Adaptations

This plan has adaptations added to it that allow for more involved and accessible ways
for students to understand the material and participate in class. There are four categories of
adaptations: color, size, pacing, and modality. Each of these adaptations takes the existing
objectives of the experience plan and gives additional ideas for which students could learn the
material. These adaptations can be used to help further explain a concept or to extend the lesson
in any of the particular areas. A lot of them look particularly at how to execute a round and give
ways to help signify when the round starts or to make participating in this lesson easier for
learners who may struggle with this concept. These additions can be seen at the end of the lesson
plan.
Cultural Heritage Experience

Grade Level: Second Grade. Class meets twice a week for half an hour. Students have previously
been involved in singing of melodies. The class has also been exposed to several movement and
rhythmic exercises.
Understanding Statement: Through this experience learners will be able to understand how to
create sound in unison with others. They will also learn how to feel and maintain a steady beat
through motions. They will also conceptualize the meaning of the piece by being able to point of
key words and pair them with motions, and ultimately learning the song in the process. Learners
will then create a round by utilizing their knowledge of the piece and ensemble skills to maintain
consistency in their own part.
I can Statements:

I can keep a steady beat

I can move my body in time with the music
I can use my eyes and ears to stay with the rest of the class
I can use my ears to hear specific words and relate those to the music
I can sing a song while doing movements
I can sing my own part even when others are doing something different
I can do a round

Materials: classroom, a good attitude, learners, sheet music *optional*,

Procedure:

Teacher sings through the song while swaying, learners also sway
What do you think this song is about?- Students answer
Teacher shows motion for water while singing the first line
Learners do motion while teacher sings through first verse
What would help me to cross over the water? Learners Answer
Teacher shows movement for wings while singing
Learners do motions for water and wings while teacher sings
Learners sing while teacher does the motions
Learners and teacher sing through the first verse using motions
What else would help me to cross the water? Learners answer
Teachers shows movement for boat
Learners do motions for boat while teacher sings
How do we get the boat to move?- learners answer
Teacher shows motion for row
Learners do motion while teacher sings last verse
Teacher does motions while learners sing the last verse
Teacher sings through song on repeat while learners do motions and learners join in when

ready
Learners sing song on their own
Teacher comes in on a round
Learners are split into groups
Teacher helps to lead groups in a round
Groups switch roles to start at different times

Assessment:
-Will monitor students to see if they are keeping in time with the song/class
-Will ask students to identify key ideas in the lyrics
-Will monitor/listen to see if students understand lyrics and pitches of the song
-Will monitor students to see if they can sustain an individual part and pace accordingly

Extension:

Ask the students to change lyrics within the song I.E. The water is near
o How does changing the words change the idea of the song?
o How would you sing this now that weve decided that word makes it happier
not make it angry etc
Allow students to change movements fit new movements into phrases
Add more divisions to the round, 3 or 4 groups
Add rhythm (percussion) under the melody
o Begin to explain time signatures

Adaptations
Color: Each group for the round will be assigned a different color and the colors will be held to
demonstrate when each group comes in
Size: have fewer people singing each part to help with clarity of line, have more people singing
each part to give solidity in line. Do larger chunks of the round (coming in half way through
song instead of a fourth of the way) to help ease of entry.
Pacing: Give multiple repetitions and slow down the tempo to ensure accuracy, only do either
singing or motions when performing to focus on each facet
Modality: Show the steady beat on a monitor (possibly with colors) allow students to put the
steady beat in various parts of their body (hands, feet, eyes, head, voice)