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Tiffany WeidmanAED 5050Sean Penderel12-04-13Music Lesson PlanAssignment Overview: Demographics: This lesson will be taught to a second grade class of 24 students, who will represent a range of learning levels. For this lesson, I would like to integrate music into the core subject of Math, and will do this by focusing on counting to 1000 (by way of fives, tens, and hundreds. Students will be using the classroom instruments to distinguish each way of counting (by fives, tens, and hundreds). This will not only engage the students in the lesson plan by letting them move, but will peak there interest in the following the subject, as well as other concepts. This lesson will help students get engaged by getting up out of their desk during our group work section, and will be titled “Counting to 1,000”.Objectives/Outcomes: Students should be able to perform a particular tempo by applying the skills that they have learned in this lesson, as well as others.Students should be able to explain, and display the different ways of counting to 1,000 (fives, tens, hundreds).GLCES/Benchmarks/Content Standards, Expectations/Performance Indicators/Rationale: Art Standard: ART.D.I.2.5 Demonstrate the ability to execute movement at amoderate tempo and a fast tempo in general space.Math Standard:2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. (Number and Operations in base-ten)4. Teacher Procedure/Development:A. Introduction: The lesson will begin by drawing on student’s prior knowledge about what they were taught about the different groups used to count up. The students will be asked the question, “What is the fastest way to count to 1,000”. Students will be given a few minutes to think of the different ways that they may be familiar with. Then students will be asked what the answer is, and anybody who would like to volunteer to answer can. Students will not be given the answer yet, but will be assured that by the end of the lesson they will know whether their answer is correct, or incorrect (this will intrigue students to find out if their answer was correct). B. Materials Needed:Note booksHundreds counting chartThousands counting chartConnect the dots pictureColored pencilsC. Methods/Procedures: During this lesson I will involve movement and music, so that students are able to do more than just sit at their desks. Students will be learning strategies, which will help them better understand the various ways of counting to 1,000 (skip counting). Students will be counting by fives, tens, and hundreds by way of the hundreds chart, and a number line technique. Students will be moving around, so they will stay focused, not getting distracted by other classmates. Students will be writing in their journals what they know about skip counting, what they learned, as well as their likes and dislikes of the lesson. Lesson Sequence:To begin, student’s prior knowledge will be assessed by asking them to create a journal entry on all the information they have on skip counting. This will include any terms that they are familiar with, something they have heard of (but may still have questions on), and any questions about this concept. Students will share what they have written in their journals. For example, Jimmy said “I know how to skip count by two. You just keep adding two until you get to the number you want.” Then students would be shown as a group how to count by two. How this would be done, is the students would all grab an instrument, and the teacher would first demonstrate the pattern and next the students would do the pattern on their own. This step should take roughly 15 minutes.Next, Students will watch a section of a video, called Multiplication Rock, which has a section on skip counting. This section goes through skip counting (for numbers 2 to 12, but this lesson only requires the use of 5s and 10s), which is done on a number line, where all numbers are displayed and the number you’re skip counting by is highlighted as you go through the numbers. The video also displays each number through a real life example, such as five fingers (to represent the number five), and dimes (to represent the number ten). Each part of the section that the students will be watching is repeated three times, and progressively gets faster. This video will take about 5 minutes to go through, because each of the specific parts will have been set to play. Students will get an explanation of how each number changes according to the number it’s being counted by. For example, when counting by fives, you are adding five each time you change the number. When counting by tens, you will be adding ten each time you change the number. When counting by hundreds, you are adding one hundred each time you change the number. You could further explain this by using a place value chart to better illustrate what you’re talking about. For example, when you’re going from the number 100 to 365, you would change the hundreds place from the number one to a three, change the tens place from the number zero to a six, and you would change the ones place from the number zero to a five. Then, once you reach the number 1,000, by adding with 5s, 10s, or 100s; you will have a one in the thousands place and the rest of the place values (hundreds, tens, and ones) will be zero. This activity will take about 10 minutes.thousandshundredsTensones365Students will have a group discussion, where the teacher asks them to find the correct real-life example of the unit which could be used to get to the ending number. Since they will be drawing the image on their papers, encourage students to use the largest unit possible so that they have room to completely draw it out. For an example, the students could be given the problem 50 to 90, where they could draw out eight nickels as their example. This activity will take about 10 minutes to complete. The problems the students will be given are as follows:90 to 300300 to 428428 to 600600 to 1,000Now students will get a handout where students will be connecting the dots to make a picture of a cat. As a way of practicing their memorization of counting to 1,000 (via 5s, 10s, and 100), students will use three different colors to circle each increment of five with one color (of their choice), then circle each increment of ten with another color, and end with circling one hundred with a third color. Then it will be explained to students, that there are ten hundreds in one thousand. After students have done this, they can take a few minutes to figure out this fun connect the dots puzzle. This activity should take about 10 minutes.Students will be separated into two groups, and will pick different instruments. The class will read through the numbers, and one group will be assigned to play their instruments whenever each increment of five is said, while the other group plays their instruments whenever each increment of ten is said. Whenever there is a number that students are not marking, it will be viewed as a rest, and students will tap their foot for each beat. When the students reach 100, one of the students will play the symbol to end it. After students practice the beat a few times, they will present it again, but without the teacher’s help. This exercise will take around 15 minutes.At this point, students will receive both the 100s chart and the 1000s chart. Students will be shown the different patterns in both of them, such as the repeated tens pattern that goes down the far right side of the grid. Students will also be shown the consistent pattern with each of the columns, where the tens value place stays the same throughout. Students will also be shown the pattern that happens throughout the rows, where the tens digit goes up on each time you go a column to the right. Then, students will be given colored pencils, and will be instructed to circle the different patterns (which were just explained) on each of the charts. For each pattern, students should be using a separate colored pencil. This strategy should take 10 minutes.At this point in the lesson there will be a formal assessment (test), where students with be getting questioned about the patterns that exist, as well as the number of 5s, 10s, and 100s that exist from one number to the other (up to 1000). This should take 15 minutes.Students will now be given their homework, which will be a journal entry, including any questions they had on the lesson, what they liked about the lesson, and what they didn’t like about the lesson. This should take 5-10 minutes, and needs to be turned in by the next day.D. Accommodations/Adaptations: For students with any kind of learning disability, or who struggle with understanding this particular subject, I will pair them with students that thrive with this subject. There will also be some changes made, so that students that may be, for example, visual learners will get the attention that they need. I will have the class getting up and moving for a bit for my kinesthetic learners. For any student that English is their second language, they will be paired with another student who is fluent in English, and excels in the subject (along with the students asking the teacher questions throughout the lesson).E. Assessment/Evaluation: At the beginning of the lesson, student’s prior knowledge will be assessed according to what they know about skip counting. Throughout the lesson I will be doing informal evaluations, which will be done when students are working individually, as a group, or as a class. At the end of the lesson, I will give students a formal evaluation, where they will have to answer questions on the concept that was taught.F. Conclusion: For homework have students write an entry in their journal, which is expected to be returned in our homework box the next day.G. Communication with Parents/Guardians: I will inform student’s parents of the concepts discussed during this class in the school’s newsletter, but will also be sending home a packet, containing the same list of keywords used in class, along with an in depth explanation of the content that was introduced.5. Teacher Reflection: One thing I wish I would have had in my lesson was a book about counting to 1,000 (specifically using the skip counting method). During the lesson I noticed that although I was maintaining eye contact with all of the students in the class, I was tending to look more at the left side of the class. I started my lesson with a question to address student’s prior knowledge, but throughout the lesson plan I could have done more questioning when I addressed each point of the concept. My energy during the lesson began at an average level, then kind of went down, but went back up before I ended the lesson. My lesson was paced well, but because of the seven minute time limit I rushed through most of it, and I may have looked nervous because of this. I feel like there should have been music involved in the transitioning process, in between activities and explanations. Although I did have students use the instruments to demonstrate a beat, I should have had them follow a song (If the beat fit into one), or create their own song to go along with it. Skip counting to 1,000 TestName: Date: 1. Draw a line to match the numbers with the units you might use to count them.300 to 900ones, tens, and hundreds97 to 300ones and tens484 to 1,000ones and hundreds743 to 800hundreds2. Fill in the blank by following each of the patterns we’ve learned (counting by 5s, 10s, or 100s)50, , , 80, , 10025, ,35, , , 50, 200, , , 500, 600 ResourcesCaudle, Brad, and Richard Caudle. "Multiplication Rock." Rock n Learn. 4 Dec 2013. <Rock n >."Counting to 1,000 and Beyond." Math is Fun. 4 Dec 2013. <;.“Skip Counting.” Math is Fun. 4 Dec 2013. <;"School A to Z: Practical help for Parents". NSW: Education and Communities. 4 Dec 2013. < chart>. ................
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