Music Lesson Plan

Name: Michael Ma

Grade/Level: 6th Grade Duration: 50 minutes Topic: “I’ve Got Rhythm” (Chords)

Materials Needed for This Lesson:

● “I’ve Got Rhythm” (arr. by Ralph Ford) - score and parts
● “I’ve Got Rhythm” Solo Sheets (for each student)
● Pencil(s)
● Everyday Band Room Materials (instruments, stands, etc.)

Lesson Objectives:
● Students will demonstrate an understanding of the chord progression/chordal structure of
“I’ve Got Rhythm” by playing through the ‘Solo Sheet’ to outline the chords along with
the rhythm section.
● Students will demonstrate an understanding of basic/introductory improvisation
techniques by improvising (on top of the rhythm section) solely on the root, third, fifth,
and seventh (when applicable) of each chord in the progression provided on the ‘Solo
Sheet’
● Students will demonstrate an understanding of the overall structure and phrasing of “I’ve
Got Rhythm” by playing through the piece in its entirety.

CA State Standards Addressed:

(Write out category and full description)

-MU:Cr1.1.E.8a: Compose and improvise ideas for melodies and rhythmic passages based on
characteristic(s) of music or text(s) studied in rehearsal.
-MU:Cr3.2.E.8a: Share personally-developed melodies and rhythmic passages - individually or
as an ensemble - that demonstrate an understanding of characteristics of music or texts studied in
rehearsal.

National Music Standard(s) Achieved:

Creating
☐ Imagine: Generate musical ideas for various purposes and contexts **
☐ Plan and Make: Select and develop musical ideas for defined purposes and contexts
☐ Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria
☐ Present: Share creative musical work that conveys intent, demonstrates craftsmanship,
and exhibits originality **
Performing
☐ Select: Select varied musical works to present based on interest, knowledge, technical
skill, and context
☐ Analyze: Analyze the structure and context of varied musical works and their
implications for performance
Page 1 of 4
 ☐ Interpret: Develop personal interpretations that consider creators’ intent
☐ Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble
performances, individuality or in collaboration with others
☐ Present: Perform expressively, with appropriate interpretation and technical accuracy, and
in a manner appropriate to the audience and context
Responding
☐ Select: Choose music appropriate for a specific purpose or context
☐ Analyze: Analyze how the structure and context of varied musical works inform the
response
☐ Interpret: Support interpretations of musical works that reflect creators’/performers’
expressive intent
☐ Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
☐ Connect: Synthesize and relate knowledge and personal experiences to make music
☐ Connect: Relate musical ideas and works to varied contexts and daily life to deepen
understanding

LESSON ACTIVITIES

Introductory Activity: Anticipatory Set (Activity that connects the new concepts/objectives to
previous knowledge):
● Students will take a look at their chords on the solo section and go through which notes
make up each chord. Then, the ensemble will listen to the form by listening only to the
rhythm section play the solo section.
○ Time allotted: 10-13 minutes

Body of the Lesson (Activities that teach new material/concepts)

● Students will rhythmically improvise on the root of each chord only.
○ Plan for 100% engagement: All students will improvise on the root at the same
time.
○ Modifications/Accommodations: The teacher will give an example first if
students are having difficulty understanding the task.
○ Formative Assessment: The teacher will pick a few students to improvise
rhythmically on the root individually.
○ Instructional Strategy (type of learning or teacher role occurring): The teacher
may model the exercise and students will gain experience in improvisation while
participating in the exercise.
○ Time allotted: 7-10 minutes

● Students will…(write the activity planned) improvise on root and 3rd only.
○ Plan for 100% engagement: All students will learn to improvise on the root and
3rd of the chords..
○ Modifications/Accommodations: Teacher will demonstrate using a scale
indicating which notes are the root and 3rd, then will also demonstrate with a
secondary scale using root and 3rd.
○ Formative Assessment: Teacher will ask for student volunteers to rhythmically
improvise on the root and 3rd individually.
○ Instructional Strategy (type of learning or teacher role occurring): Teacher will
demonstrate exercise and student will gain experience by participating in exercise.
Page 2 of 4
 ○ Time allotted: 5-10 minutes

● Students will…(write the activity planned) root 3rd and 5th.

○ Plan for 100% engagement: All students will learn to improvise on the root, 3rd
and 5th of the chords.
○ Modifications/Accommodations: Teacher will demonstrate using a scale
indicating which notes are the root, 3rd and 5th, then will also demonstrate with a
secondary scale using root, 3rd and 5th.
○ Formative Assessment: Teacher will ask for student volunteers to rhythmically
improvise on the root, 3rd and 5th individually.
○ Instructional Strategy (type of learning or teacher role occurring): Teacher will
demonstrate exercise and student will gain experience by participating in exercise.
○ Time allotted: 8-10 minutes

● Students will improvise on the root, 3rd, 5th and 7th of each chord
○ Plan for 100% engagement: All students will improvise on the root, 3rd, 5th, and
7th at the same time. primarily by spelling these chords out note by note until
ready to improvise
○ Modifications/Accommodations: The teacher will improvise/spell out the chord
first if students are having difficulty understanding the task.
○ Formative Assessment: The teacher will pick a few students to improvise
rhythmically on the root, 3rd, 5th, and 7th individually.
○ Instructional Strategy (type of learning or teacher role occurring):
○ Time allotted: 10 minutes

Concluding Activity (final activity of the lesson that that pulls together all of the concepts from
the lesson in a musical success experience)
● Students will play through the song and have the students improvise all together on solo
section
○ Time allotted:10 minutes

Extensions:
● If time allows, students will play through the solo section and improvise individually one
at a time.

Summative Assessments (How will you assess individuals formally on these objectives?
Describe how they will be assessed at the end of this unit of instruction and provide the rubric for
that summative assessment.)
● Assessment Activity/Assignment/Method:
○ Students will be assessed collectively in the concluding activity on their
proficiency in improvisation on the root, third, fifth, and seventh.

● Rubric:
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far below
Exceeds the Standard
Standard
Understanding Student is able to Student is able to Student is able to Student is unable
Chordal comfortably demonstrate demonstrate to demonstrate
Structure demonstrate playing of the playing of the the notes of the
Page 3 of 4
 playing of the root, third, and root and third on chords on the
root, third, fifth, fifth of the chord the chord chord structure.
and 7th of the structure. structure.
chord structure.
Improvisation Student Student Student Student is unable
improvises on improvises on improvises on to improvise on
the chord using the chord using the chord using the root of the
the four notes of most notes of the some of the chord in the
the chord and chord with notes with some chord structure
with rhythmic rhythmic rhythmic with no rhythmic
virtuosity. variance. difference. improvisation.

Page 4 of 4