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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D
Bloom's
Taxonomy

DETAILS
Emma Firment
Music Theory
9th-12th Grade
9/17/15 : 40 minutes

CK

#MU:Re7.2.C

Analyzehowthestructureandcontextofvaried
musicalworksinformtheresponse.
Perceiveandanalyzeartisticwork.

Formal Evaluation
Students will teach one another about the different
scales

#MU:Re7.2.C
Students will write different scales on the board
Informal Evaluation
Students will answer and ask questions about chapter
2
SWBAT complete assignments in chapter 2
SWBAT discuss the differences between the four
scales reviewed in class
SWBAT write out correct pitches of specific scales
SWBAT complete rhythmic notation activities

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge
Ask students to gather in the groups they were
assigned to in the previous class
Hook/Lead-In/Anticipatory Set

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Have students discuss about their assigned scale for


the class discussion
Go around to each group and assign them a scale to
write on the board
Big Idea Statement
Students will work in groups to teach one another about
the different scales

#MU:Re7.2.C
Essential Questions
Howdoesunderstandingthestructureandcontext

ofmusicinformaresponse?
Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs

Pre-Assessment of Students
Have students name the scales they were to read
about

Transition
With each group volunteering one at a time, have them
teach the class about their scale and how to form one
Students will write their assigned scale on the board to
Accommodations,
further demonstrate
Modifications
Guiding the Practice
Correct and/or add on to information given by students
Providing the Independent Practice
Have students work together to teach one another
about different scales
Modeling of the Concept
Write multiple scales on the board

Materials
(reading,

Adaptations/Accommodations for Students with Special


Needs
Students who are visually impaired may sit closer to the
front of the room to better see the chalkboard
Students who are visually impaired may use
assignments with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions
Chapter 2 Packets

technology,
equipment,
supplies, etc.)

Closure

Other(This
area is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature

Mini Piano papers


Chairs
Stands
Pencils (for students and teacher)
Chalkboard & Chalk
Summary & Review of the Learning
End the class with rhythmic notation activities
Inform students that the chapter 2 test will be coming
up and the study guide will be given out in the next
class. Review what will be on it.