Date/ lesson Name: 9/19/17

Lesson Plan Format

​Teachers​: ​Shavon​,​ Elizabeth​, ​Kerry

Activity Description Script​ (statements/commands/​coded​ questions):

(include standards ● Recap
AND anchor ● Hello everyone! So we have been using music to communicate through poetry, through
standards): instrumental accompaniment, and through movement with “The Lion Sleeps Tonight”
● Today we are going to learn about how music communicates a story through a new song
Students will use we are going to learn today!
prior knowledge to
discuss ● History of Song
“Tshotsholoza” in ● Does anyone know where Africa Is?
context. ● Can anyone name some countries in Africa? (Question for Clarification)
(show map on smartboard)
(responding,perceive
and analyze) ● What do you know about miners ? (Questions about the question)
(Think pair share)
○ What tools do minors use?
Students will discuss ○ Where do they mine?
the characteristics of ○ What do we mine for?
a work song and the (Show slideshow)
new learned ● This song we are going to learn​ is a traditional miner's song, originally sung by a group of
information about workers that travelled by steam train from their homes in Zimbabwe to work in South Africa's
“Tshotsholoza” diamond and gold mines. (Direct Instruction)

(responding, analyze Function in Communication

and interpret) ● We said that this is a ​work song
● Surrounding the idea of communication, How would a work song help communicate?
Students will learn ○ When would people sing this song?
and perform ○ Why would people sing this song?
“Tshotsholoza” ○ What is it communicating?
through call and
response (Hand out lyric sheets)
(performing, interpret ● Meaning of the Title
and conveying ● This song is called “Shosholoza”( Show song title on smartboard )
message) ○ Everyone say “Sho- Sho- Lo- Za”
● Shosholoza means to go forward or moving forward
 ● So like we talked about before this song talks about ​Steam Trains
○ Can someone show me the sound a steam train makes?
○ “Sho Sho”
○ So this song uses a device that we talked about on Tuesday to represent the
trains in the word Shosholoza “Sho Sho”- Can anyone remember what that is
called?
■ Uses onomatopoeia and it’s recreating the sound the steam train made
(interactive)
○ Everyone say “Sho Sho”

● Teaching Pronunciation
● “Kulezo Ntaba”-
○ Say “Kulezo….then say Ntaba” [ku - lezo] [Nta- ba]
● “Stimela siphume South Africa
○ Everyone say “Stimela”- [stee-mi- lay]
○ [Si- fu- me] let’s put it together
○ South Africa
○ Now we will put that whole part together
● “Wen’uyabaleka”
○ [When- ooya- Baleka]
● Review

·​ ​TeachingTranslation
● Now that we know how to say the words let’s learn what they mean
(use smartboard to compare translations)
● “Stimela”- the steam train
● “​Kulezo ntaba”- On those Mountains
● Stimela siphume South Africa- The steam train to South Africa
● Wen' uyabaleka- You are running away
(show video)
(Move student to the open space)
● Teaching The Song
● Teach the students the melody by phrases.
● Kerry will sing the response (melody) with the students, while Elizabeth and Shavon sing
the call.

Types of instruction and teaching strategy utilized (indirect/direct/interactive/independent/experiential and name

of strategy (TPS? Jigsaw?):
● Indirect
● Direct
● interactive

Reading the principles below, please specifically explain how your plan incorporated aspects of
CREATING A POSITIVE LEARNING ENVIRONMENT-

By exposing students to “Tshotsholoza,” we are giving them the opportunity to explore a culture
that exists outside of their comfort zone. This allows them to gain curiosity and knowledge of
another country, their customs, and language. Students will collaborate with each other,
identifying the musical and communicative characteristics of “Tshotsholoza.” After they gain
historical context and background information on “Tshotsholoza,” the students will be motivated
to perform this piece with the new perspectives in mind.

PRINCIPLE: Developmentally Appropriate Practice. DAP involves teachers meeting young

children where they are (by stage of development), both as individuals and as part of a group;
and helping each child meet challenging and achievable learning goals. (NAEYC, 2016,
http://naeyc.org/dap/10-effective-dap-teaching-strategies​):
Positive Learning Environments. To create positive and inclusive environments for learning,
effective teaching mindsets involve empathy and an understanding of the components of
intrinsic motivation, student self-worth and self-efficacy and the need for student
self-determination and autonomy. (Robert Brooks, 2007)

(and don’t forget ZPD and Vygotsky, or any other pedagogue that you have become familiar
with that will work for your lesson)