Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Aaron Polet
4/15/15

Subject/ Topic/ Theme

Music/choir

Grade _9-12_______

I. Objectives
How does this lesson connect to the unit plan?
This will be the 2nd lesson to go through way we figure out keys starting with flats. This lesson will be focused on flat key signatures. This lesson is going to be very
similar to the previous lesson so many of the boxes will look the same.
cognitiveR U Ap An E C*

Learners will be able to:

R, Ap
Ap
U
Ap
Ap

Identify all of the flat key signatures

Identify the flat key signatures in The Awakening
Write the flats in the correct order
Sight Read #216
Sing The Awakening 3rd section

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
2.
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.

They will need a basic knowledge of what key signatures are and what they do.
Pre-assessment (for learning):

I will show them some key signatures and ask them if they can name them
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):

We will go over the 2nd part of The Awakening before we dig into the next section.
Formative (as learning):

I will be watching them write down the flats as they work on that activity
Summative (of learning):
Quick review of the major points we learned today. And quiz of 3 signatures
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
I will have the key signatures on the
board and we will also talk about
different way to read flats

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will be singing for half of
the lesson

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will offer the option for students
to create their own phrases to
remember the order of flats.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Key signature symbols will be

clarified throughout the lesson
Provide options for comprehensionactivate, apply & highlight

Students will be able to apply

their knowledge to certain
activities I have outlined below.
It will also appear in their music
and I will ask them about what
keys show up in their music.

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They will be able to show their

work on the board or on their
paper to turn in
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Students will be able to

collaborate in the same activity
of developing their own
sentence
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection

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

Staff Paper

It will be set up in the normal choir formation

How will your classroom
be set up for this lesson?
III. The Plan
Time
3 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.
Start with a quick review of the day
Answer the questions when prompted
before.
Play a 3 or 4 keys that have flat key
signatures to give them an idea of what it
is applied to

20
min

There are 7 different keys that have flat

key signatures just like there are 7 notes in
a major scale
Demonstrate how to write down the order
of flats on a staff
Tell them how the flats are ordered
(BEADGCF)
Point out that it is the opposite of sharps
Tell them a phrase you can use to
remember the order the order of flats.
Give students time to think of their own
phrases
Show the students how to write the flats
on the staff
Give them time to write their own
Explain how to find out what the key
signature is by looking at the flats
Quiz them on 4 different signatures

Take out sight reading

Let students go through #216
Sing #216 together

Take out the Awakening

Go over the 3rd section with students
If time allows, go over Hallelujah

Review the theory lesson in a few bullet

points
-The order of the flats are (BEADGCF)
-Give of sentence to remember the order

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

5 min

25
min

5 min

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Closure
(conclusion,
culmination,
wrap-up)

Try writing the order on the staff

Students will come up with their own

phrases to the order

Students write the flats on their paper or

on the board.

Participate if asked to

Take out Staff paper and write them down

Take out sight reading

Practice excerpt then sing altogether

Sing The Awakening together

Put music and folders away

-How do you figure out what the key

signature is?
Talk about what will happen tomorrow.
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.)
As I mentioned in the last lesson, these two are very similar in nature as they are the meat of the unit. Much of my reflection for the
last lesson applies to this one as well.

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