EDUCATION LESSON PLAN

Teacher: ID:

School: Date of
Observation:
Subject Music District:
area:
Ages of 8-10 years Type of
students: classroom Traditional, integrated
Grade 3-4 # of IEP
level: # of 504
Total # of GSSP
number
# of ELL
of
students:
Title of Lesson 1, Introduction to Music
Lesson
Plan:
Title of Beginner’s Music Theory
Unit:

ACTIONS

Goals, Objectives, & Essential Questions

A. Broad Goal:
Students will learn, through interactive review, the beginning blocks
to music theory.

B. Objectives:

1. Given the symbols and beat notes set at a 4/4 time signature
the students will be able to answer questions that identify the
symbols and beats of both with 100% accuracy by completing
the module successfully.

2. Given the definitions of basic musical terms, the students will be

able to define the terms with 100% accuracy by completing the
module successfully.
 3. Given the combined information from the two objectives above;
on notes, rests, basic musical terms, and time signature, the
students will be able to apply their basic math skills in solving
musical math problems with 100% accuracy by completing the
module successfully.

C. Essential Questions:
1. How many beats are in a rest or note?
2. What do rhythm, beat, duration, dynamics, tempo, ostinato, and
time signature mean?
3. How do you solve musical math problems?

Student Assessment:

Procedure Objective Type of Description Depth of Adaptations and/or

Number Number Assessment of Knowledge Accommodations
Assessment
4 1 Formative Power Point 1 IEP- teacher
Questions assistance,
extended time,
etc.
504- Preferential
seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
module
subsection.
4 2 Formative Power Point 1 IEP- teacher
Questions assistance,
extended time,
etc.
504- Preferential
seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
module
subsection.
4 3 Summative Power Point 2 IEP- teacher
Questions assistance,
extended time,
etc.
504- Preferential
seating, larger
print, head
phones, etc.
GSSP- More
challenging
questions in the
module
subsection.

Connections

A. Primary Lesson Standards:

Kentucky Learner Goals & Academic Expectations:

AE 2.24
Students have knowledge of major works of art, music, and
literature and appreciate creativity and the contributions of the arts
and humanities.

AE 1.14
Students make sense of ideas and communicate ideas with
music.

AE 1:2
Students make sense of the variety of materials they read.

 AE 1.3
Students make sense of the various things they observe.

Program of Studies:

1.14
Students make sense of ideas and communicate ideas with
music.
 Core Content for Assessment:

AH-EP-1.1.1
Students will begin to recognize and identify elements of
music using musical terminology.

Elements of music:
Rhythm - bar lines, measures, whole notes, half notes, quarter
notes (aurally and visually)
Tempo - steady beat, slower, faster (aurally)
Melody – notes, lines and spaces on treble clef staff (visually)
Harmony - rounds and simple 2-part songs (aurally), songs are
major or minor (aurally)
Form - call and response form, AB form and ABA form (aurally)
Timbre (tone color) - recognize different qualities of musical
sounds, instruments by family-brass, woodwind, string, percussion
(aurally and visually) and human voices (aurally)
Dynamics - soft, loud (aurally)

AH-04-1.1.1
Students will identify or describe elements of music in a variety
of music.
DOK 2

Elements of music:
Rhythm - time signature (2/4, 3/4, 4/4), bar lines, rhythmic
durations (whole, half, quarter, eighth notes and rests),
measure
Tempo - steady beat, slower or faster

B. National Standards:

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of
music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
C. Other Disciplinary Standards:

Kentucky Learner Goals & Academic Expectations:

AE 2.12
Students understand mathematical structure concepts
including the properties and logic of various mathematical
systems.

AE 2.7
Students understand number concepts and use numbers
appropriately and accurately.

Program of Studies:

1.5-1.9
(Students use mathematical ideas and procedures to
communicate, reason, and solve problems.) is infused throughout
the mathematics instruction P-12 and is integral to the content and
instruction across all grade levels.

1.16
(Students will use computers and other kinds of technology to
collect, organize, and communicate information and ideas.) is
an essential and integral part of instruction across the content and
the mathematics Program of Studies.

2.7
Students understand number concepts and use numbers
appropriately and accurately.

2.8
Students understand various mathematical procedures and
use them appropriately and accurately.

Core Content for Assessment:

MA-EP-1.3.1
Students will analyze real-world problems to identify appropriate
representations using mathematical operations, and will apply
operations to solve real-world problems with the following
constraints:
 add and subtract whole numbers with three digits or less;
  multiply whole numbers of 10 or less;
 add and subtract fractions with like denominators less than
or equal to four and
 add and subtract decimals related to money.
DOK 2

MA-EP-2.2.3
Students will convert units within the same measurement
system including money (dollars, cents), time (minutes, hours,
days, weeks, months), weight (ounce, pound) and length (inch,
foot).

MA-04-2.2.3
Students will convert units within the same measurement
system, including money, time (seconds, minutes, hours, days,
weeks, months, years), weight (ounces, pounds) and length
(inches, feet, yards).
DOK 1

MA-05-2.2.3
Students will convert units within the same measurement
system [U.S. customary (inches, feet, yards, miles; ounces,
pounds, tons), metric (millimeters, centimeters, meters, kilometers;
grams, kilograms), money, or time] and use the units to solve
problems.
DOK 2

D. Statement Connecting the Standards to Your Objectives:

The above standards relate to my objectives because students will grasp the
beginning building blocks of the tools they need in order to succeed in the art
of music theory all while using their basic math skills, in preparation for
advancement towards music appreciation.

Context

1. Unit
a. Lesson 1 out of 2 in Section 1 out of 4
b. This lesson is approximately 45 minutes long, the interactive module
being approximately 30 min for slower students.
2. Students
a. Students will have a small amount of prior knowledge on the subject of
Beginner’s Music Theory through a video, class instruction, and flash
cards in the lesson prior to this interactive review lesson.
 b. Students will be beginning on the same level, with the exception of any
student who has had private music lessons, and will be advancing
together through these introduction stages.

Differentiation:

A. Accommodations:

Student Plan/Need Describe the type of plan for this student

Identifier and the specific needs that they need.
Accommodation Describe exactly how you are going to meet
the needs of this particular student.
N/A Plan/Need N/A

Accommodatio N/A
n
N/A Plan/Need N/A
Accommodatio N/A
n

B. Individual Learning Styles:

Variations for: Description of Variation

Visual Learners Visual learners will learn best by reading through the
power point presentation information on the screen and
watching the short informative video.
Auditory learners will learn best by listening to the short
Auditory informative video.
Learners
Kinesthetic learners will learn best through the interaction
Kinesthetic
between themselves and the module as they are guided
Learners
though the module through their own interaction.

C. Multiple Learning Levels:

Procedure Step Bloom’s Taxonomy Depth of Knowledge

1 KO 1

2 KO 1

3 CO 2
Real-Life Connections:

1. Text-to-text: Students are able to apply the knowledge they read

during that music session prior and the short video on the power point
to the interactive lesson.

2. Text-to-world: Music is a global phenomenon that students can see

even in the cartoons they watch; ie: Team Umi Zoomi, Little Einsteins,
Backyardigans, etc.

3. Text-to-self: Students listen to music in one form or another, either

radio, movies, or live so they are able to understand that music must
have a beginning.

Resources

1. Music Handouts from Music for Teachers; Amy Bolar KCU

2. Sheetmusicdirect.com
3. Computer and mouse
4. Microsoft Power Point

Technology

1. Computers, headphones, and mouse; students will work on a review

through an interactive power point that contains information and a short
video on the subject of Beginning Music Theory.
2. Microsoft Power Point; how the student will access the interactive review
3. Real Player, video player; The video will be contained within the
interactive power point.

Procedures (45 minutes total)

1. (4 min.) At the conclusion of the proceeding lesson students will be

instructed on how to operate the interactive power point lesson.

2. (2 min.) Students will get up and walk over to the computers and take a

seat.
 3. (1 min.) Students will log on.

4. (30min.) Students will work on interactive power point module while

teacher assists where needed and observes the class participation and

activity, recording when a student successfully completes the entire

module. Those students who complete the module successfully early on

may assist other students quietly.

5. (1 min.) Students will log off.

6. (5 min.) Students will talk about the module they just completed.

7. (2 min.) Students will walk back to their seats and pull out their books for

the next subject.

IMPACT – Prepared after the lesson is taught.

Reflection/Analysis of Teaching and Learning

N/A

REFINEMENT - Prepared after the lesson is taught.

Lesson Extension/Follow-up

N/A