You are on page 1of 5

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.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Recognize the language of the song Hava Nagila R, U, Ap
Speak with clarity the lyrics of the first section of the song R, U X
Accurately sing the notes of the first section Ap, An, E X
Report a few facts about Israeli culture (such as what happens in Jewish celebrations) R, U yes
Exhibit proper singing technique and posture R, U, Ap 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 The students should have a base knowledge of rhythm (as learned in their last unit) as well as an
knowledge and skills. 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):
While repeating the phrases of the first section, I will assess where each students singing abilities are
Outline assessment and how they are pronouncing the text. I will listen for ability to match pitch, understanding of the
activities text, and correct production of sound.
(applicable to this lesson) 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 Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement

9-15-14
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
Students will be able to see the -students will hiss like a cat to authenticity, minimize threats
lyrics of Hava Nagila on the screen. understand the glottal stop - I will remind the students
They will also audibly hear the -students will use an arm or body that it is a safe place to
words as I pronounce them and will movement to show rhythmic make mistakes and that I
repeat them. change in the first section 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 language, Provide options for expression and Provide options for sustaining effort
mathematical expressions, and communication- increase medium and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
What barriers might this language -students will sing the first oriented feedback
- glottal stops and vowel section back to me phrase by -While working through the
lesson present?
shapes will be notated phrase lesson, I will keep asking
to identify Hebrew -students will learn the diction students to think about the
language differences and pronunciation of Hebrew intervals they are hearing and
What will it take
with English words through repetition how their voices are sounding
neurodevelopmentally,
- translations of the text - I will challenge students to
experientially,
will be provided think about more complex
emotionally, etc., for your
verbally and possibly rhythmic measures and analyze
students to do this lesson?
written underneath the them
text if needed
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
- rhythmic notation is term goals, monitor progress, and strategies, self-assessment &
written on the board to modify strategies reflection
highlight tricky -students will continue to refer - Students will be
passages back to singing techniques reminded that their
- The melody is sung provided on the bulletin board goal is to stay on
and audibly repeated on the side of the classroom purple (the best color
- Words are presented -students will continue to on the guitar for
visually 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).
Materials-what materials A translation of the lyrics, as well as the lyrics themselves will be printed out and projected on to the
(books, handouts, etc) do screen. An elmo (projector) should be available, and a stereo system in order to play the entirety of the
you need for this lesson piece to the students. A pen of a prominent color (red, blue) will be provided to underline/circle
and are they ready to important elements of the piece. The CD with the song on it will queued to the correct track in the
use? stereo. A marker should be ready to write the notation exercise on the board.

9-15-14
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
How will your classroom last row). The elmo and computer will be turned on and the projector will be ready to start. The stereo
be set up for this lesson? system will also be turned on and linked and prepared to play the correct track on the CD.

III. The Plan


Describe teacher activities AND student activities
Time Components 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
Motivation side of the board. Tell the students some of them discern the value of the new note/rest
(opening/ are going to learn a new rest. - Students are processing the value of the eighth
introduction/ -Ask the students who already know what the rest note and adding it to their musical vocabulary
engagement) 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
Development -This measure has a lot to do with the song I will
(the largest be teaching you for the spring concert. Listen -Students are listening to the first section of the
component or carefully while I play the first part of it for you. song and trying to analyze which rhythm sounds
main body of The rhythm will not always be the same as the one different than the one they just counted
the lesson) 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

9-15-14
-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! -Students are repeating the words and forming the
-Lets say the words together. Ill start and youll diction of the lyrics
repeat. Hava nagila/ v nis m cha -Students are using an example to help them
-the beginning of cha sounds like a cat hissing. Try pronounce the end of the phrase
hissing like a cat and see how that feels in your
throat.
-V nis m CHa -Students are listening to the notes and singing
-Now that we know the words, lets learn the notes! them back to the teacher
Ill sing you a phrase, and then you will echo it
back to me. Ill start. Hava nagila (Hava nagila)
etc. -Students are discovering the space between the
- If trouble singing the v nis/ nagila interval, interval and adjusting accordingly
isolate the interval and sing that a few times
-Sing through the whole first section together.
-Good job you guys! Youre sounding great! ;) -Students are learning the second part of
-Here is the next section- there are only a few new vocabulary and are saying it back
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 -Students are listening for the different rhythm in
you listen because the rhythm changes in this the second section of the song
section too! Where does it change? Measure 3 -Students are stomping on the third measure to feel
-Lets all stomp on that measure to show how the the difference in rhythm in the third measure
rhythm is different. Watch me. Stomp on the va of
hava- haVA nra n na. -Students are singing and stomping the second
-Its time to sing the second part all the way section with the new vocabulary
through. You can do it, but make sure you stomp on
the third Hava! Sing the second section and stomp
on the hava

-Sing the first and second section all the way -Students are singing through the entire first section
Closure
through. Play accompaniment. while listening to the accompaniment
(conclusion,
-Read the translation for the students, and tell them -Students are learning the meaning behind the
culmination,
that it is a celebratory Israeli folk song. Hebrew words and the celebratory nature of the
wrap-up)
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.
9-15-14
9-15-14

You might also like