SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's
Taxonomy

DETAILS
Emma Firment
General Music
8th Grade
9/14/15,9/15/15, & 9/16/15 : 40 minutes

CK

MU:Cr2.1.8
b.Usestandardand/oriconicnotationand/oraudio/video
recordingtodocumentpersonalrhythmicphrases,
melodicphrases,andharmonicsequences.
MU:Re7.2.8
a.Comparehowtheelementsofmusicandexpressive
qualitiesrelatetothestructurewithinprogramsofmusic.
Formal Evaluation
Complete the musical element worksheet
Informal Evaluation
Ask students to describe what they hear when the
recordings are played
SWBAT identify the musical elements when listening
to music
SWBAT complete the musical element worksheet,
filling in the correct definitions

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge
Have notebook paper sitting on the seats before
students come in (to be used for note taking).
Have Musical Element Poster sitting at the front of the
class
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Students have an open discussion about what each of

the seven musical elements are
Big Idea Statement
Students will know the definitions of and how to identify
the 7 musical elements when listening to music
Essential Questions
Howdomusiciansmakecreativedecisions?
Howdoesunderstandingthestructureandcontextof

musicinformaresponse?
Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs

Pre-Assessment of Students
On the worksheet, have students record what they
know or think they know about each musical element

Transition
Go through the musical elements poster and talk about
each one
Have students take notes
Accommodations,
Use multiple recordings as well as the piano to
Modifications
demonstrate the elements
Harmony : Provide multiple accompaniments to the tune
Mary Had a Little Lamb. Have students identify whether
the teacher is playing thick or thin harmonies
Melody : Play a Twinkle Twinkle Little Star on the piano.
Have students sing the melody
Dynamics : Play recordings of multiple pieces, one with
loud dynamics (forte) the other with soft (piano)
Form : Describe it like a sandwich. When making a
sandwich, you have bread (A section) and the toppings
(B,C,D, etc.) then the bread (A section again). Some
forms are like a Big Mac: Bread (A) Toppings (B) Bread
(A section comes back) Toppings (C) Bread (Ends with
A)
Tempo : Play recordings of multiple pieces, one thats
fast and one thats slow
Rhythm : Have Mr. Ewing and I clap. The first time it will
be the same rhythm (students will identify whether or not
it was the same). The second time, we will each play
different ones (students will identify)
Timbre : Play recordings of different instruments. Have
students describe each.

Guiding the Practice

Provide a visual and hearing examples for each of the
elements so the students have 2 examples
Providing the Independent Practice
Have students write what they know about the musical
elements before reviewing it in class
Modeling of the Concept
Play piano to further explain some of the elements
Play musical excerpts to further explain concepts

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This
area is to be
determined by
instructor OR
student as
needed)

Adaptations/Accommodations for Students with Special

Needs
Students who are visually impaired may sit closer to the
front of the room to better see the chalkboard
Students who are visually impaired may use study
guides with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions and ear
training examples
Exit Ticket
Notebook Paper
Chairs
Stands
Pencils (for students and teacher)
Piano
Musical Elements Poster
Computer
Summary & Review of the Learning
Review the worksheet, ensuring that students
understand each element and what it is
Pass out exit ticket in which students have to fill in the
blanks, describing each element (see handout 1)