Music

Unit of a long term plan: Creativity  

School:

Date:19.01.18

Teacher

name: Tilekberdi

CLASS:

5

Number

present:

absent:

Lesson

title

Music

Learning

objectives(s)

5 L 6. Deduce meaning from context in short supported talk on an

increasing range of general and curricular topics

5 S 3.  give an opinion at

sentence level on a limited  range of

general and curricular topics

5 UE 3.  use a growing variety

of adjectives and  regular and

irregular comparative and superlative adjectives on a limited range of

familiar general and curricular topics

Level of thinking skills

 Knowledge, Understanding, Application

Lesson objectives

All

learners will be able to :

·        

listen and repeat all new words, make up sentences

with comparative and superlative adjectives

Most

learners will be able to :

·        

make up sentences to each musical instruments

·        

compare them using the degrees of adjectives

Some

learners will be able to :

·        

speak about his /her favourite singer

Assessment

criteria

·        

Express a point of view in sentences

·        

Use a growing variety of adjectives and regular and

irregular comparative and superlative forms in their speech.

Values links

 Know and respect folk music and  folk musical instruments

Cross-curricular link

Music , Art

Previous

learning

Sum up what

learners have learnt about this topic so far. 

Plan

Planned timings

Planned activities (replace the

notes below with your planned activities)

Resources

Start

10

min

1. Greeting  & org . moment

- What did we learn at  previous lesson ?

Teacher

introduces pupils with the theme, learning objectives and assessment

criteria.  

 Divide into groups  ‘Violin’ and “ Piano”.

Find out your piece of picture

Let’s  watch a

video and you will understand the theme of our lesson.

Activity  “ Numbers speak”

·        

What did you understand from this video?

·        

Is music necessary in our life?

·        

Do you remember kinds of music and musical

instruments?

Differentiation

question for more able student:

·        

Do you think that music can change your lives?  Why ?

AFL : oral

feedback

Excel

Divide into groups with the pictures of violin and piano.

Videoclip about music  https://www.youtube.com/watch?HYPERLINK

"

Cards with numbers

Middle

·        

min

G. 2. Listen and match the types of music A-H to the musical instruments

in the pictures. Make up sentences with musical instruments.      

A   classical       b rock       c 

jazz  d  folk              e heavy metal     f 

disco      g   pop           h ethnic   

1   acoustic guitar   

   2    synthesiser                                                                                  3  saxophone           

       4.     harp            

 5  drums

  6   cello      7 violin 

8 piano      9

accordeon

10 .bass guitar

Deors : A learner

       -   listens to the text carefully

·        

matches types of music  with the musical instruments in the

pictures.

·        

Say simple 

sentences using  instruments.

AFL : Oral

feedback

Grammar : The

degrees of adjectives

(G ) Activity “ Word tree ”

Teacher gives two word trees with adjectives

according to music. There is one adjective on the leaf , so  each team gives comparative and superlative

degrees for adjectives. And give examples.

For example : famous . Famous – more famous – the

most famous.

Kairat Nurtas is famous singer. Group ‘91”is more

famous than Kairat Nurtas. Dimash is the most famous singer.

Deors

: A learner :

·        

Takes a leaf with adjective

·        

Gives comparative and superlative

degrees

·        

Gives own examples

AFL : Expert

Envoy

·                    

4.  Speak   about your favourite singer   (individual work )

Differentiation

question for more able student:

Why do you like

this singer ? What do you know about his/ her lifestyle ?

Deors : A Learner :

                       - speaks about his/her

favourite singer

                      - adds

information about his /her biography

                      - adds

information about his/ her carreer

                      - says why

does he/she  like him /her

AFL : voting

Photos of musical instruments on the interactive board or on a

computer

Excel

Excel

End

10 min

(G) 3.

Make up sentences and compare the using the degrees of adjectives

·        

Group “ Violin” compare guitar and dombra

·        

group “ Piano” will compare violin and kobyz

AFL :

Praising “ You are, you are super !” for winner group.

 Teacher encourages more able learners to

help those students who need some help.

Hometask

Board

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

Differentiation by questioning  :

Differentiation

question for more able students:

·        

Do you think that music can change your lives? Why?

For less able

students :

1. What did you

understand from this video?

      2. Is music necessary in our life?

·        

Do you remember kinds of music and musical

instruments?

·        

Differentiation by outcome :

·                    

4.  Speak   about your favourite singer   (individual work )

Differentiation

question for more able student:

1. Why do you

like this singer ?

2. What do you

know about his/her lifestyle ?

Oral feedback

Expert Envoy

Voting

Praising

 Be

careful and attentive

Energizer : “ 1-7”

Reflection

Were the lesson objectives/learning objectives

realistic?

Did all the learners achieve the lesson

objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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:

2:

What two things would have improved the lesson

(consider both teaching and learning)?

1:

2:

What

have I learned from this lesson about the class or individuals that will

inform my next lesson?