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B. Procedures 1. Students will enter the band room without their traditional
** Include enough detail so that instruments, grab a guitar from at the front of the room,
someone else could replicate your and sit down.
lesson. Unless your instructor 2. The teacher will project the “A” chord tab on the board
directs you otherwise, this section
from the computer.
should read almost like a script.
3. The teacher will teach the finger position to the A chord
4. Students will copy the teacher and strum on the A chord on
their own.
5. The teacher will repeat steps 2-3 for the “D” chord
6. Students will copy the teacher and strum on the D chord
on their own.
7. The teacher will demonstrate moving from A to D chords
8. Students will, for a minute or two, will practice going from
A to D chords then D to A
9. The teacher will repeat steps 2-3 for the “E” chord.
The Common Lesson Plan Format is a CAEP EPP-Wide Assessment
8/21/18 pg. 1
10. Students will copy the teacher and strum the E chord.
11. The teacher will demonstrate moving from D to E chord
12. Students will copy and practice for a minute
13. Teacher will demonstrate going from an E chord to an A
chord.
14. Students will copy and practice on their own.
15. The teacher will demonstrate the entire progression (one
chord per 4 beats)
16. The teacher will continue demonstrating the progression
while students jump in when they are ready. Repeat until
all students are participating: (teacher may walk around
the room and offer help)
17. The teacher will sing a couple lines from songs that go into
this progression, demonstrating that a lot of popular songs
are in this progression
18. Students will, for the rest of class (10 min or less),
experiment on the progression and fit in songs that they
already know.
C. Formative The teacher will walk around the room and aid students who are
assessment struggling. I don’t know assessment tools for settings like this.
methods/tools:
D. Grouping structure/s: The class is not grouped for this assignment. During the
experimentation episode, students may naturally turn to partners
or friends around them. This is fine and encouraged.
E. Accommodations/ Accommodations: For the student with Asperger’s, I will make
Modifications clear at the beginning of class that we stay silent until the
teachers asks for questions/comments. He can also sit closer to
the teacher.
For the student with Cerebral Palsy, a ukulele or small stringed
instrument that can be placed on her lap will be used for her to
strum along.