MUE 333 Orff Arr

Lesson Plan Template
Name
Lesson #, Lesson Title
Date (including day of
week)
Grade Level & Class Title
Period or Block (# of
minutes)
Demetri Papadopoulos
Orff The fly is in
11//3/14
5th
40 minutes
Instructional Context
o What do I know about my students that will inform this lesson?
Are there any particular student strengths, interests,
background, needs related to the lesson?
Based on a popular poet, Shel Silverstein.
Playing on Orff always attracts attention.
Rote teaching
o How does this lesson connect with and build on the previous
lessons?
Patching putting words to phrases on a poem/song
Orff instruments and technique
Rote singing
Central Focus
o What is the central focus for the content in the learning
segment?
Listening and replicating
Technique on instruments
Playing and singing
o
New
Standards
List state, national, and/or Common Core standards addressed in
the lesson.
York State Standard
Standard 2 - Students will use traditional instruments to create
and perform music. They will use various resources to expand
their knowledge of listening experiences, performance
opportunities, and/or information about music. Students will
identify opportunities to contribute to their communities music
institutions. Students will know the vocations and avocations
available to them in music.
o A and E
Standard 4 - . Students will develop a performing and listening
repertoire of music of various genres, styles, and cultures that
represent the peoples of the world and their manifestations in
Revised: May 1, 2014

the United States.
National Core Arts Standards
Performing: Realizing artistic ideas and work through
presentation
o 4 and 6
List the specific content learning objectives for the lesson. What do
I want my students to know, understand and do? How will I assess
these objectives?
Learning Objectives
Assessment Plan
Associate words with rhythm
Saying the word(s) as they
and song pattern on every
play
part
Multitask by singing and

playing your part
Listen for correct pitches

and instruemnts
Academic Language
o List the academic language function for this lesson.
Academic language demands
(e.g. vocabulary, syntax,
discourse)
Bass/alto/soprano/glock and
different voices
Instructional supports to help

students use the language
function and address language
demands.
Low pitched, high pitched,
middle.
Instructional Strategies and Learning Tasks (Procedures & Timelines)

o Launch/HookHow will you start the lesson to engage and
motivate students in learning?
o Sing the song first to get their attention and tell them it is
based on a poem by Shel Silverstein
Time
0-1:00
Instructional Strategies/Learning
Tasks/Questions to Ask
Sing to the class the whole
song
Rationale/Research &
Theory
Teaching by Rote

1:003:00
10:0018:00
Sing each line and have the

students repeat
Chunk together
Perform all together
o Middle of the lessonWhat will you do to engage students in
developing understanding of the lesson objectives?
Time
Theory
3:00 Teach each individual part
10:00
o Give them a word to go
along with the pattern
o Everyone plays each
part
18:0025:00
Play through the song together

and listen to how each part fits
into each other. ( no singing)
Ask how they would have done
it differently? (Word choice,
entrance, ect.)
Sing the song while playing
the instruments
o Closing the lessonHow will you end the lesson?

Time
Theory
25:00 Switch parts with other
End
students and make the song a
little different each time.
Materials and Resources
o Attach the handouts, notes, books, and other materials you will
need for the lesson.
See arrangement sheet
Differentiation/Planned Support For Students
How will you support students with gaps in the prior knowledge that
is necessary to be successful in this lesson?
Stand close to them so you can supervise their technique and
performance closer
Go slower so they catch on
Strategies for responding to individual students or groups of

students with similar learning styles, needs, IEPs or 504, ELL. What
alternative approaches do you have to content for these students?
Give them simple part, easy to play (bass or accessory drum)
Strategies for responding to common errors and misunderstandings.
What alternative approaches do you have to content if you need it?
Simplify parts, take away any extra parts that are not needed
(singing)
Analysis of your teaching
o What worked? What did not? For whom? Why?
o Based on your planned assessment describe the varying levels of
achievement in this lesson:
Needs work
On target
Exemplary
o Based on the evidence from your assessment, how would you
improve this lesson?

MUE 333 Orff Arr

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MUE 333 Orff Arr

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Lesson Plan Template

Revised: May 1, 2014

Lesson Plan Template

Multitask by singing and

Listen for correct pitches

Instructional supports to help

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Revised: May 1, 2014

Lesson Plan Template

Sing each line and have the

Play through the song together

o Closing the lessonHow will you end the lesson?

Lesson Plan Template

Revised: May 1, 2014

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