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Music Lesson Plan

Name: Andrew Heidorn

Grade/Level: 7th and 8th grade Duration: 50 minutes Topic: Parts of the Staff/Rehearsal

Materials Needed for This Lesson:


Power Point Slides for Parts of the Staff presentation
Clicker
Dry Erase Marker
Music for Lady Mustangs
Loop Pedal

Lesson Objectives:
Students will show understanding of information from the previous lesson through the
completion of their bell work.
Students will be engaged in the Parts of the Staff lesson by taking notes on the backside
of their bell work as well as asking and answering questions throughout the lesson.
Students will participate in a sight-reading exercise that implements as many of the notes
and rests that we have been learning as possible.
Students will engage and progress in a rehearsal where we will work on music for the
upcoming concert.

AZ State Standards Addressed:


Strand CR, Concept 1, PO 7b: Generate coherent musical ideas (e.g. rhythms, melodies,
and accompaniment patterns).
Strand CR, Concept 2, PO 7b: Use notation to document personal or collective rhythmic
phrases, melodic phrases, and harmonic sequences.
Strand CR, Concept 3, PO 7b: Present the final version of their documented personally or
collectively created music to others and explain their creative process and intent.
Strand PR, Concept 4, PO 7c: Read and perform using notation (e.g. syncopation)
Strand PR, Concept 5, PO 7a: With an appropriate level of independence rehearse to
refine technique, expression, and identified performance challenges.
Strand PR, Concept 6, PO 7a: Perform music with appropriate expression, technique and
interpretation.

National Music Standard(s) Achieved:


Creating
Imagine: Generate musical ideas for various purposes and contexts
Plan and Make: Select and develop musical ideas for defined purposes and contexts
Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria
Present: Share creative musical work that conveys intent, demonstrates craftsmanship,
and exhibits originality
Performing

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Select: Select varied musical works to present based on interest, knowledge, technical
skill, and context
Analyze: Analyze the structure and context of varied musical works and their
implications for performance
Interpret: Develop personal interpretations that consider creators intent
Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble
performances, individuality or in collaboration with others
Present: Perform expressively, with appropriate interpretation and technical accuracy,
and in a manner appropriate to the audience and context
Responding
Select: Choose music appropriate for a specific purpose or context
Analyze: Analyze how the structure and context of varied musical works inform the
response
Interpret: Support interpretations of musical works that reflect creators/performers
expressive intent
Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
Connect: Synthesize and relate knowledge and personal experiences to make music
Connect: Relate musical ideas and works to varied contexts and daily life to deepen
understanding

LESSON ACTIVITIES
Introductory Activity: Anticipatory Set
Students will start class by taking out their bell work and planners and begin filling each
out appropriately. The bell work will be on questions that the students have been learning
in their previous lessons.
o Time allotted: 5 minutes

Body of the Lesson


Students will engage in the Parts of the Staff lesson.
o Plan for 100% engagement: I will use proximity around the classroom and
throughout the lesson to make sure I see every student participating.
o Modifications/Accommodations: If there, are students with accommodation needs
that are called on, I will ask additional guided questions to help the student find
the answer.
o Formative Assessment: I will walk around the room checking each students notes
to make sure they are writing down what is on the power point slides.
o Instructional Strategy (type of learning or teacher role occurring): Guided
questions, modeling, accessing prior knowledge.
o Time allotted: 15-20 minutes

Students will participate in a sight reading exercise that implements musical ideas that we
have worked on throughout the unit.
o Plan for 100% engagement: As I point to the notes on the white board, I will
continue to check on the students to make sure all of them are using hand signs
and speaking/singing solfege.

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o Modifications/Accommodations: If students are not successful with certain
excerpts of the exercise, I will ask a student who excels in the class to clap the
rhythm, or sing with solfege.
o Formative Assessment: I will know if all students are participating by watching
them participate in the sight-reading and will hear if they perform the exercise
correctly.
o Instructional Strategy (type of learning or teacher role occurring): Peer teaching,
repetitive practice, modeling, solfege.
o Time allotted: 10 minutes

Students will engage in warm ups and rehearsal of repertoire.


o Plan for 100% engagement: I will be consistently checking for posture as well as
participation from students. If students are not singing, I will positively ask all
students to engage in the rehearsal setting because we need every member of the
team to make the best sound.
o Modifications/Accommodations: If students are having trouble following along, I
will ask a stronger student singer to help them keep up by pointing to where they
are in the music. If many students are struggling with a part in the music, I will
model the singing and sing with each section to make sure they understand the
part completely.
o Formative Assessment: I will be consistently checking for posture, proper
breathing, proper supported sound and knowledge of each piece.
o Instructional Strategy (type of learning or teacher role occurring): Modeling,
singing, solfege, guided questions.
o Time allotted: 20 minutes

Concluding Activity
Students will turn to a partner and explain to them the six parts of the staff that they have
learned today.
o Time allotted: 5 minutes

Extensions:
If time allows, students will sing through all the music they know from beginning to end
with accompaniment.

Summative Assessments
Assessment Activity/Assignment/Method: Music Theory Quiz #2

Rubric:
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far below
Exceeds the Standard
Standard
Music Theory Receives any Receives any Receives any Receives any
Quiz #3 form of an A form of a B on form of a C on form of a D or
on the quiz the quiz showing the quiz showing lower on the
showing little to few mistakes. some mistakes. quiz showing
no mistakes. Actively Participates many mistakes
Actively participates in occasionally and little
participates in the lessons and during lessons understanding.
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the lessons and rehearsals on a and rehearsals Hardly
rehearsals on a day-to-day basis. on a day-to-day participates
day-to-day basis. basis. during lessons
and rehearsals.
Bell Work Has answers Has answers Has answers Didnt turn in
written in every written in every written in almost bell work or
bell work box bell work box all bell work didnt write in
and shows their and shows some boxes and shows any of the bell
understanding understanding little work boxes.
by achieving the by achieving understanding.
right answer or almost all right They have more
at least trying. answers. Writing wrong answers
Writing in in almost all than right.
complete complete Writing in
sentences. sentences. incomplete
sentences.
Participation Student actively Student Student Student doesnt
participates in all participates in participates in participate and
lessons and most lessons and some lessons shows no
rehearsals. rehearsals. and rehearsals. interest.

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