I. Objectives
How does this lesson connect to the unit plan?
This second lesson will review Partner 1A and 1B with the students (or the first section of the piece). They will learn the second section in this lesson, and start to
develop singing the first section independently while I sing the second section. I will explain the two-part nature of the piece and I will play the recording for them so
they can hear it in its context.
cognitiveR U Ap An E C*
Sing with accuracy the pitches and words in the second section of Hava Nagila
Count and clap the rhythm of a more difficult rhythmic measure of the section
Identify basic melodic direction by tracing the direction of the notes with their hands
Reach higher notes by using more breath support and lifting the soft palate.
Sing with confidence one section (either the first or the second) while I sing the opposite part at the same time
RU
Ap An
U
U Ap
U, A, An,
E
physical
development
socioemotional
X
X
X
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.
(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 need to have taken music education halfway through the 3rd grade level, where they studied
rhythm identification and application through numbers. They also need to have a developing singing
voice, and will know the first section of Hava Nagila.
Pre-assessment (for learning):
I will play the first part of the first section (1A) of Hava Nagila on the piano without the words on the
screen. I will ask the students if they remember the words to this part, and then we will sing it together.
Then I will see if the students know the words and notes to the second part by giving them the first
measure by playing and singing and seeing if they can finish the rest of it on their own.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
As students repeat the phrases back to me (both diction and with notes) I will look for pure vowel
shape and facial engagement. I will also check to see that each student is singing with correct posture
and breath support and is listening to their voice.
Formative (as learning):
I will listen to see if students are hitting the high note at the end of the second part. If some of them are
struggling, I will try to incorporate body movements or vocalieses (such as sighs) to help them adjust
their voice. I will then listen for improvement and see if they sound more unified after the
vocalieses/helpful motions. I will also be watching the directions of their hands to see if they
understand the concept of melodic direction.
Summative (of learning):
N/A
Provide Multiple Means of
Representation
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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 face the front of the classroom (6 in each row for 3 rows with 7 chairs in the back row)
The chairs will face the screen, with the piano in front as well as the Elmo in front.
How will your classroom
be set up for this lesson?
Components
Motivation
(opening/
introduction/
engagement)
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Development
(the largest
component or
main body of
the lesson)
Closure
(conclusion,
culmination,
wrap-up)
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