Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie DeVries

Date: March 9, 2016

Subject/ Topic/ Theme: Hava Nagila 1st Lesson

Grade: 3rd grade

I. Objectives
How does this lesson connect to the unit plan?
This first lesson introduces the students to the folk song they will be singing for their Spring concert in May. I lead in to my unit by isolating a rhythm in one of the
measures and have them notate the rhythm, bridging their learning from the last unit as they studied rhythmic notation. After we go over the rhythm, I show how the
rhythm fits in with the first section of the song, and play the entire piece for them from a recording. After presenting the song as whole, I teach them the first section
(of three sections) through singing and repeating, and help them with correct diction and pronunciation.
cognitiveR U Ap An E C*

Learners will be able to:

Recognize the language of the song Hava Nagila

Speak with clarity the lyrics of the first section of the song
Accurately sing the notes of the first section
Report a few facts about Israeli culture (such as what happens in Jewish celebrations)
Exhibit proper singing technique and posture

R, U, Ap
R, U
Ap, An, E
R, U
R, U, Ap

physical
development

socioemotional

X
X
yes
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.4 Sing melodies with confidence in a large group.
ART.M.I.3.9 Use a system to read quarter notes and rests, eighth notes, half notes, and whole notes.
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3rd grade.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The students should have a base knowledge of rhythm (as learned in their last unit) as well as an
understanding of the proper singing technique used to produce a healthy sound. They should be able to
consistently evaluate their own singing in order to unify their tone with the group.
Pre-assessment (for learning):

The rhythm exercise will gauge how much the students have retained from the previous rhythm unit
and will test how they incorporate a new note/rest into their understanding of notation.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

While repeating the phrases of the first section, I will assess where each students singing abilities are
and how they are pronouncing the text. I will listen for ability to match pitch, understanding of the
text, and correct production of sound.
Formative (as learning):
I will start to sing less and listen more for each row of students as they sing the full first section of the piece. I will
look for their memorization of the melody and their intonation as they appropriate the tricky intervals in the
phrases.
Summative (of learning):

N/A
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Students will be able to see the
lyrics of Hava Nagila on the screen.
They will also audibly hear the
words as I pronounce them and will
repeat them.

Provide options for physical actionincrease options for interaction

-students will hiss like a cat to
understand the glottal stop
-students will use an arm or body
movement to show rhythmic
change in the first section

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

glottal stops and vowel

shapes will be notated
to identify Hebrew
language differences
with English
translations of the text
will be provided
verbally and possibly
written underneath the
text if needed

Provide options for comprehensionactivate, apply & highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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rhythmic notation is
written on the board to
highlight tricky
passages
The melody is sung
and audibly repeated
Words are presented
visually

-students will sing the first

section back to me phrase by
phrase
-students will learn the diction
and pronunciation of Hebrew
words through repetition

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
I will remind the students
that it is a safe place to
make mistakes and that I
understand that it takes
time to sing a phrase
correctly and to learn all
of the right rhythms and
notes
I will tell students that the
song they are learning is a
song that they will be
performing and dancing
to, so it is very important
that they do their best and
autograph their work
with quality (as Mrs.
Pool often tells them)
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

-While working through the

lesson, I will keep asking
students to think about the
intervals they are hearing and
how their voices are sounding
- I will challenge students to
think about more complex
rhythmic measures and analyze
them
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

-students will continue to refer

- Students will be
back to singing techniques
reminded that their
provided on the bulletin board
goal is to stay on
on the side of the classroom
purple (the best color
-students will continue to
on the guitar for
monitor their vocal progress by
behavior) and that they
listening to their voice and
need to help each other
adjusting it
learn the music
-students will be thinking about
- Students will be
the guitar with the colors
reminded that their
(classroom management
singing voice are all
system) and will be trying to
important and unique,
stay on purple (the most
and that they should
desirable color that is a result of
take time to develop
attentive, helpful classroom
them
behavior).
A translation of the lyrics, as well as the lyrics themselves will be printed out and projected on to the
screen. An elmo (projector) should be available, and a stereo system in order to play the entirety of the
piece to the students. A pen of a prominent color (red, blue) will be provided to underline/circle
important elements of the piece. The CD with the song on it will queued to the correct track in the
stereo. A marker should be ready to write the notation exercise on the board.

How will your classroom

be set up for this lesson?

25 chairs will be set up facing the front of the classroom in 4 rows (6 chairs in the first 3 rows, 7 in the
last row). The elmo and computer will be turned on and the projector will be ready to start. The stereo
system will also be turned on and linked and prepared to play the correct track on the CD.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Write out the rhythm on the first measure on the
-Students are looking at the rhythm and trying to
side of the board. Tell the students some of them
discern the value of the new note/rest
are going to learn a new rest.
- Students are processing the value of the eighth
-Ask the students who already know what the rest
note and adding it to their musical vocabulary
is called (eighth rest). Explain that the eighth rest
has the same value/length as an eighth note
-How many eighth notes are there per quarter note?
2.
- Call on different students to write in the counts of -Students are working together to count out the
the measure. It should end up looking like 1 2 (3) + measure using the new note that they have learned
4+
-Students are clapping the rhythm together and
-Clap the rhythm of the measure together
solidifying the duration of an eighth note through
kinesthetic movement
-This measure has a lot to do with the song I will
be teaching you for the spring concert. Listen
-Students are listening to the first section of the
carefully while I play the first part of it for you.
song and trying to analyze which rhythm sounds
The rhythm will not always be the same as the one
different than the one they just counted
on the board, so listen for where it is different.
-Sing the first eight measures and point to the
rhythm while you sing.
-I sang four measures there. Which measure has a
-Students are identifying which measure has a
different rhythm? (Sing it again if they are having
different rhythm
trouble) The third measure is different in that
section.
-Listen to the next section (four bars/measures) and
think about what language this piece might be in.
-Students are thinking about what language the
-Sing the next four measures
words might be in

-Put the words up on the screen for the first two

sections of the piece.
-What language do you think the song might be in?
Thats right- it is in Hebrew!
-Lets say the words together. Ill start and youll
repeat. Hava nagila/ v nis m cha
-the beginning of cha sounds like a cat hissing. Try
hissing like a cat and see how that feels in your
throat.
-V nis m CHa
-Now that we know the words, lets learn the notes!
Ill sing you a phrase, and then you will echo it
back to me. Ill start. Hava nagila (Hava nagila)
etc.
- If trouble singing the v nis/ nagila interval,
isolate the interval and sing that a few times
-Sing through the whole first section together.
-Good job you guys! Youre sounding great! ;)
-Here is the next section- there are only a few new
words to this part, and they go nra nna. Say it
with me nra nna.
-I will sing through the second part now. Make sure
you listen because the rhythm changes in this
section too! Where does it change? Measure 3
-Lets all stomp on that measure to show how the
rhythm is different. Watch me. Stomp on the va of
hava- haVA nra n na.
-Its time to sing the second part all the way
through. You can do it, but make sure you stomp on
the third Hava! Sing the second section and stomp
on the hava

Closure
(conclusion,
culmination,
wrap-up)

-Sing the first and second section all the way

through. Play accompaniment.
-Read the translation for the students, and tell them
that it is a celebratory Israeli folk song.

-Students are repeating the words and forming the

diction of the lyrics
-Students are using an example to help them
pronounce the end of the phrase
-Students are listening to the notes and singing
them back to the teacher
-Students are discovering the space between the
interval and adjusting accordingly
-Students are learning the second part of
vocabulary and are saying it back
-Students are listening for the different rhythm in
the second section of the song
-Students are stomping on the third measure to feel
the difference in rhythm in the third measure
-Students are singing and stomping the second
section with the new vocabulary

-Students are singing through the entire first section

while listening to the accompaniment
-Students are learning the meaning behind the
Hebrew words and the celebratory nature of the
folk song

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The students have been waiting to learn their spring concert program for a while now, so they were very excited and attentive
for this first lesson. I taught this lesson four times to four different classes, and each class handled the material a little bit
differently. Some students asked which language the piece was in right away, and other classes struggled to identify its
Hebrew origin. When I taught the lesson, I did not play the CD for the first section of the piece but sang that section for them.
I think it would have been better for them to hear the entire product (at least the first section) with the accompaniment
because the piece has a flatted note in it, and without the accompaniment it can sound minor. When I played the
accompaniment for the students later on, they were confused because they assumed the piece was in minor (or an unhappy
song) and not major. However, the students caught on to the language really well (as they are all bilingual so they all have
great skills in appropriating new languages) and sang the notes well for the first lesson. They had some trouble identifying the
interval, and I wished that I had come up with another way to isolate the interval, or to explain it by leaning on the note
(Mrs. Pool mentioned this and this helped the students). I also wish that I would have had some more singing technique
exercises ready to go, because the students strained to reach the higher notes of the piece.
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