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CALIFORNIA STATE UNIVERSITY, LONG BEACH

BOB COLE CONSERVATORY OF MUSIC


MUSIC EDUCATION
ENSEMBLE LESSON PLAN REQUIREMENTS Revised: 1/20/2017 Music Education, Cole Conservatory of Music

NAME: Eric Wastaferro CHECK P BELOW


SCHOOL: Stephens Middle School ü Lesson Plan
GRADE/LEVEL: 7th-8th; Intermediate oRehearsal Plan
SUBJECT: Music Where in the UNIT does this occur?
INSTRUMENTAL: Intermediate Orchestra oBeginning
CHORAL/VOCAL: ---- ü Middle
OTHER: ---- oEnd

Musical Work: Kings of Stone by Keith Sharp (introduced as a transferable the closure of the lesson)
Concept Focus: Labeling correct counts in 2/2 time signature.

Performance Focus: Clapping and counting in 2/2 time signature.

Prior Knowledge:.
Students know how to count, clap, and play in 4/4, 3/4, and 2/4 time signatures. Also, they can diagram beats within a given measure, in the previously listed time signatures.

Student Learning Outcome(s) (SLO):


Students will be able to count and label correct counts, using simple rhythms in a 2/2 time signature.

Essential Question(s):
How does the counting system of 2/2 time signature differ from other time signatures? How does it inform performance?

Enduring Understanding(s):
The counting system of 2/2 indicates that a half note gets the beat, there are two half notes in a measure. Because of this, music that uses a 2/2 time signature has a different emphasis than
that of other time signatures.
National Core Arts Standard California Music Content Standard
MU:Pr4.2.7b When analyzing selected music, read and identify by name or function 1.2 Read, write, and perform rhythmic and melodic notation, using standard symbols for pitch,
standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. meter, rhythm, dynamics, and tempo in duple and triple meter.

Materials/Equipment Needed:
White board, colored markers, worksheet, pencils.

Accommodations (Special Needs/EL):


EL: Intermediate
1. Objective clarification - Students will read the learning goals aloud popcorn style. As students read each of the learning goals, I will repeat each goal in a clear, full voice, enunciating
all words that are used.
2. Color coding - Color coded markers will be used to distinguish main ideas.
3. Verbalizing worksheet directions - Rather than having students read the directions to each section, I will read them aloud, and model an example on the board.

SPED: Hard of hearing


1. Alter seating - This student will be strategically placed in the middle-right of class. Because it is his right ear that is deaf, placing him on the right side of class will allow him to hear
the most amount of people through his left ear. This is concordant with his 504 plan.
2. Speaking/clapping - Anytime there is only one person speaking or clapping is an opportunity for an adaptation. This includes during direct instruction, sharing from students, or
explanation of instructions. When it is myself who is talking, modeling, clapping, or the like, I will make an attempt to speak clearly and loud enough for the student to hear me
(without being too loud). When student share out, I plan to paraphrase student responses in a clear and articulate tone.

Vocabulary:

Signify, structure, indicate, differ

Anticipatory Set/Introduction/Pretest:
Reading of Learning Goals (1 minutes) – Prior to the lesson, the teacher will write the learning objective on the board,

Think-pair-share (4 minutes) - Activating prior knowledge and background will be utilized as students list time signatures they have already played. A think-pair-share will be utilized to
help students recall how to distinguish parts of a time signature, and what that might mean for 2/2 time signature.

Pre-test (6 minutes) – Students will demonstrate/apply their current knowledge and understanding of time signatures by completing a short worksheet that requires them to identify and label
the correct counts within various measures. The worksheet uses simple rhythms: half notes, quarter notes, eighth notes.
Guided Practice:
Time Measures Issue/Concept Strategies/Activities for Performance Goals Strategies/Activities for Concept Goals Assessment(s)
allocation
5 minutes 3, one Clap and count Scaffolded sequence: (allows students to (incorporating the visual learning modality) Teacher observation - This activity
(activity) per type each type of gain knowledge through aural and Prior to clapping each type of note, the teacher allows for various opportunities to
of note. note value. kinesthetic learning modalities) will write three measures on the board: one clap and count note values. The
3 minutes Written 1. Teacher provided questions. “If this is the half notes, one quarters, and one eighths. As time spent will allow the teacher to
worksheet on board. beat (claps), what type of note is this?” we explore each type of note value, observe each student and adapt
2. Clap half notes. Add counting while subsequent to clapping and counting, the instruction accordingly.
clapping. teacher will confirm the correct counts by
3. Clap quarter notes. Add counting while writing the counts in on the board, under the Formal – Students will fill out the
clapping. note values. top line of the worksheet
4. Clap eighth notes. “How would we count independently subsequent to this
this?” Add counting while clapping. activity.
5. Teacher calls out type of notes, students
will clap and count each type.
6. Break class into parts, switching types of
notes for each section.
7 minutes 10, Begin After labelling each set of examples (from Release of responsibility (I do, we do, you do) Informal via writing on the board
(activity) varying applying concept goal column), we will clap and 1. The teacher will write a multi-measure and comprehension checks -
rhythms. counting to count to reinforce understanding of counts rhythmic example on the board. The “I do” Students will be called upon
6 minutes varied and help students transfer theoretical portion is the teacher labeling counts to the individually to state which count
worksheet rhythms. understanding to practical application. corresponding rhythms while describing his applies to a given note. Wrong
approach to applying the new counting system answers will be clarified by other
to varied rhythms. students or the teacher. Thumbs
2. The “we do” portion will be utilized by up/down comprehension checks will
instructing the class to collaboratively label allow the teacher to gauge when is
the counts to various rhythms. Student appropriate for individual practice.
responses will be called on by the teacher.
3. When appropriate, students will work
independently to fill out the middle of the
worksheet (“I do” portion of the activity).
6 minutes 4, Use count Students will clap and count each example Paired grouping / peer collaboration. Peer assessment - After students
(activity) varying knowledge to subsequent to the group work. 1. The teacher will write a series of two- work in pairs, they will group with
rhythms. determine measure examples on the board. another pair to review answers.
4 minutes missing note. 2. Students will break up into pairs,
worksheet collaborating by determining which note value Comprehension check – After peer
is missing from the given examples, and assessment, the teacher will ask
filling in the counts underneath. specified questions for which type
3. Each pair will find another pair to work of note was missing. Students will
with, comparing answers and respond with thumbs up/down.
clapping/counting the rhythms.
Informal – By having students clap
and count the examples, the teacher
can clarify any inconsistencies or
difficulties students are having.
(Optional) Independent Practice:
Throughout the lesson, there are several built-in opportunities for independent practice (as stated above).
1. The top part of the worksheet corresponds to the first clap and count activity. Students will demonstrate and practice applying conceptual knowledge.
2. Subsequent to the release of responsibility, students will independently fill out the middle third of the worksheet, demonstrating their ability to apply counting to varied rhythms.
3. Students will fill out the final portion of the worksheet. By filling the the missing notes, students can begin to call upon their understanding to reason more deeply about rhythmic
problems.
Subsequent to the body of the lesson, students will explore their new piece of music through clapping and counting.
Closure: Students identification of the most important elements of the lesson. How will you teach for transfer? How will the students do this?
Recap – The teacher will ask what they learned today. Does that mean that we met the objective (if so, check off the objective on the board)? The teacher will describe the importance of
counting, tying in their new piece of music.

Transfer - Students will clap and count rhythms from their new piece of music, Kings of Stone by Keith Sharp.

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