Detailed/ Annotated Lesson Plan Format

Type of Class:
General Music

Grade/Age Level: 5th Grade Length of Lesson: 50 minutes.

Areas of Focus:
Describe the central focus and purpose of the content you will teach. Examples: rhythm, interpretation, sight-reading, movement, etc.
Can be more than one area depending upon the length of the lesson.
Form – Introduction, Interludes, and a Closing Section

NC Essential Standard and Associated Clarifying Objectives Addressed (list number AND text):
http://www.ncpublicschools.org/docs/curriculum/artsed/scos/new-standards/arts/music/k-8.pdf

Music Literacy
Standard 5.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with accuracy and
expression
Clarifying Objective(s) - 5.ML.1.1 - Illustrate independence and accuracy while singing and playing instruments
within a group or ensemble.
5.ML.1.3 - Use instruments to perform rhythmic, melodic, and chordal patterns accurately
and independently on classroom rhythmic, melodic, and harmonic instruments

Standard 5.ML.3 - Create music using a variety of sound and notational sources.
Clarifying Objectives - 5.ML.3.2 - Create compositions and arrangements within specified guidelines

Musical Response
Standard 5.MR.1 - Understand the interacting elements to respond to music and music performances.
Clarifying Objective(s) - 5.MR.1.2 - Use music terminology in explaining music, including notation, instruments, voices,
and performances.
Contextual Relevancy
Standard 5.CR.1 - Understand global, interdisciplinary, and 21st-century connections with music.
 Clarifying Objective(s) - 5.CR.1.1 - Understand how music has affected, and is reflected in, the culture, traditions, and
history of the United States.

Lesson Objectives:
● Artistic Skill Objective (e.g. self-expression, creativity, exploration/improvisation)
○ The learner will (TLW) create a new formal structure for “Shady Grove" by rearranging the formal elements identified
in a recording of the song
○ TLW perform the new arrangement of “Shady Grove” corresponding to the formal sequence presented.
○ TLW evaluate their performance of “Shady Grove”, accurately identifying areas of strength and areas for improvement.
● Knowledge Objective (e.g. tools/instruments, technical proficiencies, processes, elements, organizational principles)
○ TLW listen to a recording of “Shady Grove” and identify its formal structure
● Contextual Understanding (e.g. social, cultural, historical, global, personal reflection)
○ TLW discover the origin of “Shady Grove” as an Appalachian folk song and identify western NC as a part of the
Appalachian region of the Southern U. S.

Vocabulary and Academic Language

● Identify at least one language function that is essential for students to learn the knowledge/content in your chosen area of
focus.
○ Language Function Examples: Analyze, Explain, Summarize, Compare/Contrast, Identify, Create, Improvise,
Describe, Perform, Evaluate, Respond, Identify, Compare & Contrast

● Identify a key learning task from your plan that provides students with opportunities to practice using the language function.

● Given the language function and learning tasks identified above describe the vocabulary or symbols utilized in the lesson. The
use of academic vocabulary should be deliberate and consistent.

In this lesson:
Central Focus: Form – (Concept: Songs may include an introduction, interludes and a closing segment)

Learning Task(s): Identify & Explain the form of a recording of “Shady Grove”
Analyze the sequence of the formal structures in the recorded song
Create a new arrangement of the song
 Perform the song
Evaluate their performance of the song

Vocabulary or Symbols utilized in the lesson: form, verse, refrain, introduction, coda, arrangement, chord
symbols

Prior Learning:
Cite evidence of what students know, what they can do, and what they are still learning to do regarding the central focus of the lesson.
Consider the variety of learners in your class including students who may require different strategies or support.
The students sang “Shady Grove” in a previous lesson, identified the various structures of form used in that version (Introduction,
Refrain, Verse, Interlude, Coda) and identified how those elements were sequenced in that version of the song. They know how to
play the chords D minor and C major on the soprano and concert ukulele.

Materials Needed:
● Recording of Shady Grove from the Silver Burdett basal music series Making Music - CD 12, track 15.

● CD player or computer with mp3 file of track 15.

● Computer Projector or Overhead projector

● Copies of two versions of the song: (1) version that corresponds with the Making Music CD (E min), and (2) version with the
verse sung first followed by the refrain (D min).
● Soprano and concert size ukuleles

● Map of the United States that clearly shows the Appalachian region of the Southern U. S.

● Enough baggies for students in the class to work in pairs. Each baggie contains 13 strips of paper and each strip will have one
of the following words: Introduction, Refrain, Verse 1, Refrain, Interlude, Refrain, Verse 2, Refrain, Interlude, Refrain, Verse
3, Refrain, Coda

Procedures:
● Include accommodations for students with special learning needs
● Include a suggested time allocation for each part of the procedure for lesson pacing.
 ● Address multiple learning modes (visual, aural, tactile/kinesthetic)
● Address modes of knowledge representation (enactive, iconic, symbolic)
● Choose appropriate strategies for each learning task
● Indicate language function in the column next to where it occurs in the procedures
● Identify teaching and practicing of academic language by bolding words in procedures
● Include at least one strategy that engages the students in the teaching and learning process.

Concept Strategies Language Assessments Learning Theories

/Focus ● Written procedures Function ● Formal
● Informal
● Indicate vocabulary in bold font ● Written Assessment
● Performance Assessment
● Identify the musical behavior (Performing, Creating, or ● Group
Responding), NC Essential Standards Strands (ML for Music ● Individual
Literacy, MR for Musical Response, CR for Contextual
Relevancy), Modes of Knowledge Representation (enactive,
iconic, symbolic), and learning modes (visual, aurally,
tactile/kinesthetic)
(4 min) Introduction: Review with the students what they learned about Cognitivism -
the song “Shady Grove” from the previous lesson. The review should
include that the song is a folk song from the Appalachian region of the Connection -
Southern U. S. Review the map to show what states comprise the
southern part of Appalachia and emphasize that western NC is a part of
that region. (CR, visual)
(4 min.) Display version 1 of the song and/or provide individual copies Perform
for the students. Invite the students to sing the song with the recording
as a review. (Performing, ML, enactive, visual, aural)

Form (5 min.) Place the order of the form of the song on the White Board and Explain Informal verbal assessment
review with the students the order they identified from the previous Can students explain the
class session (Introduction, Refrain, Verse 1, Refrain, Interlude, various formal elements
Refrain, Verse 2, Refrain, Interlude, Refrain, Verse 3, Refrain, Coda). accurately?
Call on various students to explain the words. Provide guiding
questions such as “How can we always tell the Coda from the
Concept Strategies Language Assessments Learning Theories
/Focus ● Written procedures Function ● Formal
● Informal
● Indicate vocabulary in bold font ● Written Assessment
● Performance Assessment
● Identify the musical behavior (Performing, Creating, or ● Group
Responding), NC Essential Standards Strands (ML for Music ● Individual
Literacy, MR for Musical Response, CR for Contextual
Relevancy), Modes of Knowledge Representation (enactive,
iconic, symbolic), and learning modes (visual, aurally,
tactile/kinesthetic)
Introduction?” (the Introduction comes at the start of a song and the
Coda at the end), OR “How is the Verse different from the Refrain?”
(each verse has different words, but the words in the Refrain are
always the same). (Responding, MR, symbolic, visual)
(5 min.) Display version 2 of the song and ask the students to compare Analyze Informal verbal assessment
that version with the one on the recording. Ask them what is the same Can students accurately
and what is different (different: the verse comes first, followed by the identify similarities and
refrain. Same: the verse and refrain have the same melody and words differences in the two
as version 1). Explain that because folk songs are taught by ear and are versions of the song?
shared from place to place, they sometimes can change as they are
shared because people add their own versions to the song. Tell the class
they are about to do their own arrangement of Shady Grove by
arranging the formal elements in whatever way they want. (Responding,
MR, symbolic, visual)
(7 min) Pair students and pass out the baggies with the strips of paper Create Informal group assessment Constructivism
with the formal elements written on them. Ask students to take the Do students understand
strips out of the bag. Give the pairs of students a chance to arrange their that, by definition, the
strips in new ways. Call on one pair to see what sequence they came up Introduction and the Coda
with and write the sequence on the Whiteboard. If the sequence uses must be specific places in
Introduction and Coda, ask the students to give thumbs up or down if the sequence?
the elements are in the appropriate places in the sequence. (Creating,
ML, symbolic, tactile/kinesthetic)
(15 min). Tell students they will now try out the arrangement Perform Performance Assessment Constructivism -
Concept Strategies Language Assessments Learning Theories
/Focus ● Written procedures Function ● Formal
● Informal
● Indicate vocabulary in bold font ● Written Assessment
● Performance Assessment
● Identify the musical behavior (Performing, Creating, or ● Group
Responding), NC Essential Standards Strands (ML for Music ● Individual
Literacy, MR for Musical Response, CR for Contextual
Relevancy), Modes of Knowledge Representation (enactive,
iconic, symbolic), and learning modes (visual, aurally,
tactile/kinesthetic)
themselves. Provide the ukuleles for half the class. Show the tablature Can the students sing the
on the Whiteboard for D minor and C major to remind students how to melody of the song
play them. Ask students to check the fingering of their neighbor to be accurately?
sure it’s accurate. Have students play and sing the arrangement based Can the students play the
on the form written on the board. The strumming pattern featured two chords on the ukulele
below works for the entire song and can be used for the Introduction, accurately? Social Cognitivism
Interlude, and Coda: Can the students accurately Modeling
follow the form of the new
Dm / C / Dm C Dm / arrangement?
| | | | | | | |

(Performing, ML, symbolic, visual, tactile/kinesthetic)

(5 min.) Ask students to evaluate their performance and see if there are Evaluate Student Performance Self- Self-Regulation
any suggestions for improvement. Play again, incorporating Perform Assessment
suggestions. (Switch the groups so that singers can play the ukuleles Can students accurately Modeling
and players will sing the song). Give students a chance to check the identify areas of strength
fingering of their neighbor before playing the song. (Performing, ML, and areas for improvement
symbolic, visual, tactile/kinesthetic) in their performance?
Performance Assessment
(see above)
(5 min.) Have students write the sequence they created on a piece of
paper with their names included. Take up papers so the sequences can
be performed during future class sessions.
 Concept Strategies Language Assessments Learning Theories
/Focus ● Written procedures Function ● Formal
● Informal
● Indicate vocabulary in bold font ● Written Assessment
● Performance Assessment
● Identify the musical behavior (Performing, Creating, or ● Group
Responding), NC Essential Standards Strands (ML for Music ● Individual
Literacy, MR for Musical Response, CR for Contextual
Relevancy), Modes of Knowledge Representation (enactive,
iconic, symbolic), and learning modes (visual, aurally,
tactile/kinesthetic)

.
NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Details on Learning Theories

● Cognitivism
○ Definition
■ Theory that views learning as the acquisition of knowledge and cognitive structures due to information
processing - From. Learning Theories by Dale Schunk 8th Edition pg. 515
○ Connection
■ The connection is that students have to recall various types of information on Shady Grove, and the subsets of
details like genre, and historical context. Utilizing their working memory and data retrieval process.
○ Founder
■ Jean Piaget
● Constructivism
○ Definition
■ According to Dale Schunk’s Learning Theories 8th edition it is a psychological and philosophical perspective
contending that individuals form or construct much of what they learn and understand. - From. Learning
Theories by Dale Schunk 8th Edition pg. 516
○ Connection
■ Students CREATE a new musical sequence with a partner. This connects because students have to make a new
sequence in a collaborative experience.
 ■ Students within groups work together to perform new sequences and strumming patterns.
○ Founder
■ Jean Piaget
● Social Cognitivism
○ Definition
■ Cognitive theory that emphasizes the role of the social environment in learning. - From. Learning Theories by
Dale Schunk 8th Edition pg. 524
○ Connection
■ The connection that students who are not modeling are able to imitate others, observe what the process is, and
internalize how they can manipulate their fingers and/ or body to form the chords
○ Founder
■ Albert Bandura
● Modeling
○ Definition
■ Behavioral, cognitive, and affective changes deriving from observing one or more models.
○ Connection
■ The teacher and/ or designated student(s) demonstrate what the D minor and C major chords look like. Also
how to hold the guitars/ ukuleles. - From. Learning Theories by Dale Schunk 8th Edition pg. 521
○ Founder
■ Albert Bandura
● Self-Regulation
○ Definition
■ Refers to the process whereby learners systematically direct their thoughts, feelings, and actions toward the
attainment of their learning goals - From. Learning Theories by Dale Schunk 8th Edition pg. 524
○ Connection
■ Students are now in charge of their own learning by providing each other feedback, modeling different
examples
○ Founder
■ Albert Bandura & Dale Schunk