pa_edtpa_task 1_part b_ lp 1,2,3,4

Lesson 1

Name: Kevin Nguyen Date: February 8, 2016

Lesson Title: Sasha! (Russian Dance) Grade/Level: Fifth Grade

Standard(s) AddressedColorado State Music Standards for Fifth Grade3.3.a: Students can aurally and visually identify various world instruments.3.3.c: Students can aurally identify music from various historical periods and cultures.

Measurable Content ObjectiveWhat do you want students to know, understand or be able to do? Describe the objective in measurable actions.The students will be able to identify traditional Russian instruments in the song “Sasha” through guided listening activities. The students will also be able to identify the primary musical form in the song “Sasha” through dancing and by comparing and contrasting different sections in a Venn diagram.

Academic LanguageVocabularyWhat academic language and content vocabulary is required for this lesson?The students will need to know the Russian words, “garmon”, “stirpka”, and “pianino”. The “garmon” is Russian for accordion, “stripka” is Russian for fiddle /violin and “pianino” is Russian for piano. The students will also be learning about the “double variation form” which is a musical form with two repeating musical sections.Measurable Language ObjectiveWhat do you want students to know, understand or be able to do with language to demonstrate their learning? Describe observable, measurable tasks using reading, writing, listening or speaking.Students will be able to describe the double variation form and identify the different sections in the song “Sasha” by using a Venn Diagram to describe the similarities and the differences for each section of the music.Students will be able to identify Russian instruments and discuss in small groups the characteristic sounds qualities of the different instruments in the song “Sasha”.

Key Academic Language DemandsHow will this lesson attend to developing one key language function (see list below), and either a) Syntax or b) Discourse? Elaborate on your plan to support the relevant language demandsThe students will analyze and describe the differences between the different two sections of music in the song “Sasha” when given a Venn Diagram.Sample sentence frame for measurable language objective: Describe (language function) three characteristics of arachnids and insects (content stem) given pictures and sentence prompts (language support).Examples of Language Functions: Examples of Language Supports:

Analyze Describe List/Label Give an example

Explain Categorize Compose/write Interpret

Manipulatives Pictures/photos Diagrams Graphic organizers

Internet Models/figures Number lines Videos

©2013 Kimberly A. Reid, PhD & Barbara J. Spriggs, MA

Academic Language Samples from “Teaching & Academic Language”. Sue Hopewell, University of Colorado, 2012.

Assessment PlanFormative (informal) AssessmentHow will you determine if your students understand the material during the lesson?The students will be given a Venn Diagram to fill in while listening to “Sasha”. On one section of the Venn Diagram students will draw, describe or summarize the “A section”. On the opposite side of the “A section”, the students will draw, describe or summarize the “B section”. In the middle, where the “A” section and “B section” intersect, there is another section for students to fill out. This particular section asks students to draw, describe, and summarize the commonalities between both sections. At the end of class, student’s work will be collected, and analyzed by the teacher to see if the students understood the double variation form. Feedback will be written on these diagrams and given back to the students. After studying three countries, students will be given an entire day to listen to and review the different instruments from each culture. During this particular lesson, students will see the instruments from Russia and will be given opportunities to practice saying the instrument names. Student will listen to, analyze and describe each instrument individually and in a small group. The review sheet containing each students personalized interpretation of each instrument, and their analysis in small groups will be collected, reviewed by the instructor and returned to each student.

Summative (formal) AssessmentHow will you determine if individual students have acquired the knowledge/skills you expected them to learn?At the end of the “World Music Unit”, there will be a summative assessment with the Double Variation form, where the students are asked to describe the double variation form and provide an example as well as match instruments to it’s corresponding name in Russian. In this summative assessment, students will also identify Russian instruments with the Russian names and pictures of the instruments. This assessment will be graded and will be used to determine if the students have acquired the knowledge. Feedback will be written on the assessment and given back to the students.

Assessment ModificationsDo students on IEP/504 plans (or other diverse learners) require modifications for any assessments in this lesson? If so, describe those modifications.Students are given multiple ways to show their knowledge of the material. In the Venn diagram, they can write, draw, and summarize their thoughts on the A and B sections. If particular students need additional time, it will be allocated to them. In the event where a student is having more troubles with diagram, the student can talk to me after class and verbally, or show me through dancing and movement their knowledge of the A and B sections.

Instructional PlanTeacher Behavior Student Actions

1. Remind Student to be respectful and approach world music in academic way and it’s okay for it to sound “different”.

2. Active Listening: The instructor will play the music. Have the students listen to the music “Sasha!” with a few things to consider. 1. What are the words the teacher is saying? 2. What instruments are playing and how would you describe those sounds? 3. What do you think the

1. Students will recall the procedure of listening to world music

2. Students will consider the four questions quietly while the music is playing.

3. The students will share with the class what they thought the teacher was saying while the music was playing. Answers to look for: “Sasha” “One, Two, Three” and “Goodbye” “Hey!”


music was meant for? 4. What patterns did you notice? Project the questions on the board. While the music is playing, the instructor will go around the classroom and say the corresponding words to the music so that the whole class can hear.

3. Ask the students what heard the teacher say while the music was playing.

4. Ask the students what instruments they heard and to describe the sounds of that particular instrument.

5. Ask the students for what occasion this music is used.

6. Ask the students for any patterns they noticed.7. Show the map of where Russia is in the world. Show

Pictures of Moscow, St. Petersburg and a video ofRussian Dancers!)

8. The instructor will show a picture of the accordion and it’s Russian translation: “Garmon”. Ask the connections to the “garmon”

9. The instructor will show a picture of the violin/fiddle and it’s Russian translation: “Stripka”. Ask the connections to the “stripka”

10. The instructor will show a picture of the piano and it’s Russian translation: “Pianino”. Ask for connections to the “pianinio”

11. The instructor will play the music again. Model the game with one student. Clap with the partner three times on one hand, three times on the other, clap three times with both hands, and then pat knees three times. Repeat. Afterward, swing around hand to hand clockwise for 8 counts. Say a short and crisp “Hey!” on count 8. Repeat counterclockwise Conclude with saying goodbye! Continue with the music but the instructor and the partner will pick a new partner to add to the dance. Do this until the whole class is standing and dancing. Practice until the song concludes, or as time permits.

12. Introduce the Double Variation Form. Using the patterns the students have identified earlier in the guided listening section, assign the “Sasha” theme the letter A, and the “Goodbye!” theme the letter B. Show the “A,B,A,B” slide. Have a student read a loud the formal definition of the double variation form.

13. The instructor will read the words “Raz, Dva, Tri” and “Pa-kah” to the students. Explain that these words mean “One, two three” and Goodbye“ in Russian. Have students listen to the instructor and repeat. Play the game again with the Russian words.

14. The instructor will pass out a Venn diagram sheet to the students. The instructor will have the exact Venn diagram projected on the board with

4. The students will share with the class what instruments they thought were playing in the music. Answers to look for: “Violin/Fiddle/Viola/String Instrument: Stringy, Bright, High Pitch Sound” “Accordion: Reedy, Buzzy” and “Piano, Warm, Low Sound”

5. Students will share with the class what occasion could they thought this music could be used for. Answers to look for “A dance or a celebration”

6. Students will share with the class any patterns they noticed in the music. Answers to look for: “Sasha Theme, than Goodbye theme and it repeats multiple times”

7. Students will observe the pictures and watch the video of Russian Dancers.

8. The students will practice saying “Garmon”. If there are students who know more about the accordion, this is the time to share that information.

9. The students will practice saying “Stripka”. Have students contribute their knowledge about the “Stripka” to the class.

10. Students will practice saying “Pianino”. Have students contribute their knowledge of pianos at this time.

11. Students will watch how the game works by observing the teacher and the volunteer-student. As the music goes on, more and more students will be standing up and playing the game. This section is designed for the students to learn the game by playing. The more they play, the better their understanding for the game and music will be.

12. Students will be making connections to the guided listening to the beginning of class. They will connect the “Sasha” theme to the “Goodbye” theme. (All actions with a partner is the A theme and all walking motions is the B theme.)13. Students will Practice saying the words “Raz, Dva, Tri” and “Pah-Kah” with the instructor and in several repetitions of the game.14. Students will receive the Venn Diagram sheet from the instructor will be given time to write down their ideas for the A section, the B section and what they both sections have in common. Students are allowed to draw, describe and


questions and things to consider writing down in each section. Give examples to the students of what to write down in each section. Play the music. While students are completing their charts go around, and see what students are putting on the charts. Answer questions that might arise. After adequate time to complete the chart, have the students share what they thought of each section!

15. Review the instruments: Garmon, Stripka, and the Pianino. Review the Double Variation Form and have students give an example of the Double Variation From in letters. (Allow students to talk in small groups before sharing the answers)

16. Collect each student’s diagram and dismiss the class.

analyze in a way where it makes sense to them. Student will demonstrate how the different sections in the music are different from one another. Students will be given the opportunity to share what they thought of for each section.15. Students will find a small group to discuss with and will talk about what a Garmon is, what a Stripka is, what a Pianino is, what the Double Variation is. Answers will then be shared with the entire class.16. Students will turn in their Diagrams and will be dismissed.

Differentiation for Diverse LearnersHow will you differentiate your lesson plan to meet the needs of the diverse learners in your class (i.e. students on an IEP/504 plan, English Language Learners, gifted students)?Students who have IEP/504 Plans in this particular class benefit most from the one-on-one activities, from moving, having a chance to be creative. I have planned for several opportunities for students to work together in small groups, larger groups and individually. The dance is an active dance where students are moving through space as well as in place. In the Venn Diagram activity, students are allowed to draw the different sections, describe what sounds they heard in each section and to freely write about the music in their own way. One particular student needs quiet time. For English language learners, I have added many visuals into the lessons, have listening clips of each instrument, allowed for students to work together, gave guided listening sections and allowed for students to kinesthetically move to the music.

Key Instructional Materials/Assessment ToolsInclude any key instructional materials and assessment tools/procedures used in your lesson (up to 5 pages). If materials are used in more than one lesson, include them only in the first lesson in which they appear.

Lesson Plan 2


Lesson Title: Soran Bushi (Japanese Work Song) Grade/Level: Fifth Grade

Standard(s) Addressed

Colorado State Music Standards for Fifth Grade3.3.a: Students can aurally and visually identify various world instruments.©2013 Kimberly A. Reid, PhD & Barbara J. Spriggs, MA

3.3.c: Students can aurally identify music from various historical periods and cultures

Measurable Content ObjectiveWhat do you want students to know, understand or be able to do? Describe the objective in measurable actions.

The students will be able to identify traditional Japanese instruments in the song “Soran Bushi” through guided listening activities.

The students will be able to describe the function and the significance of “work songs” in Japanese music through the creation of a dance in small groups.

Academic LanguageVocabularyWhat academic language and content vocabulary is required for this lesson?The students will need to know the Japanese words “taiko”, “samisen”, “shakuhachi” and the concept of “work songs” within music. A “taiko” is a Japanese drum made with stretched skin and is usually beaten with a stick or with the hand. The “samisen” is a three stringed lute that is usually plucked. The “samisen” is often used as an accompaniment instrument. The “shakuhachi” is a bamboo flute that is usually made of bamboo and is known for it’s characteristically airy tone quality. “Work songs” are important in music in Japan because they are used to enhance the coordination between the workers and boost moral.Measurable Language ObjectiveWhat do you want students to know, understand or be able to do with language to demonstrate their learning? Describe observable, measurable tasks using reading, writing, listening or speaking.Students will be able to create and perform original dances inspired by the contexts, history and the origins of the Japanese “work song”, “Soran Bushi” in small groups. (Given a the following criteria. 1) Dances will reflect the purpose and meaning if the song [fishing, being out at sea. Ect.] 2) Dances will be to the beat 3) All students in the group will pull participate in the dance)Students will be able to identify Japanese instruments and discuss in small groups the characteristic sound qualities of the different instruments found in the “work song”, “Soran Bushi”Key Academic Language DemandsHow will this lesson attend to developing one key language function (see list below), and either a) Syntax or b) Discourse? Elaborate on your plan to support the relevant language demandsThe student will be able to interpret the meaning of the song “Soran Bushi” and create and perform a unique “work song” dance. (The dance will be video recorded)Sample sentence frame for measurable language objective: Describe (language function) three characteristics of arachnids and insects (content stem) given pictures and sentence prompts (language support).Examples of Language Functions: Examples of Language Supports:

Analyze Describe List/Label Give an example Hypothesize Compare/contrast Predict

Explain Categorize Compose/write Interpret Restate Summarize





Assessment Plan

Formative (informal) AssessmentHow will you determine if your students understand the material during the lesson?Students will perform a dance for the entire class. In the dance, students will show their interpretation of the music. This gives the instructor the opportunity to see each student interact in small groups and see if individuals understand the material well enough to collaborate with other students. While students are performing, there will also be another group to assess their performance. The assessment sheet will be similar to the instructor’s rubric.Summative (formal) AssessmentHow will you determine if individual students have acquired the knowledge/skills you expected them to learn?At the end of the unit, students will complete a formal summative assessment. On this assessment, students will identify the three traditional Japanese instruments featured in this lesson and define and describe the function of work songs in Japan. The instructor will grade the assessment to determine the effectiveness of lesson and provide feedback for students in the next lesson.Assessment ModificationsDo students on IEP/504 plans (or other diverse learners) require modifications for any assessments in this lesson? If so, describe those modifications.Students with IEP/504 modification will be given extra time if need to complete their peer assessment sheets. In the event where a student need to see the performance of their designated group again, they will be allowed access to the video performances. In addition, if students rather talk about what they thought of the performances than write it down, then they will have a chance to do so after class.

Instructional Plan

Teacher Behavior Student Actions

1. Lead the students into the classroom and start off by singing a Japanese counting song “Ichi, Ni, San”. Ask students what language they think the music is in and if they can figure the song out just by hearing the song and seeing the actions that the instructor does.A- “Ichi, Ni, San” lyrics and translation: Ichi, ni, san, Ni(no), Shi(no), go, san, ichi, ni(no), shi(no), ni(no) shi(no) go. Translated: one, two, three, two (and), four (and) five, three, one, two (and), four (and), two (and), four (and) five.B- Instructions: When singing the song, point to the fingers assigned each number, one is the thumb, two the pointer finger, ect.2. As soon as a student raises their hand and shares that they think the music is about counting in Japanese, beginning teaching the students how to count in Japanese. “Ichi, Ni, San, Shi, Go” (1,2,3,4,5) Sing the song again and have students sing along and try to counting on their hands. Have students go into pairs and sing and count for each other. Bring up a visual with the numbers, the picture of the hand (labeled with numbers). Have students count on each other’s hands. Ask for student performers and have students perform while the whole class sings.3. Redirect the students to the board. Bring up the visual with the map of Japan. Make sure to share with the students about Japan being an island nation and that Hokkaido is the

1. Students will come in and observe the teacher singing and the Japanese counting song and doing the actions. Students will answer the question “What am I doing and what language is this?” Answers to look for: It’s a Japanese counting song.2. Students will sing along with the instructor and try the visuals themselves. Afterward, students will pair up and will sing and perform the actions with the partner. Students will practice and have help from their partner. Students will count on each other’s hands with the aid of the visual. Willing students will volunteer to share their performance of the song with the class.3. Students will look at the board and raise their hands to answer the question of “what can be important to an island nation for food and trade?” Answers to look for: fishing, boating, etc.4. Students will quietly consider the


northernmost island in Japan. Ask students about what could be important to an island nation for food and trade.4. Introduce the song “Soran Bushi”. Before playing the recording, show the guided listening questions on the board for students to think about while the music is being played. Instruct the students to silently listen to the music while considering the questions. 1. Who is singing? How many voices? What instruments are there can you describe it? Where would the music be played and sung at? What occasion or event?5. After a segment of the music is played, have students share with the class what they thought of the questions. Go through one question at a time.6. Show pictures of the taiko drums and tell the students some important facts about the taiko drums. Play a video recording for the students to listen to.7. Present to the class with pictures of the samisen and share to the students some important facts about the samisen. Have students recall counting in Japanese. Count to three with the students in Japanese: Ichi, Ni, San. Bring to attention to the students that San is three, and this instrument has three in strings and this is a way to remember the instrument. (San-samisen) Play a video recording for the students to listen to.8. Show pictures of the shakuhachi and share to the students some important facts about the shakuhachi. Play a video recording for the students to listen to.9. Present to the students the purpose of the song “Soran Bushi” and the vocabulary: “work song”. Explain the meaning and the purpose of the word “Soran” to the students. (To coordinate efforts while people are out at sea). Call and response: Say “Soran in multiple styles (short, long ect.) and have students echo”10. Play the music to the students. Have students listen for the words “Soran” and imagine how the music helps coordinate fishermen out at sea. Have students discuss with a neighbor about how music can help fishermen at sea.11. Have a student volunteer to read the direct translation of the music. And discuss in small groups about the meaning and symbolism in the translation. Explain that the sounds of the seagulls might bring hope to the fishermen that they come back home again- thus boosting morale.12. Show a video of a dance interpretation of “Soran Bushi”. Have the students look for how the people in the video used the beat, how the dance reflected the purpose of the music (fishing, being out at sea, ect.) and how everyone was involved.13. Have student work in 4 small groups. Instruct the students to develop a unique dance inspired by the music. The dance must show the purpose of the music (fishing, being out at sea ect.), the actions must be to the beat of the music and everyone must be involved. Give students time to develop

questions when listening to the music.5. Students will then raise their hands and answer the questions one at a timeAnswers to look for: 1. One voice, then multiple voices. One man and then many people. 2. A string instrument, a flute and a drum 3. Out at sea, or fishing6. Students will listen to and watch the video of taiko drumming.7. Students will listen to and watch the video of a person playing the samisen. Students will count in Japanese and see the connection between the song and this particular instrument. San- and Samisen. The number 3 and the instrument with three stings.8. Students will listen to and watch the video of a person playing the shakuhachi.9. Students will echo the instructor in the same style.10. Students will listen to the music again and quietly imagine how the music can help fishermen work at sea. Students will raise their hands and share their thought to the class. Answers to look for: They use the beat to stay together.11. A reader will read the translation to the class and with a neighbor. Afterward, the students will discuss the importance of work songs and how it can be used to boost morale.12. Students will examine a video of people dancing to “Soran Bushi” . Students will notice how the beat is being used, how the purpose of the music was reflected in the dance, and how everyone in the ensemble was involved.13. Students will divide into four groups and develop an original dance that incorporates the purpose of the work song, gets everyone involved and utilizes the beat of the music.14. Students will receive a peer assessment sheet. Each group will be assigned to asses a specific group. Each group will perform each will


their dance.14. Hand out the “peer assessment sheet”. Have student groups perform for the class while other students use the sheet to evaluate and give feedback to the performing group.15. Before students leave, play sound excerpts of the samisen, the shakuhachi and the taiko. Have students identify the instruments with a neighbor.

assess another group.15. Students will hear sound clips of the samisen, the shakuhachi and he taiko. Students will turn to a neighbor and identify the instrument.

Differentiation for Diverse LearnersHow will you differentiate your lesson plan to meet the needs of the diverse learners in your class (i.e. students on an IEP/504 plan, English Language Learners, gifted students)?Students will be given many visual representations of the material in the form of videos and pictures. In addition there will be many opportunities for guided, quiet listening time for the students who have IEPs/504 plans (students who have IEPs need quiet time as well as time with the group). The purpose for having many visuals is for English language learners to have another ways to understand the material. The pictures allow for students to draw connections to sound clips and the videos show how the instruments work without words. Gifted and talented students would be having the space to be leaders in the creative dance portion of the lesson. There are many challenges in developing creative, fun and innovative ideas for a dance that everyone can perform to. Challenging ambitious students to differentiate for all students will present an interesting obstacle for them to overcome.

Key Instructional Materials/Assessment ToolsInclude any key instructional materials and assessment tools/procedures used in your lesson (up to 5 pages). If materials are used in more than one lesson, include them only in the first lesson in which they appear

Lesson 3


Lesson Title: Zeybek Dance (Turkish Dance) Grade/Level: Fifth Grade



Measurable Content ObjectiveWhat do you want students to know, understand or be able to do? Describe the objective in measurable actions.Students will be able to identify traditional Turkish instruments used in the Zeybek Dance through guided listening activities. The students will be shown pictures and videos of traditional Turkish instruments and they will be able to identify the instruments in a worksheet. The students will also be able to and dance and perform (with rhythm sticks) the Zeybek dance music (in a 9/4 meter).

Academic LanguageVocabularyWhat academic language and content vocabulary is required for this lesson?Students will need to know the terms for three traditional Turkish instruments. The saz, the qanun, and the tef. The saz is a guitar like instrument, the qanun is an instrument that is similar in likeness to the auto-harp and the tef is very similar to the tambourine. Students will also need to know that the meter in music is a repeating pattern of strong pulses and beats or the amount of beats in a measure.Measurable Language ObjectiveWhat do you want students to know, understand or be able to do with language to demonstrate their learning? Describe observable, measurable tasks using reading, writing, listening or speaking.Students will be able to visually identify Turkish instruments and discuss in small groups the characteristic sound qualities of the different instruments in the Zeybek dance. Students will be able to describe the meter and he symbolism of the Zeybek dance. Students will be able to discuss how many beats in a measure there are in the Zeybek dance.Key Academic Language DemandsHow will this lesson attend to developing one key language function (see list below), and either a) Syntax or b) Discourse? Elaborate on your plan to support the relevant language demandsStudents will be able to identify and describe three different instruments found in the Zeybek dance when given pictures,Sample sentence frame for measurable language objective: Describe (language function) three characteristics of arachnids and insects (content stem) given pictures and sentence prompts (language support).Examples of Language Functions: Examples of Language Supports:

Analyze Describe

Explain Categorize

Manipulatives Pictures/photos

Internet Models/figures


Assessment Plan

Formative (informal) AssessmentHow will you determine if your students understand the material during the lesson?Students will be provided guided notes to fill in during the lesson, will be given opportunities to discuss and to differentiate and identify each instrument with a partner and individually. Students will also converse and check with the teacher at the end of class about each instrument and about the meter and the Zeybek dance meter.Summative (formal) AssessmentHow will you determine if individual students have acquired the knowledge/skills you expected them to learn?At the end of the unit, students will complete a formal summative assessment. On this assessment, students will identify the three traditional Turkish instruments featured in this lesson and define what the meter is in music and describe the meter in the Zeybek dance. The instructor will grade the assessment to determine the effectiveness of lesson and provide feedback for students in the next lesson.


Assessment ModificationsDo students on IEP/504 plans (or other diverse learners) require modifications for any assessments in this lesson? If so, describe those modifications.Students with IEP/504 modification will be given extra help time to converse with nearby neighbors if needed to complete their guided listening activities. In the event where a student needs additional help, a separate sheet of guided notes will be given to the students.

Instructional Plan


1. Initiate the class with a discussion about Turkey. Show students a world map and point out where Turkey is in the world.2. Play the Zeybek dance music and have students walk to the beat. Have the student attention on the teacher. While the students are actively listening add another component of the dance. Add wing movements with the arms and step with a pointed foot. Tell students to join in. While students are walking stylistically to the beat, go around and assess the students. Address any issues.3. Tell students about Turkey. Go to the slide that shows Turkish art, architecture and traditional dress and attire.4. Direct students to listen to the music again. Have students listen for different instruments in the music. Challenge students to draw connections from other world musical instruments that we studied and what instruments they study in their instrumental music classes. Discuss with the class about the instruments they heard in the music. Do they notice any patterns in the music?5. Pass out the guided notes for the class. Instruct the students to add into the blanks and make any notes they need. Remind students to fill in their notes as needed.6. Go to the slide that shows the “Saz”. Talk about the “Saz” or have a student volunteer to read to the class. Play the video of a person playing the “saz”. Point out any similarities to other world instruments or instruments they already know7. Go to the slide that shows the “qanun”. Talk about the “qanun” or have a student volunteer to read to the class. Play the video of a person playing the “qanun”. Ask students to think of any other instruments that reminds them of the “qanun”8. Go to the slide that shows the “tef”. Talk about the “tef” or have a student volunteer to read to the class. Play the video of a person playing the “tef”. Challenge students to draw connections to another instrument.9. Have students discuss to a neighbor what a meter is in music. Have students join with another pair and see if they got similar answers. Discuss ith the whole class about what a meter is. Bring up the visual on the board. (The slide with the 4/4 measure) bring up the official definition of the

1. Students will share with the class what they know about Turkey and Turkish culture.2. Students will find the beat of the music and walk to it. Students will notice the additions that the teacher is showing and integrate the additions. Students will join the teacher in the movements. (Watch for wing movements and pointed feet.)3. Students will examine Turkish art, architecture and traditional attire on the slides.4. Students will hear the music again and will actively listen for different instruments. Students will notice and seek out similar instruments to other instruments they might know and share with the class. Answers to look for: 2 string instruments and some type of percussion instrument. Students will listen to the music again and listen for any patterns. Students will share any patterns they noticed in the music.5. Students will get guided notes and will fill in the blanks throughout the lesson.6. Students will examine the board and see a picture of the “saz” and will watch a person playing the “saz”. Students will draw connections to similar instruments to the “saz.” A student volunteer will read the slide or the students will listen to the teacher share some information about the “saz”.7. A student reader will read the slide or the students will listen to the instructor share information about the “qanun”. Students will see a picture and watch a video of a person playing the “qanun”. Students will draw connections to other instruments.8. A student reader will read the slide or


meter onto the board.10. Play the music again and have students try to figure out the meter. Or how many beats are there in a pattern. *VERY IMPORTAINT* the music skips the first beat. Instruct students to begin counting on 2 instead of 1. Have students raise their hand during the music if they can figure it out. Stop the recording and have students say to the class what they thought the meter of the music was.11. Go to the slide with the Zeybek dance meter. Show that the Zeybek dance meter is in 9 and a quarter note gets the beat. Show the visual of what it would look like in traditional meter notation.12. Have students listen to the music again. Instruct students to count out loud. Model to the students: add tapping patterns. Tap the ground on odd numbers and clap on even numbers. On count 9, raise both hands in the air. Have students join. *Reminder the music starts on count 2*13. Pass out rhythm sticks and bring up the visual with stick patterns. (Count out loud) Have students observe. Demonstrate to the students what “down”, “together” and “Up!” means in the context of the music. (Play the music and on odd counts strike the ground with both sticks. On even counts tap the sticks together at chest level. On count 9, bring sticks up in the air [at forehead level or slightly higher].) Have students join.14. Have students place aside their guided notes and stand up in a big circle. Go into the center and teach the first section of the dance. (Count out loud) Move to the left stylistically and to the beat. On count 9, flap arms stylistically. Afterward, move to the right in the same style. On count 9, flap arms stylistically Have students try that section to the music to the music. (Music starts on 2)15. Have students watch the instructor. Model: (all the while counting) go into the center of the circle with distinct flapping patterns for 9 counts. Move back to the original spot with distinct flapping patterns for 9 more counts. Have students try the flapping patterns into the circle for 9 counts and then back out of the circle in 9 counts. Let them try it by themselves Ask students what the motions look like to them.16. Have students sit down and get into a position where they can see the board. Go to the slide with the contextual information about the Zeybek dance. Have a student reader read the passage on the board or read to the students. Reveal to the students that the dance is meant to emulate a hawk.17. Have the students divide into two groups. One group will be in larger circle and the other will fit within the large circle. The outside circle will play the rhythm sticks while the inside circle dances the Zeybek dance. Before the

the students will listen to the instructor share information about the “tef”. Students will see a picture and watch a video of a person playing the “tef”. Students will draw connections to other instruments.9. Students will discuss with a partner what they believe is the definition of a meter. Students will join another pair and discuss what they thought a meter is. Students will compare their thoughts to the official definition.10. Students will try to count out the meter when listening to the music. Students will share what they thought the meter was.11. Students will see that the Zeybek dance meter is in 9/4 patterns.12. Students will hear the music and count out loud (Starting on count 2). Students will notice that the teacher is adding taps and claps and a “raised” gesture on count 9. Students will join the teacher in several repetitions.13. Students will get a pair of rhythm sticks. Students will see the board then watch the instructor doing the similar actions with the rhythm sticks. Students will join the instructor (Counting out loud). Watch for the 9th count: sticks should be in the air.14. Students will put their notes aside and stand in a circle. Students will watch the teach model the dance. After watching, students will continue counting out loud and do the actions with the instructor. Watch for the 9th count. Student will perform a distinctive flapping motion with their hands and change directions.15. Student will watch the instructor perform the next set of actions. After watching, students will do the actions with the teacher, then by themselves. Students will then raise their hands and share to the class what they thought actions looks like.16. Students will sit and see the board. A student reader will read the slide with the contextual information or listen to the teacher share the information. Students will connect the actions to a hawk.17. Students will go into two grounds. One


students perform simultaneously, remind students that the music starts on count 2 and to count out loud. Play the music and have students perform the dance and the rhythm stick motif. Assist students. Look for the indicators on count 9. All rhythm sticks should go up and all dancers should flap distinctively. Do this several times and then switch groups. Tell students that you will be recording the 2 final performances and this will be an assessment. Each group will be recorded doing the rhythm stick motif as well as the dance.18. Have students go back to their rows and look at the board. Go to the slide with the two dances. Show students what a traditional Zeybek dance looks like. Have them notice the nine beat pattern and the hawk-like movements. Show the students a modern style dance and have students look for the hawk elements and the 9 beat patterns.19. Review the instruments: Saz, qanun, and the tef. Review what a meter is and what meter the Zeybek dance was in. (Allow students to talk to a neighbor before sharing the answers)

group (On the outside circle) will play the rhythm sticks to the music while the other group (On the inside circle) will perform the dance. Students will begin on count 2. Students will perform to the music. (Look for counts 9 indicators). Students will practice several times and perform two final performances. They will switch roles in between the two recordings.18. Students will go back to their rows and see the board. They will watch a traditional performance of the dance and a modern performance. Students will notice the same 9 beat patterns and the same hawk-emulating elements.19. Students will find a neighbor to discuss with. They will talk about what the instrumetns are, what a meter is and what meter the Zeybek dance was in. Answers will then be shared with the entire class.

Differentiation for Diverse LearnersHow will you differentiate your lesson plan to meet the needs of the diverse learners in your class (i.e. students on an IEP/504 plan, English Language Learners, gifted students)?Students will be given many visual representations of the material in the form of videos and pictures. In addition there will be many opportunities for guided, quiet listening time for the students who have IEPs/504 plans (students who have IEPs need quiet time as well as time with the group). The purpose for having many visuals is for English language learners to have another ways to understand the material. The pictures allow for students to draw connections to sound clips and the videos show how the instruments work without words. Gifted and talented students would have a challenge in finding the meter of the Zeybek dance, and critically thinking about the symbolism within of the dance.

Lesson 4


Lesson Title: Review of World Music Grade/Level: Fifth Grade



Measurable Content ObjectiveWhat do you want students to know, understand or be able to do? Describe the objective in measurable actions.Students will be able to visually and aurally identify various world instruments when given a picture and a sound clip. Student will able to describe the “double variation form”, the function of “work songs” and identify the definition of meter and the Zeybek dance meter when given a work sheet.

Academic LanguageVocabularyWhat academic language and content vocabulary is required for this lesson?Students will need to know 9 different kinds of world instruments: garmon, stripka, pianino, taiko, samisen, shakuhachi, saz, qanun and the tef. Students will also need to know three different musical elements: double variation form, work songs, and meter.Measurable Language ObjectiveWhat do you want students to know, understand or be able to do with language to demonstrate their learning? Describe observable, measurable tasks using reading, writing, listening or speaking.Students will be able to match the name of 9 different world instruments to it’s corresponding picture, describe and provide a symbolic example (As and Bs) of the “double variation form”, describe the definition and the functions of “work songs” and identify the definition of meter and the meter of the Zeybek dance in a printed summative assessment packet.Key Academic Language DemandsHow will this lesson attend to developing one key language function (see list below), and either a) Syntax or b) Discourse? Elaborate on your plan to support the relevant language demandsStudents will identify a variety of world instruments, analyze, describe and identify double variation form, work songs and meter with pictures, in a group discussion and on a summative assessment.

Sample sentence frame for measurable language objective: Describe (language function) three characteristics of arachnids and insects (content stem) given pictures and sentence prompts (language support).Examples of Language Functions: Examples of Language Supports:

Analyze Describe List/Label Give an example Hypothesize Compare/contrast Predict

Explain Categorize Compose/write Interpret Restate Summarize




Assessment Plan

Formative (informal) AssessmentHow will you determine if your students understand the material during the lesson?In this lesson, students will be able to collaborate with each other to share their knowledge of the material with the instructor. Student will gather in small groups and review the instruments and the concepts one at a time while the instructor comes around and facilitates discussion. The material will be discussed as a whole after small group discussions. Students will be informally assessed as the teacher goes around and checks on their understanding of each material and facilitates discussion. Students will then review the material as a whole class.Summative (formal) AssessmentHow will you determine if individual students have acquired the knowledge/skills you expected them to learn?This lesson will conclude with a formal summative assessment. On this assessment, students will match


the name of 9 different world instruments to it’s corresponding picture, describe and provide a symbolic example (As and Bs) of the “double variation form”, describe the definition and the functions of “work songs” and identify the definition of meter and the meter of the Zeybek dance. The assessment will be done so individually and will be graded and returned to the student with feedback in the next lesson.Assessment ModificationsDo students on IEP/504 plans (or other diverse learners) require modifications for any assessments in this lesson? If so, describe those modifications.Students will be given time to work in small groups, as a class and individually on the assessment. If the student need more time to complete the assessment they will be allow that time. There will also be a differentiated assessment if these students need it.

Instructional Plan


1. Instruct the students to stand up. Play the music of “Sasha” and have students immediately play the game. Go around and see what the students remember.2. Have students divide into groups. These will be their “Review-Discussion Groups”3. Go to the “Music From Russia” slide. Have students discuss in their groups what each instrument is and what the double variation form is. While students are discussing each item, go around and facilitate further discussions. Assess and guide the students if they seem to be veering off.4. Select a group to share to the whole class what a “garmon” is. Pick a different group to share to the class what the stripka is. Do this with the pianino and the double variation form. Afterward, ask the students to “How can we link the double variation form to the dance we just did? How we can you express the double variation form with As and Bs?”5. Play video clips of the garmon, the stripka and the pianino. Have the students silently consider two questions for every instrument. How can they describe the instrument? What makes it unique or special? Have the students share their thoughts with their group. While the students are discussing, go around to each group and facilitate discussion.6. Go to the “Music From Japan” slide. Have students discuss in their groups what each instrument is and what work songs are. While students are discussing each item, go around and facilitate further discussions. Assess and guide the students if they seem to be veering off.7. Select a group to share to the whole class what a “taiko” is. Pick a different group to share to the class what the samisen is. Sing to the students the beginning to the Japanese counting song. “Ichi, ni, san” and share to the students that this is a way to remember the samisen. Ichi= 1, Ni = 2, San = 3 and the SAmisen is a THREE stringed instrument.8. Continue selecting groups to talk about the shakuhachi

1. Students will play the game “Sasha!”2. Students will get into their “review discussion groups”3. In groups, students will discuss in each instrument with the aid of the visual. As the teacher goes around, the students will share what they are discussing.4. Students will present to their class what they talked about in their groups regarding each concept. Students will link the double variation form to the “Sasha!” dance and express the form in As and Bs. Answers to look for: When you are doing the actions with a partner, that’s one section, and when you’re looking for another partner, that’s another section. The music can be expressed in A, B, A, B, A ect.5. Students will watch the videos of each instrument and consider the two questions for each instrument. Students will discuss in their groups their thoughts. As the teacher goes around, the students will share what they are discussing.6. In groups, students will discuss in each instrument with the aid of the visual. As the teacher goes around, the students will share what they are discussing.7. Students will present to their class what they talked about in their groups regarding each concept. Count in Japanese and sing the “Japanese Counting Song”. Students will connect “San (which is three in Japanese) to SAmisen (which is a three stringed instrument)”8. Students will continue to share what their groups discussed as the teacher selects their group. Student will also discuss how work songs are important to


and the work songs. Afterward, ask the students “How are work songs important to the people singing the song? What can work songs specifically do to help the people out at sea?”9. Play video clips of the taiko drumming, the samisen and the shakuhachi. Have the students silently consider two questions for every instrument. How can they describe the instrument? What makes it unique or special? Have the students share their thoughts with their group. While the students are discussing, go around to each group and facilitate discussion.10. Go to the “Music From Turkey” slide. Have students discuss in their groups what each instrument is and what meters in music are. While students are discussing each item, go around and facilitate further discussions. Assess and guide the students if they seem to be veering off.11. Select a group to share to the whole class what a “sez” is. Pick a different group to share to the class what the qanun is. Do this with the tef and the meter. Afterward, ask the students “what meter is the Zeybek dance in?”12. Play video clips of the sez, the qanun and the tef. Have the students silently consider two questions for every instrument. How can they describe the instrument? What makes it unique or special? Have the students share their thoughts with their group. While the students are discussing, go around to each group and facilitate discussion.13. Have the students go back into their four rows. Pass out the summative assessment packet to the students and emphasize that this will be an individual assessment. Start the assessment.14. Collect the assessment and dismiss the class.

workers out at sea. Answers to look for: People sing and create a beat, and it helps them stay coordinated. People may also sing to boost their moral.9. Students will watch the videos of each instrument and consider the two questions for each instrument. Students will discuss in their groups their thoughts. As the teacher goes around, the students will share what they are discussing. 10. In groups, students will discuss in each instrument with the aid of the visual. As the teacher goes around, the students will share what they are discussing.11. Students will present to their class what they talked about in their groups regarding each concept. Students will discuss in their groups what they think the Zeybek dance meter is.12. Students will watch the videos of each instrument and consider the two questions for each instrument. Students will discuss in their groups their thoughts. As the teacher goes around, the students will share what they are discussing.13. Students will go back to their four rows, and will receive a summative assessment packet. Students will complete the assessment on their own.14. Students will turn in their assessment and will be dismissed.

Differentiation for Diverse LearnersHow will you differentiate your lesson plan to meet the needs of the diverse learners in your class (i.e. students on an IEP/504 plan, English Language Learners, gifted students)?Students who are on an IEPs/504 plan will have other students as a resource to recall information and will have opportunities to share their ideas of each concept. If these students need more time, or further assistance they will be allowed more time or a different test to take. For English learners there are matching, and multiple-choice sections. If ELL students need further assistance, they will have an option to stay after class or school to verbally or physically communicate that they know the material. For gifted students there is an additional bonus question that asks them to recalls some symbolism in the Zeybek dance. There are also writing portions where these students can extrapolate on their recollection of the material.


Key Instructional Materials/Assessment ToolsInclude any key instructional materials and assessment tools/procedures used in your lesson (up to 5 pages). If materials are used in more than one lesson, include them only in the first lesson in which they appear.


pa_edtpa_task 1_part b_ lp 1,2,3,4

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