LESSON+PLANS+presented+in+class

**HI EVERYONE, please post your lesson presentation lessons here!!! If you're submitting a second lesson to me because you're a 3 credit student and feel comfortable posting that lesson here as well, please do so! But, if you're a 3 credit student, please email me your lesson directly at jessslot@gmail.com or jas2197@columbia.edu. Thank you for such a wonderful semester! :)**


 * Chris’ Lesson on Diversity, Trust, Peace **

Possibly as a social studies lesson to introduce the ideas and suggest the possibilities of diversity, trust, and peace, and to provide an opportunity to sense them through our bodies and expressions with the help of individual meditation of music that revolves around the idea of peace and oneness and also through both physical and verbal group activities that include trust exercises, discussions, and skits. Materials - Preferably outdoors where there is dry grass - Instrumental versions of songs revolving around the idea of trust and peace My suggestion is Tommy Emmanuel’s acoustic guitar version of: l “Imagine” (2:30) - [] l “Somewhere over the Rainbow” (4:30) - [] - Lyrics of the original songs - Magazines, newspapers, papers, or any scrap papers (if not just using the markers is fine as well!) - Scissors, glues, markers - Index cards Orders of Things 1. Students write down their name and one adjective that captures their identity to the very essence, and one that they would despise to be labeled with.  2. With “Somewhere over the Rainbow” followed by “Imagine” playing in the background students will lie down on the floor/ground and will be asked to relax. Then, through the entirety of the song, students will be asked to feel at one with the ground and to feel it revolving. They will be asked to reflect on what they had written about themselves in the beginning of the class and think of those terms as being who they are on the floor at one with earth!  3. With lyrics of the songs on the projector, students will debrief on what they felt in terms of the overall experience and also in relation to the song (or the lyric of the song that is now openly shown). The teacher will translate and record their reactions into singular terms on the blackboard. Students will also be given an option to express what they felt or saw through sound or their bodily expressions as well.  4. Students will engage in a trust activity where one student in the center will constantly free-fall backwards with his/her eyes closed and the other students who are forming a tight circle around the student will receive him/her and push back to the center constantly. Students will take turns.  5. Students will discuss their experience and the teacher will translate and record their reactions into singular terms on the blackboard.  6. Students will pair up and randomly select one of the terms from the hat where all the terms written on the blackboard will be folded up into small paper pieces (the teacher may decide to select only a few critical and pervasive concepts regarding the idea of trust and peace from the blackboard). Then, using the word that they have selected each pair will prepare a small skit or any expressive medium to represent the idea of the word to the class. The class will guess which word it is that each pair is trying to represent in their presentations.  7. Students will be given magazines, newspapers, papers, scissors, glues, and using the pictures and words and letter from these materials, they will be asked to make a small artwork that expresses their adjectives and also the words that were used for the skit. These word-artworks will be posted on the wall where it will say on the heading “I am” and another one where it will start with “Together” and ends with “is possible!” Or “We are” and “But we can be one!”  8. Finally, they will discuss their decisions in life towards diversity, trust, and peace. The Endless Extensions ** - Starting with the song “Imagine” and John Lennon, the history of the idea of peace in the 1900s can be introduced as a relatively recent social context and history of peace. - Ideas within the lyrics of “Imagine” can be assessed and discussed to not only ignite a reflection on what it means to achieve peace and peaceful diversity but to discuss the issues of what isn’t peace to better identify what we are not aware of and are up against as of today. - Using the idea of “Imagine” being such an influential song, students can be taught the lesson music as being a universal medium of messages and ideals, and possibly be asked to make a song starting from the theme that they wish to discuss and throughout the musical and thematic production of it to the a finish where they can be presented and disseminated via web or other means. - Utilizing the “identifying self-identity” students can be taught the sociocultural differences between the way different individuals with different backgrounds think and assess themselves. For example the cultural psychology way of going about this would be to assess the response in the category of western and non-western culture where there is a pervasive idea of individualism and collectivism in each culture respectively. This can naturally lead to issues of race, discrimination and onwards to the grander theme of social justice. - Extending the artwork, using the newspapers and magazines as a source of information and representation of different identities and worlds and ideas, students can scrap and reflect and represent their own ideas and concerns through the usage of these resources. This lesson can even go to the direction of teaching manipulative nature of media and foster an awareness for vigilance yet at the same time foster a sense of attempting objectivity and achieving truth more than propagandistic agenda. - In other words, everything in the lesson can turn into an effective tool of introducing the students to what social studies is and what foster an intimate and relevant understanding of social justice and responsible membership and awareness towards society in which they reside as both inadvertent and active history-makersH **Linguistic** <span style="font-family: Tahoma,sans-serif; font-weight: normal;">Reflecting on the lyrics and reflecting on their identity and expressing by words <span style="font-family: Tahoma,sans-serif;">**Logical/Mathematical** <span style="font-family: Tahoma,sans-serif; font-weight: normal;"> Making sense of the world in the discussions and in reflecting and in guessing the word for the skit.
 * Goals and Objectives **
 * Multiple Intelligences **
 * Kinesthetic** Using the body to free-fall to physically sense the feeling of trust
 * Musical** Using music and even preconceived notion of the songs to reflect on the ideas of peace and hope
 * Spatial** Positioning ones self as being on top of earth, and as a moving attachment to it and expressing self through artful expressions, translating verbal elements to art
 * Interpersonal** Skit and discussions
 * Intrapersonal** Meditation of the self and thinking about their identity in a bigger context
 * Naturalist** Feeling the earth (especially if there is nature to physically touch and feel… if not just by feeling the movement of the earth should be naturalistic enough!)

Here's my lesson plan which I've titled "Swan Song" (odd title, since it's my FIRST lesson plan, but so many things are full-circle, so I guess it's a good omen). Thanks again for being SUCH supportive class-mates and providing an environment conducive to learning and bringing together several perspectives. -Lisa
 * <span style="color: rgb(72, 0, 255);">LESSON PLAN - by Lisa Daehlin "Swan Song" presented 17 June 2009 **

[|Art Song Database] is an excellent source of poetry set to music. You can search by poet, first line of the poem, composer, title, language. I use it constantly as a research tool. If you are doing a unit involving poetry and want to incorporate music, I think this would be an easy way to find out if that poem (or other poems by a particular poet) might have been set to music and by whom, which could also facilitate finding recordings of the music. So there!

Some related links for knitting in the classroom - [|Knitting a Community Together] <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">//by Deb Pierotti, Oak Grove School, Brattleboro, VT// "... <span style="font-family: Times New Roman,Georgia,Times;">Knitting wove its way into all parts of the curriculum. One student made the connection that knitting was multiplication. ..."

[|Knitting brainpower stitch by stitch] At the Waldorf School, boys and girls from kindergarten through fifth grade scrutinize their knitting, crocheting and sewing projects like students elsewhere might examine computer programs or graphing calculators.By Anya Sostek, Pittsburgh Post-GazettePosted: 03/08/2009 10:38:02 PM PDT

This link [] refers to a poem used when teaching children (or adults) how to knit. The poem suggests the movements of the needles when making a stitch. Basically, it serves as **poetic instruction for how to knit**.

[|Doodle? Do, to Improve Concentration] for info on how doodling is related to memory skill (scroll down to the comments section for conversation about knitting being a similarly beneficial skill).

<span style="color: rgb(255, 215, 0);">**SECOND LESSON PLAN - by Lisa Daehlin <span style="color: rgb(255, 215, 0);">"BANANAS" ** Here's my second lesson plan (not presented in class). :-)

<span style="color: rgb(72, 0, 255);">**LESSON PLAN - by Amy Corso presented 17 June 2009** (Amy: I don't want to step on your toes, so feel free to change this title/look/etc. It's just a place holder at this point. - L) I'm still working on getting the larger drawings scanned (note to self: use smaller paper) and also, I've taken the Figural Music Maps to the TC Duplicating Center to be color-scanned. In the meantime, here are the B&W versions. SO MUCH didn't come through without the color, but it DOES provide a different angle on it. -Lisa Voila! Here are the color versions:

I handed out my lesson plan in class... but here it is again!



**Lesson Plan- Catie Egan presented 22 June 2009**
Goal: The main goal of this lesson is to allow students the opportunity to practice thinking about the 5 elements of literature: plot, characters, setting, theme, and point of view. Students will also think about where to look for inspiration. Objectives: Students will be able to plan out their writing by first thinking about plot, characters, setting, theme, and point of view. Materials: 4. Chalkboard/White Board Engagement: The teacher points out that writers get inspiration for their writing from many different sources and asks students to list some of those ways. The teacher explains that they will be using music as their inspiration that day; they will use what they hear to inspire and generate ideas for plot, setting, characters, theme, and point of view. Students will quickly show their grasp of these terms through whole-class discussion. Exploration: 7. Students share as desired Extension: Music can incorporated into future lessons, whether as background or to provide further inspiration. To discuss the plot points of a story, students can listen to and use other classical pieces as a guide.
 * 1) 2 selections of classical music (I used Copland's //Rodeo// and Smetana's //At the Spring//)
 * 2) Speakers
 * 3) Looseleaf
 * 1) Students discuss where writers find inspiration
 * 2) Class reviews the 5 elements of literature
 * 3) Teacher and students listen to a classical piece; both record words/phrases/ideas that come to mind while listening
 * 4) Teacher and students work together to outline 5 elements of literature on the board
 * 5) Students listen to another piece and record words/phrases/ideas
 * 6) Students work on their stories

Here is my lesson on the villanelle. Hope you can use it/part of it in your classrooms! And thanks for your suggestions. I loved the idea about using colored paper to have the kids physically create the poem! When I do this again, I'm definitely going to think more kinestically. Thanks!



<span style="font-family: Times New Roman,serif;">Sarah Schranz Spirituals Lesson 6/22/2009 <span style="font-family: Times New Roman,serif;">Lesson Objective: Students will be understand the historical context of spirituals and the way they were used by slaves to convey messages. They will be able to think critically about spirituals and songs in general to determine the “below-the-surface” meanings. What does the word “code” mean to you? Turn and talk to a partner and brainstorm different kinds of codes, ways codes are used and what associations you have with the word “code?” Share out ideas about codes as a class. “One thing that comes to my mind when I think about codes is concealing information from people or passing on a hidden message. Many spirituals, which started as slave songs, can be seen as codes”
 * Lesson Plan: Sarah Schranz**
 * 1) <span style="font-family: Times New Roman,serif;">Codes:
 * 1) “<span style="font-family: Times New Roman,serif;">African slaves were often not allowed to perform their traditional music. They were introduced to Christianity and they combined elements of Christianity, their new surroundings and captivity with elements common in African music such as syncopation, the pentatonic scale, lack of accompanying music (a cappella) and use of call and response. Often these songs hid messages about a desire to escape or even specific plans on how to escape in what sounded like Christian imagery.”
 * 2) <span style="font-family: Times New Roman,serif;">Explanation of syncopation and pentatonic. Ask class for definitions.
 * 3) <span style="font-family: Times New Roman,serif;">Play “Go Down Moses” “Uses the Call and Response technique”
 * 4) “<span style="font-family: Times New Roman,serif;">What do you think this song was trying to communicate?” (Individual)
 * 5) <span style="font-family: Times New Roman,serif;">Play “Follow the Drinking Gourd”
 * 6) <span style="font-family: Times New Roman,serif;">Have students get into groups by finding someone who is wearing the same color as them.
 * 7) <span style="font-family: Times New Roman,serif;">Split the song into sections and assign them to groups. Each group should try figure out what their verse of the song might be saying.
 * 8) <span style="font-family: Times New Roman,serif;">Compare the groups' ideas with the “official” explanation
 * 9) <span style="font-family: Times New Roman,serif;">Form new groups by getting up and hopping on one foot. Find a partner who is hopping on the same foot as you.
 * 10) <span style="font-family: Times New Roman,serif;">Have student pairs pick song and topic out of hat. Explain that these are only suggestions and that they can use their own topic and/or song if they wish.
 * 11) <span style="font-family: Times New Roman,serif;">Writing own spirituals to the tune of known songs.
 * 12) <span style="font-family: Times New Roman,serif;">Share spirituals

//**Grade**// – 3rd grade and above
 * Tinikling Lesson** - Kara


 * Note – this would be several lessons with students – condensed into one for adults**

//Objective// **– Students will be able to choreograph a simple tinikling routine, using their multiple intelligences to access the lesson material.**

//Materials// • Wood blocks (four 2-foot lengths) - turned out were not necessary • Ipod with music/ stereo • Paper for count sheets, choregraphy • White board with markers**
 * • PVC pipe (four 8-foot lengths of 1.5” pipe)

Lesson steps


 * 1. Describe tinikling, a dance based on the movements of the tikling bird of the Philippians (naturalist)

2. Play the tinikling music, asking the students to imagine the bird’s movements (intrapersonal).

3. Brainstorm a list of words that describe the bird, based on the music (linguistic)

4. Reveal the picture of the bird.

5. Practice tapping the beat of the music - ¾ time (musical)

6. Split into groups – four students per set of poles

7. Draw a color coded diagram of each basic move (spatial + logical)

8. Teach each dance move (bodily-kinesthetic) a. Without the poles b. With the poles laying on the ground c. With the music

9. Practice with two bamboo players

10. Create a count sheet (logical)

11. Work in groups to choreograph a simple routine (interpersonal)

12. Perform the routines.**

Lesson Plan- Michele Greco
This is my 3rd credit Grammar Lesson on verbs and adverbs.

Lesson Plan- Wayne Casimir
 * <span style="font-size: 11pt; font-family: 'Cambria','serif';">

__Integrating Music into the Classroom Lesson Plan__

Grade: 2nd grade ** || <span style="font-size: 9pt; font-family: 'Cambria','serif';">To immerse students in an interdisciplinary lesson that engages music and various multiple intelligences.
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Goal/ Objectives

For students to recreate the “//One Two Three Four Five//” nursery rhyme using their surrounding environment and Nina Crew’s “//The Neighborhood Mother Goose”// for inspiration. || || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Mixed Media: Crayons, markers, pencils, paint, magazines, etc.  ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;">  <span style="font-size: 9pt; font-family: 'Cambria','serif';">The Neighborhood Mother Goose by Nina Crews ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Poster Board ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Tape ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Paper for drawing ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Sturdy boards for leaning ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Camera
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Materials

|| || <span style="font-size: 9pt; font-family: 'Cambria','serif';">Ask students if they are familiar with mother goose/nursery rhymes, and ask if anyone can recite one. Ask how they think these stories came to be… what might influence a person to write such stories? Introduce “//The Neighborhood Mother Goose”,// tell students that Nina Crews saw nursery rhymes all around her where she lives in Brooklyn, and it inspired her to create a book. Tell students that they too will be recreating a mother goose rhymes from what they see around them… how might this be possible to do? || || <span style="font-size: 9pt; font-family: 'Cambria','serif';">1.)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> Read aloud “//One Two Three Four Five//” [p. 60] from “//The Neighborhood Mother Goose”//…ask students what they think is happening in this rhyme. Have them look at the picture Nina Crews attached to the rhyme. 2.)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> Ask students to clap out the syllables, then to hold up fingers to count them. Create a poster that shows the word-syllable correspondence (also create a handheld one for students to use when they create their own) 3.)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> Sing the rhyme together 4.)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> Highlight what Nina Crews saw that inspired her to connect a picture to the text, tell students they will also be looking for a “picture” in the park, but that they will be changing the words to “//One Two Three Four Five//” to create their own Mother Goose rhyme. 5.)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> Let students find their “image” that inspires them, give them supplies to get started. Have a camera available to let students take a picture of what inspired them. (Model the whole process for students to see what they are to do).
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Engagement
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Exploration and concept development

||
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Culminating experiences || <span style="font-size: 9pt; font-family: 'Cambria','serif';">Have students share their pieces, discuss why they choose the image they did. Notice trends (urban or naturalist), color choices, etc.

Ask students what they learned about the process of creating a new rhyme, was it tough for some, easy for others? Why…what helped? || || ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Linguistic- Discussion/Considering mother goose rhymes and recreating them ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Logical-Mathematical- Counting syllable and words spaces ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Spatial- Capturing images on camera/ illustrating pages for created rhymes ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Bodily-Kinesthetic- Clapping to syllables/ moving to music/ movement in park ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Musical- Singing mother goose rhyme ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Interpersonal- Discussion over pieces ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Intrapersonal- Reflection over pieces ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Naturalist- Considering environment to create mother goose rhyme ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none;"> <span style="font-size: 9pt; font-family: 'Cambria','serif';">Existential or “wondering questions”- What might inspire mother goose rhymes? What could inspire us in our environments and why? || <span style="font-size: 9pt; line-height: 350%; font-family: 'Cambria','serif';">
 * <span style="font-size: 9pt; font-family: 'Cambria','serif';">Multiple Intelligences **<span style="font-size: 9pt; font-family: 'Cambria','serif';">