Music Lesson Plan

Name: Andrew Heidorn

Grade/Level: 7th and 8th Grade Duration: 60 minutes Topic: Rest Values

Materials Needed for This Lesson:

Rest values PowerPoint slides
Power point clicker
Whole Note Willie
Whole, Half and Quarter note rest pictures
Slates, dry erase markers and felt erasers

Lesson Objectives:
Students will engage in the PowerPoint lesson and actively participate by taking notes on
the back of their bell work sheet and answering questions individually and as a class.
Students will participate in Music Math by using slates, dry erase markers and erasers to
show their individual understanding of the topic being taught.
Students will leave the class having learned what whole, half and quarter rests are, what
they look like, and what they do.
Students will to sight read the example written on the white board by singing on solfege,
using clapping gestures for notes and rest gestures for rests.
Students will engage in a musical rehearsal by participating in warmups and learning our
repertoire.

AZ State Standards Addressed:

Strand PR, Concept 4, PO 7a: Select music to perform using teacher-provided criteria and
explain reasons for choices.
Strand PR, Concept 4, PO 7c: Read and perform using notation
Strand PR, Concept 5, PO 7a: With an appropriate level of independence rehearse to
refine technique, expression, and identified performance challenges.
Strand RE, Concept 7, PO 7b: Classify and explain, citing evidence, how musical
concepts, design, and contexts affect responses to music (e.g. personal and social).

National Music Standard(s) Achieved:

Creating
Imagine: Generate musical ideas for various purposes and contexts
Plan and Make: Select and develop musical ideas for defined purposes and contexts
Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria
Present: Share creative musical work that conveys intent, demonstrates craftsmanship,
and exhibits originality
Performing

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 Select: Select varied musical works to present based on interest, knowledge, technical
skill, and context
Analyze: Analyze the structure and context of varied musical works and their
implications for performance
Interpret: Develop personal interpretations that consider creators intent
Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble
performances, individuality or in collaboration with others
Present: Perform expressively, with appropriate interpretation and technical accuracy,
and in a manner appropriate to the audience and context
Responding
Select: Choose music appropriate for a specific purpose or context
Analyze: Analyze how the structure and context of varied musical works inform the
response
Interpret: Support interpretations of musical works that reflect creators/performers
expressive intent
Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
Connect: Synthesize and relate knowledge and personal experiences to make music
Connect: Relate musical ideas and works to varied contexts and daily life to deepen
understanding

LESSON ACTIVITIES
Introductory Activity: Anticipatory Set
Students will grab slates as they enter the classroom and immediately start their bell work
which will have questions that relate to the previous lesson.
o Time allotted: 10 minutes

Body of the Lesson (Activities that teach new material/concepts)

Students will engage in a lesson on Rest Values that will be taught using a PowerPoint
slide show. The students will jot down notes about whole rests, half rests and quarter
rests.
o Plan for 100% engagement: I will talk about different high interest concepts that
relate to knowledge that the students are already familiar with in order to help
teach the students in a more relatable way and to keep their engagement
throughout the lesson.
o Modifications/Accommodations: Providing different visuals throughout the
PowerPoint as well as explaining each concept in at least 3 different ways will
help to spread the learning around to all different types of learners.
o Formative Assessment: formative assessment will be shown through the students
ability to participate in the slates activity.
o Instructional Strategy (type of learning or teacher role occurring): analogies,
question/answer from individuals and the whole class, visuals, high interest topics
that relate to topic to students prior knowledge,
o Time allotted: 20 minutes

Students will take out their slates and participate in Music Math with rests.
o Plan for 100% engagement: I will be continuously monitoring the class as they
solve the math problems they are presented with. As they present what they have
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 written, I will check each slate and make sure everyone is writing down what they
are supposed to. If I see any deviation, I will address it immediately to make sure
everyone is on task.
o Modifications/Accommodations: I will be sure to ask the question that is shown
on the PowerPoint several times and for the first question, will say the value of
each rest as I ask them the question. If I see students not writing the equation, I
will show them an example of a student who has done it correctly.
o Formative Assessment: I will ask the students to show me their slates after an
allotted time and make sure that every single one has gotten it right. If the same
students are getting it wrong consistently, I will address the situation accordingly
and make sure they understand.
o Instructional Strategy (type of learning or teacher role occurring): accessing prior
knowledge, question/answer from individuals and the whole class, visuals,
multiple explanations.
o Time allotted: 10 minutes

Students will collectively perform a sight reading exercise that focuses on rests.
o Plan for 100% engagement: I will be pointing at the board but will check in on the
students to make sure everyone is clapping and speaking.
o Modifications/Accommodations: If students get it right away, I will point at the
measures in a different order to challenge them to think instead of just
memorizing the exercise.
o Formative Assessment: I will listen as they clap the exercise. If I hear claps out of
place or claps during rests, then I know there is some misunderstanding.
o Instructional Strategy (type of learning or teacher role occurring): modeling,
group work, kinesthetic learning
o Time allotted: 15 minutes

Concluding Activity
Students will be given a music math sheet that they will have to complete and give to the
teacher before the end of class. This will check for complete understanding and will
allow me to see who might not be getting it.
o Time allotted: 5 minutes

Extensions:
If time allows, I will have volunteer students stand and perform the sight reading exercise
in a different order.

Summative Assessments (How will you assess individuals formally on these objectives?
Describe how they will be assessed at the end of this unit of instruction and provide the rubric for
that summative assessment.)
Assessment Activity/Assignment/Method: Students will be checked for understanding
every class period through bell work. For this particular lesson, the students will be
checked for understanding by completing the music math rest sheet.

Rubric:
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far below
Exceeds the Standard
Standard
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Bell Work Student has Student has Student has They have not
shown complete shown good shown little written anything
understanding in understanding of understanding of or their bell
their bell work the topic with the topic. They work is
by answering little wrong have several ineligible. They
each question answers in their wrong answers do not use
correctly in bell work. They and they do not complete
complete have answered answer their sentences.
sentences. almost all questions in
answers complete
correctly in sentences.
complete
sentences.
Music Math Rest Student has Student has Student has Student did not
Sheet answered every answered almost missed a lot of turn in their
single question all questions the questions. sheet or have all
correctly correctly. answers wrong.
including the
bonus question.

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