Integrated Music Lesson Plan Catalina Davila 4th Grade

GoalsIllinois Learning Standards 1.C.1b: Identify important themes and topics.3.B.1a: Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).3.B.1b: Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports).4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.4.A.1d: Use visually oriented and auditory-based media.

Instructional Objectives for Lesson Students will create a portrait of Abraham Lincoln. Students will interpret the musical piece: A Lincoln Portrait. Students will write their own interpreted biography about Lincoln based on the musical interpretation.

Cross Curricular ConnectionsStudents will utilize English, Writing and Art.

Materials/Resources: Computer Projector White sheets of paper (one per student) Crayons, colored pencils, markers ( each table should have all three coloring utensils Book: Who was Abraham Lincoln? Written by Janet B. Pascal and Illustrated by John O Brien. (2008). New York, New York: Grosset & Dunlap This book is about the life of Abraham Lincoln. It is sectioned by major events that happened in Lincolns life. Song: A Lincoln Portrait http://depaul.naxosmusiclibrary.com.ezproxy2.lib.depaul.edu/catalogue/item.asp?cid=OVC-4037

TimeThis lesson will encompass approximately a 45 to 60 minute class session.

Prior KnowledgeThe class is learning about the important presidents of the United States and how they impacted the United States.

Instruction:Anticipatory Set The teacher will explain to the class that today they will study about Abraham Lincoln. Teacher will ask: Can anyone tell me what he or she knows about Abraham Lincoln? Who was Abraham Lincoln? Expected Answers: He was president of the United States. Hes on the penny. He freed the slaves. The teacher shall write the student responses on the board or on a big Post-it poster so that the whole classroom is able to see them. The teacher shall take four to six student answers then move on.

Part One Tell the class, We know some things about Abraham Lincoln, now we are going to do a different activity connected to Lincoln. At this time take out a lined blank sheet of paper and a pencil. Students we are going to listen to a musical piece titled A Lincoln Portrait by Copland. There are three new vocabulary words we are going to pay attention to as we listen to the musical piece; tempo, dynamics, and color tone. Teacher will have these three vocabulary words written on a large paper that will have the definition and is visible to all the class. The teacher will post the posters of each music element: tempo, dynamics, and tone color(timbre). (Page 6) The teacher will play the musical piece A Lincoln Portrait by Copland. The whole piece is 15-minutes. Teacher can shorten how long to allow students to listen to the piece. As the piece is playing students are to write all their emotions, thoughts, questions they think about. Tell the class: As you listen carefully, think about what colors you are able to visualize through the music. What are the dynamics telling you? Or making you feel? Think about what instruments you are able to hear and also include this in your notes. Students are to write their reactions to the piece in their notebook, as they will return later to them after learning about Lincoln.

Vocabularytempo- the speed at which music is being played tone color/timbre- the quality of sound that distinguishes one voice or musical instrument from another.dynamics- the contrast and change in the loud and soft sounds Part Two After the listening, the teacher will read some pages from the book Who was Abraham Lincoln? Written by Janet B. Pascal. Pages to read: 3-4, 9-12, 14-18, 20-22, 29-48 Students are to be quietly listening to the readings. After reading these pages, the teacher will hand the students a white sheet of paper. The students will have ten minutes to sketch a portrait of Abraham Lincoln using their notes from the musical piece. Tell class, If you felt or could visualize a vibrant red color, then include the color in the portrait. Class will return to their notes taken when listening to A Lincoln Portrait by Copland. Knowing now the life of Abraham Lincoln, they will listen again to the piece. They will pay attention to the tempo, tone color (timbre), and dynamics. They will listen and connect each part of the musical piece to Lincolns life. ex. Tempo sped up when they were talking about the Gettysburg Address to signify the intensity and importance of the speech.

Part Three Now, using their listening notes and their portrait of Lincoln, each student will create their own creative biography on Lincoln. Their writing should be creative and unique for all students. The written work should be based on the emotions, questions, and thoughts they felt and thought about as they listened to A Lincoln Portrait. Students need to have at least three paragraphs. As the students write the musical piece be continuously played to help them write their creative biography on Abraham Lincoln.

ClosureTeacher will ask for three to four volunteers who would like to read their creative life story about Lincoln and to also show the class their Lincoln portrait. The teacher will display both the students written work and their Lincoln portrait.

Musical Behaviors: Listening and Creating The whole class will listen to the musical piece A Lincoln Portrait and will interpret the music. As a part of their listening exercise, they will also create a portrait of Lincoln based on how they interpreted the musical piece.

Assessment Based on ObjectivesThis lesson includes a variety of methods of assessing. Students actively listen, participate, and are following directions. Were students participating in the individual brainstorming? Were students attentive when listening to the Who was Abraham Lincoln? Book? Were students respectful of their peers work? How well did they follow the teachers directions given? Student written work and portrait demonstrate their creative aspect. How well are they understand and interpret the musical piece? Are they able to voice their opinions and thoughts in their written work and illustration?

Adaptations and ExtensionsAdaptationsFor students with social and/or cognitive disabilities in the class, the following changes can be made: Allow student(s) to work to work at their own pace with teacher guidance. Allow student(s) to complete this work as homework if they are unable to complete it in class.

ExtensionsIf there are students who are academically advanced or finish ahead of time the following extensions could be made: Students can investigate on the Internet three fun and interesting facts about President Lincoln, which they will present to the class the next day.

Writing Rubric

Criteria

4321

OrganizationInformation in logical, interesting sequence which reader can follow.Student presents information in logical sequence which reader can follow.Reader has difficulty following work because student jumps around.Sequence of information is difficult to follow.

Content KnowledgeStudent demonstrates full knowledge (more than required). Shows lots of creativity in work. Student is at ease with content, but fails to elaborate. Shows some creativity in work. Student is uncomfortable with content and is able to demonstrate basic concepts. Shows minimal creativity.

Student does not have grasp of information; student cannot answer questions about subject. Does not show creativity.

Grammar and SpellingPresentation has no misspellings or grammatical errors.Presentation has no more than two misspellings and/or grammatical errors.Presentation has three misspellings and/or grammatical errors.Work has four or more spelling errors and/or grammatical errors.

NeatnessWork is neatly done.Work has one or two areas that are sloppy.Work has three or four areas that are sloppy.

Work is Illegible.

Total

Grade: ________ out of 10Resource: http://www.teach-nology.com/web_tools/rubrics/

In this lesson, students will be developing and enhancing their creative writing skills. The students will listen to the musical piece A Lincoln Portrait and will take notes. They will be practicing note-taking and will also practice interpreting their own emotions and thoughts as well as being able to articulate them in a written form. After listening to the piece and allowing the students to complete their notes, the students will compose a portrait of Abraham Lincoln. They will use their notes to create their portrait. Their notes should contain notes on the three aspects of music: tempo, tone color, and dynamics. The aspects of music along with their notes are the guidelines for how they will draw their portrait. The portrait will then influence their creative writing. This activity is divided into four smaller sections. There is the introduction, the part one which requires them to listen and to actively take notes. Part two and three will be sections where they are creating. First they will create a portrait of Abraham Lincoln and then they will create a new biography about Lincoln. In this activity students will experience a creative aspect to learning. They will experience a classical music piece and will experience art. For the majority of students will be experiencing for the first time the process of using something visual to create written work. This activity is interesting and effective because I feel that it encompasses and takes into consideration different learners. The students are acted to activate prior knowledge about who is Abraham Lincoln. This activity includes every student. They will not be graded on their artistic ability. When the students are listening and taking notes they are free to interpret the musical piece however they feel. This lesson is an effective integration because I am able to incorporate the arts; both music and art. It will be effective based on the creativity and involvement level of the students. I will help the students understand and make connections to Abraham Lincolns life and to how the musical piece A Lincoln Portrait was composed. I will use the tempo to help the students understand the highs and lows in Lincolns life. Tone color can be used to teach how Lincoln created and had many emotions, thoughts and questions throughout his life and also how he was able to overcome all obstacles. Using dynamics can address the critical or pivotal points in Abraham Lincolns life. I will also allow the students to interpret the musical piece in connect to the reading from the book Who was Abraham Lincoln? Written by Janet B. Pascal to the three aspects of music.

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