Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie DeVries

Date: April 18

Subject/ Topic/ Theme Hava Nagila Lesson 5 with Dance

Grade 3rd grade

I. Objectives
How does this lesson connect to the unit plan?
This is the final lesson of the unit plan, where many of the concepts and skills they learned through Hava Nagila will be included and assessed in this lesson. The
students will take turns singing through the entire piece, dancing the steps, and playing an ostinato for the piece. This mini concert will also act as a preparation for
their Spring concert which will happen in May.
cognitiveR U Ap An E C*

Learners will be able to:

Sing the entire melody of Hava Nagila with few mistakes

Project with a healthy singing voice and will listen to their voices so that they match pitch with the group
Identify main definitions and ideas associated with Hava Nagila
Perform the entire dance to Hava Nagila, with more confidence in the steps of the first section
Play an ostinato pattern on the xylophone that they composed in earlier classes while others dance and sing

R, U, Ap
R, U, Ap
R, U
R, U, Ap,
E
R, U, Ap,
C

physical
development

socioemotional

X
X
X

yes

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 3 rd grade.
ART.M.IV.3.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 3 rd 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.

Students at this time should have a substantial knowledge of rhythm and rhythmic notation for quarter
notes, eighth notes, and quarter rests. They will know the steps to producing a healthy sound with their
voice and will have the tools to help them match pitch with others. They will already know the entire
melody of Hava Nagila, the xylophone ostinato, and 75% of the dance.
Pre-assessment (for learning):

Students are matching definitions about aspects of the folk song with key terms on the board.
Formative (for learning):

I will watch to see who may still have trouble with the grapevine step and try to help them coordinate
their feet.
Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-Students will see the list of steps
on the board, the lyrics will be on
the screen, and they will be hearing
the recording as they perform

What will it take

neurodevelopmentally,
experientially,

9-15-14

Students will be dancing the last part of the dance steps while I watch to see if they can do it without
my help.
Summative (of learning):
I will grade for improvement by using a rubric when students are playing the xylophone. I will check
to see if they are following the pace of the rest of the groups and if they are able to play the correct
rhythm as an ostinato. I will also be checking their reflection assignments to see what they have
learned about the Jewish celebration traditions and the context of Hava Nagila.
Provide Multiple Means of Action
and Expression
Provide options for physical actionincrease options for interaction
-Students will be dancing all of the
steps to Hava Nagila in large
groups
-Students will be playing the
xylophones in groups

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students will be matching terms
with definitions at the beginning of
class, which they normally dont do
in the other lessons

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students will be working in

groups to remember steps and
lyrics
emotionally, etc., for your
students to do this lesson?

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

How will your classroom

be set up for this lesson?

Provide options for comprehensionactivate, apply & highlight

-Students will see a visual list of

steps for Hava Nagila to see
where some of the steps are
repeated

Provide options for executive

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

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Students will be trying their

best to meet the goals of playing
the xylophone correctly and
remembering the lyrics and
steps as they will be assessed on
them.
The list of steps should be ready in a handout to write later on the board. The elmo and projector
should be set up in case the students need to reference the lyrics. The xylophones should be together
and ready to access when needed.

All chairs should be pushed to the sides of the classroom to allow for optimal dancing/playing space.
Xylophones will be at the front of the classroom, off to the side until they are needed.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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

9-15-14

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Write a short matching activity up on the board for -Students are trying to match the keys with the
students to figure out as they sit down. On one side questions as they sit in their seats
place 3 definitions and on the other place three
answers or keys. Tell students to match the key
words to the correct definition. Here are the
questions and keys:
1. What language is Hava Nagila written in?
Hebrew
2. Where is Hava Nagila usually sung? Bar
mitzvahs, weddings, celebrations
3. What do the words uru achim mean? Rise up
brothers and sisters
-Go through the answers with them and if there is
-Students are giving answers and reviewing the
time review a few more of the translations of the
translations of the text.
lyrics.
-Split the class into two large groups. Tell one
- One group of students will be reviewing the piece
group that they will be singing while the other
by singing and listening to instructions. The other
group will be dancing. Remind them that if they are will be reviewing the dance steps and listening to
singing, they will soon be dancing so they need to
instructions
pay attention to the new dance steps that I will
teach the first group. Review the first two dance
sections of the piece. Remind them that their left
shoulder should always be facing towards the
middle in the second section. Watch for students
who are having a harder time with this idea and

help them adjust. The second group should be

singing while they dance.
-Students are paying attention to extra details that
-Explain that during the spin, the students should
need to be followed during the dance
spin in four steps. Demonstrate and have them do
this a couple of times
-Teach the new dance steps to the first group of
-The roles reverse and the groups do the other
students while the second group watches/listens to
reviewing/learning of the song
the instructions.
-Students are learning the new dance steps and
-For the uru achim section, tell students that it
watching/singing or dancing to them
will look a lot like the grapevine or karaoke, but
this time they will link pinkies with their dance
partners. Demonstrate for them and have them try
this out while the second group sings. Make sure
they are bending their elbows while holding
pinkies
-Students are learning the last new step to the song
-For the Music is in the air section, tell students
to grab hands and make the circle bigger during the
short instrumental interlude. As the next section
starts, take 8 small steps towards the middle of the
circle while slowly raising your hands. Then, take 8
small steps backwards from the middle of the circle
and lower your hands.
-Students are dancing the new steps with each other
-Dance this part with the first group, and then
while half of the students sing
switch groups. Have the first group sing while the
second group goes over these two new dance step
sections.
-Students are connecting the new section to the
-Tell the students that for the Sing we Mazteltov
older familiar dance steps
section, they will be repeating the step in, spin, step
out, spin section, and for the last part they will be
repeating the grapevine with pinky step.
-Students are looking at a visual sequence of the
-List the sequence of steps on the board:
steps
1. Hava nagila- grapevine with hands down
2. Hva nra nan a- step in, spin, step out, spin
3. uru achim- grapevine with pinkies
4. Music is in the air- grab hands and walk 8 steps
towards the center, raise hands, 8 steps out
5. Sing we Mazeltov- step in, spin, step out, spin
6. Rise up- grapevine with pinkies.
-Students are alternating singing and dancing all of
-Have both groups dance and sing the song, using
the steps to the song
the steps on the board as guidance- you will
verbally remind them what is coming as well
-Use the rubric to mark how students have
improved on learning the melody and the first part
of the dance.
-Split the class into three groups, and bring out the
-Students are alternating between singing, clapping,
ostinato rhythm worksheets. Group 1 will sing,
and dancing to the entire folk song
Closure
Group 2 will clap the chosen ostinato rhythm, and
-The second group is demonstrating the ostinato for
(conclusion,
Group 3 will dance. Place the chosen ostinato in
the other groups
culmination,
front of the second group and have the first group
wrap-up)
demonstrate what the ostinato will sound like for
the other groups.
-Start the groups and help them keep the beat. Play
the recording to help everyone keep time. If the
-Students are following the tempo of the recording
pace is too fast, clap to give a clear rhythm.
as they perform these tasks.
-use the rubric to measure improvement on ability
to follow rhythm
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.)

9-15-14

I have not taught this lesson yet, but I will be teaching it this coming week. Considering I did not include the ostinato part of
this unit in my classroom, I would be focusing on learning the last part of the dance and having the students dance through
all of the sections well. I could see having all of these activities going on at once possibly posing a challenge for students if they
are easily distracted. In the implementation, my goals at Ada Vista would be more centered on if they know the lyrics and the
melody, because only two groups of students will actually be dancing to this song at the spring concert. After this lesson, I will
be working to have the students sing the sections in two-part harmony, and I will single out which students show an
understanding of the dance and will only have them dance it.

9-15-14