Standard Seven : Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Onomatopoeia Rita
Working with the Common Core ELA, the fifth grade students worked with Onomatopoeia Rita, a poem. We identified how we would say each word and what instrument it belonged to. We then notated the music rhythmically and instrumentally. Following this, we split into sections and performed the piece with instruments sounding like the words.
Working with the Common Core ELA, the fifth grade students worked with Onomatopoeia Rita, a poem. We identified how we would say each word and what instrument it belonged to. We then notated the music rhythmically and instrumentally. Following this, we split into sections and performed the piece with instruments sounding like the words.
Spider and the Fly
The Spider and the Fly is a lyric story. This story involved the students vocabulary words such as cunning and vain. Each student was given a recurring word in the story such as spider, web, fly, parlour, and many others, and was given an instrument to represent the word. Each time their word was said they had to play their instrument. We rotated words and instruments
The Spider and the Fly is a lyric story. This story involved the students vocabulary words such as cunning and vain. Each student was given a recurring word in the story such as spider, web, fly, parlour, and many others, and was given an instrument to represent the word. Each time their word was said they had to play their instrument. We rotated words and instruments
Standard Eight: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Grizzly Bear
Kindergarten started the lesson by moving to a song about the three bears to a steady beat, which is a great method for kinestetic learners. Then students read four beat rhythms including that of a steady beat, best for visual learners. In groups the students kept time patting their legs for those who learn best cooperative learning. Finally a teddy bear was passed around the room in a grizzly bear song. All of these methods also facilitate the learning of aural learners.
Kindergarten started the lesson by moving to a song about the three bears to a steady beat, which is a great method for kinestetic learners. Then students read four beat rhythms including that of a steady beat, best for visual learners. In groups the students kept time patting their legs for those who learn best cooperative learning. Finally a teddy bear was passed around the room in a grizzly bear song. All of these methods also facilitate the learning of aural learners.
John Williams
Sixth Grade learned about John Williams. With the SMARTBoard we were able to watch some film clips. I presented his major life events and we analyzed some of his music. We then came up with traits common to most of his pieces. With that in mind, we watched a clip from E.T on mute. The students were asked to describe what the music should be and when it should change. The students then split into cooperative learning groups. After each group presented their music with the video, as Williams would have himself, we watch what Williams originally wrote and compared.
Sixth Grade learned about John Williams. With the SMARTBoard we were able to watch some film clips. I presented his major life events and we analyzed some of his music. We then came up with traits common to most of his pieces. With that in mind, we watched a clip from E.T on mute. The students were asked to describe what the music should be and when it should change. The students then split into cooperative learning groups. After each group presented their music with the video, as Williams would have himself, we watch what Williams originally wrote and compared.