture of the instrument families from the 9 min
instruments sound? previous lesson.
2) Survey the class, “Who has heard any of these
instruments before? Which of these instruments did you
see in Ada’s Violin?” (Allow for 3-4 responses)
3) Based on the student responses, show the students different
video examples of what the instruments sound like for the
ones that they have never seen before.
Note: After the class discussion, play the first 30 seconds from the
videos of the instruments that the students are unfamiliar with.
4) As a class, discuss the different tone qualities of each

instrument family based on the videos watched. “Can you
describe what qualities of the sound from the
instruments that make each instrument family unique?”
Flute: https://www.youtube.com/watch?v=YEyKM13yf_4
Clarinet: https://www.youtube.com/watch?v=yKUDql57gEs
Saxophone: https://www.youtube.com/watch?v=0e8w8O5aM_Y
Oboe: https://www.youtube.com/watch?v=gXWZCtjgDms
Bassoon: https://www.youtube.com/watch?v=ZcQzAFT1VXg
Trumpet: https://www.youtube.com/watch?v=GE8lsZCCGyE
Trombone: https://www.youtube.com/watch?v=BoUeD1UDtVU
French horn: https://www.youtube.com/watch?v=Ppz-j5aDROo
Violin: https://www.youtube.com/watch?v=0jXXWBt5URw
Viola: https://www.youtube.com/watch?v=JauIAxqDrrw
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Cello: https://www.youtube.com/watch?v=mGQLXRTl3Z0
Double Bass: https://www.youtube.com/watch?v=QgZ_-f7pVk4
Snare Drum: https://www.youtube.com/watch?v=f47IejbWj3g
Bass Drum: https://www.youtube.com/watch?v=FjK39Ok-CbQ
Timpani: https://www.youtube.com/watch?v=LmxRUqPLkas
Xylophone: https://www.youtube.com/watch?v=EjgGLQk-ezo
Drum Kit: https://www.youtube.com/watch?v=3jzWk00x51A
Triangle: https://www.youtube.com/watch?v=ss_8CfBabmc
Tambourine: https://www.youtube.com/watch?v=kfk8sIZaXYo
Instruments 1) “What do you think it would sound like if all the

Combined instruments were combined together in an orchestra?”
(Allow for 3-4 responses)
2) “We are going to watch a video of the Landfill
Harmonic Orchestra from the book we read, Ada’s
Violin as an example.” 3 min
3) Show a 1 minute section of this video to show the students
what the individual instrument tones sound like when they
are working together. https://www.youtube.com/watch?
v=MkTQQ0m8Ys8
Quilt Squares 1) “Now we’re going to combine everything we’ve learned

over the past three lessons! Can someone tell me what a
quilt is?” (Allow for 2-3 responses)
2) “We’re going to be making our own quilt out of paper to
display on the bulletin board! Each of us is going to
make an individual square for the quilt and on that
square I want you to write one sentence about the thing
that stood out most to you, either from Ada’s Violin or
the instruments and the instrument families that we
15min
learned about. After you’ve done that, I would like you
to create an illustration that represents your sentence.
Does everyone understand?”
3) “When I say go, I want you to come up to the front and
choose a paper square and grab your pencil crayons or
markers and then return to your home base. GO!”
4) Play a variety of orchestral music while the students are
creating the quilt squares.
Conclusion Time
 Bring the class back together. “Clap once if you can hear me, etc.”
 “Just before we finish class today, we are going to do a Gallery Walk of your
quilt squares. When I say go, we are all going to walk around the classroom
and admire everyone’s quilt squares. Go!”
 After the gallery walk, collect the Quilt Squares so that they can be formatively 3 min
assessed and then create the quilt either during the prep period or after school.
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Assessment
 Formative: Class discussion and questioning. This assessment fulfills Learning
Objectives one and two, as students discuss the different videos of individual
instruments and the full orchestra.
 Formative: Quilt Squares. This assessment fulfills Learning Objective three and is the
culminating activity for all three lessons.
Additional Notes:
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APPENDIX
Lesson 1: Image of Where Paraguay is Located
Lesson 2: Instrument Family Image

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Lesson 3: Picture of the Day
Lesson 3: “I see, I think, I wonder” Worksheet
I see I think I wonder

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1

ED 3503: Language in Education

Essential Question: How can music improve a life situation?

PROGRAM OF STUDY OUTCOMES

MATERIALS AND EQUIPMENT

PREPARATION AND LOGISTICAL CONSIDERATIONS

Reading Ada’s 1) Begin reading the book.

Introduction to 1) “What kinds of instruments did you see in the video?”

PROGRAM OF STUDY OUTCOMES

MATERIALS AND EQUIPMENT

PROGRAM OF STUDY OUTCOMES

MATERIALS AND EQUIPMENT

4) As a class, discuss the different tone qualities of each

Instruments 1) “What do you think it would sound like if all the

Quilt Squares 1) “Now we’re going to combine everything we’ve learned

Lesson 1: Image of Where Paraguay is Located

Lesson 2: Instrument Family Image

Lesson 3: “I see, I think, I wonder” Worksheet

I see I think I wonder

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