LESSON DESIGN GRAPHIC ORGANIZER

Student Centered Lessons

Name: Allison Miller
Grade: 5
Lesson: Body Percussion Notation Interpretation

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Lesson Date: 12/11/14

Lesson Time: 9:58 - 10:35

LESSON FOUNDATIONS
OUTCOMES/

LEARNING
TARGETS

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Observation/Evaluation
Rubric 1c

Specific to the
Days Lesson

With Standards
Noted

Including Cross
Curricular,
Technology, &
21st

Career

OUTCOMES
Learning objectives for today:
- Students will learn how to sing a song in the Mixolydian
mode in a three-part canon.
- Students will learn how to interpret a score in nonstandard
music notation using body percussion in small groups.

Working objectives:
- Students will learn how to evaluate musical performance
through creating a rubric and assessing personal and peer
performances.
- Students will learn how to work collaboratively in groups.

STANDARDS
NJCCCS of MUSIC
The Creative Process:
1.1.5.B.1
1.1.5.B.2
Performance:
1.3.5.B.1
1.3.5.B.2
1.3.5.B.4
Aesthetic Responses:
1.4.5.A.1
Critique Methodologies:
1.4.5.B.2
1.4.5.B.3
1.4.5.B.4

21st CENTURY LIFE AND CAREERS

Critical Thinking & Problem Solving
5-8.9.1.8.A.1
Collaboration, Teamwork, and Leadership:
5-8.9.1.8.C.2

IMPLEMENTATION COMPONENTS

ANTICIPATORY
SET

Observation/Evaluation
Rubric 1e

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How Will You
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Hook & Engage

Students?

PROCEDURE

Observation/Evaluation
Rubric 1b, e

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Constructed Learning
Student Centered or
Socratic Discussion

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Project Based Learning

Problem Based
Learning

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Learning Stations
Exploration
Inquiry

Include Specific
Differentiating
Procedures

Listening - 5min
As Ss walk in and take their attendance, they will listen
to a Haydn String Quartet. Ss will identify the
instruments in the song, analyze what they hear, and
determine the genre through neighbor discussion. T will
then pull a numbered popsicle stick to determine the S
that will answer what instruments they hear, and what
genre of music it is.

Differentiation - SG LA EM, in addition to shy Ss

(Jonathan, Shubhranshu, Alex, Madi) - Ss may zap the
question off to a neighbor with a hand up if they are
uncertain of the answer.
Transition - 4min
Ss will participate in a short vocal warmup, including
body preparation, a focusing activity, arioso singing,
and music literacy skills.
T and Ss shake out, starting with right hand, left hand, right
foot, left foot
T performs body movements, Ss simultaneously mirror
movements
T claps, Ss simultaneously mirror
T sings solfege pattern in F Major (DRMFS. SFMRD). Ss
echo
T sings Mixolydian pattern (D Te, D). Ss echo

Singing - 6min
Ss will review singing Let Music Surround You in
unison, working on proper vocal tone. Ss will sing as a
two-part canon. Ss will then create three circles to
perform the song as a three-part canon, listening and
evaluating their performance and providing
constructive feedback.
Ss sing Let Music Surround You in unison, standing up
from riser seats
T divides class into two groups
Ss sing as a two-part canon
Ss are then given the task to create three circles with equal
boys and girls

PROCEDURE
(Continued)

Observation/Evaluation
Rubric 1b, e

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Constructed Learning
Student Centered or
Socratic Discussion

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Project Based Learning

Problem Based
Learning

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Learning Stations
Exploration
Inquiry

Include Specific
Differentiating
Procedures

Differentiation - T will switch groups as necessary to

create balanced groups SG, LA, EM should be separated.
Stronger singers (Shubhranshu, Denay, Nathan, Lily, Ricky,
Alessandra) should be divided to help support groups and
to provide challenge for them. Davin should be placed next
to a strong singer, and T may need to sing into his ear, as
his voice is changing and it is hard for him to vocally
navigate.

Ss then sing as a three-part canon, T allowing the Ss to start

themselves - Ss self-evaluate on a scale from 1-10
Ss provide suggestions for improvement and try again
Ss sing again with suggestions and self-evaluate again on a
scale from 1-10
During this time, T will place the body percussion notation
on different parts of the risers

Transition - 1min
Ss will have 30 seconds to be sitting by their body
percussion notation in their groups on the risers.

Assignment Rubric Creation - 4min

T will switch the body percussion notation, at which
time Ss will identify the problem they will be solving
together. T and Ss will together create a checklist rubric
for working together on this assignment.
T takes each notation and places it with a new groups
Ss identify that they will now have to interpret someone
elses nonstandard notation
T projects a checklist rubric that they will follow in groups
Ss identify 3-6 things that they should try to do when
working in groups (create a body percussion performance,
listen to each other, consider ideas, practice, perform etc.)

Practice - 5min
Ss will work in their small groups to analyze the
student-created nonstandard notation and to create
their own body percussion performance. T will give Ss
practice time as well as a short dress rehearsal to
prepare for a performance.
Ss find a space to work in the room and practice their new
body percussion notation
T monitors group work, encouraging positive group work

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PROCEDURE
(Continued)

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CLOSURE

Observation/Evaluation
Rubric 1b, e

Differentiation - T monitors SG, LA, and EM as needed

during group work to ensure a positive peer experience. T
encourages positive social relationships through modeling
appropriate communication.
T sounds the rainstick when Ss have a couple minutes left
to work - T tells Ss that this is their dress rehearsal and
that they will be performing shortly
Performance - 8min
Ss will perform their body percussion creation in groups
for the class. Classmates will then evaluate the
performance and provide feedback to performers,
including positive as well as constructive comments.
After the dress rehearsal, T instructs Ss to sit down where
they are in the room
T moves any groups that decided to work in back corner of
the room
T chooses a group to perform first
T instructs Ss to switch into audience mode - Ss
demonstrate understanding of audience mode by turning
their bodies towards the performers and keeping their
voices off
Each S group performs their body percussion creation for
the class, and then shares the nonstandard notation that they
used
T calls on quiet raised hands to identify strengths and areas
for growth for each group
Ss will use the class-created rubric to construct comments

Differentiation - T will prompt SG, LA, and EM to share a

comment about a performance if they do not volunteer. T
will prompt S to share a positive comment as needed, by
saying things such as Were their movements
synchronized? Did they seem to work well together?

Notes - If running low on time, the class will put a

bookmark in it and allow the remaining groups to share
their performance next class

Reflection - 2min
Ss will read through the class-created rubric and will
assess themselves.

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CLOSURE
(Continued)

Observation/Evaluation
Rubric 1b, e

After performances, Ss return to seats

T begins to read rubric aloud, prompting Ss to follow along
Ss count how many items they accomplished on the
checklist
Ss get to put a colored post-it on their numbered parking
space as they line up (See below for details)

Dismissal - 2min
Ss move the colored post-it note to their parking space,
grab their belongings, move their numbered magnet,
line up quietly, and are given a hand-stamp as they exit.

ASSESSMENT/FOLLOW-UP
EVIDENCE OF
LEARNING

Observation/Evaluation
Rubric 1b, e, f

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Diagnostic
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Formative
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Summative
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Homework
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Report/Paper
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Etc.
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Include Specific
Differentiating
Procedures

T will assess singing skills while walking around to small

groups during three-part canon. T will take notes regarding
participation, voice changes, tone quality, breathing
technique, accuracy of pitches (specifically in the
Mixolydian mode), and ensemble skills (eye contact,
nonverbal communication).

T will also assess group work, using the class-created

rubric. T will take notes when walking around to groups to
assess active participation, group cooperation, listening,
problem-solving, and correlation to notation.

Ss will assess themselves as they leave:

As Ss are lining up, they get to put a colored post-it on their
numbered parking space
Ss put a green post-it if they feel they accomplished
everything on the rubric
Ss put a yellow post-it if they feel they accomplished most
everything on the rubric
Ss put a red post-it if they feel they accomplished some of
the items on the rubric

LOOKING AT LEARNING

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REFLECTION
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Observation/Evaluation
Rubric 4a

How far did we get in the lesson? Is there anything we need

to finish next class?
What went well in the lesson?
Did the students meet the learning objectives?
Were the students actively engaged?
How was classroom management?
Can I differentiate in any other ways to better help more of
my students?
Did I use assessment in an effective way, to create better
teachers and learners?
What would I change in the lesson?
Overall, how did the lesson go?