Lesson Plan Template EDSE 350/EDTE 371B INSTRUCTION PROFILE for LESSON PLANNING (Adapted from ETS PRAXIS

Series, 2001) Names/Group: Julia Brewer Grade(s): 9th-12th Subject(s)/*Generative Topic: Music Theory/Music History Date of Lesson: TBD 1. Identify and state your lesson goal(s) and objectives. (For all content areas, include coded ODEs Ohio Academic Content Standards for your subject area You must state the standard and then the number code.) You must include the ABCD Format in your objectives as they must be measurable. Goals: -I would like students to be able to understand the context the composers were writing music in, and the historical period these events took place in. -I would like for students to see the composers on a more personal level, and to fully understand the motivations behind their craft. -I would like students to expand their musical vocabulary, and gain some geographical and historical knowledge about the time periods, and musical periods in which the events were taking place. Objectives: 1.)-Students will be able to identify and trace the development of music forms across historical periods by analyzing letter correspondences written by composers from different eras and from different countries, and create a presentation for the class according to standards in a rubric. (11th grade: Historical, Cultural and Social Contexts 11.2) 2.)-Students will explain how music reflects the political events of history through their presentation on the correspondences of composers in their presentation according to the rubric. (11th grade: Historical, Cultural and Social Contexts 11.5) 3.)-Students will explain how music reflects the social events of history through their presentation on the correspondences of composers in their presentation according to the rubric. (12th grade: Historical, Cultural and Social Contexts 12.5) 2. Indicate how you plan to assess your students knowledge/skill acquisition given this particular lesson. Please provide a clear description and attach a copy of your data-based assessment tool. Objective-specific Data-based Assessment Tool Template Primary goals/objectives Assessment Individual measures/activities assessment needs

Points possible

Objective 1

Rubric on their presentation and accurate interpretation.

Objective 2

Rubric on their presentation and accurate interpretation.

Objective 3

Rubric on their presentation and accurate interpretation.

Student with special needs will be supported during their research, and in formulating their presentation. Student with special needs will be supported during their research, and in formulating their presentation. Student with special needs will be supported during their research, and in formulating their presentation.

See attached rubric for a more specific assessment breakdown. See attached rubric for a more specific assessment breakdown. See attached rubric for a more specific assessment breakdown.

3. As you prepare this lesson, what consideration have you given for students with the following differences? If you do not have a student or students that impact each section, respond to What if in your descriptions. You must also include the actual class make-up in each category. Provide examples for each applicable to your lesson. Do not leave any section blank and do not use N/A in any section. a. Gender In a balanced class of males and females, one issue that may arise would be a lack of prominent female composers. This is due to the fact that many women were not educated, and especially not musically educated outside of the home in many of these time periods. I would make an effort to look for correspondences of the few famous female composers of the early musical periods, and also to make sure they understand that this is a result of history, and not how our current culture views women today. b. Culture This class is mainly white, with a few African-American students, Hispanic students, and Asian students. Most prominent Western civilization music is written by white males, but again, this would be an excellent opportunity to express the historical period, and that the lesson has nothing to do with the supporting of the lack of diversity. Being trained in the musical arts was for people mainly in a life of privilege, and at this time, it was usually only white people that received musical training at this level. c. English language proficiency (All of these students speak English first, but should they didnt) These correspondences have been translated into English in the first place, so finding them online in other languages should not be difficult. I would try and find the letters in both English and the native tongue of my ELLs to help them with the comprehension, as well as using the pre-reading, guided reading, and post reading techniques to reinforce the understanding of the material. There would also be no test

over the letters themselves, so the student would not be penalized for misunderstanding certain parts on the first try. They could ask for assistance before presenting the information to the class for a grade. d. Economic status The economic status of the students should have no bearing on the lesson, because internet and book resources will be provided to the class from the library and music room. The copies of the letters will also be given to the students, so they do not need internet access in the home to complete the project. e. Skill level While the skill level of the class is varied, this project will be achievable to all, however, some might require more help than others. The reading strategies mentioned in English Language Proficiency would also be a big help to make sure students of all skill levels are comprehending what they are reading, and getting something out of it that they can share with their classmates. I would try and make adaptations as needed for kids with IEPs on as needed basis. f. Learning modalities- This lesson will focus on all the learning modalities of auditory and visual. Auditory will be a large part while the students research some excerpts of pieces by the composer they selected. They will have to make connections about the time period, and how the music reflects historically, and potentially politically, or personally to the composer. The visual will be present in the visual aids needed for their presentation, such as hand written manuscripts. g. Multiple intelligence theory Musical: Students with the musical intelligence will be able to make more connections between the music and the composer, as they themselves have a connection with music, so its relatable. They should make an effort to express this to their classmates who might not have as deep of an undertsnading. Linguistic: Students who are strong in the area of linguistics might have an easier time interpreting the letters and also giving the oral presentation about the composer. It would also be good to possibly have these students present first so student who are less confident in this area can get an idea of how to express what they have researched. Interpersonal: Students who are strong in the interpretation of other peoples feelings might be better at understanding how the composers were feeling, not only through their words, but through their music coupled with their written word. g. Behavioral needs for whole group and individuals- Students will be warned that their attention to their peers presentations are vital to their participation points for the day. If a student has an emotional problem, I would probably find a way to address the issue as seamlessly as possible without stopping the presentation. If the problem persists, I would have the student removed from the presentation until I could address it after the student presenting was finished.

4. What are students expected to have learned or experienced previously in order to be prepared for and contribute to this lesson? What information do they need to know to understand the new lesson? What have you already done or do you plan to do to solicit this information? What physical evidence do you or your cooperating teacher have to show the students' proficiency of this information? (Homework, quizzes, test, exit card etc..)

Students will have completed a unit on music history, and have a broad idea about the context they are working in. This project/lesson would just be a more in depth aspect of music history. They would have also been exposed to listening examples from all of these musical periods, and would now just be elaborating on them, and presenting it to their peers. 5. How and when will students use the information from this lesson in the future? What about a real world connection for after they graduate? In the future students would be better at identifying the historical placement of music they may encounter, and well as understanding how the music they listen to today has been an evolution process for hundreds of years, and also how the music of the day corresponds to the events of the day, and often reflects on political and social feelings of the time. It would also develop critical thinking skills when it comes to analyzing written word from a different era. 6. What method(s) of teaching (e.g., lecture/discussion, direct instruction, scaffolding, demonstration, inquiry-based, etc.) and related activities/assignments (e.g., discovery activity, cooperative problem solving, game or debate, presentation, computer simulation, etc.) will you employ? Indicate your methods. List the sequence of activities using a task-analysis approach (be very descriptive) and estimate the time needed for each activity. Be sure you identify both the methods and the activities. What are the key Concepts? You must explicitly list them before you begin the methods section! What technology will you use for this lesson? If technology is not part of the lesson give a rationale for why not. -Day 1Method: Direct instruction Activity: Introducing project, handing out rubric. Time: 10 minutes Project will be an oral report with visual and auditory aids about their selected composer, and based around the reading and analyzing of letters written to and from people close to the artist. They will have to elaborate on text found in the letters with outside materials such as books, internet, recordings, etc to get an idea of what the composers life was like, and how circumstances influenced their work. The points the presentation should address are as follows: Musical Development, Composers Influences, Political/Historical Context, Social Context, Geographical information, Use of Musical Vocabulary. Points will also be awarded for creativity, and visual representation of these concepts. (See rubric.) Method: Modeling Activity: Modeling how to analyze letter and look for key concepts and hints about the music, history, and social climate. Uses pre-reading strategies. Time: 10 minutes -Have students pick composer from a cup and hand out corresponding historical letters. Time: 5 minutes

Method: Pre-Reading Activity: Scanning letters for roadblock words and circling them. Underlining important parts they could come back to later to research. This would also be a good time to help any student with special needs to look for key ideas, and to help with vocabulary. Time: 20 minutes -Have students check out any library materials they need to further research the project. Time: 5 minutes -Day 2Method: Scaffolding/Self Guided Learning Activity: In class work analysis and research of letters, beginning of assembling projects. Teacher will be present to assist with anything needed, and to advise students on what should be focused on, or to help with vocabulary, etc. Guided reading would be used to help students facilitate their own learning. Asking questions, and having them ask their own questions in return. Time: All period -Post instructionAfter the one in class research day, other lessons would commence, but there would be a reminder that questions about the project are more than welcome at any point before, or at the end of class, or even special meetings during planning period or lunch if needed. Students would be expected to finish the projects on their own time, and present them on the due date. After the presentations, there would be a reflection in which the class would think critically about all we have just learned, and analyze everything in context historically. I would then ask them to write down something they learned from their own work, and three things they learned from their peers in the form of an exit slip for participation credit. Key Concepts: Music history, reading in a different historical context, critical thinking, musical vocabulary. This lesson/project should bring more awareness to music of the past, and hopefully bridge connections to the music of today. Technology: The technology available would be Powerpoint, Internet Access for Prezi, or youtube examples. Media players for MP3 or CD for listening examples. Methods: (as reflected in your activities given) Scaffolding Activities: (be very descriptive) Building on pervious subject matter from the class, but also self exploration into the subject matter, and having the teacher present for direction, or interpretation. Adaptations: (as needed by students with diverse and special needs) Students with special needs will have in class time to receive help from the teacher, and have their peers for assistance as well. Multiple student will have the same composer, so they could also get guidance from them.

Direct Instruction

Modeling

The presentation about what we are hoping to gain from the project, and what aspects of music and history we are looking to learn more about. Demonstrating how to look for key points in the letters and to find points about the historical, cultural/social, and political context in which they were written.

Students will be given a rubric of expectations for what should be contained on the project. Students who might have a harder time understanding what to look for in the letter will now have an example of what to do during the project.

7. Indicate the materials needed for your lesson, the number of each item necessary, and a plan for organization and dissemination. -Print outs of the translated correspondences for each student. -Books about the composers from the library -Internet access for a class period for students to do online research -CD player or computer for student to present listening examples 8. How will you group your students for each activity and why? This activity will be an individual project so that no one student will get stuck doing all of the work for his/her group mates. Students with the same composer may confer on resources, but must have independent projects. 9. Profile and differentiate for student(s) with diverse and special needs. a. Comprehensive, descriptive, holistic profile of student(s) with diverse and/or special needs. Include a list of the students strengths/assets as well as a list of students demonstrated needs in your particular content area and classroom. Miguel is a bright student, yet one barrier he has in front of him is limited English proficiency. He is very friendly and interpersonal with his peers, but sometimes his lack of vocabulary makes it hard for him to communicate effectively. Usually after a word is explained he has little trouble applying it in context. I would make sure Miguel and the rest of the class knew that any questions about vocabulary could be addressed at anytime. I would also make sure Miguel had a peer buddy with the same composer so he could direct any questions about words to them in addition to myself. I would also make sure the class knew they could use notecards to present, which might help Miguel with his verbal fluency while presenting. b. Brainstorm and list numerous possible modifications, adaptations, accommodations, interventions, and/or supports that might seamlessly benefit this student within this lesson and the classroom environment. -Peer buddy. -Access to an English/Spanish Dictionary.

-Reinforcement of vocabulary in the classroom. -Ample opportunities to ask questions. -Using modeling to work on pronunciation and musical vocabulary.

c. Select 2 of the strongest and most seamless supports you listed in (b) to implement within your lesson plan. Using your lesson objectives, write 2 behavioral objectives using proper form for your profiled student/group. -With the aid of a peer buddy, Miguel will be able to identify and trace the development of music forms across historical periods by analyzing letter correspondences written by composers from different eras and from different countries, and create a presentation for the class according to standards in a rubric. (11th grade: Historical, Cultural and Social Contexts 11.2) -With reinforcement of musical and non-musical vocabulary in the classroom, Miguel will expand his musical vocabulary, and use these words to present to the class. (Goal #3) d. Provide a rationale for each behavioral objective directly related to the profiled student/group needs and this lesson. - Miguel is a very bright student, however his somewhat limited English skills hinder his learning because he needs more time to translate his thoughts and writing into English. By pairing him with a peer buddy to help him stay with the rest of the class, Miguel will be able to properly apply what he knows about music history, and use it to create an effective presentation. - Miguel will also gain musical vocabulary that could be useful in the choir, keyboard, theory, or band classroom by having it reinforced through the presentations, and the daily use of the words when describing music.