DANIELSON MODEL LESSON TEMPLATE

Class: Ms. Gimple, 4th Grade Date: April 13, 2022

Unit: Foley Lesson Title: Using Classroom Instruments to Create Foley

Content Standard Alignment:

Creating

Plan and Make:

MU:Cr2.1.4a - Demonstrate selected and organized musical ideas for an improvisation, arrangement, or
composition to express intent, and explain connection to purpose and context.

Evaluate and Refine:

MU:Cr3.1.4a - Evaluate, refine, and document revisions to personal music, applying teacher- provided and
collaboratively- developed criteria and feedback to show improvement over time.

Present:
MU:Cr3.2.4a - Present the final version of personal created music to others, and explain connection to expressive
intent.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals) Outline the
concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the
content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.

The lesson’s main object is for students to demonstrate an understanding of foley. Foley is the art of sound and
creating sound effects for film. Students will work on sound design and timing their sound to video. Students will
be in groups with classroom instruments to use: marimba/bell, triangle, sticks, drum pad, tambourine, egg
shaker. These instruments will be used as tools to create foley for a video that will be shared with them through
Google Classroom. One student in each group will have a chromebook available for the group to use in order to
access the video. At the end of the lesson, students should be comfortable working in groups, as foley artists do,
and think in creative ways to make sounds. Students will also be faced with the same challenges that some
foley artists may experience, lack of resources, trying to play in time with the film, and finding the perfect sound.
For today’s lessons, students will focus on finding the right sound and playing their sound in time.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this
instructional sequence? How does this lesson support the next lesson in this instructional sequence?

We started this unit by watching a short documentary from Great Big Story and The Weather Channel called
“The Magic of Making Sound.” The students discussed and reflected on what foley is, what it looks like in
practice, and how important it is in film. Students were then put into groups with a set of instruments that they
would use to experiment with. Each student was given enough time to try each instrument that they had in their
group.

During the second day students are being tasked to experience their first day as a foley artist. Students will be
tasked to create sounds for a 16 second claymation. The claymation is a video of two penguins that make
popcorn on the stove top and eat it together. It is definitely appropriate and engaging for students. This class
did not have enough time to experience the entire lessons since they cashed in their reward. (Classes can
earn up to 5 points each time they have music. If they are able to have at least 15 points with 4 or 5 points the
day prior, then they are able to cash in 15 points for a reward.) This class only experienced getting into groups
and creating a sound for the beginning of the film.

During today’s lesson, students will get back into their groups and work on creating foley for the claymation. As
students are in groups they will imagine what sounds would be appropriate to use for different gestures in the
film. As students practice their technique with instruments and are more comfortable with them, this will lead to
us using our Ukuleles and classroom instruments together
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources) List all
materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.

Classroom instruments: Marimba/Bell, Triangle, Sticks, Drum Pad, Tambourine, Egg Shaker. Students will be
presented with a video to use as their tool.

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

● Students may just create random sounds that go with whatever is happening on the film.
● Students may not be able to play their sound in time
● Students will make stuff up throughout the video without a plan.
● Students may not properly play during their performance: missed cues, playing too much, playing at the
wrong time.

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson.

Students should know how to responsibly use their instruments. Students should be respectful to instruments
and they should be left how they were found in the same working condition. Students know that there is only
one person per instrument; unless, if there is something planned and coordinated.

Students will have to have a basic idea of timing and knowing if they are timing their sounds properly.

Introduction Foley Artists experience challenges when they are creating sounds for film. Some of
Anticipatory Set: these challenges may include sound design or timing. What are some things that we
can do to overcome these challenges?

Instructional Activities: I will show them the video that they are going to create foley for. Students will watch
Includes questioning
techniques, grouping
the video in its entirety without any sound. Students will watch the first few seconds
strategies, pedagogical of the video. Students will turn and talk to their neighbor about possible sounds that
approaches.
they should consider in the video and solutions to creating those sounds. I will ask
volunteers to share their ideas to the class.

Students will be asked to go into their groups and for the designated person to
receive their chromebook. I will display students ideas of challenges and solutions on
the smartboard. This way students can reflect on their ideas as they are working in
groups where they may face these challenges.

There will be a timer for the students on the board for 10 minute for them to do
their work in groups. During this time students are playing the video and trying to
find sounds that they can use. I will go around helping groups and seeing what they
are up to. “What is happening in the film?” “How can we play our instrument to
create a sound for that?” “How is the timing of your sound and how can you
improve?”

Wrap Up Each group will present their final performance. Their presentation will include the
Synthesis/Closure: foley that they created and each person in the group stating their intentions for their
sound choice. The class will have an opportunity to say something that they liked
 about the performance and something that they could improve. The groups will then
be allowed to fix their mistakes.

If a group is told that there is something that they can do to improve then I will allow
them to go back to that one spot and to try their foley again. This can either be for
the timing of the sound or for the sound itself.

Students will then line up one row at a time after sitting in their seats.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of

Students) Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.

The class is a mix of students that are English Language Learners. Most of the English Language Learners
are Expanding and are efficient in speaking english: Kevin, Melissa, Joel, Hailey, Anthony, Andres R., and
Gabriela. Most of these students help me translate for the Students that are Entering: Dylan and Andres P.
The two students that are in the Entering level are grouped with students in the Expanding level in order to
help with linguistic needs.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning) May
indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.

Students will be assessed on creating foley for film as a group. They will be assessed based on
connecting their foley or sounds to what is happening in the film. Students should be able to make
adjustments to their sounds or performance based on teacher and peer feedback.