Reflection: ELL Students Musical Fractions - Creation - Section 2: Active Engagement - Maestros at Work


This is the type of lesson in which it's hard to know the direction students are going to take until they are all independently engaged.  Fractions are a complex concept, and this lesson is adding another layer.  While the kinesthetic and musical aspects of this lesson make it more accessible for most students, I also keep an eye out for those who just don't "relate" to music.  One size doesn't fit all, and even when I'm doing something deliberate to engage often overlooked intelligences, I also look for those students for whom it is not a good fit.  I'm prepared to differentiate for students on an individual basis and had children working on everything from very straightforward compositions with whole, quarter and half notes to those who filled in both the treble clef (right hand on piano) and bass clef (left hand on piano) with a complex arrangement of notes.  

Another strength to this lesson in classrooms with English Language Learners is the fact that this lesson doesn't use a lot of language.  They need to understand their work on a different level, and for some this can feel like the pressure of constant internal translation is being lifted.  Keep in mind, for these students, that the vocabulary needs to be simplified.  I make sure to attend to my English language learners first, and show rather than say as much as possible.

  On-the-spot Differentiation
  ELL Students: On-the-spot Differentiation
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Musical Fractions - Creation

Unit 16: Musical Fractions
Lesson 4 of 5

Objective: SWBAT use their understanding of wholes, halves, quarters and eighths to create a short musical piece.

Big Idea: Musical learners will benefit from this alternative approach to representations of fractions. To quote a student, "NOW I get it!"

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3 teachers like this lesson
goopy geer
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