TEAM Lesson Plan Template

Teacher: Rachael Holloway

Subject/Grade: 7th Grade General Music
Lesson Title: Busking Project Practice Monday Feb. 2
STANDARDS

Identify what you intend to teach. State, Common Core, ACT

College Readiness Standards and/or State Competencies; Enduring
Understandings and Essential Questions.

2.0 Students will perform on instruments, alone and with others, a varied
repertoire of music.
Play an instrument using correct technique and rhythm within an ensemble.
Play an instrument using correct technique, rhythm, and/or pitch within an ensemble.
Play an instrument using correct technique, rhythm, pitch, and expressive qualities
within an ensemble.
3.0 Students will improvise melodies, variations, and accompaniments
3.2 Create a non-notated rhythmic variation to a given short rhythmic pattern.
Create short improvised variations using student-led call and response songs within teacher
specified guidelines.
4.0 Students will compose and arrange music within specified guidelines.
Use traditional and/or non-traditional sound sources to create a four-measure rhythmic
ostinato (individually or in groups). Use traditional and/or non-traditional sound sources to create a fourmeasure rhythmic composition (individually or in groups).
Use traditional and/or non-traditional sound sources to create a short original composition.
5.0 Students will read and notate music
Demonstrate skills in interpreting notated musical examples that include rhythm, melody, and
symbols of musical expression.
7.0 Students will evaluate music and music performances.
7.1 Evaluate the quality and effectiveness of music compositions.
7.2 Evaluate the quality and effectiveness of music performances.
NCCAS:
Cr2.1b, Cr3.1a,
Pr4.1a, Pr4.2b, Pr5.1a, Pr6.1a,b,
Re7.1a, Re7.2a, Re8.1a, Re9.1a,
Cn10.0a, Cn11.0a,

OBJECTIVE(s)/SubObjectives

Connect prior learning to new learning. Clear, Specific,

Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

Students will review busking history and what they know about performance techniques,
basic theory, and ostinatos.

Students will review Good Speeches, Bad Speeches and demonstrate their
understanding by rating speech examples and answering questions about what makes
presentations good or bad.

Students will be introduced to the grading rubric for their presentations and we will review
the goals and requirements for their final busking project.

Students will view the Feedback Sandwich slide and listen to the song. They will
demonstrate their understanding of how to provide appropriate feedback to their peers
through class discussion.

Within their groups, students will apply their knowledge of rhythmic notation, pitched
instruments, and performance techniques to compose rhythms, choose instruments and
assign parts.

Students will practice their composed parts first on their bodies, then using instruments.

Students will compose a backbeat for their presentation using Q-Backbeat.

Students will choose creative components to add to their project and create an
introduction from their group.

MATERIALS AND
RESOURCES

Content-related: Clearly supports lesson objective(s); rigorous &

relevant; Incorporates multimedia & resources beyond the textbook.

Laptops
Project books
Worksheet packet
Boomwackers (pitched C, E, and G)

Hand drums & other instruments

Pencils

ACCOMODATIONS/ADAPTA Learning styles and interests. Anticipate learning difficulties,

regularly incorporate student interests & cultural heritage;
TIONS
differentiate instructional methods.
Accommodations include both visual and aural directions as well as a variety of activities within
the class period to keep the students engaged.
Students will be engaged in group work with peer-tutoring.

Motivating
Students/Anticipatory Set

Hook: Engage students' attention and focus on learning.

Personally meaningful and relevant.

A beat from Q-Backbeat will be playing as students enter the room and sit with their assigned
groups. They will be asked questions about the beat.
Tell me something you notice about this beat? Does it repeat?
What is the beat then, if it is two measures that repeat?
AN OSTINATO!!
Then, they will be asked to produce their work sheet pack and each group's work will be checked
before any new classwork begins.

Instructional Procedures

Step-by-Step
Procedures-Lesson
Sequence:
Basic
to
Complex. Lesson includes visuals, modeling, logical sequencing,
and segmenting essential information; concise communication;
grouping strategies; differentiated instructional strategies to provide
intervention & extension; seamless routines; varied instructional
strategies; key concepts and ideas highlights regularly

 After students' worksheets have been checked and they are all completed successfully,
students will all face the front of the room to see the Good Speeches/Bad Speeches slide.
The students will be asked what makes a speech or presentation good.
After hearing answers, I will explain 3 basic aspects of a successful speech: energy, diction,
and speed.
They will then hear the first speech, where the speaker sounds excited and speaks slowly
and clearly.
Then they will have an opportunity to hear speeches one through three and use the slide
and interactive smart board to rate what about them is wrong. Each group will have an
opportunity to rate a speech.
Once that is over, they will see 4 slides that detail the main goals of the busking project: to
compose their rhythms and assign parts, add an extra creative component, to perform
them with a successful introduction, and to provide appropriate feedback to one another.
After I show them that slide, I will present the rubric and briefly explain it.
Students will then see the Feedback Sandwich slide.
I will explain that they don't want to start or end negatively, so they must say one thing
they liked, followed by one thing they thought could be a little better, and then another
thing they liked.
I will play the short song for them and then explain that they all will receive feedback and
it is important to be polite with it.
Students will then finish composing the rhythms for their busking project.
Once the groups have composed their 4-measures, decided which group member plays
which part, and assigned pitches (if they're using boomwackers) and instruments, they
must raise their hand and allow me to check that they have everything composed and that
they can play their composition on their bodies.
They must also finish the back beat for the project that they started on Friday.
Once they have shown me all the necessary parts, they are allowed to go get the
instruments they've chosen from the tables and begin practicing quietly.
Mrs. Eddleman will monitor two groups and I will monitor 2 groups to answer their
questions and help them practice.
Remind the students that they may not get another opportunity to practice, and this is
already expected to be a little chaotic, so they must use inside voices and not play their
instruments as loudly as possible.
Once each group performs for either me or Mrs. Eddleman, with rhythmic accuracy and
creative expression, they will return their instruments to the back table one group at a
time.

Questioning/Thinking/
Problem Solving
(embedded throughout)

Balanced mix of question types. Utilizes Bloom's

Taxonomy/Webb's depth of knowledge; high frequency; purposeful
and coherent, require active responses; balance based on
volunteers/non-volunteers, ability and gender; lead to further inquiry
and self-directed learning. Implement four types of thinking
(Analytical, Practical, Creative, and Research based) &
Teach/reinforce problem-solving types. Provide opportunities for
students to generate ideas and alternatives; analyze, evaluate, and
explain information from multiple perspectives and view points.

Students will be questioned at the beginning of class about the back beat. This reviews the
concepts we have already learned and allows them to give feedback about their opinions of what
they hear.
Students will be required to answer questions about basic theory as they complete their 4measures.
Students will employ critical thinking skills as they compose, choose instruments, and add
creative performance techniques. They will be asked questions about what makes performances
fun to help them come up with their ideas.

GROUPING

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood roles,
responsibilities & group work expectations; accountability for group
& individual work; student opportunities for goal setting, reflection &
evaluation of learning.

Students will be expected to stay on task within the groups they were assigned to work on
composing and practicing their busking projects to prepare them for presentation. Each of the
students has a role in the group and in the final performance. Groups must also document which
members are playing each part of the ostinato.

ASSESSMENT

Formative and/or summative assessment.

A variety of
assessments, including rubrics, measure achievement of objectives
and informs instruction.

Formative assessment will occur informally throughout the class period as students answer
questions related to busking and rhythmic notation and compose their routines.

CLOSURE

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

To close the lesson, I will choose the group to perform first (on Wednesday). They will be
reminded that we have a visitor coming into our next class and that they need all of their
materials, including worksheet packets and project books.
Students will be told that they've done a great job during the class period (if they do well) and will
be reminded of how creative they are and how much fun they are to teach.

NOTES: