Kentucky Continuous Instructional Improvement Technology Sys Materials Bank
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1 1st 1-3 Peter and the Wolf intro Lesson: Arts and Humanities, Grade(s) 01 Students will review the learned song Billy Boy as well as the words "verse" and "refrain." Students will be introduced to the story "Peter and the Wolf" as well as the instruments involved in the music. Students will use a graphic organizer to remember the instruments in addition to which character each represents. Duration: 40 Minutes Lesson Lesson Plan Review the song "Billy Boy" from last week. Read two rhythms on the board using a numeric counting system. Introduce the following instruments: flute, violin, oboe, bassoon, clarinet, French horn, kettle drums. Explain that each instrument has a different sound and that each belongs to a different family. Show pictures of each and ask thought questions about what they see. Explain that a composer makes decisions about what instruments to use based on how loud or softly they play and how high or low their sound is. What instrument would make the best sound for a bird? A flute because it is small and has a soft, high pitched sound. Continue by introducing the music of Peter and the Wolf. While students listen to music, they may color, cut and glue the pieces together to match up the instrument that belongs with the character of the story. Store pictures in folder for discussion next week. Essential/Guiding Questions What does the term "tone color" mean? What do composers think about when they choose instruments for their music? What are the 4 families of instruments? Learning Targets I can categorize instruments of the orchestra into families. I can define "tone color." I can discuss why composers choose certain instruments for the music they write. I can identify what the words "verse and refrain" mean. Formative & Summative Assessment Students demonstrate, through performance, the difference between the rhythm and the beat. Teacher engages students in a class discussion regarding instruments and classification of each. At this point, I am checking for prior knowledge and how to pace future lessons related to instruments. Page 1 of 5
2 Student-Centered Learning Experiences Students remember and sing a previously learned song. Students demonstrate, through performance, the difference between the rhythm and the beat. Class discussion on why composers choose certain instruments (the flute for example) to represent certain characters, scenery, seasons, or emoitions in music. Strategies for Addressing Individual/Diverse Student Needs Students with visual impairments will sit close to the board. Students who have trouble staying on task will have the benefit of the teacher using the document camera to keep students engaged and together on the lesson. Media/Technology document camera CD player Projector Lesson Details Review the song "Billy Boy" from last week. Read two rhythms on the board using a numeric counting system. Introduce the following instruments: flute, violin, oboe, bassoon, clarinet, French horn, kettle drums. Explain that each instrument has a different sound and that each belongs to a different family. Show pictures of each and ask thought questions about what they see. Explain that a composer makes decisions about what instruments to use based on how loud or softly they play and how high or low their sound is. What instrument would make the best sound for a bird? A flute because it is small and has a soft, high pitched sound. Continue by introducing the music of Peter and the Wolf. While students listen to music, they may color, cut and glue the pieces together to match up the instrument that belongs with the character of the story. Store pictures in folder for discussion next week. Cross-Curricular Connections None Misconceptions Students will have difficulty classifying the French Horn, bassoon, and oboe. Teacher Resources Page 2 of 5
3 Song: Billy Boy Piano crayons scissors glue activity sheets cd player music: Peter and the Wolf folders instrument cue cards marker board Standards Covered 1.AH-P-SA: Structure in the Arts B.AH-P-SA-S-Mu: Skills and Concepts Music Students will: AH-P-SA-S-Mu1: begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology AH-P-SA-S-Mu3: listen to and explore how changing elements results in different musical effects 4.AH-P-PA: Processes in the Arts B.AH-P-PA-S-Mu: Skills and Concepts Music Students will: AH-P-PA-S-Mu2: begin to learn how to use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others AH-EP-1: Structures in the Arts: Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products and specific styles and genre that provide a context for creating works. It is the artist's choice of these in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. AH-EP-1.1: Music AH-EP-1.1.1: Students will begin to recognize and identify elements of music using musical terminology. AH-EP a: Elements of music: AH-EP a.3: Melody notes, lines and spaces on treble clef staff (visually) AH-EP a.6: Timbre (tone color) - recognize different qualities of musical sounds, instruments by family-brass, woodwind, string, percussion (aurally and visually) and human voices (aurally) AH-EP a.7: Dynamics - soft, loud (aurally) Organizers Page 3 of 5
4 Characteristics of Highly Effective Teaching & Learning - LEARNING CLIMATE 1. Teacher Characteristics: A. 4. Teacher Characteristics: H. 6. Student Characteristics: A. creates learning environments designs lessons that allow students accepts responsibility for his/her where students are active participants as individuals and as members of collaborative groups to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning own learning 2. Teacher Characteristics: E. displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors 3. Teacher Characteristics: G. effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections 5. Teacher Characteristics: I. creates7. Student Characteristics: B. an environment where student workactively participates and is is valued, appreciated and used as authentically engaged a learning tool Characteristics of Highly Effective Teaching & Learning - CLASSROOM ASSESSMENT & REFLECTION 1. Teacher characteristics: A. Uses multiple methods to systematically gather data about student 3. Student Characteristics: A. Recognizes what proficient work looks like and determines steps 4. Student characteristics: B. Monitors progress toward reaching learning targets understanding and ability necessary for improving his/her work 2. Teacher characteristics: D. Uncovers students prior understanding of the concepts to be addressed and addresses students misconceptions/incomplete conceptions Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RIGOR & STUDENT ENGAGEMENT 1. Teacher characteristics: A - Teacher instructs the complex 3. Teacher characteristics: C - Teacher orchestrates effective 5. Teacher characteristics: F - Teacher integrates a variety of processes, concepts and principles classroom discussions, questioning, learning resources with classroom contained in state and national standards using differentiated strategies that make instruction accessible to all students. and learning tasks that promote higher-order thinking skills. instruction to increase learning options. 2. Teacher characteristics: B 4. Teacher characteristics: D - Teacher scaffolds instruction to helpteacher provides meaningful students reason and develop learning opportunities for students. problem-solving strategies. Characteristics of Highly Effective Teaching & Learning - INSTRUCTIONAL RELEVANCE 1. Teacher characteristics: B- 2. Student characteristics: A-Student Teacher links concepts and key poses and responds to meaningful ideas to students prior experiences questions. and understandings, uses multiple representations, examples and explanations. 6. Teacher characteristics: G - Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse. Characteristics of Highly Effective Teaching & Learning - KNOWLEDGE OF CONTENT 1. Teacher characteristics: A- 4. Teacher characteristics: E- 7. Student characteristics: B-Student Teacher demonstrates an understanding and in-depth knowledge of content and Teacher provides essential supports uses and seeks to expand for students who are struggling with appropriate content vocabulary. the content. Page 4 of 5
5 maintains an ability to convey this content to students. 2. Teacher characteristics: B- Teacher maintains on-going knowledge and awareness of current content developments. 3. Teacher characteristics: C- Teacher designs and implements standards-based courses/lessons/units using state and national standards. 5. Teacher characteristics: F- 8. Student characteristics: C-Student Teacher accesses a rich repertoire connects ideas across content of instructional practices, strategies, areas. resources and applies them appropriately. 6. Student Characteristics: A- 9. Student characteristics: D- Student demonstrates growth in Student uses ideas in realistic content knowledge. problem solving situations. Additional Properties Author: Bolar, Amy Publisher: Kentucky Continuous Instructional Improvement Technology System Cost/Fee: No Restricted Use: No Rights: Keywords: Created by: Bolar, Amy (8/15/2013 4:06:00 PM) Last modified by: Bolar, Amy (8/19/2013 1:13:00 PM) Other revisions of this resource: Page 5 of 5
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