Webb
1
Ed.
329
Teacher
Work
Sample-5
Instructional
Design
Lesson Plan 1:
Teacher
Candidate:
Lindsey
Webb
Date
and
Time
of
Lesson:
March
30,
2015
at
1:00
School:
Springfield
Elementary
School
Subject/Grade
Level:
Music
5th
grade
Description
of
Lesson:
The
students
will
be
learning
the
song
Good
Mornin
Blues
and
accompanying
themselves
on
the
boomwhackers.
Lesson
Title:
Good
Mornin
Blues
Curriculum
Standards
Addressed:
National
Standard(s):
MU:Cr1.1.5b
Generate
musical
ideas
(such
as
rhythms,
melodies,
and
accompaniment
patterns)
within
specific
related
tonalities,
meters,
and
simple
chord
changes.
MU:Pr4.2.5c
Explain
how
context
(such
as
social,
cultural,
and
historical)
informs
performances.
MU:Pr6.1.5a
Perform
music,
alone
or
with
others,
with
expression,
technical
accuracy,
and
appropriate
interpretation.
MU:Cn11.0.5a
Demonstrate
understanding
of
relationships
between
music
and
the
other
arts,
other
disciplines,
varied
contexts,
and
daily
life.
SC
Curriculum
Standard(s):
Standard
1:
The
student
will
sing
and
perform
on
instruments,
alone
and
with
others,
a
variety
of
music.
MG5-1.3
Sing,
alone
and
with
others,
a
variety
of
repertoire
of
music
including
partner
songs,
descants,
ostinati,
rounds,
and
two-part
song.
MG5-1.4
Play
pitched
and
unpitched
instruments,
alone
and
in
ensembles,
in
rhythm
with
appropriate
posture,
dynamics,
and
timbre
while
maintaining
a
steady
tempo.
Standard
5:
The
student
will
examine
and
perform
music
from
a
variety
of
stylistic
and
historical
periods
and
cultures.
MG5-5.2
Describe
how
elements
of
music
are
used
in
music
examples
from
various
genres
and
cultures
of
the
world.
Lindsey
Webb
2
Ed.
329
Standard
6:
The
student
will
make
connections
between
music,
other
arts
disciplines,
other
content
areas,
and
the
world.
MG5-6.4
Identify
how
principles
and
subject
matter
of
non-arts
disciplines
interrelate
with
those
of
music.
Cross
Curricular
Connections:
Social
Studies,
Art,
English:
The
Jazz
Age,
Harlem
Renaissance
Instructional
Objective(s)
Criteria:
Objective
1:
Using
rote
method
and
having
the
song
in
the
textbook,
the
students
will
be
able
to
sing
Good
Mornin
Blues
with
a
90%
accuracy
in
correct
notes,
rhythm,
and
tempo.
Objective
2:When
given
the
12-bar
blues
progression
and
the
color
coordinated
chords,
the
students
will
play
a
I-IV-V
progression
on
the
boomwhacker
with
a
90%
accuracy
in
correct
notes,
rhythm,
and
tempo.
Objective3:
Having
completed
objectives
1
and
2,
the
students
will
be
able
to
sing
Good
Mornin
Blues
while
accompanying
themselves
on
the
boomwhackers
with
90%
accuracy.
Assessment(s)
of
the
Objectives:
Objective
1:
Auditory
assessment
of
the
correct
notes,
rhythm,
and
tempo
of
the
song.
Objective
2:
Visual
and
auditory
assessment
of
the
correct
notes,
rhythm,
and
tempo
of
the
chord
progressions
as
well
as
question
and
answerHow
many
bars
are
in
the
blues
progression?
How
many
notes
make
a
chord?
What
are
the
three
chords
in
the
progression
we
learned
today?
Etc.
Objective
3:
Performance
assessmentthe
students
will
perform,
alone
or
in
small
groups,
in
front
of
the
teacher
and
the
class.
Materials/Resources:
12-bar
blues
PowerPoint,
music
textbook,
boomwhackers,
Smartboard,
audio
recording
of
Jamtraks-Blues
Shuffle,
piano
Prerequisites
(Prior
Knowledge):
-Brief
history
of
Jazz
and
the
Harlem
Renaissance
-Steady
beat/tempo
-Simple
meter
-Scale
(using
solfege)
Lindsey
Webb
3
Ed.
329
References:
Blues
Shuffle
in
E.
(n.d.).
Retrieved
from
http://www.guitarbackingtrack.com/play/jamtracks/blues_shuffle_in_e.htm
Bond,
J.,
Davidson,
M.,
Goetze,
M.,
Lawrence,
V.,
&
Snyder,
S.
(1995).
Blues,
How
do
you
do?
In
Share
the
Music
(pp.
246-147,
256-257).
New
York,
New
York:
Macmillan/McGraw-Hill.
Jazz
Month
and
International
Jazz
Day:
Part
Two
-
12-Bar
Blues
Progression.
(2014,
April
24).
Retrieved
March
18,
2015,
from
http://www.learnmemusic.com/2014/04/jazzresourcesparttwo.html?m=1
Johnson,
R.
(2009,
December
13).
The
Birth
of
Blues
and
Jazz
The
Original
Birth
of
Cool.
Retrieved
March
18,
2015,
from
https://historyrat.wordpress.com/2009/12/13/the-birth-of-blues-and-jazz-the-
original-birth-of-cool/
Procedures:
1. I
will
ask
the
students
what
they
remember,
from
the
previous
lesson,
about
the
Harlem
Renaissance,
jazz,
and
Louis
Armstrong.
a. What
decade
did
the
Jazz
Age
occur?
b. What
was
Louis
Armstrongs
Nickname?
Why?
2. The
students
will
turn
in
their
textbook
to
the
song
Good
Mornin
Blues,
and
we
will
discuss
the
similarities
and
differences
in
jazz
and
blues.
a. Blues:
came
from
work
songs,
field
chants,
and
spirituals
(music
of
hope,
pain
suffering,
and
desire
because
of
slavery)Why
do
you
think
its
called
the
blues?
What
makes
you
blue?
b. Jazz:
came
from
New
Orleans
out
of
ragtime
and
continued
north
in
the
Great
Migration
c. Blues
can
be
considered
a
type
of
jazz
3. I
will
define
chords
as
3
or
more
notes
played
at
the
same
time.
Each
chord
has
different
notes.
a. What
is
a
chord?
Is
two
notes
a
chord?
4. There
is
a
special
type
of
chord
called
a
triad.
5. I
will
teach
the
song
using
rote
method.
6. After
the
students
have
learned
the
song,
I
will
move
onto
the
12
bar
blues
progression
slide.
I
will
explain
that
the
boxes
in
the
graph
represent
one
bar,
and
how
the
/
marks
are
for
the
4
beats
(ta)
in
each
measure.
7. We
will
practice
saying
the
chord
numbers
as
we
patch
the
beat
(1111,1111,4444etc).
8. We
will
then
discuss
that
each
Roman
numeral
represents
a
chord
in
music.
Lindsey
Webb
4
Ed.
329
Lesson
Plan
2:
Lindsey
Webb
5
Ed.
329
Teacher
Candidate:
Lindsey
Webb
Date
and
Time
of
Lesson:
March
30,
2015
at
2:00
School:
Springfield
Elementary
Subject/Grade
Level:
Music
5th
grade
Description
of
Lesson:
Syncopation
Lesson
Title:
Syn-Co-Pa
Curriculum
Standards
Addressed:
National
Standard(s):
MU:Pr4.2.5a:
Demonstrate
understanding
of
the
structure
and
the
elements
of
music(such
as
rhythm,
pitch,
form,
and
harmony)
in
music
selected
for
performance
MU:Cn11.0.5a:
Demonstrate
understanding
of
relationships
between
music
and
the
other
arts,
other
disciplines,
varied
contexts,
and
daily
life.
SC
Curriculum
Standard(s):
Standard
1:
The
student
will
sing
and
perform
on
instruments,
alone
and
with
others,
a
variety
of
music.
MG5-1.6
Play
rhythmic,
melodic,
and
chordal
patterns
accurately
and
independently.
Standard
3:
The
student
will
read
and
notate
music.
MG5-3.1
Read,
write,
and
perform
rhythmic
notation
incorporating
syncopation
as
well
as
whole,
half,
quarter,
eighth,
sixteenth,
dotted
half,
dotted
quester
notes,
and
corresponding
rests.
Standard
5:
The
student
will
examine
and
perform
music
from
a
variety
of
stylistic
and
historical
periods
and
cultures.
MG5-5.2
Describe
how
elements
of
music
are
used
in
music
examples
from
various
genres
and
cultures
of
the
world.
Cross
Curricular
Connections:
Social
studies:
jazz
Instructional
Objective(s)
Criteria:
Objective
1:
Given
a
chart
of
rhythms,
the
students
will
be
able
to
correctly
identify
and
clap
the
syncopated
rhythm.
Assessment(s)
of
the
Objectives:
The
students
will
be
assessed
through
visual
and
auditory
means
throughout
the
lesson.
At
the
end
of
the
lesson,
I
have
a
chart
with
different
rhythms.
I
will
speak
Lindsey
Webb
6
Ed.
329
each
rhythm
and
call
on
students
to
come
up
to
the
board
to
select
the
correct
rhythm.
Materials/Resources:
SmartBaord,
music
textbook
Prerequisites
(Prior
Knowledge):
Simple
rhythms,
some
knowledge
of
jazz
history,
steady
beat
References:
Bond,
J.,
Davidson,
M.,
Goetze,
M.,
Lawrence,
V.,
&
Snyder,
S.
(1995).
Blues,
How
do
you
do?
In
Share
the
Music
(pp.
246-147,
256-257).
New
York,
New
York:
Macmillan/McGraw-Hill.
Procedures:
1. I
will
ask
the
students
tell
me
some
things
they
remember
about
their
previous
lessons
on
jazz.
2. Jazz
and
a
lot
of
other
kinds
of
music
use
a
type
of
rhythmic
pattern
called
syncopation.
3. The
students
will
use
the
glossary
in
the
back
of
their
music
textbook
to
find
the
definition
of
syncopation.
4. Next
we
will
discuss
the
difference
between
strong
and
weak
beats.
5. I
will
speak
some
simple
rhythms
and
have
the
students
repeat
them
back
to
me.
6. Next
we
will
look
at
the
slide
with
2
measures
in
4/4
time.
I
will
ask
the
students
if
they
can
find
the
syncopation.
I
will
then
speak
the
rhythm
and
have
them
repeat
it.
7. Using
the
same
rhythm,
I
will
notate
exactly
how
that
same
rhythm
could
be
notated
differently.
8. The
next
slide
has
a
chart
of
9
different
rhythms,
but
only
one
of
them
is
syncopation.
Can
they
figure
out
which
one
it
is?
9. On
page
177,
I
will
sing
and
play
the
song
for
the
class
as
they
follow
along
quietly
looking
for
the
syncopation.
10. Then
we
will
all
sing
the
song
together,
and
the
students
will
raise
their
hands
when
they
hear
the
syncopation.
11. I
will
then
move
on
the
next
slide
and
have
the
students
quietly
study
the
rhythms.
I
will
then
have
them
sight-read
the
rhythm
out
loud.
12. The
last
slide
contains
a
rhythm
game.
I
will
randomly
chose
a
rhythms
and
speak
it
out-loud
two
times.
I
will
then
call
on
a
student
to
come
to
the
board
and
correctly
identify
the
rhythm.
Accommodations:
Accommodations
will
be
made
for
any
students
with
special
needs
such
as,
but
not
limited
to,
preferential
seating,
oral
or
written
directions,
repeated
directions,
extended
time,
one
on
one
assistance,
etc.
Lindsey
Webb
7
Ed.
329
Teacher
Candidate:
Lindsey
Webb
Date
and
Time
of
Lesson:
April
2,
2015
at
1:35
School:
Springfield
Elementary
Subject/Grade
Level:
Music
5th
grade
Description
of
Lesson:
The
students
will
be
listening
to
Pennsylvania
6-5000
to
identify
the
different
types
of
instruments
used
in
jazz
improvisation.
Afterwards,
the
students
will
improvise
on
Orff
instruments.
Lesson
Title:
Improvisation
Curriculum
Standards
Addressed:
National
Standard(s):
MU:Cr1.1.5a
Improvise
rhythmic,
melodic,
and
harmonic
ideas,
and
explain
connection
to
specific
purpose
and
context(such
as
social,
cultural,
and
historical).
MU:Pr6.1.5b
Demonstrate
performance
decorum
and
audience
etiquette
appropriate
for
the
context,
venue,
genre,
and
style.
SC
Curriculum
Standard(s):
Standard
2:
The
student
will
improvise,
compose,
and
arrange
music
within
specified
guidelines
MG5-2.3
Improvise
simple
rhythmic
variations
and
melodic
embellishments.
Standard
4:
The
student
will
listen
to,
describe,
analyze,
and
evaluate
music
and
music
performances.
MG5-4.4
Identify,
describe,
and
classify
by
sight
and
sound
a
variety
of
instruments
including
orchestral,
band,
multicultural,
and
electronic.
Cross
Curricular
Connections:
Social
Studies:
Harlem
Renaissance,
The
Jazz
Age
Instructional
Objective(s)
Criteria:
Objective
1:
Given
a
listening
example
and
a
choice
of
six
instruments,
the
students
will
correctly
identify
5
out
of
the
6
of
the
instruments
being
played.
Objective
2:
Given
an
Orff
instrument
and
accompaniment
track,
the
students
will
improvise
a
6-12
bar
melody
with
a
90%
accuracy
in
correct
tempo
and
a
rating
of
satisfactory
or
unsatisfactory
in
performance
decorum.
Lindsey
Webb
8
Ed.
329
Assessment(s)
of
the
Objectives:
Objective
1:
The
students
will
be
assessed
through
the
PBS
Kids
interactive
game.
Objective
2:
The
improvisation
will
be
assessed
visually
and
auditorily
through
observation
of
students
performance
within
their
respective
groups.
Materials/Resources:
Smartboard,
YouTube
recording
of
Pennsylvania
6-5000,
PBS
Kids
Chuck
Vanderchuck
website,
blues
shuffle
track,
6
Orff
instruments
each
with
2
mallets.
Prerequisites
(Prior
Knowledge):
History
of
Jazz,
steady
beat
References:
Blues
Shuffle
in
E.
(n.d.).
Retrieved
from
http://www.guitarbackingtrack.com/play/jamtracks/blues_shuffle_in_e.htm
Glenn
Miller
&
His
Orchestra-Pennsylvania
6-5000.
(2012,
March
31).
Retrieved
from
https://www.youtube.com/watch?v=0OUkNOwpXtc
Jam
Sessions.
(n.d.).
Retrieved
from
http://pbskids.org/chuck/
Pennsylvania
6-5000.
(n.d.).
Retrieved
from
http://www.songfacts.com/detail.php?id=15122
.
Procedures:
1. I
will
ask
the
students
some
of
the
things
they
can
recall
from
their
studies
on
Jazz.
2. After
we
have
reviewed,
I
will
introduce
and
define
improvisation.
3. I
will
ask
the
students
to
think
of
other
areas
that
improvisation
can
be
found
other
than
jazz.
4. We
will
then
listen
to
the
recording
of
Pennsylvania
6-5000.
Before
listening,
I
will
give
some
background
information
on
the
song
and
why
it
has
that
particular
title.
5. As
they
are
listening,
the
students
should
be
listening
for
the
different
instrumentation
used
and
how
the
two
solos
are
improvised.
6. Once
they
have
listened
to
the
recording,
we
will
then
move
onto
the
Jazz
activity
on
PBS
Kids.
7. I
will
assign
each
student
to
a
group.
There
will
be
6
groups
of
3.
8. The
students
must
then
listen
to
each
example
played,
and
one
person
from
each
group
will
come
up
and
click
on
the
correct
answer.
(The
students
are
allowed
to
quietly
collaborate
with
their
group
members.)
9. After
one
complete
ground
of
the
Jazz
activity,
we
will
move
on
to
the
student
improvisation.
10. Before
beginning,
I
will
remind
the
students
of
how
to
play
correctly
on
the
Lindsey
Webb
9
Ed.
329
Orff
instruments.
11. I
will
explain
that
the
scale
we
are
using
is
an
E
blues
scale
and
that
every
not
in
the
scale
is
on
their
instruments.
12. We
will
discuss
some
common
rhythms
used
in
Jazz
(swinging,
syncopated)
and
suggest
they
try
to
incorporate
them
into
their
improvisations.
13. I
will
then
demonstrate.
14. Next,
I
will
call
the
groups
one
by
one
to
go
to
their
respective
station.
Once
everyone
is
there,
I
will
start
the
blues
track
and
one
by
one,
each
student
in
the
groups
will
play
for
12
measures.
Once
12
measures
are
up,
I
will
tell
them
to
switch.
This
process
will
repeat
until
all
3
students
in
each
group
have
had
a
turn.
15. After
everyone
has
had
a
change
to
improve,
I
will
ask
if
anyone
would
like
to
volunteer
to
improve
for
the
class.
16. I
will
incorporate
the
SSCA
standards
by
discussing
appropriate
behavior
when
other
students
are
performing.
17. Each
student
that
volunteers
will
then
play
individually
for
the
whole
class.
Accommodations:
Accommodations
will
be
made
for
any
students
with
special
needs
such
as,
but
not
limited
to,
preferential
seating,
oral
or
written
directions,
repeated
directions,
extended
time,
one
on
one
assistance,
etc.