Lesson Plan Template

Identifiers
Name: Subject: Date: Room:
Megan McLoughlin Music 11/04/2018 Room 10
Class: Topic: Time: Number of Students:
1Mu - 3.4 (1st Year) Triple Time, Note Values Revision 09:00 - 10:00 13 students (mixed ability)

Lesson Outline
Curriculum Learning Outcomes:
● All candidates will be expected to have a practical working-knowledge of the fundamentals in conventional
musical notation…:
○ The aural perception of the difference between duple and triple time signatures…
Learning Intentions:
We are learning to…
● Listen to music and identify the time signature;
● Listen to music and identify the note values heard;
● Compose music using these time signatures and note values.
Success Criteria:
Student will be able to:
● Correctly identify time signature of an aurally delivered piece of music
● Successfully identify note values from an aural clip (using word rhymes)
● Apply this knowledge of note values/time signatures to their own composition
Methods:
● Teacher explanation
● Lesson starter activity (dictation practice)
● Colourful powerpoint presentation
● Groupwork
Resources:
Music Clips:
● Hilary Hahn Plays Bach – #1 (quick)
● Classics for Lovers – #2 (slow)
● Ballet – #3 (3/4)
● Marvin Gaye Greatest Hits – #3 (4/4)
● Boyz II Men – #1 (4/4)

Differentiation Strategies:
● Visually focused, colourful powerpoint presentation
● Prepared additional work for higher capability students
● Incorporated wait time and repeated instruction
● Higher/lower questioning
Assessment:
● Individual assessment: teacher to collect individually completed worksheets about backing chords and chord
banks
● Pairwork dictation practice to demonstrate rhythmic/melodic listening skills.
Note: Please include a section on Health and Safety considerations / Risk Assessment where appropriate

Introduction Time:
Description of Teacher Activity/Learning Activity
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Review staff from last lesson. Have students fill in note names on the blackboard. Use real music examples
and have students put on board and name. Ask students if they remember the pneumonic devices we
used last lesson.
Now that we know what the notes are, the next step in becoming familiar with music is knowing how long
each note lasts. Ask students why this is important. Demonstrate using a familiar song. Show what it might
sound if we didn’t have defined note values (silly!).
Play a couple of music clips and ask students what they think the music note values might look like.

Progression of Lesson Time:

Description of Teacher Activity/Learning Activity
Hand out note values handout and written rhythm handout. Teacher lists, on the blackboard, the basic
note values (whole, half, quarter, eighth, sixteenth?, 32nd?) Discuss with students the note division. Make
division tree.

Written rhythm handout

Clap first two together as a class. Turn to your neighbor and clap rhythms #3-6 to each other. Were there
any tricky ones? Go over any difficulties together.

Time signatures
Time signatures tell us how many beats there will be in a measure and which note is a beat. Use 4/4 time
signatures to have students come up to the board and show us how many quarter notes there are in each
signature, and write us a correct measure. Teacher writes an incorrect measure and has student point out
error. Play music clips again, and see if we have a better idea of what the note values look like.

Conclusion / Closure of lesson Time:

Description of Teacher Activity/Learning Activity

Discuss the test at the end of the unit. Explain that each homework assignment is part of the test. At the
beginning of class tomorrow, you will be expected to have a section of your test done and you will be
checked and get a grade for it. For tonight’s homework: 4 measures of 4/4 beats/ note values.

Evaluation of lesson
When describing these areas please consider the following
a) An evaluation of the success or otherwise of the learning intentions and success criteria
b) An evaluation of the success or otherwise of the methodologies employed
c) An evaluation of the effectiveness of the resources employed
d) A clear indication and explanation of the extent to which learning did/did not take place
e) Specific consequences of the above for the teaching of future lesson(s)

List areas of Achievement

This lesson worked well to deliver learning objectives and students benefited from aural components.
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List areas for Development How would you specifically address these areas for
None for development in this class. development