Assignment+Four+Analysis

Self analysis:

1. For my pre-reading strategy I selected the KWL (know, want to know and learn). Using ELMO the teacher would take student suggestions to compile a list of known facts about the music vocabulary words on the KWL sheet. Having students recognize known facts about these terms will provide a reference from which to base future learning contained in the lesson.

2. Within the lesson plan the students were to use vocabulary self-collection to locate unfamiliar vocabulary words in the "Instrument families of the orchestra" worksheet. From the words identified by the students, we would put together a vocabulary list as a class. I thought this would be beneficial because some students may be more familiar with music than others, and they also may have been exposed to some of these terms in music class. It would unnecessary to repeat vocabulary already learned. The during-reading strategy could also include technology, namely the internet, to review three sites that help explain the instruments on the worksheet. Through the preliminary review of topics and vocabulary the students are then able to use the knowledge to conduct an experiment. This further provides the means to repeat the meaning and use of important lesson words.

3. The post-reading strategy of making a musical instrument would get all type of learners involved as well as provide the opportunity to reiterate and demonstrate the important vocabulary words that were selected. When you provide opportunites for all learning types to participate in the lesson, you provide the means to apply the vocabulary words to different situations and, therefore, make it relevant to more students. Through experimentation and completing the KWL we undertake the needed repetition to reinforce the learning.

4. Kinesthetic learners will thrive when making the musical instruments. Aural learners will learn through the experiment that tests the pitch with the amount of water in the glass. Read-write will especially like the work sheet and the experiments. Visual learners will learn from the computer sites that explain the vocabulary.

5. The groups suggested in the lesson include: a recorder, a group leader, equipment adjuster, and tester. These duties will be rotated as other lessons in the unit are taught. These duties also play to the strengths of the different learners. (Aural, kinesthetic, read-write, and visual.) Learning ability will be facilitated with pairing slower learners with faster learners. Random grouping is acceptable when the larger group contains individuals with similar learning abilities. Methodical grouping must be used when the learning abilities are varied.

6. Since I selected this lesson for my partner, who has a music background, I am not really sure how I would put this to practice. However, if I was paired with another person with some experience, I would love to do this lesson with 3-4 graders!!

7. If I had to do this lesson, I would probably simplify it a bit. Maybe not use all the websites, or have them available and pulled up for the kids to look at. I would also spread it out over several days in order to reuse and repeat the vocab and make sure the kids understood the concepts.

8. I think the variation of activities that incorporate the topic material make this lesson interesting. By incorporating music, science, vocabulary, and to some extent art, the students should not get bored and should LEARN!

__**Reflection:

Please go to the reflection page to see the final reflection of the project.**__