New American Lecture Lesson Plan1
New American Lecture Lesson Plan1
New American Lecture Lesson Plan1
Course
ENDURING UNDERSTANDING:
ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?
Ask students:
What do we know about sound? What do we know about producing sound?
What do we know about pitch? How do we produce sound? What is pitch? How
can we cause pitch to vary?
Ask students to
Place their finger on their throat and whisper. What do you feel? Have
students turn and talk about their discovery to a partner.
Now, place you finger on your throat again, but this time talk with you
regular voice. What do you feel? Do you notice anything different? Have
students turn and talk to their partner about their discovery.
Finally, have students place their finger on their throat, but this time
scream. What do you feel? Do you notice anything different? Have
students turn and talk to their partner about their discovery.
Now, lets use our graphic organizer to collect information regarding sound
Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
Formative assessment: Students will be shown different sound waves.
Students will distinguish the differences between Wavelength, Aptitude and
Frequency.
Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment,
tiered activities.
Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across disciplines.
Activities require students to analyze, synthesize, and/or evaluate.