TEAM Lesson Plan Template
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Teacher:
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Class: 5th Grade Writing
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Course Unit: Writing Traits
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Lesson Title: Finding the Writing Trait of Voice in Music and in Writing
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LESSON OVERVIEW
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Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
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Over the past few weeks the students have focused in on one writing trait a week. The student’s learn the characteristics of this trait and then they have a writing prompt where they apply this writing trait. After a trait has been learned, the students are expected to continue to apply those previously learned traits as well as incorporating the new trait in to their writing.
Each student’s writing is graded based on the writing rubric. The scores from previous writing prompts guided the instruction for this lesson. Likewise the skills shown from the culminating writing in this lesson will help to guide further instruction for future writing lessons.
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STANDARDS
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Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies.
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Language Arts:
501.3.3 Practice writing to narrative and descriptive prompts within a specified time limit.
501.3.1 Identify the audience for which a text is written.
501.3.2 Identify the purpose for writing (i.e., to entertain, to inform, to share
experiences, to persuade, to report).
Music:
6.2.2 Identify, through listening examples, teacher-selected instruments, individually and as families.
6.3.1 Classify the elements of music using teacher-given vocabulary.
6.3.2 Describe a listening example using correct music vocabulary.
6.3.3 Compare and contrast listening examples using correct music vocabulary.
6.4.1 Classify styles and/or genres
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OBJECTIVE
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Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly
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Students can compare and contrast pieces of music using correct music vocabulary.
Students can write a response to a given prompt.
Students can use a checklist to check for the trait of voice in a friend’s writing and in their own writing.
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ASSESSMENT/EVALUATION
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Students show evidence of proficiency through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
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Students will be assessed throughout the lesson through informal questioning, student discussion, and responses during whole group and small group work. The teacher will also observe the student’s mastery by observing the organizer that students used to help them identify the musical terms in the music. The teacher will also examine the Venn diagram that students filled out to compare and contrast the listening selections. The students will peer and self-assess their writing for the trait of voice using a checklist. The teacher will also examine the student’s ticket out the door for mastery of musical terms and of their level of understanding for the voice writing trait.
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MATERIALS
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Aligned with the Lesson Objective
Rigorous & Relevant
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Smartboard lesson
Voice Checklists
Recordings of Song Selections
Writing Trait symbols
Compare/Contrast Organizer
Ticket Out the Door
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ACTIVATING STRATEGY
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Motivator/Hook
An Essential Question encourages students to put forth more effort when faced with a complex, open-ended, challenging, meaningful and authentic questions.
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Students will be asked the question of which musical genre they like better, country or rock, and why. This question encourages them to make real life connections and to make the lesson relate to their experiences.
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INSTRUCTION
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Step-by-Step Procedures-Sequence
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
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Students will be asked the discussion question of what musical genre they like better, country or rock, and why. The teacher will call on a 1 volunteer and 2 non-volunteers to respond to this question and to share their responses with the class. (3-4 min.)
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The teacher will then introduce and have students state the objective for the day, “ I can compare and contrast pieces of music using correct music vocabulary. I can write a response to a given prompt. I can use a checklist to check for the trait of voice in a friend’s writing and in their own writing..” (1-2 min.)
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The teacher will then ask the student’s to discuss with a partner the lower level question of what are the 6 writing traits. At this time the teacher will also show the symbols of each writing trait on the Smartboard. The teacher will then show them the new symbol of a microphone to represent voice. The teacher will ask for a volunteer to answer the higher order question of why they think that a microphone would be used to represent voice. The teacher will explain that a microphone represents the trait of voice because just like a microphone is used to give a personal performance for an audience the voice in writing is when written words are used to demonstrate personality and opinions about a specific purpose and directed towards a specific audience. (5-6 min.)
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The teacher will then introduce the definition for voice and the definitions for the different musical terms. The students will be asked to turn to a partner and explain in their own words the meanings of the different words. (3-4 min.)
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The teacher will then explain to the students that they will be listening to the same musical piece that will be performed b 3 different artists. The teacher will show them the compare/contrast organizer. As the teacher introduces each part of the organizer he/she will ask the students to define for him/her in their own words what each term means. The teacher will call on non- volunteers for those questions. The teacher will explain to them that at the end of the listening exercises they will be expected to compare/contrast the pieces and then to write a response to a writing prompt. This activity will help them to better understand what the writing trait of voice refers to in music and in writing. (3-5 min.)
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GUIDED & INDEPENDENT PRACTICE
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“We Do”-“You Do”
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
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The teacher will then have students restate the lesson’s objective. He/She will then introduce to them the first vocalist. The students will then listen to the song while the lyrics are on the board. (3-4 min.)
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The students will listen to the song. Students can record thoughts on their chart as they listen. The teacher will then model for the students how to she would fill out the organizer. This will help to clarify any questions that the students may have about the organizer or terms. (5-6 min.)
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The teacher will then introduce the 2nd vocalist. The students will listen to the musical selection and fill out their organizer. The class will then fill out the organizer together on the 2nd vocalist. (3-4min.)
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The teacher will go over the lesson’s objective again. The students will then listen to the last vocalist and the student’s will independently fill out the organizer. (5 min.)
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The teacher will then model how to fill out the Venn diagram to compare and contrast the different vocalists. She will ask the students for their responses for similarities and differences. The teacher can allow for differentiation and have students who need alteration to only compare/contrast 2 of the vocalists instead of all 3 vocalists. The teacher will ask questions such as: why do the songs sound different even though they have the same lyrics? What makes the songs different? How do the personalities of each vocalist come out in the songs? The teacher will then clarify that by listening to the different vocalists it demonstrated the trait of voice because each used the same words, but they each clearly had a distinct mood and audience in mind when they performed their song. Their personality and passion came through their use of instruments and dynamics. This is just like the trait of voice in writing. The writer must decide on the purpose and audience and then they must use language to help them get across their emotion and personality. ( 5-7 min.)
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CLOSURE
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Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
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The teacher will ask the students to repeat the objectives for the lesson. ( 1-2 min.)
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The teacher will provide students with the writing prompt. The students will also be shown the checklist that will be used to critique their writing. The students can then work on their writing. The teacher can differentiate by challenging advanced students by asking them to replace 5-6 boring words with stronger vocabulary. The students could also write song lyrics to this prompt if they finish early. Other students can receive an additional brainstorming guided organizer, have a thesaurus, or be allowed to type / record their writing. When student’s finish their writing they will need to self-assess their writing using their checklist. (10 min.)
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Students will then be paired heterogeneously to exchange writings and assess each other’s work using the checklist.
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Students will be given a ticket out the door, which asks the lower level question of what is the trait of voice and the higher level of question of what are things to identify in music and in writing that will help to point out the trait of voice? (3-4 min.)
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CROSS-CURRICULAR CONNECTIONS
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The voice of a story can lead to identifying point of view in reading. This can also relate to discovering the difference between facts and opinions in reading.
Voice can also be connected to historical events and figures for science vocabulary. Students can take on the point of view of these characters/vocabulary terms and write from their perspective.
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NOTES:
Each table group is a heterogeneous academic group of students. There is an advanced student at each group, an on level student at each group, and an approaching student at each group. The groups are also based on behavior.
The teacher is focusing on promoting analytical thinking by asking analyzing questions throughout the lesson and having students compare/contrast. He/She is also promoting practical thinking by asking students to pull from their real life experiences. He/ She is also promoting creative thinking by asking the students to imagine and design their own story.
The teacher is focusing on teaching students 3 problem solving techniques: Categorization (genres for the musical selections based on instruments and comparing and contrasting the selections, Generating Ideas ( brainstorming for their story), and Observing and Experimenting ( listening and recording observations about each musical selection)
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