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Hava Nagila Lesson 3
Hava Nagila Lesson 3
Hava Nagila Lesson 3
I. Objectives
How does this lesson connect to the unit plan?
The students have already learned the first two sections of the melody for Hava Nagila. In this lesson, the students will finish learning the melody and will recall the
first two sections.
cognitiveR U Ap An E C*
physical
development
socioemotional
R U Ap
Ap, An
Ap, A, C
Ap, E
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.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3 rd grade.
ART.M.I.3.8 Play instrumental parts independently while other students sing.
(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
Students will have a basic knowledge of correct singing technique and posture. They will have musical
knowledge through the 3rd grade, meaning that they will have a general idea of what pitch, melody,
rhythm, and rhythmic notation are. They should also know how to hold xylophone mallets and how to
bring sound out of the xylophone (although they will be reminded).
Pre-assessment (for learning):
I will ask the students what they remember about the second section, and what they should remember
to do on the high notes (expand their hands, gather more breath support). I will ask them what the
words mean, and what the context of the song is.
Outline assessment
activities
(applicable to this lesson)
At the end of the lesson I will ask them to explain what an ostinato is and how they just composed it.
This will review their skills in composition and how their composition fits into Hava Nagila.
Formative (as learning):
Students will perform their composed rhythm in front of the class. I will watch to see if they are
keeping in time with their group and if they are following the notation correctly.
Summative (of learning):
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
25 chairs will be set up in four rows (three rows with 6 chairs and 1 row with 7). The chairs will be on
the left side of the classroom, leaving room to use the popsicle sticks to compose on the other side of
the classroom. The pencils will be in the back on a table next to the sheets of paper to be used when
needed.
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
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Closure
(conclusion,
culmination,
wrap-up)
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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.)
When I taught this lesson, I did not include the composition section because I had a limited amount of time to teach the
lesson. The Sing We Mazeltov is the highest section of the piece so it took them a little bit to adjust to the higher range in
their voices. The students were able to reach the higher notes when I talked about singing with a taller mouth and when I
integrated that in with the motions (expanding the space between the hands). I also didnt play the recording when I taught
this in the first class, and I think it would have been more helpful to have them sing with the recording. It places the section
that they just learned into context and helps them review the folk song in its entirety. (I also did not teach the section about
using the computers to write a response.
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