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									Bill Moon – General Music Teacher Leeds & Kenmore Elementary Schoosl FORMAT Lesson Plan Seed: Fine Arts and Social Studies Grade 1

Holidays Around The World: Chanukah
Fine Arts Content Standard General Music Dance Music Indicator(s): 1.A.2.a; 2.B.1.b; 2.B.3.a Music Objective(s): 1.A.2.a: PERCEIVING AND RESPONDING Experience performance through singing and playing instruments. Sing songs that use the voice in a variety of ways. 2.B.1.b: HISTORICAL, CULTURAL, AND SOCIAL CONTEXT Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression. Sing songs representative of different activities, holidays, and seasons in a variety of world cultures. 2.B.3.a: HISTORICAL, CULTURAL, AND SOCIAL CONTEXT Explore the relationship of music to dance, theatre, the visual arts, and other disciplines. Explore creative expression through music, dance, creative dramatics, and the visual arts. Dance Indicator(s): 1.A.3.a; 2.B.1.b; 2.B.3.a; 3.C.3.a Dance Objective(s): 1.A.3.a: PERCEIVING AND RESPONDING Respond to dance through observation, experience, and analysis. Apply the language off dance to observed movement. 2.B.1.b: HISTORICAL, CULTURAL, AND SOCIAL CONTEXT Demonstrate knowledge of dances from a variety of cultures. Perform selected traditional dances from various cultures. 2.B.3.a: HISTORICAL, CULTURAL, AND SOCIAL CONTEXT Demonstrate understanding of the relationships between dance and other content areas. Explore ways line and shape are used in dance and other content areas. 3.C.3.a: CREATIVE EXPRESSION AND PRODUCTION Develop performance competencies in dance. Recognize how specific performance competencies (maintaining formation, maintaining personal space, entrance and exit) affect Content Standard (Other Subject Area) Social Studies

Bill Moon – General Music Teacher Leeds & Kenmore Elementary Schoosl dance presentation. Social Studies Indicator(s) 2.A.1.b; 5.A.1.a Social Studies Objectives(s) 2.A.1.b: Students will understand how people in Maryland, the United States and around the world are alike and different. Elements of Culture - observe and describe ways that people of different cultural backgrounds meet human needs and contribute to the community. Discuss and respect traditions and customs of families in the community. 5.A.1.a: Students will use historical thinking skills to understand how individuals and events have changed society over time. Individuals and Societies Change Over Time - Examine differences between past and present time. Use terms related to time to order events sequentially that have occurred in the school. Objective(s) (Connecting the content areas) The students will discuss Israel; it’s population, religion and holidays during December. The students will play a Chanukah game, sing Chanukah songs, and dance the Hora, a traditional Israeli dance. Description of Lesson/Activities  The students will come into class with traditional Israeli music playing. The music will be instrumental and will play while attendance is taken.  The students will be directed to take a look at the flag of Israel. The students will discuss with the students the similarities and differences from their flag and the U. S. flag side by side.  Background of the typical “child” of Israel will be given. Discussions of how this is different from us will be given at this time as well.  The students will be asked about their current knowledge of “Chanukah”, the mostcelebrated December holiday in Israel.  The students will be broken into smaller groups to play DREYDL after the teacher has given the rules.  After each student has had an opportunity to spin the dreydl, they will be collected and the students will move into a large circle in the classroom that includes all students.  The students will explain the steps of the HORA, a traditional dance of celebration in Israel. It will be explained how important going in the CORRECT DIRECTION will be during the dance.  At the conclusion of the dance, the students will return to their seats and they will listen to the song “On This Night”. This song will be used to show the students the idea of the menorah and how it is lit each night – as was previously explained in the Chanukah discussion.  Nine students will be selected to act as the candles of the menorah (on as the “messenger candle”) and the remaining students will observe in what order the candles are lit. Possible Assessment Strategies

Bill Moon – General Music Teacher Leeds & Kenmore Elementary Schoosl GENERAL MUSIC ASSESSMENT  The students will be assessed on the classwork scale as to the level at which they were singing the Chanukah songs during the lesson. DANCE ASSESSMENT  The students will be assessed on a rubric for the dance on their level of success in dancing the hora. This rubric will include dancing in the correct form, staying in the correct spacing, moving to the beat of the music and moving in the correct direction with the dance. SOCIAL STUDIES ASSESSMENT  The students will take a short, multiple-choice assessment about Israel, Chanukah customs and the HORA dance performed during the activity.


								
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