Lesson Plan Day 5

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Ashley Meyers

Date 4/17/16
Grade 9-12th
Subject/ Topic/ Theme Appalachian Folk Music Influence of folk music
I. Objectives
How does this lesson connect to the unit plan?
This day is meant to summarize/wrap-up the unit. By showing how Appalachian folk music is still alive and well in many modern music genres, students may be able
to connect with this music better and see that this tradition of music is still important today. The students will also get to perform the Appalachian folk songs or
spirituals that they arranged for their final project. This project allows them to apply what they learned and add their own creative spin.
cognitiveR U Ap An E C*
Learners will be able to:
Accurately and artistically sing all of Banjo Pickin Girl adding Appalachian stylistic elements where possible.
Perform a small group arrangement of an Appalachian folk song or a spiritual with at least one instrument and vocal
idioms in the style of the genre.
Critically evaluate both the strengths and weaknesses of other groups performances
Ap/C
C
An/E
physical
development
socioemotional
X
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
MU:Cr2.1.E.IIa Select and develop arrangements, sections, and short compositions for specific purposes that demonstrate
understanding of characteristic(s) of music from a variety of cultures studied in rehearsal.
MU:Cr3.2.E.IIa Share personally developed arrangements, sections, and short compositions individually or as an ensemble that
address identified purposes.
MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and
improvised performances as well as performers technical skill to connect with the audience
MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.
(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
II. Before you start

Identify prerequisite
knowledge and skills.
It is important that students are in class during previous days of the unit so that they can keep up with
learning Banjo Pickin Girl and also continue on their small group arrangements.
Pre-assessment (for learning):
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): Students fill out evaluation forms for the other groups as they are playing. This provides
feedback for each group and also makes the evaluator more aware of how they should shape their own
performance.
Summative (of learning): Students perform their small-group arrangements for the class and the teacher
assesses their performance based on a predetermined rubric.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students have the opportunity to
get up and play/sing their small
group arrangement for their peers.
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students were able to choose which
song they would perform for their
small group arrangements. They
may also choose their performance
set-up (sitting, standing, etc.) and
what instruments they use.
This performance setting is made
less-threatening by positive,
constructive peer feedback.
Students also know in advance what
rubric the teacher will use to grade
their performances, which hopefully
9-15-14
should reduce performance anxiety.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Students may use the notation

of choice when writing their
group arrangement. This could
be traditional or invented
notation, or a mix of both.
Provide options for expression and

communication- increase medium
of expression
Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students are able to

communicate through both their
performances and their peer
feedback.
Students collaborate to perform

their small group arrangements.
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
Students will also get to share

some background information
about their chosen folksong or
spiritual through the written
portion of the assignment.
Provide options for comprehensionactivate, apply & highlight
Students are able to apply their

knowledge of Appalachian
folksongs and spirituals through
their performance.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?
Students reflect on their peers

performances by writing a short,
written critique as they listen.
Small group ensemble rubric (see attachment).

Peer evaluation sheet (see attachment).
As with previous days, the room should start in standard rows for choir formation. When groups arent
performing during the small group arrangements, they may sit in their normal seats. Each small group
may have a slightly different set-up with chairs, stools, and music stands.
III. The Plan

Time
5 min
7-10
min
9-15-14
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Once everyone has taken their seats, have students
Students take their seats and warm-up as directed.
warm-up. Include one of each of the following
types of exercises:
1. Relaxation/stretching
2. Breath support
3. Pure vowels
4. Extremes of range (usually lower then
upper)
5. Diction/articulation
6. Flexibility
Attempt to sing through all of Banjo Pickin Girl. The students sing through all of Banjo Pickin
If the group did not get through the ending the day
Girl. If there were spots where they struggled,
before, be sure to pre-teach this before having the
they may bring these up to the rest of the class. If
group run the entire piece. After the first run, go
time, students will sing through the piece again
back to any problem spots in the piece. If there is
(hopefully) fixing some of their previous mistakes.
time, run through the piece once more.
10
min
45
min
5-7
min
Closure
(conclusion,
culmination,
wrap-up)
Give students 10 minutes to finalize anything they

need to work on for their small group arrangement.
While the groups are working, make sure that the
front of the classroom is open and ready for the
students to before (Are there stools and music
stands if the students need them? Are instruments
in the correct places? Does anything need to be
plugged in?).
Students work on their small group arrangements.

If they need anything in terms of musical questions
or set-up, they may ask the teacher at this time.
Distribute peer evaluation forms and start student

performances. If someone has a serious aversion to
performing their song for the class, they may
perform this for the teacher during a break time.
However, do not advertise this option (basically, a
student would have to come to the teacher and
make a good case for why they should not perform
in class in order for this to happen). Teacher grades
each group on the rubric while the groups are
performing.
Have students turn in their peer evaluations.
Explain that the instructor will read through these
evaluations first (to be sure that content is
appropriate and encouraging) and distribute them
to each group in future classes. Thank the students
for all of their hard work and for being attentive to
each others performances.
Students take a peer evaluation form for each

group. On the form, they write two positive things
about the performance and one thing that the group
could improve for next time. The goal is for
students to stay engaged in the performances and
provide each other useful feedback (not just good
job or that was bad). Students take turns
performing for the class and evaluating other
groups.
Students listen to teachers explanation and turn in
evaluation forms.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Though the focus on this lesson is mostly on the student arrangements, I still wanted to make sure that the group was able to get
through all of Banjo Pickin Girl during the course of this unit. Also, I think warming-up and running through Banjo Pickin Girl
is helpful for getting the group into the mindset and style of Appalachian folk songs.
In order to keep students from simply zoning out during the other groups performances, I had them fill out brief evaluation sheets.
These sheets were designed to be simple enough that students can fill them out as the group performs and not be too concerned with
writing to still listen/watch (they have to mention two positive elements and one thing that the group could improve). Another goal
with this was to have the students notice ways they can bring out the good qualities they have seen in other groups and avoid the
pitfalls of other performances.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ashley Meyers

Subject/ Topic/ Theme Appalachian Folk Music Influence of folk music

Learners will be able to:

II. Before you start

assesses their performance based on a predetermined rubric.

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

should reduce performance anxiety.

Provide options for language,

Students may use the notation

Provide options for expression and

Provide options for sustaining effort

Students are able to

Students collaborate to perform

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

Students will also get to share

Students are able to apply their

Students reflect on their peers

Small group ensemble rubric (see attachment).

III. The Plan

Describe teacher activities

Give students 10 minutes to finalize anything they

Students work on their small group arrangements.

Distribute peer evaluation forms and start student

Students take a peer evaluation form for each

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