Richard C.

Rice RED 4043 DB3-Lesson Plan

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Grade Level: High School Music 9-12

Content Standard: MU.912.H.1.1 - Investigate and discuss how a culture's traditions are reflected through its
music. http://www.cpalms.org/Public/PreviewStandard/Preview/4190

Objective: The students will research the historical and cultural traditions of a specific culture (example:
Spanish culture, African culture) in order to correlate how they have influenced the music of the culture.

Text: http://www.enforex.com/culture/spanish-music-history.html

Text Level: 12.2

Lesson Time Estimation: 100 minutes (Two class periods)

Lesson Activities:

Before Link to the strategy used: Explanation of use in lesson:

reading
strategy name:

Anticipation http://www.readingrockets.org/strategies/anticipation_guide Used to stimulate student

Guide interest in the topic by the
use of material specific music
while responding to
questions in relation to the
music.
Visual http://www.readingrockets.org/strategies/visual_imagery
Imagery The use of visual imagery
encourages the student to be
fully engaged in the topic by
using emotions or previous
experiences to imagine the
topic which increases
comprehension while
listening.

During Link to the strategy used: Explanation of use in lesson:

reading
strategy name:

History http://www.readingquest.org/strat/storymaps.html For students to look for

Frame/Story where event took place, key
Maps people involved, what set
events in motion, what are
the main events and outcome,
and why the event is relevant.

Selective http://www.readingquest.org/strat/underline.html Students will be able to

Underlining effectively
 underline/highlight key areas
within their reading in order
to focus on the key elements
of the information they are
trying to extrapolate from the
material, along with
encouragement for higher
comprehension of the
material.

Visual http://www.readingrockets.org/strategies/visual_imagery The use of visual imagery

Imagery encourages the student to be
fully engaged in the topic by
using emotions or previous
experiences to imagine the
topic which increases
comprehension while
reading.

After reading Link to the strategy used: Explanation of use in lesson:

strategy name:

Framed http://www.readingrockets.org/strategies/framed_paragraphs Provides the student a

Paragraphs detailed template in order to
write strong paragraphs along
with establishing the
framework and transitions of
the written paper.

Summarizing http://www.readingquest.org/strat/summarize.html Students will give a brief

vocal summary of their
written paper. This will
provide the student with
experience of talking in front
of groups, speak about main
ideas written, to focus on use
of key words and details, and
establish communication
skills.

3-2-1 http://www.readingquest.org/strat/321.html Will show evidence of

student comprehension while
listening to other student
presenters and to engage
higher level thinking.

What level of rigor is your lesson at according to Webbs Depth of Knowledge chart?
o Level Three Activities.
 Explain, using information from your lesson, how your lesson met the Webbs Depth of Knowledge level
you identified your lesson as?
o The use of the information provided on the lesson plan was difficult to gain a specific level as the
lesson is to push students to form their own questions based on the materials found while researching
information for their 3-5-page paper. By use of the lesson plan it was very difficult as the lesson
encompasses areas of most of Webbs Depth of Knowledge chart.

How will you evaluate if students are learning while your lesson is being implemented and afterward so you
can make changes as needed to ensure learning (list at least one)?
o Evaluation of student learning during the implementation of the lesson will include:
Observation
Graphic Organizer (History Frame/Story Map)
Questioning
Think-Pair-Share