DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

LESSON PLAN 2 SECONDARY BASIC MUSIC NOTATION

Teacher Candidate Grade Level 10-12th Joe Woolf Subject/Content: Music Choral Title . Basic Music Notation

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Number of Students - 26: 12 Males, 14 Females Race: White with 1 Asian Special Ed. Students 2: need accommodations with reading, writing and testing Multiple perspective include global perspective in subject content Prior Knowledge/ Academic Level Basic level is achieved especially in subject content SES: 2 students are receiving school assistance for lunch and other school related financial needs Medical: 2 students have medical alerts which are recognized and described in their school records WALK-AWAY (what do I want students to know, understand, and be able to do?) Utah Core Objectives: Utah Core Curriculum Standard 1: Objective C: Demonstrate notational literacy. Students will understand basic music notation. Content Walk-Away: Students will have a good understanding of basic music notation Students will comprehend what music notation is and what it represents in their music Reading/Language Walk-Away: Students will read, write and demonstrate comprehension of musical notation

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Pre-Assessments- Students will discuss pre-test basic music notation content. Formative Assessments Teacher will conduct a question and answer session, addressing basic notation content needed at this level of musicianship proficiency. Teacher will listen in on mini group activity. Summative Assessments Students will write basic music notation on the White Board. Students will verbally identify basic music notation by quizzing each other in mini group flashcard activity. Students will take an in class quiz on basic music notation.

Modifications/Accommodations (ELL,

IEP, GATE, etc.) Special Ed. Students will be given extra time on quizzes, assignments and tests. Quiz and test questions will be read aloud. Students will be given extra time to complete their work and will be able to retake quizzes and tests as needed. They will receive small group instruction and will receive modified grading.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review pre-test content on basic music notation. Teacher will engage students in a discussion regarding their use of music notation as musicians. Students will look at music in their performance folders and scan it for music notations. Focus Lesson (I do it) Teacher will present examples of basic music notation on the White Board. Teacher will address essential questions: What are basic music notations? Why should you know basic music notation? Can understanding basic music notation really make a difference in a performance? Guided Instruction (We do it) Engage entire class in a White Board activity writing and identifying music notation. Engage in a group discussion: What are basic music notations? Why should you know basic music notation? Can understanding basic music notation really make a difference in a performance? Collaborative/Cooperative (You do it together) Small group activity with basic music notation flash cards identifying and explaining their purpose. Independent (You do it alone) Students will complete a 5 question multiple choice quiz on basic music notation. Summarization/Closure Closure will include reviewing lesson content, correcting and reviewing in-class quiz and answering essential lesson questions. NOTES TO TEACHER What do I need to remember to do? Write walk-away on the board Involve entire class Budget Time Materials to have ready? Flash Cards Quiz List of basic music notations Markers Approximate time needed for lesson? 60 Minutes