MUED 211

5 Es Lesson Plan Form

Name ________Andi Bakkala________________ Date _________________

Grade Level __7th_ Quarter __________ School ______________________

Section I: Big Picture Planning

Central Concept __Expression___

Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed to instruct?
Students will relate their own life experiences, such as feelings of wonderment and home, to this piece.

To what CMP Teaching Plan Strategy is this lesson connected?

Play different pieces that incorporate different feelings and have students think about a place that pops into
mind while listening to it. I will then play Yorkshire for them and have them journal about what they see
and hear.

What do you expect your students to KNOW / be able to DO at the end of the period that they did
not know/ could not do at the beginning of the period? These must be measurable. Look at the
Blooms Taxonomy verb sheet. Do not use the words know or understand!
Students will be able to generate a scene in their head while listening to a piece and explain what they see
and hear.

Wisconsin Model Academic Standard (WMAS) Connection:

List one (or two) at most.

Teacher understands how students with broad ranges of abilities learn and provides instruction for their
intellectual, social, and personal development. .

What materials do you need to have prepared for the lesson?

An assortment of emoji faces
laptop and speakers

What will be the next activity in this unit for which this lesson is a preparation?
Students would act out different emotions and relate them to the piece.
Section II: Lesson Planning
Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing in class today and how it ties to
future learning. Then catch the students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their attention and allows you to focus on
the goals of the lesson. Make a connection to the students lives (ie. Compelling Why).
I will talk about how this piece was created and tell the class about my happy place. I will then allow
students to talk with each other about their happy place. Everyone has one, it could be their favorite place
they have been to, a place they have always wanted to go, a place that has so much beauty that it can not be
explained. It leaves a feeling of wonderment.

2. Explore: Students interact with each other through discussion and/or materials in small groups.
They explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
I will hand out a small packet of emojis to each table and play different pieces. They will hold up the emoji
that depicts how the excerpts make them feel.

Frozen- Vuelie 1:01-1:22

Anastasia- Dark of Night 0:33-0:44
Gershwin- 0:00-0:21
Pines of Rome 0:00-0:18

3. Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc. Students then share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess students explanations?
Ask students if they ever see anything in their mind while they listen to music. Some people see colors, and
some people see pictures or scenes in their mind. When the creators of Fantasia made the movie, they put to
life what they saw while they head the music. Everyone sees something different. If you noticed not
everyone held up the same emoji for each excerpt, this is because we all have different interpretation about
what is going on. There is no right or wrong, only different.

4. Elaborate or extend: Students apply information to a new situation. How will you assess students
ability to apply information?
Sometimes, visualizing what a piece can mean is not easy. I will play Yorkshire Ballad and please write
down or draw what you see. It can be as simple or elaborate as you would like.

5. Evaluate: Assess students knowledge and/or skills. What evidence will you use to prove that
students have changed their thinking or behavior?
I would have recorded a previous playing of Yorkshire and then record them playing it with their happy
place in mind. We would listen and compare the two.
Section III (to be completed AFTER teaching the lesson!):

Reflection: What went well, what needs to be changed? List specific ideas that might improve your
lesson.
This went well as not everyone held up the same emoji. Then they wrote or drew what they heard while
they listened to Yorkshire Ballad. In the beginning of the lesson, my speech was a little choppy. I stuttered a
little bit and my first few sentences did not flow. Once I got into it though, it went much smoother. I think I
could have walked around a little more around the room. Something I would change for next time is maybe
show them pictures of what Barnes saw that inspired this piece of music and work on making sure my ideas
flow together much better. Having a better selection of excerpts, more with different emotions, would be
something I would change as well.