Unit Art and music Musical instruments

Unit 5: Art and Music

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson:

Art and music. Unit revision

Learning objectives(s) that this lesson is contributing to

3.1.5.1 distinguish between phonemically distinct words;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.4.3.1 write short phrases to identify people, places and objects;

3.4.5.1 link with support words or phrases using basic coordinating connectors

Lesson objectives

All learners will be able to:

• Understand the meaning of most new adjectives

• Use them in sentences to describe different music orally / in written form (with peer/teacher support)

Most learners will be able to:

• Understand the meaning of almost all new adjectives

• Use them in sentences to describe different music orally / in written form (with slight peer/teacher support

Some learners will be able to:

• Understand the meaning of all new adjectives

Use them in sentences to describe different music orally / in written form and help partners to do the name

Assessment criteria

– use 3-5 new adjectives to describe different Kazakh songs

– write at least 16 sentences (with 1 minor allowed per sentence) describing world songs

Value links

Life-long learning, appreciation of the arts

Cross curricular links

Lesson is connected with Art and Music

ICT skills

Usage of presentation of classroom rules;

Previous learning

My music 2

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

Warm-up

World Song

Listen to the song. Do you like the song? Why or why not?

Write the following on the side of the board:

• I can use new adjectives to describe music and songs

• I can write sentences about world music

The teacher can then ask if the students understand the lesson objectives. Tell students that you hope they can do all the lesson objectives by the end of the lesson

Song: https://www.youtube.com/watch?v=RRjjmtutV2I

Middle

30 minutes

New Vocabulary Review

• Go through PPT slides 3-10 as a class – show the picture first, and see if leaners remember the word/can pronounce it correctly

Ask the leaners to give an example of a song they know that is an example of the adjective (ex. Happy is a catchy song.)

Practice. Listening

Pre – listening

• Inform leaners they are going to listen to some part of a song and try to describe it using new adjectives

Listening

World Music Station Listening + Writing

• Tell leaners they are going to listen to different songs from around the world representing different parts of the world

• Inform leaners that this is music special to the country, traditional music, it is not new, pop music, but music people have listened to in the country for a long, long time. Ask for examples of traditional songs from KZ. Leaners should take turns answering and asking the questions about the song on slide 11

• After – listening

1. Do you like this song?

2. Why/why not? (Is it fast /slow/ catchy/ boring/ modern/ not modern/ loud/ soft?)

3. Can you dance to it or not?

4. What instruments has the song got?

Differentiation by grouping: Leaners should be paired in mixed ability groups so that they finish at similar times and can support one another. Leaners needing extra support may take their vocabulary words around the room with them.

Extension: If a class finishes early, play a segment of each world song and have students discuss their answers about the song with a different partner

Feedback: Teacher encourages and increases fluency, checks the process error correction

PPP slides 3-10

DIDACTIC MATERIAL 1

https://www.youtube.com/watch?v=WH9C6oLEtOg – You Don’t Know Me Song

https://www.youtube.com/watch?v=FGeNqYtn4po

https://www.youtube.com/watch?v=-uPfnYl_fKw

https://www.youtube.com/watch?v=S8rhKXazy6g

PPP 11

DIDACTIC MATERIAL 2

End

5mins

Reflect, Revisit Learning Goals & Check with Questions

Ask students to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson

PPP 12

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Monitoring

Feedback on the work

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?