Download Lesson Plan Template 2

Lesson Plan: Lachlan Grant – Student 258276
Learning Area: Music
Year Level: 7
Class Size: 15
Time Frame: 55 minutes
Topic: Audiating Music
Curriculum Connections: Experiment with texture and timbre in sound sources using aural
skills (ACAMUM092). Practise and rehearse a variety of music, including Australian music to develop technical
and expressive skills (ACAMUM094)
Learning
Intention
Success
Criteria
Audiate and sight sing a notated melody before playing it on their instrument.
1. Pitch matching
2. Singing multiple notes in tune
3. Can sing the first five major scale degree’s.
Preparation
Procedure
Resources
Assessment
Students can pitch match and sing multiple notes in tune but require scaffolding. They can
read crochets, minims, quavers, semi breves. Basic ensemble skills, can self-assess,
identify if mistakes are made.
Engagement & Introduction: Welcome students into classroom and implement semicircle seating arrangement. Tune in students - hats off, no chewing gum, lowering noise
levels. Maintain students complete undivided attention. Address disruptive behaviour and
apply discipline when necessary. Discuss learning intention and success criteria.
Lesson Body & Learning experiences: Lesson will begin with pitch matching exercise
using the solfege scale. I will establish starting note (Bb) on piano and use hand signals for
do, re, mi, fa, sol to conduct students in singing the first 5 major scale degrees. I will then
introduce the remaining scale degrees of la, ti & do and have students attempt to sing a
whole major scale. Students will then set up their instruments and retrieve their Standard
of Excellence work book. I will then conduct them through exercises 16 through to 30.
Students will sing each exercise first before playing on their instrument, proceeding when
students are ready to progress. If particular students are struggling, I will differentiate
learning by suggesting them to join in for the parts they can do and encourage out of
class.
Closure: Collaboratively reflect on learning intention and discuss what success criteria was
achieved. Students will then pack up their instruments, put their books away and exit in an
orderly manner.
55 Minutes, musical instruments, Music notation practice books, Classroom
Performance of exercise 34 ‘Farm Out’, Concert Pitch Bb Major Scale and elements of
music theory quiz at the end of week 9.
Sanderson Middle School – Mentor: Ty Quinn
Lesson Plan: Lachlan Grant – Student 258276
Learning Area: Music
Year Level: 7
Class Size: 15
Time Frame: 55 minutes
Topic: Audiating Music
Curriculum Connections: Experiment with texture and timbre in sound sources using aural
skills (ACAMUM092). Practise and rehearse a variety of music, including Australian music to develop technical
and expressive skills (ACAMUM094)
Learning
Intention
Success
Criteria
Audiate and sight sing exercise 29 ‘Go for Excellence’ from standards of excellence text
book.
1. Pitch matching
2. Singing multiple notes in tune
3. Sing a whole scale
4. Sing a scale and skip notes
5. Sight sing exercise 29 ‘Go for Excellence’
6. Play exercise 29 ‘Go for Excellence’ on musical instrument
Preparation
Procedure
Students can sight sing Merrily We Roll, One Step at a Time & Song of the Fjords but
require scaffolding. They can read crochets, minims, quavers, semi breves. Demonstrate
basic ensemble skills, can self-assess and identify when mistakes are made.
Engagement: Welcome students into classroom and implement semi-circle seating
arrangement. Tune in students - hats off, no chewing gum, lowering noise levels. Begin
with pitch matching exercise using solfege scale. Establish starting note (Bb) on piano and
use hand signals to conduct students in singing degrees of the major scale. Students will
then retrieve their Standard of Excellence work book and I will conduct sight singing
exercises: Merrily We Roll; One Step at a Time; and Song of the Fjords.
Learning experiences: Begin scaffolding exercise 29 ‘Go for Excellence’. Be sure to hear
all students succeed before moving on! Use correct hand signals!
1. All sing bars 1 & 2.
2. Practice ascending from Do – Sol, descend to Mi, then ascend back up to Sol.
Students get use to changing directions when singing a scale.
3. Practice singing Do, Re, Mi, Fa, Sol, Mi (Skip ‘Fa’ when descending).
4. Practice ascending Do, Re, Mi, Fa, Sol - Mi Fa Sol). Skip ‘Fa’ when descending,
including when ascending.
5. Students sing bars 1 & 2, then I sing bars 3 & 4 - Students sing bars 1 – 4.
6. All sing bars 3, 4 & 5.
7. Practice singing Do, Re, Mi, Fa, Sol, Fa, Re. Include Mi when ascending, skip
when descending.
8. Sing bars 7 & 8 – Then combine bars 6, 7 & 8.
9. Achieve learning intention and sight sing exercise 29 ‘Go for Excellence’.
Closure: Collaboratively reflect on learning intention and discuss what success criteria was
achieved.
Sanderson Middle School – Mentor: Ty Quinn
Lesson Plan: Lachlan Grant – Student 258276
Learning Area: Music
Year Level: 7
Class Size: 15
Time Frame: 55 minutes
Topic: Instrument Range Development
Curriculum Connections: Develop musical ideas, such as mood, by improvising, combining and
manipulating the elements of music (ACAMUM093). Practise and rehearse a variety of music, including
Australian music to develop technical and expressive skills (ACAMUM094)
Learning
Intention
Success
Criteria
Preparation
Procedure
Develop technical and expressive skills focusing on building instrument range.
“I can play a full octave concert pitch Bb Major scale, ascending & descending.”
Students can play the first five degrees of a concert pitch Bb Major scale. They can read
crochets, minims, quavers, semi breves. Demonstrate basic ensemble skills, can self-assess
and identify when mistakes are made.
Engagement: Welcome students into classroom, request retrieval of instruments and
Standards of Excellence workbook. Tune in students - hats off, no chewing gum, lowering
noise levels. Lesson will begin with explanation of learning intention alongside stressing the
importance of not letting the technicalities of music interrupt the sound, groove and feel.
Talk about music being an expression of one’s feelings, elaborate on how I became
interested in music and how it was the sound, not the notes on the stave. But utilising my
passion for playing music towards understanding the technical theory enabled me to
explore my creativity and further compose my own music. Encourage students to always
listen to what they are playing, if it sounds right and feels right then it is right. Constantly
seeking others approval could have detrimental effects on student’s self-esteem.
Learning experiences: Warm up with solfege scale staircase exercise from Do – Sol,
encourage La, Ti & Do for those who want to try. Teacher will identify and relate mistakes
made when playing the higher scale degrees to the learning intention.
1. Commence exercise 30. Discuss how ‘Do’ has moved to concert pitch Eb. Explain
how we could call the Eb note ‘Fa’ in terms of Bb, but is more simple to simple to
call it ‘Do’ as the exercise starts and finished with Eb. ‘Do’ should always be the
home note.
2. Commence exercise 31 and identify the ‘TIE’ “A curved line that connects two
notes of the same pitch.” – Discuss how ‘Do’ has now moved to concert pitch D.
3. Commence exercise 32. Begin with part A, then part B. Separate parts between
students. Identify ‘Do’ as concert pitch Eb.
Resources
Assessment
Closure: Collaboratively reflect on learning intention and discuss the success criteria was
achieved.
55 Minutes, musical instruments, Music notation practice books, Classroom
Performance of exercise 34 ‘Farm Out’, Concert Pitch Bb Major Scale and elements of
music theory quiz at the end of Week 8.
Sanderson Middle School – Mentor: Ty Quinn
Lesson Plan: Lachlan Grant – Student 258276
Learning Area: Music
Year Level: 7
Class Size: 15
Time Frame: 55 minutes
Topic: Instrument Range Development
Curriculum Connections: Develop musical ideas, such as mood, by improvising, combining and
manipulating the elements of music (ACAMUM093). Practise and rehearse a variety of music, including
Australian music to develop technical and expressive skills (ACAMUM094). Perform and present a range of
music, using techniques and expression appropriate to style (ACAMUM096).
Learning
Intention
Success
Criteria
Preparation
Procedure
Resources
Assessment
Develop technical and expressive skills focusing on building instrument range.
“I can play a full octave concert pitch Bb Major scale, ascending & descending.”
“I can identify time signature, ties, note names, breath marks, rests & accidentals.”
“I can perform exercise 34 ‘Farm Out’ on my instrument.”
Students can play all degrees of a concert pitch Bb Major scale but require scaffolding.
They can read crochets, minims, quavers, semi breves. Demonstrate basic ensemble skills,
can self-assess and identify when mistakes are made.
Engagement: Welcome students into classroom, request students to retrieve instruments.
Tune in students - hats off, no chewing gum, lowering noise levels. Lesson will begin with
explanation of learning intention followed by staircase scale exercise ascending and
descending. Students will then get their standards of excellence workbook and sit on
performing area of classroom.
Learning experiences: Begin with revision of exercise 32. Begin with part A, then part B.
Separate parts between students. Identify ‘Do’ as concert pitch Eb. Explain how we could
call the Eb note ‘Fa’ in terms of Bb, but is more simple to simple to call it ‘Do’ as the
exercise starts and finished with Eb. ‘Do’ should always be the home note.
Practice with exercise 33. Revise Time Signature (2/4), Breath Marks, Ties &
Accidentals.
Commence exercise 34.
Closure: Collaboratively reflect on learning intention and discuss the success criteria was
achieved. Encourage students to take instruments home to practice for the upcoming
assessment.
55 Minutes, musical instruments, Music notation practice books, Classroom
Performance of exercise 34 ‘Farm Out’, Concert Pitch Bb Major Scale and elements of
music theory quiz at the end of Week 8.
Sanderson Middle School – Mentor: Ty Quinn