NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom:

Grade: 3rd Demographic: 23 students, 11 girls and 12 boys

Background:
Students will be working on strengthening their metacognitive skills by listening to different types of songs and identifying them.

Content Objective(s):
Students will be able to: Understand how their thinking works Confirm where their thinking comes from Make predictions and conclusions listening to different songs Ask and answer questions regarding their thinking Make connections to music

Language Objective(s):
Students will be able to: Write their predictions and conclusions down in a graphic organizer Communicate in groups and whole class discussion after individual work Understand key vocabulary and use it in context Ask and answer questions regarding their thinking

Nevada Standards:
Identify the main idea and supporting details based on text (using music) Making connections to self, other text, and/or the world.

Key Vocabulary: Connections Predictions Thinking

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Integration of Processes Listening Speaking Reading X Writing X X

X X X

X X

Teaching Strategies:
The teacher will guide students throughout a series of musical numbers and then allow students to individually continue on their own. The teacher will give students a graphic organizer to use which she has created herself. The teacher will ask questions to have students understand how their thinking works.

Warm Up Activity:
The teacher will ask students, How do you think about your thinking? in a whole class discussion. Before the teacher allows students to share with the whole class, students will think-pair-share how they think about their thinking. The teacher will then introduce the musical activity to students.

Lesson Sequence:

1. Introduction The teacher will introduce the lesson to students and pass out graphic organizers to each individual student. 2. Musical Activity 1. The teacher will have a premade CD of childrens songs, Christmas songs, theme songs, Disney songs and other songs students may or may not be familiar with. All songs will be a musical version without any words. A total of 10 songs will be played for students. 1. Twinkle, Twinkle Little Star/ABCs 2. Old MacDonald 3. This Old Man 4. The National Anthem 5. White Christmas 6. Aladdin 7. Rugrats Theme Song 8. Sesame Street Theme song 9. Three is a Magic Number (School House Rock) 10. Beauty and the Beast 2. The teacher will play a sample song of Humpty Dumpty and guide students through the graphic organizer. Sample Graphic Organizer Mystery Songs Song #1 1. Song: Predict what song you think this is. 2. Why do you think this is that song? 3. What connection can you make to this song? (Text to Text (or Song, Movie, Book etc.), Text to Self, Text to World) 4. What were you thinking when you heard this song? 5. Why were you thinking what you were thinking when you heard this song? *students will have a total of 10 rows with these questions, corresponding to 10 different songs.

3. After students understand the directions of the graphic organizer, students will be played the ten mystery songs that the teacher has chosen for them and fill out their graphic organizers individually with their predictions. 4. Students will be given the answers at the end of the activity.

3. Group Work 1. When students have finished filling out their graphic organizers, they will come to together as a group to discuss what they think the songs were. 2. Each student will choose one song that was easy for them to identify and one song that was difficult to identify and tell group members how they identified the song. 3. Students will also answer the following questions in the group: How did you come up with that answer? Why? What were you thinking when you came up with that answer? What connections did you make when you heard the song? Why do you think you were thinking what you were thinking when you heard a particular song? 4. Class Discussion 1. As a whole class discussion, we will discuss the answers to the questions students discussed in their small groups. 2. The teacher will ask students about the first song Twinkle, Twinkle Little Star/ ABCs. The teacher used this song purposely because they have the exact same musical score. The teacher will ask students why they chose one song or the other and what made them choose that song. The teacher will also ask what they were thinking when they chose that song. 5. Closing The teacher will close this lesson by saying: Thinking about your thinking and how and why you are thinking, you will allow yourself to understand and comprehend what you are learning more. When you make predictions you will use your thinking to make those predictions correct to you, even if they are incorrect. The more you think about your thinking, the better your comprehension skills will be! Remember! Good learners think about what they are thinking!

Accommodations:
For students will lower learning levels, the teacher will assist them one on one during the musical activity. During group work, students will be placed in a group with one higher learning student to assist them in answering questions and understanding the questions being asked. For students will higher learning levels, the teacher will give them challenging questions to think about during classroom discussions to and allow them to answer them accordingly.

Supplementary Materials:
Extra graphic organizers Extra CDs with music on them

Review/Assessment:
Students will be assessed on the following: How well did students use clues to identify mystery songs? How well did students predict and use their graphic organizers? How well did students communicate in groups and whole class discussion after individual work? Did students understand key vocabulary and use it in context? How did students ask and answer questions regarding their thinking? How well did students understand how their thinking works? Could students confirm where their thinking comes from? How did students make predictions and conclusions listening to different songs Could students make connections to music?

Reflection:
The teacher will ask the following questions to reflect upon the lesson: Would you do this lesson again? What went well? Would you change anything? What would you add to the lesson to make it even better? Did students understand the lesson with ease or difficulty? Did you meet the objectives that were set for students?

Form: 005 JDC 4/22/08