План-конспект урока "Musical instruments" 3 класс

Short term plan
Unit of a long term plan. Art
and music
School: SKO Petropavlovsk
Secondary school №9
Date: 27.07.18
Teacher name: Seleznyova Nina Alexandrovna
CLASS: 3
Number present:
absent:
Lesson title
Musical instruments
Learning
objectives(s) that
this lesson is
contributing to
(link to the
Subject
programme)
3.L8 understand short, narratives on a limited range of
general and some curricular topics
3.S3 give short, basic description of people and objects on a
limited range of general and some curricular topics
3.S5 pronounce familiar words and short phrases intelligibly
when reading aloud
3.S8 express basic likes and dislikes
3.R1 recognise, identify and sound with support a limited
range of familiar words in simple sentences
3.R2 read and follow with limited support familiar
instructions for classroom activities
Lesson objectives
- use short, narratives on the topic “Musical instruments
- produce description of people and musical instruments
- demonstrate musical instruments intelligibly
- explain likes and dislikes
- identify and articulate with support names of musical
instruments
- reproduce instructions for classroom activities
Assessment
criteria
All learners will be able to:
- pronounce musical instruments correctly
- find musical instruments in the list of words
Most learners will be able to:
- match the words with translation
- write down 8 names of musical instruments with some
support
Some learners will be able to:
- identify the describing of the picture
- describe pictures without support
Language
objective
Subject-specific vocabulary and terminology
keyboard, accordion, mandolin, banjo, maracas, flute,
saxophone, tambourine, clarinet, harmonica
Useful classroom language for dialogue/writing:
Discussion points:
I can play He plays the guitar… There are/There is…
He/She has got…
Writing prompts:
Values links
Value of environment. Teamwork: Students will work well
together in pairs/ groups showing respect and being polite
with each other.
Cross-curricular
links
Music, Maths
Previous learning
My music
Plan
Teacher/Students performance
Resources
Start
Activity 1 “Say “Hello”
Instruction:
- Listen and sing the song with the recoding
Song “Hello”
Adapted from:
https://www.youtube.c
om/watch?v=tVlcKp3
bWH8
Activity 2 “Poem
Instruction:
I can play the piano,
Listen to me play!
Plonkety-plonk, plonkety-plonk,
Listen to me play!
- Have a card with poem
- Listen to the poem
- Read the poem yourself
Note: Teacher gives cards with the poem to
each student
Differentiation: by scaffolding (Teacher
use the cards)
Poem
Adapted from:
https://videouroki.net/r
azrabotki/lesson-plan-
my-music-musical-
instruments.html
Activity 3 First letter
Instruction:
- Look at the pictures
- Name only the first letter of each word
- Collect these letters in one word
- Say the word
- Answer the question:
What is the theme of the lesson?
What do you want to know?
What do you want to understand?
What do you want to be able to do?
(Acquaintance with the lesson objectives.
Teacher reads and explains them.)
Note: Pictures are on the board
Differentiation: by scaffolding (Teacher
use the pictures)
Pictures
(Appendix 1)
Adapted from:
https://www.google.kz
/imghp?hl=ru
Middle
Activity 4 “Introduction of vocabulary”
Instruction:
- Answer the questions:
What musical instruments do you know?
- Look at the pictures
- Listen to the teacher
- Repeat words after the teacher
- Read the words
Note: Pictures and words are on the board
Differentiation: by scaffolding (Teacher
present new vocabulary through both
auditory and visual means)
Pictures
(Appendix 2)
Adapted from:
https://www.google.kz
/imghp?hl=ru
Activity 5 “Flashcards game
Instruction:
- Close your eyes
- Open your eyes (after my signal)
- Say what is missing
- Look at the picture (Teacher shows
pictures very fast)
- Say the word
Note: Pictures are on the board. Students
close their eyes, and then teacher hides one
card. After the signal students open their
eyes and say the name of missing musical
instrument
Differentiation: by scaffolding (Teacher
use visual aids)
Pictures
(Appendix 2)
Activity 6 “How many words do you
remember?
Instruction:
- Form three groups
(Teacher divides pupils by their abilities)
- Have the envelope with new words and
their translation from the center of your
table
- Take away the cards from the envelope
- Match words and translation (after my
signal)
- Have 3 minutes and stop after the signal
- Say the numbers of connected words
(quantity)
- Have the keys and check your work in
group
- Say the numbers of correctly connected
words (quality)
Cards
(Appendix 3)
- Have the list of words (everyone)
- Read the words one by one
- Write down these words into vocabularies
at home
Note: Teacher draws the table on the board
which includes quantity of collected words
and correctness of the collected words
Differentiation: by success criteria (Most
learners will be able to complete the task);
by scaffolding (Learners have the pictures
of musical instruments on the board)
Activity 7 Who knows everything? (for
FA)
Instruction:
- Take the handout from your table
- Solve the task in group
Tasks for groups:
Group 1 «Word search»
Instruction:
- Look for the words written under “The
word search
- Read the words
- Find and circle names of musical
instruments in “The word search
- Take the keys
- Check your work in group
Group 2 «Solve the crossword»
Instruction:
- Look at the numbers on the pictures
- Write the musical instruments vocabulary
in the crossword puzzle
- Take the keys
- Check your work in group
Group 3 «Little musicians»
Instruction:
- (For one pupil) Describe the picture
- (For other pupils) Try to identify it and
write numbers in the box
- Take the keys
- Check your work in group
Differentiation: by group ability, by
success criteria, by type of task, by difficulty
of task, by roles within groups.
Task for formative
assessment
(Appendix 4)
Task “Word
search”
Adapted from:
https://www.englis
hwsheets.com/musi
c-3.html
Task “Solve the
crossword”
Adapted from:
https://www.englis
hwsheets.com/musi
c-4.html
Picture
Adapted from:
https://www.dreamsti
me.com/music-kids-
vector-cartoon-
characters-set-
children-singing-
playing-musical-
instruments-guitar-
violin-flute-childhood-
image104946087
End
Activity 8 “Task for reflection
Instruction:
- Take a green and red leaves
- Look at the blackboard
- Come to the board
- Stick green leaf on the tree if our lesson
was good and all was clear
- Stick red leaf if you didn’t like our work
and you didn’t understand theme
Pictures The tree
of success”
(Appendix 5)
Adapted from:
https://www.google.kz
/imghp?hl=ru
Additional information
Differentiation how do you plan to
give more support? How do you plan to
challenge the more able learners?
Assessment how are
you planning to check
learners’ learning?
Health and
safety
check
Types of differentiation used:
- scaffolding
- group ability
- success criteria
- type of task
- difficulty of task
- roles within groups
Less able students name musical
instruments, spell words and do tasks
with teachers support and scaffolding,
modeling tasks. Teacher changes task
types to matching or multiple-choice
format.
Visual aids: flashcards, videos, cards.
Students that are more able describe the
pictures, solve crossword without
teacher’s support. Teacher uses
technology to extend learners.
Using eavesdropping
technique and going
around the students
when they are doing
tasks teacher should give
advice and hints where
children have mistakes.
During all doing tasks
there are criteria and
children can assess each
other (Peer/group
assessment). At the end
of the lesson using self-
assessment evaluation
(The tree of success)
teacher can identify who
didn’t understand the
theme.
Work with
the
SMART
board not
more than
10 minutes;
Monitor
classroom
space when
students
start
moving
around;
Use water
based
markers.
Reflection
Use the space below to reflect on your
lesson. Answer the most relevant
questions from the box on the left
about your lesson.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
What two things would have improved the lesson (consider both teaching and
learning)?
1:
What have I learned from this lesson about the class or individuals that will
inform my next lesson?