Common Core Aligned Lesson Plan Template

Subject(s): VAPS- Music

Teacher(s):

Grade: 5th Grade

School: Date:

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:

Music:
Role of Music
3.1
Describe the social functions of a variety of musical forms from various cultures and time periods

Connections and Applications

5.1

Explain the role of music in community events.

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
ELD Standard
(Productive) C.9 , SL.5.4-6, L.5.1,3,6 Expressing information and ideas in formal oral presentation on academic topics.

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)
Students will cooperatively prepare and present a multimedia presentation after
synthesizing information using the song and lyrics from various cultural music/songs.
Students will demonstrate empathy by making inferences about thoughts, feelings and
values of other cultures based off of songs from a specific culture.

STUDENT-FRIENDLY
TRANSLATION
With peer support, I will show
empathy by presenting about
different forms of cultural music
throughout different time periods
and identify various the role of
music.

4. Relevance/Rationale:
Students will apply empathy in their learning. They will put themselves in others
shoes to understand the feeling and experiences of people different than who they
are or people from a different time. Many cultures are represented in the United
States and each culture has value and influence on what the United States is today,
which is why it is important to learn and honor other cultures.

STUDENT-FRIENDLY
TRANSLATION
I will respect other cultures
artistic and historical
contributions to the nation i live
in.

5. Essential Questions:
What does it look like for you to be in someone elses shoes?
What ways can cultures be represented.
Why is it important to have empathy for those who lived long ago?
Part II STUDENTS INFORMATION
6. Class Information:
a. Total 31 students; 17 girls and 14 boys
b. EL/Special Needs 5 EL students, 1 special needs students who visits classroom for math
c.

Linguistic There are several different home languages within the classroom, but all use English at

school. Two students family speaks Spanish, but English is the primary language. Four students only speak
English. Three students speak Japanese at home. One student speaks Turkish at home. 8 students speak
vietnamese or come from a vietnamese speaking home. 5 students speak Korean at home and 1 speaks
chinese at home. Three students are Indian, but unknown whether they speak a different language at home

and three students middle eastern however home language and specific ethnicity is unknown.
d. Cultural/Health Students come from various cultural backgrounds, but most come from middle to
upper middle class families. The majority of parents/families are involved in their students education. Six
parents regularly help out in the classroom with grading, running copies and during activities. With the
exception of three students, parents help with homework regularly and read with their child at least once a
week. Students come from various religious backgrounds including but not limited to Christian, Catholicism,
Buddhism, Hinduism, Sikhism, Muslim and Islam. A few students come from divorced, split custody homes and
two students come from homes where extended family members take the most responsibility as caretaker.
There are no students with major health concerns.
e. Physical Students are in the early stages of puberty. A few girls are taller that the boys and are
beginning to develop into young women. Boys are beginning to develop more muscle and are becoming
increasingly active. Some girls are becoming increasingly active as well, scoring higher on the recent physical
fitness test than the boys.
f.

Social They enjoy close friendships with classmates and find satisfaction in helping their peers with

academic assignments and social drama. Students good naturally tease one another and there is one
students who, if is not monitored, will tease beyond what is considered to be respectful. This student has to
be continually reminded to treat others with respect and not lash out. Some are dealing with complex family
situations which is sometimes revealed through disruptive behavior or disengagement.

g. Emotional Students are beginning to display a strong sense of self, determining why school is or is not
important to them and are also beginning to establish work study habits and work ethic. They are also
beginning to develop passions and interests in certain hobbies and are beginning to explore them in greater
detail. Students vary in maturity, ranging from Stage 1, 2, and 3, on Kohlbergs Six Moral Stages. Some are
still avoiding punishment based on who is watching them while others are learning to follow rules to protect
their own interests. Some have reached the third stages and are seeing themselves in relation to their peers.
These students feel they need to be good because of the Golden Rule.
Interests/Aspirations Students have expressed interests in fashion, anime, shopkins, video games,
Disney movies and characters, art, . They enjoy discussing their interests with peers and adults as they are
egocentric.
6. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

The EL students are all scored at intermediate and beginning advanced on their CELDT scores, they have difficulty
imagining without manipulatives or illustrations
One student with behavioral special needs will have a hard only being responsible for one task and not taking over
other responsibilities

Part III - LESSON ADAPTATIONS

7. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

EL students will be supported during the cooperative process. They will have material presented and ideas
communicated in a variety of ways. Students will create illustration, listen, speak, and read for understanding.

The student who requires behavioral support will be also asked to be recorder. This will give him a job to prevent
anxiety of not having something to do while other students are contributing ideas

8. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Students will work collaboratively to synthesize a multimedia
Students will use multiple creative outlets for their presentation such as visual representation of lyrics, a wordle and
powerpoint/google slides presentation
9. Technology Ipads/ chromebook/ classroom computers - to play songs for each group
Headphones/ear buds
Projector
Part IV - ASSESSMENT OF STUDENT LEARNING
10.

Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?

What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
Journal Response:
Write a journal response to the following prompt:
What purposes does music have in a multicultural community? Summarize your song and lyrics. What social functions
does your song have? Why should we about songs and music from other cultures that are not our own?

Journal response will be added to the unit portfolio

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE

11.

Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

The first part of the cooperative lesson begins in the body of the lesson. Students will be assigned an unique,
independent task that is necessary to complete a wordle and a well processed journal response.
Students will be focusing on contributing ideas within their cooperative group.
12.
Procedure (Include estimated times. Please write a detailed procedure, including questions that you
are planning to ask.):
OPEN: (10 minutes)

1. Teacher Input: Music expresses emotions, experiences or creativity. It also creates feelings and responses, and affects
experiences, such as promoting change. Whether it is a traditional song of indigenous people, a gospel song, a rock
song or rap, all music suggests something about society, norms, values. Lets take a look at some of those songs
2. Before playing the songs I will give the students questions to answer after the video to keep them engaged and have a
task.
I will ask students to consider
1. What purpose does the song have?
2. What emotions does it evoke
3. What social function would this song be used for? Who would use this (community or culture group)?
3. I will play samples of songs that are used for a specific purpose. After listening to a song (with lyrics) I will ask students

to think-pair-share their guess. Then i will pull a stick to randomly call on a student to share the idea. (I am proud to be
an American - patriotism , Silent Night - celebration, storytelling)

BODY: (20 minutes)

4. Students will be working in their predetermined cultural groups (groups of 3 or 4).
Each group will receive four envelopes. Each one of you will take an envelope. For those of you who have three
members, assign two envelopes to one group member. Inside your envelope you will have a task. You will all
independently work on your take. I will give you 15 minutes to work on your task. I will set a timer for 15 minutes

Examples:
African American : Song from a cotton field
Spanish: De colores
Mexican: Feliz Navidad
Vietnamese: o nguyn
Indian: Jai Ho
Native American : Pow-wow Song
Envelope 1- Youtube song link and questions
Envelope 2- Lyrics and questions
Envelope 3- Researcher Background (informational paragraph)
Envelope 4- Youtube song link with lyrics, Artist ( create visual representation of the song and lyrics)
Envelope 1 and 2 will answer the following questions:
1. What is the purpose of the song
2. What feelings are portrayed in the song.
3. What types of events may the song writer have gone through or what is the writer feeling?

Envelope 3:
1.What time does this take place:
2.Conflicts/ Main Ideas:
3. What are members of this culture feeling? (use textual support and
Envelope 4:
Listen to the song while reading the lyrics.
Create a visual representation of what the people of this culture feel from this song.

Note: I will use post the links for the respective group member on haikulearning. Students will sign on, scroll down to
the assignement and click on their respective link to get their resource.

6. After timer goes off I will ask the students to share the answers to their questions within their group. I will set the
timer for 8 minutes (2 minutes per person)

7. After discussing within their groups and sharing their findings, students will be asked to create a multimedia
presentation including : a journal response, a wordle, the song and lyrics in a google slide presentation.

One student will write a journal entry answering the following questions:
What is the purpose of the song?
What social function does this song have?
Which cultural group or community does this song represent?
Another will create the wordle

The third will link the song and lyrics and a picture
The fourth will put together the slides.
8. Students will then be asked to take out chromebooks. Once complete, students will prepare to present to the
other groups.

CLOSE:(15 minutes)

9. To hold students accountable and engaged while they are not presenting, students will fill out compare and
contrast sheet. There will not be a rubric for the compare and contrast. The students will receive full 3 points for
having three words that are similar and 3 words that are different, 2 points for having two words similar and 2
different, and 1 point for one similarity 1 difference

10. To end the lesson we will make a journal response answering why we believe it's important to learn about other
cultures and how we think it affects the American culture today.

Part VI - REFLECTION
N/A