QC MUSIC EDUCATION LESSON PLAN FORMAT

Teacher Name: Alice

Date:
Location/School: Queens
Levine
College
Grade Level: 10
Music Specialty Area: General Music
Lesson Plan Supporting Information:
IEP/504/ELL/Gifted (and other
accommodations):
Students should be able to sing relatively on pitch and
with rhythmic continuity.

Students should know the pre-fix of Quintuple, quint

means five.

Instructional Resources and Materials:

Animals by Muse and link to lyrics

http://www.azlyrics.com/lyrics/muse/animals.ht
ml
http://www.youtube.com/watch?v=WnJz4eUV5q
M
Steve Reich Reed Phase

http://www.youtube.com/watch?v=6TWMTV2p0
n0

Technology: (check all that

apply)
N/A
Doc Cam
Audio Player/Recorder
Video Recorder
X Room/Personal
Computer
DVD Player
Smart Board
Projector
X Internet Connection
Adapter(s)

Learning Environment Preparation:

Students should know that a note that falls on the second
line from the first staff is a D in treble clef. They should

already know the acronyms associated with note reading

of lines and spaces such as FACE and Every Good Bird
Does Fly.

Central Focus: The focus of

Do Now: Read the

Aim: How can we accurately sing

the students sing and feel

Animals as you are

Reed Phase, both of which are in

this learning segment is to have

quintuple meter (5/8 time).

lyrics to Muses song,

listening to it.

Muses Animals and notate Steve Reichs

quintuple meter?

National Standard(s):

State Standards:

Common Core Standards:

1)Singing alone and with

2) Knowing and using

ELA

others, a varied repertoire of

arts materials and

Music composition

music.

resources

Critical listening

6)Listening to, analyzing, and

analyzing works of

Lyrics, rhythm, note reading

5)Reading and notating music.

describing music.

3) Responding to and
art.

Rhythms, patterns, repetition, form

Math Count basic rhythms
Duple/triple meter
Time Signature

Academic Language (Review/Introduction): Review duple meter and also review triple
meter.

Learning Objectives: As a result of this class, students will be able to successfully count in 5/8
time in a two plus three meter feel and also in the feeling of three plus two after listening to Muses
Animals and Steve Reichs Reed Phase.

Motivation: In your journals, write down a word that has five syllables.

Instructional Strategies and Learning Tasks (Procedures):

Body-Mind Warm-up: Students will remain seated and to a 3 + 2 meter pattern pattern

will tap their knee, shoulder, and then head, and then will snap twice. Then they will do the opposite,
snapping twice and then tapping their knee, shoulder, and head to a 2+3 pattern. Have one side of

the room do the 3+2 pattern while the other half of the room simultaneously do the 2+3 pattern and
then have each side switch.
notes.

Review: The notes on a staff FACE for spaces and Every Good Bird Does Fly for the Line
Task one: Give the students the starting pitch to Reed Phase. Ask if anyone knows

what the note is called in case anyone has perfect or very good relative pitch. Then once everyone
realizes the pitch, write the pitch (D) on the staff on the classroom board at the front of the room.

Play the piece, Reed Phase for everyone to Listen. The teacher should tell the student to listen for the

subsequent pitches that they hear. There is a lot of repetition in the piece of the subsequent pitches so
playing the piece once should be enough for everyone to grasp the pitches. When the piece is

finished playing, the teacher will go around the room and check on what pitches the students have
notated. The teacher will correct or help anyone who is struggling with notating certain pitches.

Medial summary: The students have written the pitches they hear in Steve

Reichs Reed Phase. Now we will listen to Reed Phase one more time to figure out if the meter is in a
2+3 or 3+2 pattern.

Task two: Ask the students if they know the definition of quintuple meter. Explain

that quintuple meters can be a combination of a duple meter followed by triple meter or of a triple

meter followed by a duple meter. The students may recognize the pre-fix to mean five. The piece is in
5/8 meter. The students should recognize this from the warm-up. Ask the students to listen to Reed
Phase once more and figure out which of the two patterns this pieces meter is in. Call on a few

students asking what their five-syllable word is from their motivation. Then say those words along

with the recording. For instance: Equilibrium, Cornucopia, Reciprocity. Now ask the students which
pattern (2+3 or 3+2) they hear the meter in. The correct pattern is 2 + 3.

Medial summary: The students understand the patterns that make up the meter

of Steve Reichs Reed Phase. They should also know that it is in a quintuple meter. Now we will listen
to Muses Animals.

Task three: The teacher will pull up the lyrics to Muses Animals. The students

can read the lyrics as they are listening. Choose one student who is behaving particularly well to

volunteer to point to the words as they are being sung. Now play the song once more and have the
students do the body-mind warm up activity for the 3+2 pattern as they are listening to the piece.
Ask the students to compare and contrast the two versions of the 5/8 meter in their journal.

Medial summary: The students have kinesthetically acted out the meter that can

be heard an felt in the Muse Song, animals. They are also now familiar with the lyrics of the song.

Formal and Informal Assessments:

Formal assessments would be the two journal entries, writing down five syllable words and
comparing and contrasting the 2+3 and 3+2 patterns found in the different songs that are
both in quintuple meter.

Homework (Formal Assessment): For homework ask the students to research a song
that is in quintuple meter. One meter should be in a 2+3 pattern while another should be in
a 3+2 pattern.
Summary:
Extension:
Lesson notes:

Description of QC Lesson Plan Segments

(Includes edTPA and NYC public school modifications)
LESSON PLAN SUPPORTING INFORMATION: include one or more of the
following areas; (1) Prior academic learning and/or prerequisite skills related to
the central focus what do students know, what can they do, and what are they
learning to do? Example: Students should be able to play eighth notes and
quarter notes before introducing dotted quarter notes. (2) Personal cultural
community assets related to the central focus what do you know about your
students every day experiences, cultural backgrounds, practices, and interest?
(p. 47 edTPA handbook, 2013) (3) Where possible, connect your learning tasks
to research and theory. Example: To address some of the special needs students
I have implemented more repetition in the lesson plan based on results from one
research article that states, quantitative results indicated that repetition, student
choice, and increased response time were considered important teaching
strategies that led to student growth and learning.
Gerrity, K, Hourigan, R. & Horton, P. (2013). Conditions that Facilitate Music
Learning Among Students With Special Needs: A Mixed-Methods Inquiry. The
Journal of Research in Music Education, 61, 143-159.
MUSIC SPECIALTY AREA: Band, orchestra, general, self-contained general,
choir, chorus, pep band, jazz band, music appreciation, mixed ensemble etc.
IEP/504/ELL/Gifted (and other accommodations): Consider the variety of
learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. These students may
include English language learners, gifted students needing greater support or
challenge students with Individualized Education Programs (IEPs) or 504 plans,

struggling readers, and underperforming students or those with gaps in academic

knowledge. (p. 41, edTPA handbook). This section of the lesson plan should
describe the selected instructional strategies and planned supports appropriate
for the whole class, individuals and groups of students with specific learning
needs. Example: The hearing impaired students will be given balloons to assist in
helping them to feel the sound vibrations.
INSTRUCTIONAL RESOURCES AND MATERIALS: used to engage students in
learning. The instructional materials might include such items as class handouts,
assignments, slides, and interactive whiteboard images. (p. 12, edTPA
handbook).
LEARNING ENVIRONMENT (PREPARATION): The designed physical and
emotional context, established and maintained throughout the learning segment
to support a positive and productive learning experience for students (p. 46,
edTPA handbook). Example: Number of risers, chairs and stands needed for the
specific ensemble as well as a seating chart based on individual student and
group needs.
ACADEMIC LANGUAGE: Oral and written language used for academic
purposes. Academic language is the means by which students develop and
express content understandings. Academic language represents the language of
the discipline that students need to learn and use to participate and engage in
meaningful ways in the content area. (p. 43, edTPA handbook). Include a list of
the vocabulary (p. 44, edTPA handbook) or music specific language/concepts
and/or non-music specific language that will be reviewed or taught. (Can include
foreign language words found in music.) Example: Review or (Prep/support):
Slur, Tie, Ritard. Introduce: Dotted half-note, allargando, differentiate.
(Compare/contrast). (p. 11, ed
Additionally, list one or more of t TPA handbook).
he following language function words or a more appropriate word in your
teaching segments:
Analyze
Identify

Compare/Contrast Describe
Interpret
Perform

Explain
Summarize

Express
Synthesize

AIM: New York City schools require that teachers use an Aim (focus for the
lesson) in the form of a How or Why question.
DO NOW: Teachers are also required to present a Do Now for students to
answer immediately upon entering the room. The Do Now is an effective tool to
quickly focus the students on class work as soon as they enter the room.
MOTIVATION: (Anticipatory set) Some schools require that you begin the lesson
with a Motivation, an effective tool to catch the students interest. The

motivation is usually something that relates music to their lives or to something

with which they are already familiar. In this way, they are moving from known to
unknown.
CENTRAL FOCUS: A description of the important understandings and core
concepts that you want students to develop within the learning segment (3-5
lessons). The central focus should go beyond a list of facts and skills, align with
content standards and learning objectives, and address the subject-specific
components in the learning segment. For example, the subject-specific
components for K12 Performing Arts include using artistic skills, knowledge,
and contextual understandings to create, perform, or respond to
music/dance/theater. A central focus for a music or dance learning segment
might be recognizing rhythmic patterns. The learning segment would focus on
conceptual understanding of rhythm and recognizing the different beats through
clapping or counting. (p. 47-48, edTPA handbook). Example: The focus of this
learning segment is to have the students recognize (identify) and then accurately
count and perform the syncopated rhythms within the context of sight-reading.
LESSON OR LEARNING OBJECTIVE ASSOCIATED WITH THE
STANDARD(S): As a result of this class students will be able to (SWBAT)
______________. Example: As a result of the 45 min. band rehearsal, students
will be able to successfully play through movement 3 of the Divine Comedy with
improved technique and musicality. (More than one learning objective is
acceptable for any given class. Typically not more than 4 objectives.)
NEW YORK STATE, NATIONAL, AND COMMON CORE STANDARDS:(Note:
Please list the number and text of each standard that is being addressed. If only
a portion of a standard is being addressed, then only list the part or parts that are
relevant.) For state standards:
http://www.p12.nysed.gov/ciai/arts/artstand/home.html
For National standards: http://musiced.nafme.org/resources/national-standardsfor-music-education/ For Common Core Standards: refer to document A Standards
Crosswalk Between Common Core and Music read the document and indicate
the Strand, the Core curriculum standard and the connection in Music.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS (Procedural Steps):
(include what you and the students will be doing) that support diverse student
needs. The standards, learning objectives, learning tasks, and assessments
should be related to an identifiable theme, essential question, or topic within the
curriculum. (Be sure to include warming up and, when applicable, tuning).
Learning task(s): Includes activities, discussions, or other modes of
participation that engage students to develop, practice, and apply skills
and knowledge related to a specific learning goal. Learning tasks may be
scaffolded to connect prior knowledge to new knowledge and often include
formative assessment. (p. 49, edTPA handbook).

Medial summary: Can explicitly assist in connecting prior

knowledge to new knowledge. So far we have ___________ . Next we will
____________.
For example; So far we have learned how to perform a tie. (Possible
opportunity for a formal assessment) Next we will tie three quarter notes to
learn and play the dotted half note.
The final learning task should include some type of lesson closure, such
as a final run through of what has been accomplished.
FORMAL AND INFORMAL ASSESSMENTS: used to monitor student learning,
including type(s) of assessment, and what is being assessed. [R]efer[s] to all
those activities undertaken by teachers and by their students . . . that provide
information to be used as feedback to modify teaching and learning activities.12
Assessments provide evidence of students prior knowledge, thinking, or learning
in order to evaluate what students understand and how they are thinking.
Informal assessments may include, for example, student questions and
responses during instruction and teacher observations of students as they work.
Formal assessments may include, for example, quizzes, homework assignments
(see below), journals, and projects. (p. 47, edTPA handbook).
HOMEWORK (formal assessment): required independent work also
described as academic intervention to include students with specific needs
as well as academic enrichment.
SUMMARY (or Closure): Student(s) answer the Aim question to summarize
what they learned. The summary is a good assessment tool because the
teacher is able to see/hear if students grasped the information
presented. Sometimes it is more authentic to have the students perform a large
segment of what they learned rather than writing. It shows the teacher whether
or not the students have learned what was presented.
EXTENSION: Where might this lesson lead next? What else might you do if
there is extra time? As you prepare a unit plan of 5-7 lessons it is essential to
think about the lesson sequence and progression.
LESSON NOTES: Leave an area in your lesson plan to indicate elements that do
not fit within the parameters of this lesson plan. Example: Drawings for dance
steps that accompany a particular song.