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    Unit plan outline Unit plan outline Document Transcript

    • UNIT PLAN OUTLINETeacher: Wambura MitaruUnit Title: What time is it?Grade: 3Number of Classes: 8National Standards Singing Improvising Composing and arranging Listening to, analyzing and describing Evaluating music and performances Understanding relationships between music, the arts and disciplines Understanding music in relation to history and cultureState Frameworks Singing Improvisation and composition Critical response Purposes and meaning in the arts Role of artists in communities Concepts of style, stylistic influence and stylistic change Inventions technologies and the arts Interdisciplinary connectionsRationale:This unit is important because it touches on classical music which will expose thestudents to a new genre of music, expounds more on the musical instrument families andwill enable them to critically listen to a piece and note its difference from another style aswell as the similarities that they have. It will also enable them to connect what they arelearning in the class to other fields of study.Lasting Learning:In the long term the students shall be able to carry out music analysis and have betterknowledge on the instrument families as well as the rondo form.Knowledge and Skills, essential questions, specific knowledge and skills:I have indicated the specifics for all of these in each lesson in the unit.Assessment/Evaluation:
    • Assessment will be both formal and informal. Each will be specified under eachlesson plan.Prior Knowledge and Skills:No prior knowledge is needed for this lesson although knowledge in time signature in2/4, 3/ 4 and 4/ 4 would be helpful. Experience in moving in the room as well as workingin teams will be helpful for sections of the lessons.Activator:Each activator shall be included in every lesson as they vary from lesson to lesson.Repertoire:Recording of Kodaly’s Viennese Musical Clock (Classics for kids)Recording of NutcrackerRecording of Eine Kleine Nachtmusik by MortzartRecording of Fur Elise by beethovenRecording of Mozart’s Rondo allaTurcaMaterials Needed:Test Papers for analysisPencilsErasersRadio and speakersA room clock(List all materials necessary for this unit, including paper, pencils, instruments, audiovisual, digital equipment etc.)http://www.classicsforkids.com/composers/bio.asp?id=32School to Home/community connection:The student will be able to perform the pieces that they perform for the people in theirfamilies as well as their neighborhoods.
    • Lesson Outlines1. Behavioral ObjectiveBy the end of the lesson, the students will be able to appreciate classical music bysinging lyrics of pop songs they know to them.Assessment/EvaluationHave the students listen to a couple of classical songs and then ask them to share on oftheir favorite pop songs that they like. Have the students sing the pop song lyrics to theclassical pieces.Prior knowledge and activatorNo prior knowledge is needed for this lesson. However, their activator will be to write aparagraph on what they think about when they hear the world classical music.Lesson content (bullet points)• Have the student write a paragraph on what they think about classical music.• Define classical music and play a sample of the Viennese Musical clock whilethey move around the classroom.• Ask them to mention their favorite pop song so that we can match the lyrics to thesong.• Do the same exercise for Nutcracker and a portion of Fur Elise.• End class by playing the Viennese musical clock and mention that it will be thesubject of the next lesson.2. Behavioral ObjectiveBy the end of this lesson, the students will be able to know about the history ofthe clock as well as be able to identify the instruments present in the VienneseMusical clock.Assessment/EvaluationHave the students divided into instrument families. Listen to the music and put up theirhands when they hear their family perform. Do this in rotation so as to assess whether allthe students have understood the concept.Prior Knowledge and activatorStudents will have previously learnt the definition of classical music. They will also haveknowledge from previous lessons on the musical instrument families.Activator: come in to class and write a reflective paragraph about what they think aboutclassical music.Lesson content (bullet points)• Review last lesson so as to bring everyone on the same page• Give the student a brief historical review on the clock and how it has changed.• Review material on musical instrument families by playing samples of variousinstruments and having them airplay them and then identify them.• Divide them into groups of 3 in different parts of the room and give each group a
    • musical instrument family name (strings. Brass etc)• Play the Viennese musical clock and have them rise up their hands when theyhear their family play.• Have them switch roles so as to ensure that they all understand the differences inthe musical instrument3. Behavioral ObjectiveBy the end of this lesson, the student will be able to create a story line for the Viennesemusical clock.Assessment/EvaluationI shall put them in groups of 4 and ask them to create a story around the Viennesemusical clock trying to tell us why they think Kodaly wrote the piece.Prior knowledge and activatorThe student will be familiar with the tune being studied and they will have knowledge ofthe instrumentation as well as the history behind the clock.Activator: have the student write a paragraph on what they think the clock can be usedfor.Lesson content (bullet points)• Review last lesson on the instrumentation of the Viennese musical clock.• Have 3 students read a story on Kodaly and his life for everyone in class.• Give a geographical representation of Vienna and describe the weather ad music.• Put the student in groups of 4 and ask them to come up with a story line for theclock. They should write it, in a bid to tell us why they think Kodaly wrote thesong.• Have the student present their ideas to the class.4. Behavioral ObjectiveBy the end of the lesson, the students will be able to identify the form of theViennese musical clock.Assessment/EvaluationHave the students positioned in different parts of the room and play the music. Have themmove around whenever the main theme is played and stop whenever something else isplaying.Prior knowledge and activatorBefore this class, students will have displayed knowledge in instrumentation, the historybehind the clock, they will have created a story line for the music and have come toappreciate classical music and know its definition.Activator: have the student listen to Eine Kleine Nachtmusik by Mozart as they come intoclass.Lesson content (bullet points)• Review material from last lesson.• Define the word theme for the student and play the piece in class.• Ask whether they realize anything about the piece.• Play the song again and ask them to move when the main theme is played and
    • stop when it is not playing.• Play Mozart’s Rondo alla Turca and ask the student to do the same thing.• Lightly hint the idea of rondo form and foreshadow next lesson.5. Behavioral ObjectiveBy the end of the lesson the students will be able to define what rondo form isand indicate the transitions in the Viennese Musical clockAssessment/EvaluationHave the student use coloring pencils and paper to indicate a change in the song. Theywill switch colors every time they hear a new section.Prior knowledge and activatorBefore this lesson, student will have knowledge in instrumentation and will have beengiven a slight idea on the concept of a rondo form; however, it will not have been definedfor them.Lesson content (bullet points)• Tell them the story of Hary Janos the character in this piece.• Define for them the word rondo and play the song for them so that theyunderstand it better.• Give them colored pencils so that they can use them to color their pages wheneverthe for changes as well as draw a fictional character who would represent HaryJanos• Summarize lesson and ask them to start thinking of how they would compose asong with rondo form.6. Behavioral ObjectiveBy the end of this lesson, the student will be able to compose a song in rondo form in 4/4using solfa notes ‘do- sol’ with a half note for every note.Assessment/EvaluationHave the student sit in groups of 3 and begin to compose a piece using solfa notes do-solin rondo form.Prior knowledge and activatorThe student will have previously defined the word Rondo and known the full story ofKodaly as well as Hary Janos. They also know their rhythms in 2/4 3/ 4 and 4/ 4Lesson content (bullet points)• Review last class and clarify any pending issues.• Define the word composer for them• Go through the solfa from do to sol as a refresher for them.• Go through whole, half and quarter rhythms as a refresher.• Place them in groups of 4 and have them begin to compose their rondo song.• I will go round and observe what they are doing.• Summarize class and tell them that we shall continue next class.•
    • 7. Behavioral ObjectiveBy the end of the lesson the students will be able to present their rondo pieces that theycomposed using the scale from do to sol using half note values for each tone.Assessment/EvaluationHave the student complete their rondo pieces with rhythms and put vowel sounds to thedifferent parts as well as perform them in front of the class.Prior knowledge and activatorThe students will have already started working on their compositions and so this classwill be a continuation of what they were already doing.Lesson content (bullet points)• Review what was being done last lesson and go through the instructions for thecomposition.• Help them finish up their pieces and go through them together with the vowelsounds in the different parts.• Perform the pieces upon completion.• Congratulate them on composing and summarize the class.8. Behavioral ObjectiveBy the end of the lesson, the student will be able to create movements to the VienneseMusical clock for each new section to display understanding of the rondo form.Assessment/EvaluationHave the students get into pairs and come up with movements for each sectionPrior knowledge and activatorIn the lessons before, the students have listened to Viennese Musical clock, analyzed itsform and composed their own pieces of music.Activator: Have the student make a circle and imitate the sound of the clock while goinground the circle.Lesson content• Review all the material that was studied in the past 7 lessons as well as clarify anyissues or questions the student may have.• Place them in pars and ask them to come up with movements for the sections ofthe song to show a grasp of the lessons that they learnt.• Have the students switch and teach one another the movements.• Play the song and have everyone dancing.• Summarize the class and end the unit.
    • 7. Behavioral ObjectiveBy the end of the lesson the students will be able to present their rondo pieces that theycomposed using the scale from do to sol using half note values for each tone.Assessment/EvaluationHave the student complete their rondo pieces with rhythms and put vowel sounds to thedifferent parts as well as perform them in front of the class.Prior knowledge and activatorThe students will have already started working on their compositions and so this classwill be a continuation of what they were already doing.Lesson content (bullet points)• Review what was being done last lesson and go through the instructions for thecomposition.• Help them finish up their pieces and go through them together with the vowelsounds in the different parts.• Perform the pieces upon completion.• Congratulate them on composing and summarize the class.8. Behavioral ObjectiveBy the end of the lesson, the student will be able to create movements to the VienneseMusical clock for each new section to display understanding of the rondo form.Assessment/EvaluationHave the students get into pairs and come up with movements for each sectionPrior knowledge and activatorIn the lessons before, the students have listened to Viennese Musical clock, analyzed itsform and composed their own pieces of music.Activator: Have the student make a circle and imitate the sound of the clock while goinground the circle.Lesson content• Review all the material that was studied in the past 7 lessons as well as clarify anyissues or questions the student may have.• Place them in pars and ask them to come up with movements for the sections ofthe song to show a grasp of the lessons that they learnt.• Have the students switch and teach one another the movements.• Play the song and have everyone dancing.• Summarize the class and end the unit.