LESSON PLAN FORM

Teacher Education Department CSUDH

CANDIDATE:

Marcus Gerakos

SUBJECT(S): Music-- Beginning

GRADE LEVEL(S):

Guitar

Standards: 3.2: Identify music from diverse cultures and time periods

1.2: Clarify word meanings through the use of definition, example, restatement, or
contrast

DATE March.

17,2015

Single/Multi-Day Lesson:

Multi-day lesson

DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

I.

This unit will be a continuation on our study of rhythm and blues, its musical characteristics, its roots in
gospel and African tribal music, and its influence on popular culture. We will focus on my three-part
arrangement of the classic Motown hit "My Girl" as recorded by The Temptations. We will first study the
rhythms and then the pitches in each part to simplify the learning process and accommodate individual
learners.
II.

LEARNING OUTCOME (Objective): Students will be able to analyze the musical score to "My Girl" and be

able to play the pitches on their guitars and clap the rhythms correctly. Students will also review the
basic vocabulary of standard written notation, including the treble clef, key signature, time signature,
metronome marking, and repeat signs, in preparation for Thursdays quiz..
III.

CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan): This is the introductory lesson of the unit

and incorporates the students' knowledge of their instrument in locating correct pitches from the score.
It also activates their prior knowledge of reading and interpreting written rhythms.

IV. INSTRUCTION

1. ENGAGEMENT (Motivational Activity): I will play each of the three parts of the arrangement and ask the
class, 'Which instrument plays this part on the recording?" (The answers are: the melody guitar, the
rhythm guitar, the bass, and the voice [I will play the vocal melody for them as well]. Their responses
will be an informal assessment of how familiar they are with the song and the role of each instrument in
the arrangement.
INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities): Here is the order of activities:

1. After copying the day's objective in their agendas, students warm up with the chromatic scale on all six
strings, naming each note as they play it. This reinforces their knowledge of the notes on the fingerboard and
will prepare them for today's activity--locating the notes from the different parts of the "My Girl" arrangement.
2. I frontload today's topic by distributing the score to each student and playing all three parts of the
arrangement as they follow along in their score. I ask the students which instruments play those parts on the

original recording. Their answers are my informal assessment of how well they understand each instrument's
role.
3. We identify the time signature, key signature, tempo, and overall form of the bass part. This is done
through an informal verbal assessment. We then clap out the rhythms to the bass part. I ask the students,
"Which beats are being emphasized? Which beats are being left out? Do you hear the syncopation in this part?"
4. We read through the bass part and students identify the notes in each measure and where those notes can
be found on their instruments. I ask the students where the most logical fingerings are for each note. Students
make notes on their scores about which fingerings are easiest for them.
5. I model the bass part slowly for them, counting the quarter note pulse as I play.
6. We play through the bass part as a class.
7. I divide the class into groups of two so that students can work on the bass part independently.
8. I review our vocabulary words in preparation for our vocabulary quiz.
9. I preview the next day's activities by playing through the rhythm guitar part slowly while counting the
quarter note pulse.
10. I remind students to take their guitars home and practice their parts, and to listen to The Temptations'
original recording and identify what each instrument is playing.
APPLICATION ACTIVITY (Practice and/or Reflection): The class practices the bass part in groups of two as I walk

around the room and assess their progress.

MATERIALS & RESOURCES: Musical scores, classical guitars, music stands, picks, guitar tuners, pen or pencil,
white board

IV.

ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Pre-assessment: I play each of the three parts of the arrangement and ask the students "Which
instruments played these parts on the original recording?" Students answer individually.
Informal Assessment: Students follow along on their scores as I play the bass part. I ask them, "Which
beats are being emphasized in this example? Which beats are being left out?", and "Where are the most
logical fingerings for these notes?" Students answer individually.
Summative Assessment: I assess each students progress while they practice the bass part in groups of two. I
listen for clear articulation and accurate pitches.

V.
VI.

VII.

VIII.

ACCOMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE):

EL students: I always pair EL students with more advanced students so that they can receive help and
advice throughout our class time. I also present each content-specific vocabulary word with its
corresponding image so that they can make the visual connection with each word.
Students with intermediate CELDT scores: I expect these students to be able to identify each
vocabulary word by its corresponding symbol with minimal review or prompting.
Students with early advanced and advanced CELDT scores: I pair these students with struggling

IX.

students so that they can offer advice, explanation, modeling, and encouragement.
Summary: For the sake of our individual learners were beginning with the bass part, the easiest part in
the score. Im saving the chords and guitar melodies, which are more difficult, for day two and day
three of the learning unit. Also, I make it a point to pair up struggling learners with advanced learners so
that they can be guided and encouraged by their peers as well as by their teacher.

VII. HOMEWORK (IF APPROPRIATE): The students will take home their guitars and their scores to "My Girl" so that

they can practice the bass part. Advanced learners will be asked to practice all three parts. They will also listen
to the original version of the song by The Temptations on YouTube.