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Lesson Plan

Name: Reese Massey Date: 10/2/18

Grade:7th Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you
want the students to be able to do by the end of the class, course, or unit)
Students will define the main elements of music by analyzing a piece of music using these elements.
Students will demonstrate understanding of how elements of music relate to symbolism by
participating in group discussion and project planning.

2. Required Prior Knowledge and Skills: (What must students know to be successful)
Students should be generally familiar with most of the musical elements and how they’re
represented (i.e. dynamics=volume and is represented by p and f),

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)
We will go through the elements of music together by way of questioning and examples.

4. Materials, Repertoire, Equipment needed:


powerpoint, projector, speakers, “Heard it Through the Grape Vine,” “Eleanor Rigby,” and “Visions.”
White board, markers, elements of music worksheet, project handout

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)
1. Elements of Music Worksheet
2. Symbolism in Music
3. Symbolism Puzzles
4. Upcoming Project

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: 3 min


Write down on your paper anything that comes to mind when you see these terms:
definition, symbols, etc.

B. Learning Activities: (What learning experiences and instruction will enable


students to achieve the desired results – have more learning activities than you need)
1. Go over the worksheet together. Have students write down anything we say that 1. 2 min
they did not write down

2. We listen to Eleanor Rigby and write down what all of the elements are doing in 2. 4 min
that song and discuss together

3. Discuss the meaning of the song and how that could be symbolized by everything 3. 5 min
they just wrote down

4. Play snippet of “Heard it Through the Grapevine” and have students try and 4. 5 min

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“solve” what the symbolism is/could be

5. Same procedure with “Visions” but discuss in groups and then share with the 5. 4 min
class

6. Finish off lecture with thoughts on interpretation 6. 2 min

7. Explain homework for next class 7. 1 min

8. Introduce future project 8. 2 min

C. Assessment: (What evidence will show that the students understand? Describe the
assessment used – formal and informal assessments based on learning objectives)
Formal: written musical analysis of “Eleanor Rigby” to demonstrate understanding
of musical elements
Informal: Discussion and puzzle solving of the symbolism for “Heard it Through the
Grapevine” and “Visions”
D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for 2 min
understanding. Could be a ticket to leave as individuals or group answers)
Name an element of music for me! How will this knowledge affect the way you listen
to music?

E. Assignment: Homework: Pick any song you want and describe a way that there
is symbolism with two or more elements of the music
Future Project: Write a song (can be a full song, but only needs to have lyrics) and
explain how you would use 3 or more elements of music to create symbolism for
that song

7. Accommodations: (a. Special Needs, b. ELL etc. )


a. If a student has a learning or attention disability, I can provide recorded or visual examples of each
of the elements of music in order to help understanding if discussion is not enough
b. If a student is an English learner, I will leave the descriptions of the elements on the board using
key words that they can recognize and pointing to the word whenever I use it. Additionally, for
homework I would encourage them to use a song in their own language so as to educate the class and
make things easier to understand for them.

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)

9. National Standards: (Creating, Performing, Responding)

MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs,
and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety
and convey expressive intent.

MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to document
personal simple rhythmic phrases, melodic phrases, and harmonic sequences.

MU:Pr4.2.7c Identify how cultural and historical context inform performances and result in different
music interpretations.

MU:Pr4.2.7a Explain and demonstrate the structure of contrasting pieces of music selected for

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performance and how elements of music are used.

MU:Re7.1.7a Select or choose contrasting music to listen to and compare the connections to specific
interests or experiences for a specific purpose.

MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities relate to the
structure of contrasting pieces.

MU:Re8.1.7a Describe a personal interpretation of contrasting works and explain how creators’ and
performers’ application of the elements of music and expressive qualities, within genres, cultures,
and historical periods, convey expressive intent.

MU:Re9.1.7a Select from teacher-provided criteria to evaluate musical works or performances.

10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities,
Concepts of style, stylistic influence & stylistic change, Inventions technologies & the arts,
Interdisciplinary connections)