1. Topic-
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| Patterns (color, shape, and sound) |
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2. Content-
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Students have been working on creating and extending patterns (ABAB)
and lately some students have moved on to more complicated pattern
making.
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3. Goals: Aims/Outcomes-
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1. Students will understand the concept of creating a pattern.
2. Students will enjoy creating patterns in a variety of ways.
3. Students will enjoy sharing their patterns with teachers and peers. |
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4. Objectives-
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1. Students will be able to create a ABAB pattern through a variety
of mediums (sound, color, and shapes)
2. Students who are ready will extend and create more complex patterns.
3. Students will enjoy creating and listening to sound patterns as
a group. |
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5. Materials and Aids-
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Materials:
Xylophone
Online Xylophone
Markers
Paper
Scissors
Work sheets
Various pattern tubs
White chart paper
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6. Procedures/Methods-
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A. Introduction-
1.Students will meet on the circle and discuss yesterdays music
lesson (chicken dance and we will rock you)
2. A student will be chosen to model how to create a color pattern
on the xylophone.
3. Students will then be assigned to a table where they can create
their own patterns. |
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B. Development-
1. 1 student will work 1 on 1 with an aide or teacher to create
a sound pattern on the xylophone. The prompting level that the student
requires will be documented.
2. 1 student will work 1 on 1 with an aide or teacher to create a
sound pattern on the online xylophone. The student will record their
pattern and play it back to the adult - they will then discuss if
its a pattern or not.
3. The students who require more support and are more hands on will
be at the brown table working with a low staff ratio creating ABAB
patterns with a variety of materials.
4. The students who have been identified as being more independent
and have a better understanding of pattern making will be at the yellow
table working on pattern worksheets (extending and creating) with
teacher and aide support. |
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C. Practice-
Students will work on these activities for approximately 15 minutes.
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Accommodations (Differentiated Instruction)-
1. Students have been placed in "leveled" groups so they will be
working with students who are working on the same concepts.
2. Use of the prompt hierarchy for those who need it.
3. Use of modified scissors.
4. use of hand over hand for those who need it.
5. 1 on 1 support for students who are being assessed. |
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Checking for understanding-
1. teachers and aides will be working directly with students to
ensure they are understanding the concepts for creating patterns.
2. 1 on 1 support will be given to assess and check for understanding.
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Closure-
1. Students will be given a transition warning.
2. Students will be asked to clean up centers and get ready for snack. |
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7. Evaluation-
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1. use of the prompt hierarchy with working 1 on 1 with a student
to gauge understanding.
2. Anecdotal notes
3. Teacher observation |
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