Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Aaron Polet
4/10/15

Subject/ Topic/ Theme

Music Theory

Grade __9-12________

I. Objectives
How does this lesson connect to the unit plan?
The theory lesson is going to give the students a foundation to build upon for later theory lessons. These are the basics. The music we will be learning is also the piece
that they are going to perform at the end of the year.
cognitiveR U Ap An E C*

Learners will be able to:

Ap, U
U
Ap
R, Ap

Explain what the function of a key signature is.

Explain why Key signatures are used and where they go
Sight read through #214
Sing through the first section of The Awakening

physical
development

socioemotional

yes
yes

Common Core standards (or GLCEs if not available in Common Core) addressed:
1.
Singing, alone and with others, a varied repertoire of music.
5.
Reading and notating music.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will need knowledge of note names and the definition of what a scale is.
Pre-assessment (for learning):

I will ask the students what the definition of a scale is and what its context in music is.
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

I am going to present a few different key signatures and ask if the students know what they are
Formative (as learning):

I will be listening to students sing to hear if they have their parts of not.
Summative (of learning):
I will give them a quick verbal quiz on key aspects of key signatures
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

I will have the key signatures

written up on the board for the
whole class to see.

There will be singing in this lesson

which will require physical action.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
The symbols will be talked through
and students will begin to see what
their uses are.
Provide options for comprehensionactivate, apply & highlight

Provide options for expression and

communication- increase medium
of expression
Singing itself is expressive so
students can show through their
faces what they are trying to
portray.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
I will make it clear that the goal for
the end of the unit is to understand
how to read key signatures. I will
then explain and how we will
accomplish it.

We will be able to look at the key

signatures in the sight-reading and
music to relate to what we had just
looked at.

9-15-14

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will be able to collaborate
during the sight-reading portion of
the lesson
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
We will have time to reflect after
the class on how well we performed
and how well we knew the music.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Sight-reading book
The Awakening Music

The students will be seated in their normal seats in the semi-circle.

How will your classroom
be set up for this lesson?
III. The Plan
Time
10
min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
For each component of the lesson. Include important higher order thinking questions and/or
prompts.
Welcome the class
Give a quick overview of the class
Students will tell me what they know
Ask for the definition of a scale
about scales
Show 2 key signatures (flat and sharp) on

Students will answer to the best of their

the whiteboard and ask what they are
knowledge

10
min

Explain what keys are used for

Explain 2 different types of key signatures
Introduction to the rest of the unit

5 min

Have everyone stand up and prepare for

warm ups
Go through the 3 warmups

10
min
15
min

Development
(the largest
component or
main body of
the lesson)

Take out The Awakening

Review the first section (Pg 1-5)
Go though as much of the song that has
been learned that day

Stand up
Sing warm ups with the entire class

Take out sight-reading books

Practice given excerpts
Sing through excerpts on their own
individual parts

Take out The Awakening

Sing when prompted too

Let the students know what is happening

Put folder and music away
tomorrow
Quick verbal quiz of concepts from theory
lesson (What are two things we learned
from our theory lesson
-Keys indicate what notes in a scale
receive sharps or flats.
-Sharps look like the pound sign and flats
are tiny Bs
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
In preparing this lesson I struggled with the actual form. The outline of this lesson plan is just not conducive to how a music
classroom runs. I also struggled with figuring out the theory lesson because it was introductory. What can I tell the students to get
them interested for whats to come (especially when a lot of them just dont care).
5 min

9-15-14

Closure
(conclusion,
culmination,
wrap-up)

Take out sight-reading

Give the numbers we will be going over
(210,211)
Bring class together
Sing through excerpts together

9-15-14