1. MUC Standard LESSON PLAN<br /> <br />TEACHER _Becky Hill & Rachael Davis_<br />Date ___February 23, 2010____ _ <br />TOPIC/SUBJECT __ Math & Music_ __ ______<br /> <br />STUDENTS’ DESCRIPTIONS: (What are the students’ ages and grade level(s)? Be sure to describe demographic descriptors (urban, rural, suburban), socioeconomic status, exceptionalities, gender, language skills (ESL), cultural diversity, and any other unique features of your class, e.g. learning styles.)<br />The sixth grade students, ages 11-12, attend a suburban school. Socioeconomic status ranges from low-income families to middle class. The class consists of 24 students, 11 boys and 13 girls. Learning styles vary from auditory learners to visual learners and the class includes students with such exceptionalities as ADHD. The classroom contains one student with ESL and he has been in the United States for 2 years now and much improvement has been seen. _____<br />STANDARDS/CURRICULUM OUTCOME(s): (What learning outcome(s) from the mandated curriculum does this lesson address? Please include age(s)/grade level(s) and source(s).)<br />Math Standard- 5-7th grade Standard-Number, Number Sense and Operations Standard Indicator A- Represent and compare numbers less than 0 through familiar applications and extending the number line. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=801&Content=67594<br />Music Standard-5-8th grade Standard-Benchmark C-Students will identify and recognize in a piece of music the following: clef, key signature, meter signature, tempo, dynamic markings and note values. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1700&ContentID=1388&Content=72455<br />If needed, I.E.P. quotes and resulting modifications should be italicized or highlighted throughout the plan.<br />OBJECTIVE (s): (What will students be able to do by the end of the lesson to show they have learned what you intended them to learn?)<br />Student will be able to represent at least two numbers less than one as fractions and apply them to the life application of music. (Math standard) Students will be able to recognize two different note values (Music Standard). <br />EVALUATION: (What tool(s) will you use to gather and record information to show that your students learned the objective(s)?)<br /> Each student will be evaluated through the use of automated response questions and clickers used throughout the lesson. This informal evaluation will be used in the first day of class. The students will also be evaluated by participation in a team organized games and activities that will conclude the lesson. The students will be expected to be able to correctly identify two fractions and answer two out of every three questions correct concerning the music aspect of the lesson. This was designed to be part of a unit. After much review and practice in the following weeks a test can be given. A formal evaluation through a test has been designed and attached. <br />PROCEDURES (Set, presentation, application, and closure): (How will you introduce the lesson? What is the sequence of the approach of the lesson you will use? Describe the closing procedure to help students focus on the key points of the lesson.)<br />*Please note that this lesson has been designed with flexibility to extend or shorten the amount of time necessary to introduce the topics to students. <br />1. Attention (1-2 minutes)-getter-A picture of the Black-eyed Peas will be displayed on the board while the song “Tonight’s going to be a good night” plays in the background. The question “How does this relate to math?” will be posed to the students. This is in the SMART board presentation (attached). This should lead to a discussion on how math and music are related. All students have had some experience with music and come with their own experiences. By presenting the question of how does the Black-eyed Peas relate to math students will have to connect math and music and utilize higher-order thinking skills.<br />2. Interactive Math Lecture (5 Minutes)- Using the SMART board presentation a mini-lesson on fractions will be explained. Students should be handed out the notes (attached) pages prior to the lesson and during to the lesson should be completing the notes. Throughout the lesson there are several interactive slides that will be integrated. On the attached print out of the lesson there are notes illustrating which slides are to used as interactive or lecture. During the interactive slides, students will be asked questions and have the opportunity to come up and participate. For instance, students will be asked “what are examples of ways we use fractions in life?” In the presentation there is a slide in which students can come up and write their examples on the board After the completion of this part of the lesson, students will participate in response questions as evaluation using the clickers. The questions are included in the SMART board presentation.<br />3. Music Lesson (5 minutes)-During this part of the lesson, a small presentation of rhythm will be explained. Students should be taking notes during the presentation. It is also possible for students to have instruments or even a metronome to tap out or demonstrate different rhythms. This will make the lesson more interactive and allow students to gain a better understanding of the material through inquiry. After the completion of this part of the lesson, students will participate in response questions as evaluation using the clickers. The questions are included in the SMART board presentation.<br />4. Conclusion (5-10 minutes)-During the conclusion, students will be split into two groups for two separate activities. These activities could expand or shorten time. The idea is that each group will spend interactive time using the activities and then switch to complete the other activity. The activities are explained below. <br />Activity 1:<br />A game utilizing questions and interaction with the SMART board will be utilized. The game is already included in the SMART board presentation. The group should split into two teams. Each team will have a mini dry-erase board and dry-erase markers to complete the answers. The teams will collaborate with their teammates to decide upon an answer to the given questions. For the student with ADD in the class, this is a great opportunity to let him/her be the scorekeeper at the board and participate by touching the SMART board to reveal the answers. <br />Activity 2:<br />The second activity utilizes the Wii gaming system. Prior to class, the Wii should be set up with the TV in the classroom. Using the Wii Music game, this group will take turns playing the Music game. Up to four players can play at one time. For instance, if the group has eight members, the group could split up into two teams of four. They could each make their own band and play and then the team with the higher score wins. <br />COMMITMENT TO DIVERSITY: (In what ways does the lesson acknowledge and/or celebrate the diversity of your students? How have you adjusted the lesson to recognize and to utilize cultural diversity and individual differences for instruction?) <br />This lesson allows students of all backgrounds and cultures to connect through a way of expression (music) in which everyone has some ties to despite their different tastes in genres. It allows students to connect their musical backgrounds and cultures and share them with other students. We have allowed for the use of pop culture music, however are flexible to let students share their own unique tastes. It also allows the use of addressing multiple intelligences through visual, kinesthetic, and auditory learners. <br />COMMITMENT TO TECHNOLOGY: (In what ways does this lesson utilize technology? How will you use technology as a tool for instruction? How will technology facilitate your students’ learning? In what ways will you have students use technology? )<br />Students will be interactively using the SMART board during the lecture part of the lesson. The SMART board will have an interactive presentation. The interaction will help the students by engaging them directly into the lecture and it also allows them to move throughout the lecture helping them to fuel their need for physical activity at this age. From the lecture, students will be able to see the advantages of participating in an interactive lesson on the SMART board compared to traditional lecture used in another class. <br />MATERIALS / RESOURCES: (List those you and the students used for the lesson and their sources.)<br />The teacher needs:<br />SMART board<br />SMART board Fraction & Rhythm Presentation (attached)<br />Notes on Fractions & Rhythm (attached)<br />Metronome<br />Musical instruments if possible<br />Wii Game System<br />TV<br />Wii Music Game<br />Mini Dry-erase boards<br />Dry-erase Markers<br />Each student will need: <br />Fraction & Rhythm notes (attached)<br />Pencils<br />REFLECTIONS ON THE LESSON: (Identify strengths of lesson; identify weaknesses of lessons; describe how you can use the experience from this lesson in future instruction; suggest ways to address the specific learning needs of students; describe how you impacted student learning and how you know you made an impact; other reflections.) <br />