PA_edTPA_Task 1_Part B_ LP 1,2,3,4

©2013 KimberlyA.Reid,PhD&Barbara J.Spriggs,MA
Lesson 1
Name: Kevin Nguyen Date: February 8, 2016
Lesson Title: Sasha! (Russian Dance) Grade/Level: Fifth Grade
Standard(s) Addressed
Colorado State Music Standards for Fifth Grade
3.3.a: Students can aurally and visually identify various world instruments.
3.3.c: Students can aurally identify music from various historical periods and cultures.
Measurable Content Objective
What do you want students to know, understand or be able to do? Describe the objective in
measurable actions.
The students will be able to identify traditional Russian instruments in the song “Sasha” through
guided listening activities. The students will also be able to identify the primary musical form in
the song “Sasha” through dancing and by comparing and contrasting different sections in a
Venn diagram.
Academic Language
Vocabulary
What academic language and content vocabulary is required for this lesson?
The students will need to know the Russian words, “garmon”, “stirpka”, and “pianino”. The
“garmon” is Russian for accordion, “stripka” is Russian for fiddle /violin and “pianino” is Russian
for piano. The students will also be learning about the “double variation form” which is a musical
form with two repeating musical sections.
Measurable Language Objective
What do you want students to know, understand or be able to do with language to demonstrate
their learning? Describe observable, measurable tasks using reading, writing, listening or
speaking.
Students will be able to describe the double variation form and identify the different sections in
the song “Sasha” by using a Venn Diagram to describe the similarities and the differences for
each section of the music.
Students will be able to identify Russian instruments and discuss in small groups the
characteristic sounds qualities of the different instruments in the song “Sasha”.
Key Academic Language Demands
How will this lesson attend to developing one key language function (see list below), and either
a) Syntax or b) Discourse? Elaborate on your plan to support the relevant language demands
The students will analyze and describe the differences between the different two sections of
music in the song “Sasha” when given a Venn Diagram.
Sample sentence frame for measurable language objective: Describe (language function) three
characteristics of arachnids and insects (content stem) given pictures and sentence prompts
(language support).
Examples of Language Functions: Examples of Language Supports:
 Analyze
 Describe
 List/Label
 Give an example
 Explain
 Categorize
 Compose/write
 Interpret
 Manipulatives
 Pictures/photos
 Diagrams
 Graphic organizers
 Internet
 Models/figures
 Number lines
 Videos

Academic Language Samples from “Teaching & AcademicLanguage”. Sue Hopewell, Universityof Colorado, 2012.
Assessment Plan
Formative (informal) Assessment
How will you determine if your students understand the material during the lesson?
The students will be given a Venn Diagram to fill in while listening to “Sasha”. On one section of
the Venn Diagram students will draw, describe or summarize the “A section”. On the opposite
side of the “A section”, the students will draw, describe or summarize the “B section”. In the
middle, where the “A” section and “B section” intersect, there is another section for students to
fill out. This particular section asks students to draw, describe, and summarize the
commonalities between both sections. At the end of class, student’s work will be collected, and
analyzed by the teacher to see if the students understood the double variation form. Feedback
will be written on these diagrams and given back to the students. After studying three countries,
students will be given an entire day to listen to and review the different instruments from each
culture. During this particular lesson, students will see the instruments from Russia and will be
given opportunities to practice saying the instrument names. Student will listen to, analyze and
describe each instrument individually and in a small group. The review sheet containing each
students personalized interpretation of each instrument, and their analysis in small groups will
be collected, reviewed by the instructor and returned to each student.
Summative (formal) Assessment
How will you determine if individual students have acquired the knowledge/skills you expected
them to learn?
At the end of the “World Music Unit”, there will be a summative assessment with the Double
Variation form, where the students are asked to describe the double variation form and provide
an example as well as match instruments to it’s corresponding name in Russian. In this
summative assessment, students will also identify Russian instruments with the Russian names
and pictures of the instruments. This assessment will be graded and will be used to determine if
the students have acquired the knowledge. Feedback will be written on the assessment and
given back to the students.
Assessment Modifications
Do students on IEP/504 plans (or other diverse learners) require modifications for any
assessments in this lesson? If so, describe those modifications.
Students are given multiple ways to show their knowledge of the material. In the Venn diagram,
they can write, draw, and summarize their thoughts on the A and B sections. If particular
students need additional time, it will be allocated to them. In the event where a student is having
more troubles with diagram, the student can talk to me after class and verbally, or show me
through dancing and movement their knowledge of the A and B sections.
Instructional Plan
Teacher Behavior Student Actions

1. Remind Student to be respectful and approach
world music in academic way and it’s okay for it
to sound “different”.
2. Active Listening: The instructor will play the
music. Have the students listen to the music
“Sasha!” with a few things to consider. 1. What
are the words the teacher is saying? 2. What
instruments are playing and how would you
describe those sounds? 3. What do you think the
music was meant for? 4. What patterns did you
notice? Project the questions on the board. While
the music is playing, the instructor will go around
the classroom and say the corresponding words
to the music so that the whole class can hear.
3. Ask the students what heard the teacher say
while the music was playing.
4. Ask the students what instruments they heard
and to describe the sounds of that particular
instrument.
5. Ask the students for what occasion this music is
used.
6. Ask the students for any patterns they noticed.
7. Show the map of where Russia is in the world. Show
Pictures of Moscow, St. Petersburg and a video of
Russian Dancers!)
8. The instructor will show a picture of the accordion
and it’s Russian translation: “Garmon”. Ask the
connections to the “garmon”
9. The instructor will show a picture of the
violin/fiddle and it’s Russian translation: “Stripka”.
Ask the connections to the “stripka”
10. The instructor will show a picture of the piano
and it’s Russian translation: “Pianino”. Ask for
connections to the “pianinio”
11. The instructor will play the music again. Model
the game with one student. Clap with the partner
three times on one hand, three times on the
other, clap three times with both hands, and then
pat knees three times. Repeat. Afterward, swing
around hand to hand clockwise for 8 counts. Say
a short and crisp “Hey!” on count 8. Repeat
counterclockwise Conclude with saying goodbye!
Continue with the music but the instructor and
the partner will pick a new partner to add to the
dance. Do this until the whole class is standing
and dancing. Practice until the song concludes,
or as time permits.
12. Introduce the Double Variation Form. Using the
patterns the students have identified earlier in the
guided listening section, assign the “Sasha”
theme the letter A, and the “Goodbye!” theme the
letter B. Show the “A,B,A,B” slide. Have a
student read a loud the formal definition of the
double variation form.
1. Students will recall the procedure of
listening to world music
2. Students will consider the four
questions quietly while the music is
playing.
3. The students will share with the class
what they thought the teacher was
saying while the music was playing.
Answers to look for: “Sasha” “One, Two,
Three” and “Goodbye” “Hey!”
4. The students will share with the class
what instruments they thought were
playing in the music. Answers to look
for: “Violin/Fiddle/Viola/String
Instrument: Stringy, Bright, High Pitch
Sound” “Accordion: Reedy, Buzzy” and
“Piano, Warm, Low Sound”
5. Students will share with the class what
occasion could they thought this music
could be used for. Answers to look for
“A dance or a celebration”
6. Students will share with the class any
patterns they noticed in the music.
Answers to look for: “Sasha Theme,
than Goodbye theme and it repeats
multiple times”
7. Students will observe the pictures and
watch the video of Russian Dancers.
8. The students will practice saying
“Garmon”. If there are students who
know more about the accordion, this is
the time to share that information.
9. The students will practice saying
“Stripka”. Have students contribute their
knowledge about the “Stripka” to the
class.
10. Students will practice saying “Pianino”.
Have students contribute their
knowledge of pianos at this time.
11. Students will watch how the game
works by observing the teacher and the
volunteer-student. As the music goes
on, more and more students will be
standing up and playing the game. This
section is designed for the students to
learn the game by playing. The more
they play, the better their
understanding for the game and music
will be.
12. Students will be making connections
to the guided listening to the beginning of
class. They will connect the “Sasha”
theme to the “Goodbye” theme. (All
actions with a partner is the A theme and
all walking motions is the B theme.)

13. The instructor will read the words “Raz, Dva, Tri”
and “Pa-kah” to the students. Explain that these
words mean “One, two three” and Goodbye“ in
Russian. Have students listen to the instructor
and repeat. Play the game again with the
Russian words.
14. The instructor will pass out a Venn diagram sheet
to the students. The instructor will have the exact
Venn diagram projected on the board with
questions and things to consider writing down in
each section. Give examples to the students of
what to write down in each section. Play the
music. While students are completing their charts
go around, and see what students are putting on
the charts. Answer questions that might arise.
After adequate time to complete the chart, have
the students share what they thought of each
section!
15. Review the instruments: Garmon, Stripka, and
the Pianino. Review the Double Variation Form
and have students give an example of the
Double Variation From in letters. (Allow students
to talk in small groups before sharing the
answers)
16. Collect each student’s diagram and dismiss the
class.
13. Students will Practice saying the
words “Raz, Dva, Tri” and “Pah-Kah” with
the instructor and in several repetitions of
the game.
14. Students will receive the Venn
Diagram sheet from the instructor will be
given time to write down their ideas for
the A section, the B section and what they
both sections have in common. Students
are allowed to draw, describe and
analyze in a way where it makes sense to
them. Student will demonstrate how the
different sections in the music are
different from one another. Students will
be given the opportunity to share what
they thought of for each section.
15. Students will find a small group to
discuss with and will talk about what a
Garmon is, what a Stripka is, what a
Pianino is, what the Double Variation is.
Answers will then be shared with the
entire class.
16. Students will turn in their Diagrams
and will be dismissed.
Key Instructional Materials/Assessment Tools
Include any key instructional materials and assessment tools/procedures used in your lesson (up to 5 pages). If
materials are used in more than one lesson,include them onlyin the first lesson in which they appear.
Differentiation for Diverse Learners
How will you differentiate your lesson plan to meetthe needs of the diverse learners in your class (i.e .students on an
IEP/504 plan,English Language Learners,gifted students)?
Students who have IEP/504 Plans in this particular class benefit most from the one-on-one
activities, from moving, having a chance to be creative. I have planned for several opportunities
for students to work together in small groups, larger groups and individually. The dance is an
active dance where students are moving through space as well as in place. In the Venn
Diagram activity, students are allowed to draw the different sections, describe what sounds they
heard in each section and to freely write about the music in their own way. One particular
student needs quiet time. For English language learners, I have added many visuals into the
lessons, have listening clips of each instrument, allowed for students to work together, gave
guided listening sections and allowed for students to kinesthetically move to the music.

Lesson Plan 2
Name:KevinNguyen Date: February9, 2016
LessonTitle:SoranBushi (Japanese WorkSong) Grade/Level:FifthGrade
ColoradoState Music StandardsforFifthGrade
3.3.a: Studentscanaurallyandvisuallyidentifyvariousworldinstruments.
3.3.c: Studentscanaurallyidentifymusicfrom varioushistorical periodsandcultures
Measurable ContentObjective
What do you want students to know, understand or be able to do? Describe the objective inmeasurable actions.
The studentswill be able toidentifytraditional Japanese instruments inthe song“SoranBushi”through
guidedlisteningactivities.
The studentswill be able todescribe the functionandthe significanceof “worksongs”inJapanese
musicthroughthe creationof a dance in small groups.
AcademicLanguage
Vocabulary
What academic language and content vocabularyis requiredfor this lesson?
The studentswill needtoknowthe Japanese words“taiko”,“samisen”,“shakuhachi”andthe conceptof
“worksongs” withinmusic.A “taiko”isa Japanese drummade withstretchedskinandisusuallybeaten
witha stickor withthe hand.The “samisen”isa three stringedlute thatisusuallyplucked.The
“samisen”isoftenusedasan accompanimentinstrument.The “shakuhachi”isa bambooflute thatis
usuallymade of bambooandis knownforit’scharacteristicallyairytone quality.“Worksongs”are
importantinmusicinJapan because theyare usedto enhance the coordinationbetweenthe workers
and boostmoral.
What do you want students to know, understand or be able to do withlanguage to demonstrate their learning? Describe
observable, measurable tasks usingreading, writing, listening or speaking.
Studentswill be able tocreate andperformoriginal dancesinspiredbythe contexts,historyand the
originsof the Japanese “worksong”,“SoranBushi”in small groups.(Givena the followingcriteria.1)
Danceswill reflectthe purpose andmeaningif the song[fishing,beingoutatsea. Ect.] 2) Danceswill be
to the beat3) All studentsinthe groupwill pull participate inthe dance)
Studentswill be able toidentifyJapanese instrumentsanddiscussinsmall groupsthe characteristic
soundqualitiesof the differentinstrumentsfoundinthe “worksong”,“SoranBushi”
Key AcademicLanguage Demands
How will thislessonattendto developing one keylanguage function(see list below), andeither a)Syntax or b) Discourse?
Elaborate onyour planto support the relevant language demands
The studentwill be able tointerpretthe meaningof the song“SoranBushi”and create andperforma
unique “worksong”dance.(The dance will be videorecorded)
Samplesentenceframefor measurablelanguageobjective: Describe (languagefunction) three
characteristicsof arachnidsand insects (content stem) givenpicturesandsentenceprompts (language
support).

Examplesof LanguageFunctions: Examplesof LanguageSupports:
 Analyze
 Describe
 List/Label
 Give anexample
 Hypothesize
 Compare/contrast
 Predict
 Explain
 Categorize
 Compose/write
 Interpret
 Restate
 Summarize
 Manipulatives
 Pictures/photos
 Diagrams
 Internet
 Models/figures
 Number lines
 Videos
Academic Language Samples from “Teaching &Academic Language”. Sue Hopewell,University ofColorado,2012.
AssessmentPlan
How will you determine if your students understand the material duringthe lesson?
Studentswill performadance for the entire class.Inthe dance,studentswill show theirinterpretation
of the music.Thisgivesthe instructorthe opportunitytosee eachstudentinteractinsmall groupsand
see if individualsunderstandthe materialwell enoughtocollaborate withotherstudents.While
studentsare performing,there will alsobe anothergrouptoassesstheirperformance.The assessment
sheetwill be similartothe instructor’srubric.
How will you determine if individual studentshave acquiredthe knowledge/skillsyouexpectedthemto
learn?
At the endof the unit,studentswillcomplete aformal summative assessment.Onthisassessment,
studentswill identifythe three traditionalJapanese instrumentsfeaturedinthislessonanddefine and
describe the functionof worksongsinJapan.The instructorwill grade the assessmenttodetermine the
effectivenessof lessonandprovide feedbackforstudentsinthe nextlesson.
AssessmentModifications
Do students onIEP/504 plans (or other diverse learners) require modifications for anyassessments inthis lesson? If so, describe
those modifications.
StudentswithIEP/504 modificationwill be givenextratime if needtocompletetheirpeerassessment
sheets.Inthe eventwhere astudent needtosee the performance of theirdesignatedgroupagain,they
will be allowedaccesstothe videoperformances.Inaddition,if studentsrathertalkaboutwhatthey
thoughtof the performancesthanwrite itdown,thenthey willhave achance to do so afterclass.
Instructional Plan
1. Lead the studentsintothe classroomandstart off by singing
a Japanese countingsong“Ichi,Ni,San”.Askstudentswhat
language theythinkthe musicisinand if theycan figure the
songout justby hearingthe songand seeingthe actionsthat
the instructordoes.
A- “Ichi,Ni,San” lyricsand translation:Ichi,ni,san,Ni(no),
Shi(no),go,san,ichi,ni(no),shi(no),ni(no) shi(no) go.
Translated:one,two,three,two(and),four(and) five,three,
one,two(and),four(and),two(and),four(and) five.
B- Instructions: Whensingingthe song,pointtothe fingers
assignedeachnumber,one isthe thumb,twothe pointer
finger,ect.
2. As soonas a studentraisestheirhandandsharesthatthey
1. Studentswill come inandobserve
the teachersingingandthe Japanese
countingsongand doingthe actions.
Studentswill answerthe question
“What am I doingand whatlanguage
isthis?”Answerstolookfor: It’sa
Japanese countingsong.
2. Studentswill singalongwiththe
instructorand try the visuals
themselves.Afterward,studentswill
pair upand will singandperformthe
actionswith the partner.Studentswill
practice and have helpfromtheir

thinkthe musicisabout countinginJapanese,beginning
teachingthe studentshowtocount inJapanese.“Ichi,Ni,San,
Shi,Go” (1,2,3,4,5) Singthe songagainand have studentssing
alongand try to countingontheirhands.Have studentsgointo
pairsand singand countfor each other.Bringup a visual with
the numbers,the picture of the hand(labeledwithnumbers).
Have studentscounton eachother’shands.Askfor student
performersandhave studentsperformwhile the whole class
sings.
3. Redirectthe studentstothe board.Bring up the visual with
the map of Japan.Make sure to share withthe studentsabout
Japanbeingan islandnationandthat Hokkaidoisthe
northernmostislandinJapan.Askstudentsaboutwhatcould
be importantto an islandnationforfoodandtrade.
4. Introduce the song “SoranBushi”.Before playingthe
recording,showthe guidedlisteningquestionsonthe board
for studentstothinkaboutwhile the musicisbeingplayed.
Instructthe studentstosilentlylistentothe musicwhile
consideringthe questions.1.Who issinging? How many
voices?Whatinstrumentsare there canyoudescribe it?
Where wouldthe musicbe playedandsungat? What occasion
or event?
5. Aftera segmentof the musicis played,have studentsshare
withthe classwhat theythoughtof the questions.Gothrough
one questionata time.
6. Showpicturesof the taikodrumsand tell the studentssome
importantfactsabout the taikodrums.Playa videorecording
for the studentstolistento.
7. Presenttothe classwithpicturesof the samisenandshare
to the studentssome importantfactsaboutthe samisen.Have
studentsrecall countinginJapanese.Counttothree withthe
studentsinJapanese:Ichi,Ni,San.Bringtoattentiontothe
studentsthatSan isthree,andthisinstrumenthasthree in
stringsand thisisa way to rememberthe instrument.(San-
samisen) Playavideorecordingforthe studentstolistento.
8. Showpicturesof the shakuhachi andshare to the students
some importantfactsaboutthe shakuhachi.Playavideo
recordingforthe studentstolistento.
9. Presenttothe studentsthe purpose of the song“Soran
Bushi”and the vocabulary:“worksong”.Explainthe meaning
and the purpose of the word“Soran” to the students.(To
coordinate effortswhile peopleare outat sea).Call and
response:Say“Soranin multiplestyles(short,longect.) and
have studentsecho”
10. Playthe musicto the students.Have studentslistenforthe
words“Soran” and imagine howthe musichelpscoordinate
fishermenoutatsea.Have studentsdiscusswithaneighbor
abouthow musiccan helpfishermenatsea.
11. Have a studentvolunteertoreadthe directtranslationof
the music.Anddiscussinsmall groupsaboutthe meaningand
symbolisminthe translation.Explainthatthe soundsof the
partner.Studentswill countoneach
other’shandswiththe aidof the
visual.Willingstudentswillvolunteer
to share theirperformance of the song
withthe class.
3. Studentswill lookatthe boardand
raise theirhandsto answerthe
questionof “whatcan be importantto
an islandnationforfoodandtrade?”
Answerstolookfor:fishing,boating,
etc.
4. Studentswill quietlyconsiderthe
questionswhenlisteningtothe music.
5. Studentswill thenraise theirhands
and answerthe questionsone ata
time
Answerstolookfor:1. One voice,then
multiple voices.One manandthen
manypeople.2.A stringinstrument,a
flute anda drum 3. Out at sea,or
fishing
6. Studentswill listentoandwatch the
videoof taikodrumming.
videoof a personplayingthe samisen.
Studentswill countinJapanese and
see the connectionbetweenthe song
and thisparticularinstrument.San-
and Samisen.The number3and the
instrumentwiththree stings.
videoof a personplayingthe
shakuhachi.
9. Studentswill echothe instructorin
the same style.
10. Studentswill listentothe music
againand quietlyimaginehow the
musiccan helpfishermenworkatsea.
Studentswill raise theirhandsand
share theirthoughtto the class.
Answerstolookfor:Theyuse the beat
to stay together.
11. A readerwill readthe translation
to the class andwitha neighbor.
Afterward,the studentswill discuss
the importance of worksongsand
how it can be usedto boostmorale.
12. Studentswill examine avideoof
people dancingto“SoranBushi”.
Studentswill notice how the beatis
beingused,how the purpose of the

seagullsmightbringhope tothe fishermenthattheycome
back home again- thusboostingmorale.
12. Showa videoof a dance interpretationof “SoranBushi”.
Have the studentslookforhowthe people inthe videoused
the beat,howthe dance reflectedthe purpose of the music
(fishing,beingoutatsea,ect.) and howeveryone was
involved.
13. Have studentworkin4 small groups.Instructthe students
to developaunique dance inspiredbythe music.The dance
mustshowthe purpose of the music(fishing,beingoutatsea
ect.),the actionsmustbe to the beatof the musicand
everyone mustbe involved. Give studentstime todevelop
theirdance.
14. Hand outthe “peerassessmentsheet”.Have student
groupsperformforthe classwhile otherstudentsuse the
sheettoevaluate andgive feedbacktothe performinggroup.
15. Before studentsleave,playsoundexcerptsof the samisen,
the shakuhachi andthe taiko.Have studentsidentifythe
instrumentswithaneighbor.
musicwas reflectedinthe dance,and
how everyone inthe ensemblewas
involved.
13. Studentswill divideintofour
groupsand developanoriginal dance
that incorporatesthe purpose of the
worksong,gets everyone involvedand
utilizesthe beatof the music.
14. Studentswill receiveapeer
assessmentsheet.Eachgroupwill be
assignedtoassesa specificgroup.
Each group will performeachwill
assessanothergroup.
15. Studentswill hearsoundclipsof
the samisen,the shakuhachi andhe
taiko.Studentswill turntoa neighbor
and identifythe instrument.
KeyInstructional Materials/AssessmentTools
Include anykeyinstructional materials and assessment tools/procedures used in your lesson (upto 5 pages). If materials are
usedinmore thanone lesson, include them onlyinthe first lessoninwhichtheyappear
DifferentiationforDiverse Learners
How will you differentiate your lessonplanto meet the needs of the diverse learners inyour class (i.e. students on anIEP/504
plan, EnglishLanguage Learners, giftedstudents)?
Studentswill be givenmanyvisual representationsof the material inthe formof videosand pictures.In
additionthere willbe manyopportunitiesforguided,quietlisteningtime forthe studentswhohave
IEPs/504 plans(studentswhohave IEPsneedquiettime aswell astime withthe group).The purpose for
havingmanyvisualsisforEnglishlanguage learnerstohave anotherwaysto understandthe material.
The picturesallowforstudentstodraw connectionstosoundclipsandthe videosshow how the
instrumentswork withoutwords.Giftedandtalentedstudentswouldbe havingthe space tobe leaders
inthe creative dance portionof the lesson.There are manychallengesindevelopingcreative,funand
innovative ideasforadance that everyone canperformto.Challengingambitiousstudentsto
differentiateforall studentswill presentaninterestingobstacleforthemtoovercome.

Lesson 3
LessonTitle:ZeybekDance (TurkishDance) Grade/Level:FifthGrade
Studentswill be able toidentifytraditionalTurkishinstrumentsusedinthe ZeybekDance through
guidedlisteningactivities.The studentswill be shownpicturesandvideosof traditional Turkish
instrumentsandtheywill be able toidentifythe instrumentsinaworksheet.The studentswillalsobe
able to anddance andperform(withrhythmsticks) the Zeybekdance music(ina 9/4 meter).
AcademicLanguage
Vocabulary
Studentswill needtoknowthe termsforthree traditional Turkishinstruments.The saz,the qanun,and
the tef.The saz is a guitarlike instrument,the qanunisaninstrumentthatissimilarinlikenesstothe
auto-harpand the tef isverysimilartothe tambourine.Studentswill alsoneedtoknow thatthe meter
inmusicis a repeatingpatternof strongpulsesandbeatsor the amount of beatsina measure.
Students will be able tovisuallyidentifyTurkishinstrumentsanddiscussinsmall groupsthe
characteristicsoundqualitiesof the differentinstrumentsinthe Zeybekdance.Studentswillbe able to
describe the meterandhe symbolismof the Zeybekdance.Studentswillbe able todiscusshow many
beatsina measure there are inthe Zeybekdance.
Elaborate on your planto supportthe relevantlanguage demands
Studentswill be able toidentifyanddescribethree differentinstrumentsfoundinthe Zeybekdance
whengivenpictures,
support).
 Analyze
 Describe
 Explain
 Categorize
 Manipulatives
 Pictures/photos
 Internet
 Models/figures
AssessmentPlan

Studentswill be providedguidednotestofill induringthe lesson,willbe givenopportunitiestodiscuss
and to differentiate andidentifyeachinstrument withapartnerand individually.Studentswill also
converse and checkwiththe teacherat the endof class abouteach instrumentandaboutthe meterand
the Zeybekdance meter.
How will you determine if individual students have acquiredthe knowledge/skillsyou expected themto learn?
At the endof the unit,studentswillcomplete aformal summative assessment.Onthisassessment,
studentswill identifythe three traditionalTurkish instrumentsfeaturedinthislessonanddefine what
the meterisin musicand describe the meterinthe Zeybekdance.The instructorwill grade the
assessmenttodetermine the effectivenessof lessonandprovide feedbackforstudentsinthe next
lesson.
StudentswithIEP/504 modificationwill be givenextrahelptime toconverse withnearbyneighborsif
neededtocomplete theirguidedlisteningactivities.Inthe eventwhere astudent needsadditional help,
a separate sheetof guidednoteswillbe giventothe students.
Instructional Plan
1. Initiate the classwitha discussionaboutTurkey.Show
studentsaworldmap and pointoutwhere Turkeyisinthe
world.
2. Playthe Zeybekdance musicandhave studentswalkto
the beat.Have the studentattentiononthe teacher.While
the studentsare activelylisteningaddanothercomponent
of the dance.Addwingmovementswiththe armsandstep
witha pointedfoot.Tell studentstojoinin.While students
are walkingstylisticallytothe beat,goaroundand assess
the students.Addressanyissues.
3. Tell studentsaboutTurkey.Goto the slide thatshows
Turkishart, architecture andtraditional dressandattire.
4. Direct studentstolistentothe musicagain.Have
studentslistenfordifferentinstrumentsinthe music.
Challenge studentstodraw connectionsfromotherworld
musical instrumentsthatwe studiedandwhatinstruments
theystudyintheirinstrumental musicclasses.Discusswith
the class aboutthe instrumentstheyheardinthe music.
Do theynotice anypatternsinthe music?
5. Pass out the guidednotesforthe class.Instructthe
studentstoadd intothe blanksandmake any notesthey
need.Remindstudentstofill intheirnotesasneeded.
6. Go to the slide thatshowsthe “Saz”. Talkaboutthe
“Saz” or have a studentvolunteertoreadto the class.Play
the videoof a personplayingthe “saz”.Pointoutany
similaritiestootherworldinstrumentsorinstrumentsthey
alreadyknow
7. Go to the slide thatshowsthe “qanun”.Talkabout the
1. Studentswill share withthe classwhat
theyknow aboutTurkeyand Turkish
culture.
2. Studentswill findthe beatof the music
and walkto it.Studentswill noticethe
additionsthatthe teacherisshowingand
integrate the additions.Studentswilljoin
the teacherin the movements.(Watchfor
wingmovementsandpointedfeet.)
3. Studentswill examine Turkishart,
architecture andtraditional attire onthe
slides.
4. Studentswill hearthe musicagainand
will activelylistenfordifferent
instruments.Studentswill noticeandseek
out similarinstrumentstoother
instrumentstheymightknow andshare
withthe class.Answerstolookfor:2 string
instrumentsandsome type of percussion
instrument.Studentswilllistentothe
musicagainand listenforanypatterns.
Studentswill share anypatternsthey
noticedinthe music.
5. Studentswill getguidednotesandwill
fill inthe blanksthroughoutthe lesson.
6. Studentswill examine the board andsee
a picture of the “saz” and will watcha
personplayingthe “saz”.Studentswill

“qanun”or have a studentvolunteertoreadto the class.
Playthe videoof a personplayingthe “qanun”.Ask
studentstothinkof any otherinstrumentsthatreminds
themof the “qanun”
8. Go to the slide thatshowsthe “tef”.Talkabout the “tef”
or have a studentvolunteertoreadto the class.Playthe
videoof a personplayingthe “tef”.Challenge studentsto
draw connectionstoanotherinstrument.
9. Have studentsdiscusstoa neighborwhatameteris in
music.Have studentsjoinwithanotherpairandsee if they
got similaranswers.Discussiththe wholeclassaboutwhat
a meteris.Bring upthe visual onthe board.(The slide with
the 4/4 measure) bringupthe official definitionof the
meterontothe board.
10. Playthe musicagainand have studentstryto figure
out the meter.Orhow manybeats are there ina pattern.
*VERY IMPORTAINT*the musicskipsthe firstbeat.
Instructstudentstobegincountingon2 insteadof 1. Have
studentsraise theirhandduringthe musicif theycan
figure itout.Stop the recordingandhave studentssayto
the class whattheythoughtthe meterof the musicwas.
11. Go to the slide withthe Zeybekdance meter.Show
that the Zeybekdance meterisin9 and a quarternote
getsthe beat.Showthe visual of whatitwouldlooklike in
traditional meternotation.
12. Have studentslistentothe musicagain.Instruct
studentstocount outloud.Model to the students:add
tappingpatterns.Tapthe groundon oddnumbersandclap
on evennumbers.Oncount9, raise bothhandsin the air.
Have studentsjoin.*Reminderthe musicstartsoncount
2*
13. Passout rhythmsticksand bringup the visual with
stickpatterns.(Countoutloud) Have studentsobserve.
Demonstrate tothe studentswhat“down”,“together”and
“Up!” meansinthe contextof the music.(Playthe music
and on odd countsstrike the groundwithbothsticks.On
evencountstap the stickstogetheratchestlevel.On
count 9, bringsticksup inthe air [at foreheadlevel or
slightlyhigher].)Have studentsjoin.
14. Have studentsplace aside theirguidednotesand stand
up ina big circle.Go intothe centerand teachthe first
sectionof the dance.(Countoutloud) Move to the left
stylisticallyandtothe beat.On count9, flaparms
stylistically.Afterward,move tothe rightinthe same style.
On count9, flaparms stylisticallyHave studentstrythat
sectiontothe musicto the music.(Musicstarts on2)
15. Have studentswatchthe instructor.Model:(all the
while counting) gointothe centerof the circle with
distinctflappingpatternsfor9counts.Move back to the
original spotwithdistinctflappingpatternsfor9more
counts.Have studentstry the flappingpatternsintothe
draw connectionstosimilarinstrumentsto
the “saz.” A studentvolunteerwillread
the slide orthe studentswill listentothe
teachershare some informationaboutthe
“saz”.
7. A studentreaderwill readthe slide or
the studentswill listentothe instructor
share informationaboutthe “qanun”.
Studentswill see apicture andwatcha
videoof a personplayingthe “qanun”.
Studentswill draw connectionstoother
instruments.
8. A studentreaderwill readthe slide or
the studentswill listentothe instructor
share informationaboutthe “tef”.
Studentswill see apicture andwatcha
videoof a personplayingthe “tef”.
Studentswill draw connectionstoother
instruments.
9. Studentswill discusswithapartner
whattheybelieve isthe definitionof a
meter.Studentswilljoinanotherpairand
discusswhattheythoughta meteris.
Studentswill compare theirthoughtsto
the official definition.
10. Studentswill try tocount outthe
meterwhenlisteningtothe music.
Studentswill share whattheythoughtthe
meterwas.
11. Studentswill see thatthe Zeybek
dance meterisin 9/4 patterns.
12. Studentswill hearthe musicandcount
out loud(Startingoncount2). Students
will notice thatthe teacherisaddingtaps
and clapsand a “raised”gesture oncount
9. Studentswill jointhe teacherinseveral
repetitions.
13. Studentswill getapairof rhythm
sticks.Studentswill seethe boardthen
watch the instructordoing the similar
actionswiththe rhythmsticks.Students
will jointhe instructor(Countingoutloud).
Watch for the 9th
count:sticksshouldbe in
the air.
14. Studentswill puttheirnotesasideand
standin a circle.Studentswill watchthe
teachmodel the dance.Afterwatching,
studentswill continue countingoutloud
and do the actionswiththe instructor.
Watch for the 9th
count.Studentwill
performa distinctiveflappingmotionwith

circle for 9 counts andthenback out of the circle in9
counts.Let themtry itby themselvesAskstudentswhat
the motionslooklike tothem.
16. Have studentssitdownandget intoa positionwhere
theycan see the board.Go to the slide withthe contextual
informationaboutthe Zeybekdance.Have astudent
readerreadthe passage onthe board or read to the
students.Reveal tothe studentsthatthe dance ismeant
to emulate ahawk.
17. Have the studentsdivide intotwogroups.One group
will be inlargercircle andthe otherwill fitwithinthe large
circle.The outside circle will playthe rhythmstickswhile
the inside circle dancesthe Zeybekdance.Before the
studentsperformsimultaneously,remindstudentsthat
the musicstarts on count2 and to count outloud.Playthe
musicand have studentsperformthe dance andthe
rhythmstickmotif.Assiststudents.Lookforthe indicators
on count9. All rhythmsticksshouldgoupand all dancers
shouldflapdistinctively.Dothisseveral timesandthen
switchgroups.Tell studentsthatyouwill be recordingthe
2 final performancesandthiswill be anassessment.Each
groupwill be recordeddoingthe rhythmstickmotif aswell
as the dance.
18. Have studentsgoback to theirrowsand lookat the
board.Go to the slide withthe twodances.Show students
whata traditional Zeybekdance lookslike.Have them
notice the nine beatpatternandthe hawk-like
movements.Show the studentsamodernstyle dance and
have studentslookforthe hawkelementsandthe 9beat
patterns.
19. Reviewthe instruments:Saz,qanun,andthe tef.
Reviewwhatameterisand what meterthe Zeybekdance
was in.(Allow studentstotalktoa neighborbeforesharing
the answers)
theirhandsand change directions.
15. Studentwill watchthe instructor
performthe nextsetof actions.After
watching,studentswilldothe actionswith
the teacher,thenbythemselves.Students
will thenraise theirhandsandshare to the
classwhat theythoughtactionslookslike.
16. Studentswill sitandsee the board.A
studentreaderwill readthe slide withthe
contextual informationorlistentothe
teachershare the information.Students
will connectthe actionstoa hawk.
17. Studentswill gointotwogrounds.One
group(On the outside circle) will playthe
rhythmsticksto the musicwhile the other
group(On the inside circle) will perform
the dance. Studentswill beginoncount2.
Studentswill performtothe music.(Look
for counts9 indicators).Studentswill
practice several timesandperformtwo
final performances.Theywillswitchroles
inbetweenthe tworecordings.
18. Studentswill gobackto theirrowsand
see the board.Theywill watcha
traditional performance of the dance and
a modernperformance.Studentswill
notice the same 9 beatpatternsand the
same hawk-emulatingelements.
19. Studentswill findaneighbor todiscuss
with.They will talkaboutwhat the
instrumetnsare,whatameteris andwhat
meterthe Zeybekdance wasin.Answers
will thenbe sharedwiththe entire class.
How will you differentiate your lessonplanto meet the needs of the diverse learners inyour class (i.e. students onanIEP/504
Studentswill be givenmanyvisual representationsof the material inthe formof videosand pictures.In
additionthere willbe manyopportunitiesforguided,quietlisteningtime forthe studentswhohave
IEPs/504 plans(studentswhohave IEPsneedquiettime aswell astime withthe group).The purpose for
havingmanyvisualsisforEnglishlanguage learnerstohave anotherwaysto understandthe material.
The picturesallowforstudentstodraw connectionstosoundclipsandthe videosshow how the
instrumentsworkwithoutwords.Giftedandtalentedstudentswouldhave achallengeinfindingthe
meterof the Zeybekdance,andcriticallythinkingaboutthe symbolismwithinof the dance.

Lesson 4
LessonTitle:Reviewof WorldMusic Grade/Level:FifthGrade
Studentswill be able tovisuallyandaurallyidentifyvariousworldinstrumentswhengivenapicture and
a soundclip.Studentwill able todescribe the “double variationform”,the functionof “worksongs”and
identifythe definitionof meterandthe Zeybekdance meterwhengivenaworksheet.
AcademicLanguage
Vocabulary
Studentswill needtoknow9 differentkindsof worldinstruments:garmon,stripka,pianino,taiko,
samisen,shakuhachi,saz,qanunandthe tef.Studentswill alsoneedtoknow three differentmusical
elements:doublevariationform, worksongs,andmeter.
Studentswill be able tomatchthe name of 9 differentworldinstrumentstoit’scorrespondingpicture,
describe andprovide asymbolicexample (AsandBs) of the “double variationform”,describe the
definitionandthe functionsof “worksongs”andidentifythe definitionof meterandthe meterof the
Zeybekdance ina printedsummativeassessmentpacket.
Elaborate onyour planto support the relevant language demands
Students will identifya varietyof worldinstruments, analyze, describe andidentifydouble variation form, worksongs and
meter withpictures, ina groupdiscussion and ona summative assessment.
support).
 Analyze
 Describe
 List/Label
 Give anexample
 Hypothesize
 Compare/contrast
 Predict
 Explain
 Categorize
 Compose/write
 Interpret
 Restate
 Summarize
 Manipulatives
 Pictures/photos
 Diagrams
 Internet
 Models/figures
 Number lines
 Videos

AssessmentPlan
In thislesson,studentswillbe able tocollaborate witheachothertoshare theirknowledge of the
material withthe instructor.Studentwill gatherinsmall groupsandreview the instrumentsandthe
conceptsone at a time while the instructorcomesaroundandfacilitatesdiscussion.The material will be
discussedasa whole aftersmall groupdiscussions.Studentswill be informallyassessedasthe teacher
goesaroundand checkson theirunderstandingof eachmaterial and facilitatesdiscussion.Studentswill
thenreviewthe material asawhole class.
How will you determine if individual students have acquiredthe knowledge/skillsyou expected themto learn?
Thislessonwill concludewithaformal summative assessment.Onthisassessment,studentswillmatch
the name of 9 differentworldinstrumentstoit’scorrespondingpicture,describe andprovideasymbolic
example (AsandBs) of the “double variationform”,describethe definitionandthe functionsof “work
songs”and identifythe definitionof meterandthe meterof the Zeybekdance. The assessmentwillbe
done so individuallyandwill be gradedandreturnedtothe studentwithfeedbackinthe nextlesson.
Students will be given time to work in small groups, as a classand individuallyon the assessment. If the student needmore time
to complete the assessment theywill be allowthat time. There will alsobe a differentiated assessment if these students need
it.
Instructional Plan
1. Instruct the studentstostandup. Playthe musicof
“Sasha” and have studentsimmediatelyplaythe game.Go
aroundand see whatthe studentsremember.
2. Have studentsdivideintogroups.These will be their
“Review-DiscussionGroups”
3. Go to the “Music From Russia”slide.Have students
discussintheirgroupswhateach instrumentisandwhat
the double variationformis.While studentsare discussing
each item,goaroundand facilitate furtherdiscussions.
Assessandguide the studentsif theyseemtobe veering
off.
4. Selecta groupto share to the whole classwhata
“garmon” is.Picka differentgrouptoshare to the class
whatthe stripkais.Do thiswiththe pianinoandthe
double variationform.Afterward,askthe studentsto
“How can we linkthe double variationformtothe dance
we justdid?How we can you expressthe doublevariation
formwithAs andBs?”
5. Playvideoclipsof the garmon,the stripkaand the
pianino.Have the studentssilentlyconsidertwoquestions
for everyinstrument.Howcantheydescribe the
instrument?Whatmakesitunique orspecial?Have the
studentsshare theirthoughtswiththeirgroup.Whilethe
studentsare discussing,goaroundtoeach groupand
1. Studentswill playthe game “Sasha!”
2. Studentswill getintotheir“review
discussiongroups”
3. In groups,studentswill discussineach
instrumentwiththe aidof the visual.As
the teachergoesaround,the studentswill
share what theyare discussing.
4. Studentswill presenttotheirclasswhat
theytalkedaboutintheirgroupsregarding
each concept.Studentswilllinkthe double
variationformto the “Sasha!”dance and
expressthe forminAsand Bs. Answersto
lookfor:Whenyou are doingthe actions
witha partner,that’sone section,and
whenyou’re lookingforanotherpartner,
that’sanothersection.The musiccan be
expressedinA,B,A,B, A ect.
5. Studentswill watchthe videosof each
instrumentandconsiderthe two
questionsforeachinstrument.Students
will discussintheirgroupstheirthoughts.
As the teachergoesaround,the students
will share whattheyare discussing.

facilitate discussion.
6. Go to the “Music From Japan”slide.Have students
discussintheirgroupswhateach instrumentisandwhat
worksongsare. While studentsare discussingeachitem,
go aroundand facilitate furtherdiscussions.Assessand
guide the studentsif theyseemtobe veeringoff.
7. Selecta groupto share to the whole classwhata “taiko”
is.Picka differentgrouptoshare to the class whatthe
samisenis.Singtothe studentsthe beginningtothe
Japanese countingsong.“Ichi,ni,san”andshare to the
studentsthatthisisa wayto rememberthe samisen.Ichi=
1, Ni = 2, San= 3 and the SAmisenisa THREE stringed
instrument.
8. Continue selectinggroupstotalkaboutthe shakuhachi
and the worksongs. Afterward,askthe students“How are
worksongsimportantto the people singingthe song?
What can work songs specificallydotohelpthe people out
at sea?”
9. Playvideoclipsof the taikodrumming,the samisenand
the shakuhachi.Have the studentssilentlyconsidertwo
questionsforeveryinstrument.Howcantheydescribe the
instrument?Whatmakesitunique or special?Have the
studentsshare theirthoughtswiththeirgroup.Whilethe
studentsare discussing,goaroundtoeach groupand
facilitate discussion.
10. Go tothe “Music FromTurkey”slide.Have students
discussintheirgroupswhateach instrumentis andwhat
metersinmusicare. While studentsare discussingeach
item,goaround andfacilitate furtherdiscussions.Assess
and guide the studentsif theyseemtobe veeringoff.
11. Selectagroup to share to the whole classwhata “sez”
is.Picka differentgrouptoshare to the class whatthe
qanunis.Do thiswiththe tef and the meter. Afterward,
ask the students“whatmeteristhe Zeybekdance in?”
12. Playvideoclipsof the sez,the qanunandthe tef.Have
the studentssilentlyconsidertwo questionsforevery
instrument.Howcantheydescribe the instrument?What
makesitunique orspecial?Have the studentsshare their
thoughtswiththeirgroup.While the studentsare
discussing,goaroundtoeach groupand facilitate
discussion.
13. Have the studentsgoback intotheirfourrows.Pass
out the summative assessmentpackettothe studentsand
emphasize thatthiswill be anindividual assessment.Start
the assessment.
14. Collectthe assessmentanddismissthe class.
7. Studentswill presenttotheirclasswhat
theytalkedaboutintheirgroupsregarding
each concept.CountinJapanese andsing
the “Japanese CountingSong”.Students
will connect“San(whichisthree in
Japanese) toSAmisen(whichisathree
stringedinstrument)”
8. Studentswill continuetoshare what
theirgroupsdiscussedasthe teacher
selectstheirgroup.Studentwill also
discusshow worksongsare importantto
workersoutat sea. Answerstolookfor:
People singandcreate a beat,andit helps
themstay coordinated.Peoplemayalso
singto boosttheirmoral.
11. Studentswill presenttotheirclass
whattheytalkedaboutintheirgroups
regardingeachconcept.Studentswill
discussintheirgroupswhattheythinkthe
Zeybekdance meteris.
13. Studentswill gobackto theirfour
rows,and will receiveasummative
assessmentpacket.Studentswill complete
the assessmentontheirown.
14. Studentswill turnintheirassessment
and will be dismissed.

KeyInstructional Materials/AssessmentTools
Include anykeyinstructional materials and assessment tools/procedures used in your lesson(upto 5 pages). If materials are
usedinmore thanone lesson, include them onlyinthe first lessoninwhichtheyappear.
How will you differentiate your lessonplanto meet the needs of the diverse learners inyour class (i.e. students onanIEP/504
Studentswhoare on an IEPs/504 plan will have otherstudentsasa resource torecall informationand
will have opportunitiestoshare theirideasof eachconcept.If these students needmore time,or
furtherassistance theywill be allowedmore time ora differenttesttotake.ForEnglishlearnersthere
are matching,andmultiple-choice sections.If ELLstudentsneedfurtherassistance,theywill have an
optiontostay afterclass or school to verballyorphysicallycommunicatethattheyknow the material.
For giftedstudentsthere isanadditionalbonusquestionthatasksthemtorecallssome symbolismin
the Zeybekdance.There are alsowritingportionswhere these studentscanextrapolateontheir
recollectionof the material.

PA_edTPA_Task 1_Part B_ LP 1,2,3,4

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