Mus 180 sample prototypical day by Karen Salvador, University of Michigan-Flint

Overall final project grade: 148 /150 Peer teaching Portion: 55/50; Instruction Instruction flowed well and Up to 20 was creative. points Integration Excellent: activity allows Up to 20 authentic and rich interaction points with skills or information in both the content area and music/movement Presentation Up to 20 points

Instruction flowed fairly well. Adequate: activity allows demonstration of skills or information in both the content area and music/movement

Excellent modeling of musicianship and/or movement; easily audible speaking, good eye contact, mastery of content (no use of notes)

Adequate modeling of musicianship and/or movement; easily audible speaking.

Some noticeable problems with the flow of instruction. Fair: activity allows demonstration of skills or information in either the content area OR music/movement Either adequate modeling of musicianship and/or movement; OR easily audible speaking, not both.

Inadequate instructional continuity. Inadequate: activity does not focus on demonstration of skills or information The activity presented suffered from poor musical skills and poor public speaking skills.

Comments: Song narrative idea is great, and I like the music you chose. MUS 180 â&#x20AC;&#x201C; Prototypical Day (Final Project): 93/100 Times would be really helpful on your day schedules, not just estimates of lengths. Title Page: check mark if listed ___5__ 5 pts. - Grade level ___5__10 pts â&#x20AC;&#x201C; timeline/overview of day 15

ELA Lesson Nicely done.

Appropriate to

Not appropriate to

grade level,

grade level, but

grade level, no

GLCE or

either alignment

alignment, music

Common Core

is missing or

integation does

Aligned, Music

doesn’t make

not fit lesson.

and/or movement

sense OR

sense AND

integrated in an

included and

music/movement

enriching,

make sense.

is missing or

seamless way

doesn’t make

that enhances

sense.

learning. 15

Science Lesson

Appropriate to

Not appropriate to

grade level,

grade level, but

grade level, no

GLCE or

either alignment

alignment, music

Common Core

is missing or

integation does

Aligned, Music

doesn’t make

not fit lesson.

and/or movement

sense OR

sense AND

integrated in an

included and

music/movement

enriching,

make sense.

is missing or

seamless way

doesn’t make

that enhances

sense.

learning. 15

Social Studies Lesson

Appropriate to

Not appropriate to

grade level,

grade level, but

grade level, no

GLCE or

either alignment

alignment, music

Common Core

is missing or

integation does

Aligned, Music

doesn’t make

not fit lesson.

and/or movement

sense OR

sense AND

integrated in an

included and

music/movement

enriching,

make sense.

is missing or

seamless way

doesn’t make

that enhances

sense.

learning. 15

Math Lesson

Appropriate to

Not appropriate to

grade level,

grade level, but

grade level, no

GLCE or

either alignment

alignment, music

Common Core

is missing or

integation does

Aligned, Music

doesn’t make

not fit lesson.

and/or movement

sense OR

sense AND

integrated in an

included and

music/movement

enriching,

make sense.

is missing or

seamless way

doesn’t make

that enhances

sense.

learning.

“Other”

At least 3 “other”

2 “others” are

1 “other” is

No “others” are

music/movement

included

included.

activities are

included, with

included,

specific reference to how they are used (e.g., “hallway song” or “circle-time song”)

Writing some typoes

The writing was

The writing had

clear, with no

clear, and had

several errors in

many errors in

errors in

one or two errors

grammar,

in grammar,

spelling, or

spelling, and

spelling, or

punctuation.

Mus 180 Prototypical day I.

II. III.

Classroom In a Day Students come in and take a sit at their desk (5-10) a. Good Morning Boogie Hello Neighbor, what do you say? (Children bow to each other) It's going to be a happy day. (Children clap hands together) So greet your neighbor, (Children give each other high fives) And boogie on down. (Children wiggle their hips) Give 'em a bump, (Children bump their hips together) and turn around. (Children turn around) b. Use the song to get the student in the mood to share some good news, something new that they learned, a picture, or anything they feel comfortable with. Math Circle (20-30) a. The students have energy to burn and their minds are usually awake in the morning so math is something that will start the day. Move the students into the computer lab to work on their song narratives. (2-5) a. I will use a line up song to get them to move towards the door. Then they will repeat the song by marching to the macro beats and snapping their fingers. b. Show Me A Line (Addams Family) My feet are pointing forward. My hands are by my sides. My lips are zipped together, And now Iâ&#x20AC;&#x2122;m in a line. Show me a line (snap, snap).

Show me a line (snap, snap). Show me a line that would be fine. Show me a line (snap, snap). IV. Song narratives(30-45) a. Allow the students to get settled and then start discussing the lesson plan. b. Give them plenty of time to choose and write their stories. V. Move back to the classroom where they can chose to continue writing, have free time to read, or have time to ask questions about math.(45 minutes) VI. Lunch (11- 11:30) VII. Recess (11:30- Noon) VIII. I would like to use a clapping rhyme that the students will attention and encourage participation. I would use on pattern and wait for a response. Then I would do the same thing with many different patterns and have them repeat it. (5 Minutes) IX. Michigan Native American Traditions ( 1 Hour) a. Then give them class time to work on their questions b. Then give them time to teach the lesson to other classes (30 minutes) X. Music or Gym (30 Minutes) XI. Science songs (30 minutes) a. Give class time to work on project (30- 45 Minutes) b. Performance of songs (10-15 minutes) XII. Recap (10-15 minutes) a. Go over the day b. Mention any homework c. Leave the floor open for any questions

Math Circle Age Group: third grade Materials: A computer to play the song multiply by nine http://www.mhschool.com/math/common/ebook_assets/MH_Math_songsgm/grade3/ Objectives: Curricular Area Music (and/or Movement) Know: Multiply by nine. Know: Understand the tempo and hear the macro beats. Be able to: They can orally multiply be nine without much Be able to: Keep time with the music and show understanding hesitation. of the movements. Appreciate: Always go back and check your work so that you Appreciate: I want them to see that moving and music may can be certain that the correct answer was found help them to visually see the multiplication that is taking place. Standards/Benchmarks: Curricular Area (Math) N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication. N.FL.03.11 Find products ﬂuently up to 10 x 10; ﬁnd related quotients using multiplication and division relationships.

Music (and/or Movement) ART.D.I.3.1: Demonstrate basic locomotor skills through moving forward, backward, and sideways in both straight and curved lines. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement standard.: sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Procedure: 1. The students have learned how to multiple by all of the numbers before nine. I will use this song to teach the students how to check there work as well as a more practice of how to multiply be nines. 2. To start the students will be in their seats and as the lesson progress I will have the student moving around the room, 3. I want to use the song as a warm up. I has an interesting melody that I think will get the students attention 4. I want the student to hear the song first so they can hear the beat and the words. a. Then I will assign eh students a number. The number will determine where they will stand within the two circles. b. The nine students who received the number nine will stand in the inner circle. The rest of the students will be on the outside of the circle. (They are also assigned a number, but it does not matter where they stand in the outer circle.)

c. The song will play and the students will stomp their feet to the macro beats. When the song reaches the parts about multiplying the circle will continue marching and the students with the number nine will stay in the middle and the second number that is associated (multiplied) with the nine will move between the two circles. Then they will move back to their spots. When the song moves to the addition parts the students will step back. There is a part within the music where the music moves up the scale and the students will move with the music. (Touch their toes and body roll to stand straight and touch the sky). Then the students will point at the group of nine in the middle when it say nine. d. I will have the students sit where they are standing and talk with them about other multiples of nine. e. I will then help them learn the word,s through rote song method, to the song so that they can sing it and do the activity together. (We also may change the numbers around to incorporate other multiples). f. This song can be used over again until they can do multiples of nine. Assessment: 1. I will assess the math skill, of multiplying by nine, be giving works sheets and by using popcorn method each day. a. I will be able to go around the room and ask a student what 9x2 equals or some other multiple. I will make sure a new students is pop quizzed every day so that they can all learn their multiples. b. A test or worksheet will also show their understanding of multiplying be nines. 2. To assess their music and locomoter skills I will be watching all of the students participate in the movement activity. I will also be assisting students who are not hitting the macro beats. a. I will also be listening for the students singing voices. The music can be played without words so I can assess the students singing abilities, such as blending their voices with those around them and match pitch.

Song Narrative Age Group: Third Grade Materials: White board, dry erase markers, paper and pencil (students),List of descriptive words, computer, URLS: 1. https://www.youtube.com/watch?v=vjU8jtVd-6E Justice League Live Action Version Opening Theme- 1:01 2. https://www.youtube.com/watch?v=w1B3Mgklfd0 Batman The Dark Knight Theme - Hans Zimmer -2:00 3.https://www.youtube.com/watch?v=yAVqhKqqexQ&list=PL0EED0B87E6761099 Merida home -1:33 4. https://www.youtube.com/watch?v=Un_SvNpog-U&list=PLuA8ozpvpu0CDBa1cto-YjFaqAmnzr45V Vigilante Justice - Blake Neely -2:10 5.https://www.youtube.com/watch?v=nBc2k0fSaLk&list=PLDmdF1ma6cZrP1zVS1EwZxPloYADzDUjB Track 05. (Mighty Joe Young Soundtrack)1:58 6. https://www.youtube.com/watch?v=HSxKi0Rwbyc Rapunzel (Barbie Instrumental Song)- 1:42 Objectives: English Language Arts Music (and/or Movement) Know: Know: 1.Sequencing in writing 1. Describe their train of thought that the music inspires 2.Organization of papers (beginning, middle end) Be able to: Be able to: 1. Use descriptive words to describe what the scene holds (i.e. 1. Here the identify different tempos hearing, smelling, and seeing). 2. Match the mood of song in their narratives 2. Use the descriptive words effectively and correctly. 3. Write a narrative that matches the expressive elements of a piece of music Appreciate: Need to know that writing can be an effective tool Appreciate: that can help people visualize what a story is discussing. Make the Know that music can be used in many different way and can reader experience three dimensional. inspire imagination.

Standards/Benchmarks: English Language Arts Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Music (and/or Movement) Listening to, analyzing, and describing music. • •

b. Use dialogue and descriptions of actions, thoughts, and feelings • to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Can clearly hear shifts in tonalities Their writing reflects the changes in music (tempo, dynamics, timbre) There descriptions match the tempo of the songs that are playing (faster music faster action scenes or faster writing).

Procedure: 1. This lesson could be incorporated into the middle of the year. The students have already been introduced to organization of a paper (beginning, middle, and an end). They also have been given time each week to free write and include the English lesson(s) learned each week into their free write. Lesson such as correct verb tenses, organization, sequencing, and subjectverb agreement. 2. The students will be in their seats with their writing journals and a writing utensil. I will begin the lesson and after it is half completed the students can get up and move to any spot in the classroom and the rest of the lesson will continue. 3. I will play the first piece of music (justice league theme). Once that is completed I will have the students contribute to an in class list of what the song made them think of. 4. First I will catch the students attention by playing the first song (Justice league theme Song) -After the song is completed I will ask the students to contribute to a class list of ideas that they thought of as they listen to the song. -Using the student’s idea I will tell them what lesson they will be learning. I will explain to them that they will be learning how to write narratives. I would explain to them what I am looking for in there writing (descriptive, organized, sequenced correctly). - Then I will use the student’s ideas to show them how to write descriptively. I would write example sentences from their ideas. And allow them to contribute. I would point out all of the disruptive words and how they come together to help reader see what the writer wants them to see.

-Then I will tell them it is time for them to write their own narratives, but I would throw a twist into it. I would tell them that they can each choose a song from the list above that they would like to write their narrative on. This way they can listen to the song multiple times in the computer lab so that they can create a narrative that will match their music choice. Assessment: 1. After the songs are completed I will give the students time to finish their narratives. I will then collect their paper and grade them based on curricular goals and music goals. 2. Curricular goals a. Look at their writing for sequencing b. Look at their writing for organization c. Look at their writing for descriptive language 3. Musical goals a. See faster and slower passed scenes in the writing that reflect the tempo of the individual songs. b. Look for mood changes in the writing as well 4. Mark comments on the students paper and give them an overall grade (excellent, good, okay, needs work) 5. Record the studentsâ&#x20AC;&#x2122; scores for each area (curricular and Musical goals) and see which graded portion needs to be reviewed again.

Michigan Native American Traditions Age Group: Third Grade Materials: Computer, PowerPoint of Michigan Native American history. Pencil and paper (students). Url: https://www.youtube.com/watch?v=rDv7mSG2GGc (Michigan Ottawa) Url: slow tempo – play until 1 minute https://www.youtube.com/watch?v=dMVQZQcioYI&list=PL0BBEDBE2DE4FB7F7 Url: fast tempo: https://www.youtube.com/watch?v=-yqsPzU9vus&list=PL0BBEDBE2DE4FB7F7 Objectives: Curricular Area Music (and/or Movement) Know: Learn the traditions of the original settlers in Michigan. Know: Hear different speeds, instruments, volume, and beats in the songs. Be able to: Draw on the knowledge that they are given and Be able to: Describe what the difference between today’s music take it a step further. Take many of the elements of the culture and the native American music. they have learned about and combined them together to be able to see the whole culture. (bring all of the elements like music, clothes ,traditions into the wedding recreation) Appreciate: What they to realize the differences and Appreciate: Instruments played in a different ways can create understand that not everyone is the same and we all come from different sounds. different cultures. Standards/Benchmarks: Curricular Area (social studies) 3-4.3.0.4- draw upon traditional stories of American Indians. Identify by genre or style aural examples of music from various historical periods and cultures Indians who lived in Michigan, in order to make generalizations about their beliefs. 3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.

Music (and/or Movement) Standard 9- Understanding music in relation to history and culture

ART.D.I.3.5 - Respond to drum beat at a moderate, slow, and fast tempo while moving in general space. Achievement standard- identify by genre or style aural examples of music from various historical periods and cultures

Procedure: 1. I believe this can be used as an introduction into a new section of the unit. The students will have been learning about Michigan history and this lesson will begin the section into Native Americans role in the state’s history. 2. The student’s desk will start out in the traditional manner until we reach the part in the PowerPoint the talks about the music. Once the lesson reaches the part where I will introduce the music I will have the students create a circle with their desks. 3. First I will start with the song that Native American women in the Michigan area. I will use this to get the students attention and after the song is complete I will then ask questions, such as: a. What culture to you think this is from? b. How many of you are part native American? i. What have you learned about your culture from your relatives? • This will then move the students into the right mind set. I will then have them take notes on the PowerPoint that will discuss art, music, traditions, and their role in Michigan history. • Once we get to the music aspect of the lesson I will have the students move there desk into a circle. I will have them stand in front of their desk and teach them a few dance moves that Native Americans use in their dances. Then I will play one piece of music and will let them move (hope they will use the dance moves I taught them). Then we I will play a second piece and allow them to dance/move again. I will have the students sit back down and ask them how they felt about each song. I would then expand on this question further by having the students tell be what kinds of differences and similarities they heard. I would ask them why they liked a certain piece over the other (instruments, tempo, dynamics). • I will use this as a transition into a discussion about some of the traditions and how each song would be used. I will wrap up the lesson by showing them a traditional wedding ceremony and asking the students to volunteer to play all of the essential people. Assessment: How will you know which students need extra help or extra challenges? 1. The students will have demonstrated their ability to hear different tempos and their ability to move with that tempo by moving/dancing to it. a. Then I will have the students to a different activity to each song. For the first song I want the students to make a time line of the song. They will be listening for the dynamics of the song and that will be reflected in their time line. b. When I play the second song I want them to be able to know learn the form of the song. To do this I will have them use scarfs to demonstrate the length of the phrases. c. For the third song I want the students to find the macro and micro beats.

2. To assess their understanding of Michigan Native Americas that have influenced Michigan, I will have them do a project. It will be an in class project. a. They will be broken up into groups and each group will be assigned a different question. b. They can do whatever they want for their project (the answer does need to be in writing, but they can do what they want to teach us.), but they will need to know the answer to the question and how to teach it. c. Then the group will combined then knowledge into one big class project. d. The students can then take all that they learned about native Americas from the group project and teach it to other classrooms. I can have one person from each original group combined to make a new group. The new group can then teach the other students (from other classes) about what they learned about native Americans. e. Excellent-4 Good-3 Okay-2 Needs work-1 Answer the question Answered the They were not sure of Did not answer the thoroughly. (Went question without the answer and there question and had in depth and taught anything extra to for could not reteach nothing to us something new.) add. the class. contribute to the class project.

Science songs Age Group: Third Grade Materials: Computer for the URL: https://www.youtube.com/watch?v=YpGg-m8wyY4 Large paper for the groups of students to write on and hang up on the white board. Have computer lab time for their research. Objectives: Curricular Area (i.e. Science) Music (and/or Movement) Know: Learn that there is a cause and effect when dealing with Know: How to keep the beat and rhythm of the song while adaptation. One change in the environment effects the survival of changing the words. the animal. Be able to: They will be able to show critical thinking skills. Be able to: Create a new verse to the song while keeping the rhythm, beat, and form. Appreciate: I want them to see how changes or choices can affect Appreciate: Keep the essence of the song while being creative. any future actions or choices. Standards/Benchmarks: Should be closely related to the above objectives Curricular Area (i.e. Science) Music (and/or Movement) L.EV.03.12 Relate characteristics and functions of observable ART.M.II.3.3 Create through exploration, improvisation, and body parts to the ability of animals to live in their environment composition, melodic embellishments for a familiar song (sharp teeth, claws, color, body coverings). L.OL.03.42 Classify animals on the basis of observable physical 4. Content Standard: Composing and arranging music within characteristics (backbone, body coverings, limbs). specified guidelines Achievement Standards: Students will: a. create and arrange music to accompany readings or dramatizations Achievement Standards: b. create and arrange short songs and instrumental pieces within specified guidelines 3. Procedure: 1. This lesson will be used as the end of the unit. The students will have been introduced and tested on this topic. This exercise is to allow them hands on work, learn research skills, and critical thinking skills. 2. There will be a normal classroom set up, but the students will sit somewhere in the room with their group. 3. I will introduce this topic by asking the students what their favorite animal is.

4. Then I will have the students count off into groups of three. Each group will get a piece of paper and will be assigned a question that they will the groups will answer after they listen to the video a couple of times. Then they will write down the answers their question. a. They groups will hang their papers up on the board for a discussion on each area the groups covered. b. Then each student can be in a group of two or three and they can pick and animal that they may want to research. c. Then they can present it in front of the class and be the temporary expert on a specific animal. 5. They will also have to take a section of the song and create a new verse to the song about their animalâ&#x20AC;&#x2122;s adaptation. The students will be give the link and the original lyrics to the song. Assessment: 1. I will be grading the groups on their contributions to the class discussion and the song that the groups created. I want them to (as a group) perform the new version of the song. Excellent-40-30 -Worked well with their group. Everyone is allowed to express ideas and every one contributes and equal amount of work.

Good-30-20 - Worked with their group, but not everyone was allowed to express ideas and every one contributes something (not equal) to the final project.

-Understood and can reteach the animal of choice.

-Understood the adaptation, but could not reteach how it occurred.

-Knew the words to the Sang with the group but did not song and sang the song to know the words. The beat and the class. Also kept the beat rhythm was lost once or twice. and rhythm of the song.

Okay-20-10 -Worked with their group, but not everyone every one contributes something to the final project, but they were active members (involved/expressed) their ideas. - Not every member learned the adaptation the group was assigned and had trouble re teaching it. -Spoke the words instead of singing them. The beat and rhythm was off most of the time.

Needs work-10-0 -Group did not work together at all. No one could agree on and idea and one or two members of the group contributed to the final project.

-There was little to no understanding of the project and was not prepared enough to reteach. -Did not know the works nor did the students sing with their group. The incorrect beat and rhythm were used.