Blended Learning Lesson Plan

Lesson Title: Learning Different Styles of Music

Objectives:
Students will be able to analyze different styles of music using specific vocabulary.
Students will be able to differentiate between many types of music.
State Standards:
NH.7.1 – I can talk about music using musical vocabulary.
AL.4.1 – I can play in various musical styles on instruments.
Context: I am teaching this specific lesson because it is important for young musicians to be
able to tell the difference between different styles of music. Before this lesson, we talked about
different vocabulary words that will be used during this lesson to talk about the pieces. After this
lesson, students will be expanding upon their vocabulary with new words that talk about
different types of musical expression. I will be teaching how these words are used in a musical
context so students will understand what they mean.
Data: Students will be put in 3 groups, and these groups are based on how well the students
received the material from the previous lesson. Students filled out an exit ticket for the last class
that shows how well they learned material, and those will be used to group the students. I will
use another exit ticket at the end of this class to see how much the students have improved.
Materials:
 Quaver
 Chromebooks
 Paper and pencil
 Drums
 Fast and Slow Tempos video (https://youtu.be/Ln6G-sZiMiU?si=-jLg7tA6Bl23Og1W)

Procedures:
Introduction (10 minutes):
The day will start with students entering the classroom, putting their bags behind their chairs,
grabbing their Chromebooks out of their bags, and being seated in their assigned chairs. I will
ask them how their week has been, and if anything exciting happened to them over the weekend.
After a few minutes, I will pull up a quick refresher about the terms we talked about on Quaver
to see how well students remembered material from the last class about certain musical terms.
After that, I will group students up, and we will begin the group rotations.
Teacher Directed (10 minutes):
During this activity, I will have the students gather around the table I am sitting at, asking them
to grab a sheet of paper to ask questions. I will ask them a question regarding the musical terms
that we went over, and I will ask them to write their answer down on their papers. After they all
finish writing, I will ask them to show me their answers, and we will discuss the correct answers
as a group. I will also ask each student why they gave their specific answer, using material from
the last class to evaluate. After about 5 of these questions, it will be time to rotate groups.
Collaborative (10 minutes):
During this activity, students will work together to demonstrate different styles of music.
Students will go to a set of drums that is in the middle of the room. In the middle of those drums
is a set of flashcards. Students will need to see what the definition of the musical term is and try
to recreate that with the drums. There will be about 5 of these definitions on flashcards, and the
group will work together to show an understanding of how that term works with the music.
During the conclusion portion of the class, I will pick different groups to demonstrate some of
these terms on their drums, which they will show off to the rest of the class.
Independent Digital (10 minutes):
During this activity, students will use their Chromebooks and watch this video on fast vs slow
tempos (https://youtu.be/Ln6G-sZiMiU?si=-jLg7tA6Bl23Og1W). This video includes various
examples of classical music and tests students on whether the music is played in a fast tempo or a
slow tempo, which we discussed in class. After watching this video, students will take a short
quiz on tempos that can be accessed on their Google Classroom page. This test will not be
graded, but it is to further test their knowledge of this material.
Closure (10 minutes):
After each group has been able to participate in every activity, I will call all of the students back
to their seats. I will ask them what they thought of each activity, and how it helped them learn
more of this material. After asking those questions, I will call on each group to demonstrate the
style of music we discussed on their drums and explain what the term means. After each group
has had a chance to demonstrate, I will ask the students to open up their Chromebooks and
complete the exit ticket found on their Google Classroom page. This ticket will allow me to see
how well they understood this material. Before they go, I will talk about next week’s class, and
what they will be learning about during that period.
Rationale:
(Quaver): I chose this piece of media because Quaver has many useful resources for
music classes. It supports student learning because it provides learning material that
students can use to understand the standards and objectives set for the class. I know this
form of media is high quality because many school districts support Quaver, and many
teachers use and recommend this tool. There are a variety of resources that allow students
of different learning levels to understand the material, such as different games, quizzes,
lessons, and more.

(Fast vs Slow Tempos Video.): I chose this piece of media because it allows students to be
quizzed on their ability to determine whether a piece of classical music is played in a fast
or slow tempo. It supports student learning because it allows them to understand certain
terms that we have discussed in class. This is a great video source that can be used;
however, the video quality could be slightly better if it was made by an official company.
This video does not contain the most variety in teaching styles, as all students have to be
able to answer the questions. However, all students can watch the video and be able to
learn the difference between fast and slow tempos, allowing everyone to learn the
material.