Gabrielle Lindsay Understanding by Design Lesson Plan

Stage 1 Desired Results

ESTABLISHED GOALS
1. Students will be able to identify
phrases, or musical sentences
within Yankee Doodle.
2. Students will be able to read, write,
and perform Yankee Doodle and
identify similarities and differences
within Yankee Doodle.
3. Students will understand how phrase
structure contributes to the overall
form of Yankee Doodle.
4. Students will be able to create their
own verse of Yankee Doodle using
their critical thinking skills

Transfer
Students will use their literacy and critical thinking skills to find phrases within Yankee
Doodle, and to find the similarities and differences within Yankee Doodle.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
1. Students will creatively think about
1. What are the different phrases within
phrases within Yankee Doodle,
Yankee Doodle?
while being critical of the similarities
2. What are the similarities and differences
and differences between them.
between the phrases within Yankee Doodle?
Students will read and speak the lyrics
of Yankee Doodle out loud, to
encourage literacy.
2. Students will understand the following
vocabulary words: AB Binary Form,
Form, Lyrics, Phrase, and Verse.
Acquisition
Students will know what a phrase is, and how Students will be skilled at identifying phrases
to identify the phrases within Yankee
within poems and songs.
Doodle

Evaluative Criteria
1. Students literacy will be evaluated when
they read aloud to the class.
2. Students will be evaluated on their ability to
locate the phrases, and their ability to share
their ideas with the class.
3. Students will be evaluated by
demonstrating understanding of the concept
through movement and words.
Students will identify the phrases by name: A
and B.

Assessment Evidence
PERFORMANCE TASK(S):
1. Students will read aloud the lyrics of Yankee Doodle As a group with me, then I will choose
individual students to read sections aloud to the class.
2. Students will find the phrases within Yankee Doodle, and share their findings with the
class.
3. Students will demonstrate understanding of phrases through movement.

Stage 2 - Evidence

OTHER EVIDENCE:
Students will be required to identify phrase A and phrase B by ear.

Stage 3 Learning Plan

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I will explain to the class what a phrase is and how it works, and introduce new vocabulary words as well.
Students will listen to Yankee Doodle while reading the lyrics
As a class we will read Yankee Doodle lyrics aloud.
Students will give examples of what they think phrases are within Yankee Doodle- This is the first point for assessment, I will take note
of wrong and right responses from students
If not all phrases are identified within last step I will identify new phrases, and then review all phrases with the students. Giving the
names; A, and B.
Students will begin a movement activity March in place when you hear phrase A, Clap along to the beat when you hear B. Second
opportunity for assessment evaluate students on their ability to move correctly to the phrases. I will take note of all of the mistakes
made.
Students will be put into groups and asked to write their own phrase modeling after either phrase A or B, with using vocab words given
to them (fill in the blank.)
These group assignments will be shared, or if there is not enough time will be used as exit slips. I will grade these after the students
leave the classroom.

Glossary
Form: The way a song is built
AB Binary Form: A form with two parts that repeat
Lyrics: The words of a poem or song
Phrase: Groups of notes and words that sound good together.
Verse: a section of a song that rhymes.

Yankee Doodle Group Work

Work as a team and dont be mean!
Group names:
______________________________________________________________________
What vocab words did we learn today?

What is the name of the song we listened to today?

What made the phrases we heard today similar? What made the phrases we heard today different?
Fill in the blank; create your own verse to Yankee Doodle!!
Yankee Doodle went to town riding on his __________
(Choose from: Kitty, Puppy, Pony, bike)
Stuck a _________in his hat and called it macaroni
(Choose from: feather, baseball, monkey, robot.)

Grade 2
5RE
Respond to
patterns of same
and different
phrases in simple
poems and songs.

Enduring Understandings: Students will understand how to find phrases within a piece of music or
poem, and find similarities and differences between them. Students will be able to read the lyrics aloud
displaying literacy skills.
Progress points: Students understand what a phrase/verse is Students are able to read the lyrics
aloud Students are able to Identify that there are different phrases within the song students can
identify where the phrases happen through movement students can compare and contrast the phrases
through group work.
Criteria: Students must
Notes:
0
1
2
3
4
5
Not
Limited
Emerging
Basic
Skilled
Accomplish
display an understanding
Observed
ed
of what phrases are.
Students must be able to
identify the similarities
and differences of the
phrases. Students must
demonstrate learning
through movement,
individual assessment,
and group work. Students
must be able to read
through lyrics with little
to no error.

Remembering: can the student recall or remember the

information?

Define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts?

Classify, describe, discuss, explain, identify, locate, recognize, report, select,

translate, paraphrase

Applying: can the student use the information in a new way?

Choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

schedule, sketch, solve, use, and write.

Analyzing: can the student distinguish between the different Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish,
parts?
examine, experiment, question, and test.
Evaluating: can the student justify a stand or decision?

Appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of

view?

Assemble, construct, create, design, develop, formulate, and write.

Lyrics:
4

Yankee Doodle went to town,

Riding on a Pony,
Stuck a feather in his cap,
And called him Macaroni,
Yankee Doodle keep it up,
Yankee Doodle Dandy,
Mind the music and the step,
And with the Girls be handy.
Father and I went down to camp,
Along with Captain Gooding,
And there we saw the men and boys,
Thick as Hasty Pudding
Yankee Doodle keep it up,
Yankee Doodle Dandy,
Mind the music and the step,
And with the Girls be handy.
There was Captain Washington,
Upon a slapping stallion,
Giving orders to his men,
I guess there were a million.
Yankee Doodle keep it up,
Yankee Doodle Dandy,
Mind the music and the step,
And with the Girls be handy.

Youtube Video:
https://www.youtube.com/watch?v=7XZQZ8KL3as