Lesson Plan Template

i. Rationale: Why is this lesson relevant at this time with these students?

ii. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?

iii. Assessment

Name: Alejandro Morales Gil

Grade Grade 1 Topic Music and Violin lesson

Date Jan 31st, 2014 Allotted Time 40 mins

Cite sources used to develop this plan:

The man with the Violin by Kathy Stinson & Dusan Petricic

Students are interested in music and interesting stories that they can relate to. The students are practicing their reading and writing skills and are learning to use this tools to communicate messages to others. This will further their learning and understanding on different ways of communicating.

▪ A1: Use speaking and listening to interact with others for the purpose of exchanging ideas on a topic, making connections, and engaging in play

▪ A2: Use speaking to explore, express, and present ideas, information, and feelings. ▪ A5: Using strategies when expressing and presenting ideas, information, and feelings

by accessing prior knowledge, organizing thinking by following a simple framework ▪ B4: View and demonstrate understanding that visual texts are sources of information ▪ C1: Create straightforward personal writing and representations that express simple

ideas, feelings, likes and dislikes.

Lesson Outcome What will students learn?

Sources of Evidence What product or action will show

what students have learned?

Criteria What will you look for in this

evidence?

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iv. Resources, Material and Preparation: What resources, materials and preparation are required?

5. Lesson Development

Students can understand and relate to a character’s story as represented in a story book.

Students can relate to a story and write about a similar experience they have had and communicate it in written and spoken form.

Students will finish a written text expressing their feelings toward the story or telling a similar story.

Students will engage in communicating their ideas with their classmates.

I will look for ideas that are related to the story we are reading.

I will look for good use of punctuation, capital letters, and related sentences.

I will look for the ability to communicate ideas with their partners.

▪ Book: The man with the Violin ▪ Student’s journals ▪ Violin Music from Joshua Bell – Ave Maria or Estrellita ▪ Clip of Joshua Bell’s performance in Washington DC Subway station

Pacing

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● Introduction: How will you introduce this lesson in a manner that engages students and activates their thinking?

▪ I will call the students to the carpet. Once everybody is there I will ask them:

▪ “Do you like music?” ▪ “Do any of you play any musical instruments? Which

instrument?” ▪ “I want you to think of the music you like.” Now turn

to your partner and tell each other what music you like.

▪ After this I will tell the class that we are going to listen a song.

▪ I will ask them to get their journals and find a place in the classroom where they are comfortable and sit or lay down.

▪ “Now I want you to close your eyes while the song is playing, and I want you to imagine what the song is about.”

▪ At this point I will ask them to be ready, close their eyes, and I will start Ave Maria on Violin played by Joshua Bell.

10 mins

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i. Accommodations (adaptations, extensions, other): How will you plan for students who have learning/behaviour difficulties or require enrichment?

● Teaching/Learning Sequence: What steps and activities are you going to use to help students acquire and practice the knowledge, skills and/or attitudes needed to meet the outcome? ▪ Once the song is over, I will ask them to go back to their

seats and draw in their journals an image of the song we just heard. The students will also write 3 sentences that describe the feelings or thoughts they had while listening to the music.

▪ I will demonstrate what this would look like by doing an example on the whiteboard.

▪ I will also write down examples of feelings they could use. ▪ Once the students have finished, I will call them to the

carpet with their agendas. I will then ask them to share with a partner their drawing and feelings that were inspired by the song.

▪ I will ask them what instrument they think was used to play the song.

▪ I will tell them it was a violin and tell them the name of the song.

▪ At this point I will tell the students we are going to be reading a story about a violin player and children, and I want them to be thinking about the experience they had when listening to the song.

▪ I will read the story “The Man with the Violin” to the whole class while they are at carpet.

▪ After I finish the story, I will ask prompting questions to know how the understanding of the story was.

▪ We will talk as a class about the role of the children and the musician.

▪ Why the musician was playing Violin ▪ Why only the child noticed the Violin player’s music.

15 mins

5 mins

5 mins

Pacing

● Closure: How will you solidify the learning that has taken place and deepen the learning process?

▪ As a closure we will discuss as a class similar experiences the students have had.

▪ And I will show them a clip of Joshua Bell when he played violin in a Subway in Washington.

5 mins

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▪ I will have examples of images of instruments for students to base drawings on. ▪ Any type of drawing is fine as long as they can express their feelings and ideas in written

form, even if it is by copying the words from the whiteboard and sharing them with a partner (for students who find writing difficult).

▪ If a student is shy about sharing their work with a partner I can arrange for them to share their ideas with me.

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