LESSON PLAN FORM

Teacher Education Department CSUDH

CANDIDATE:

SUBJECT(S):

Marcus Gerakos

Music-- Beginning

GRADE LEVEL(S):

DATE March 20,

2015

Guitar

Standards:

1.2: Clarify word meanings through the use of definition, example,

restatement, or contrast

Single/Multi-Day
Lesson:

Multi-day
lesson

2.3: Perform on an instrument a repertoire representing various styles with

expression, technical accuracy, tone quality, and articulation

4.2: Apply criteria appropriate for the style or genre of music to evaluate
quality and effectiveness of performances

DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

I.

This is the last lesson in a unit focused on our study of rhythm and blues, its musical
characteristics, its roots in gospel and African tribal music, and its influence on popular
culture. We will focus on my three-part arrangement of the classic Motown hit "My Girl" as
recorded by The Temptations. The students will also take a brief vocabulary quiz so that I
can assess their understanding of musical terms.
II.

LEARNING OUTCOME (Objective): Students will be able to play the musical score to "My

Girl" (all three parts at once) with expression, technical accuracy, tone quality and
articulation.
III.

CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan): This is the fourth and final

lesson of the unit and will incorporate their understanding of pitches, rhythms, and
tempo, as well as their stylistic interpretation of the classic Motown sound. They will
evaluate their performance based on criteria appropriate for this particular genre--steady
tempo, groove, and articulation being the most important factors.

IV. INSTRUCTION

1. ENGAGEMENT (Motivational Activity): I will ask individual students, 'What are some things
that are important to remember when you're playing music from the classic Motown
songbook?" I'll be looking for responses like, "Keep the tempo steady", "Listen to the
other parts while you're playing your own part.", "Play each note clearly", "Pay attention
to dynamics", and so on. Their responses will be an informal assessment of what they've
learned in our unit study.
INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities): Here is the order of

activities:
1. After copying the day's objective in their agendas, students clear off their desks and take
the vocabulary quiz. They will be given twenty minutes to complete the quiz. I seat them
far apart so they must each do their own work. I monitor the room so that theres no
cheating.
2. After all the students have turned in their quizzes, they pull out their guitars and warm up
with the chromatic scale on all six strings, naming each note as they play it. This
reinforces their knowledge of the notes on the fingerboard and will prepare them for
today's activity--polishing our performance of the "My Girl" arrangement.
3. I frontload today's topic with today's engagement activity.
4. We play through the arrangement as a class, with groups of students playing each part.
5. I ask the students to evaluate their performance with respect to tempo, dynamics,
articulation, and accuracy in pitches, harmonies and rhythms.
6. I divide the class into groups of three so that students can work on all three parts together.
7. We run through the score once again as a class.
8. The students offer a short verbal analysis of their performance with respect to tempo,
articulation, technical accuracy and expression.
APPLICATION ACTIVITY (Practice and/or Reflection):
MATERIALS & RESOURCES: Musical scores, classical guitars, music stands, picks, guitar

tuners, pen or pencil, white board

IV.

ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Todays quiz provides a summative assessment of the students understanding of musical

vocabulary terms.
We will also conduct an informal group assessment on their progress in incorporating all
three guitar parts in the arrangement. The first run-through (after the quiz) will be the
pre-assessment: our last run-through at the end of class will be our summative
assessment.

VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE): As noted in

our previous lessons, for our individual learners I offer a choice between the parts to play from
the score. The bass part is the easiest, thus ideal for the individual learner. Also, I make it a point
to pair up struggling learners with advanced learners so that they can guided and encouraged by
their peers as well as by their teacher.

VII. HOMEWORK (IF APPROPRIATE): The students will go on YouTube and type in "classic Motown"

to hear a sampling of this genre. They will make a list of the songs and artists they like best for
future study.