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)

DETAILS
Emma Firment
Guitar
9th-12th Grade
9/28/15 : 40 minutes

MU:Pr5.1.C.HSI
a.Createrehearsalplansforworks,identifyingrepetition
andvariationwithintheform.
b.Usingestablishedcriteriaandfeedback,identifythe
way(s)inwhichperformancesconveytheelementsof
music,style,andmood.
c.Identifyandimplementstrategiesforimprovingthe
technicalandexpressiveaspectsofmultipleworks.
MU:Pr4.2.E.Hs
a. Demonstrate,usingmusicreadingskillswhere
appropriate,howknowledgeofformalaspectsin
musicalworksinformpreparedorimprovised
performances.
MU:Cn10.0.E.HSI
Demonstratehowinterests,knowledge,andskills
relatetopersonalchoicesandintentwhencreating,
performing,andrespondingtomusic.

Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D

Formal Evaluation
Have students individually play a D chord
Have students individually play the chord
exercise written on the board
Informal Evaluation
Work with students individually and have them play
the piece they are working on (guitar 1; Rockin with
G&C, guitar 2; Down in the Valley)
SWBAT play a D chord

CK

Bloom's
Taxonomy

SWBAT play the chord exercise written on the board

MU:Pr5.1.C.HSI

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge

Havechordexercisewrittenontheboard
Havestudentsindividuallyworkonlearningthe
chordpattern

Hook/Lead-In/Anticipatory Set
As a class, play the chord exercise, fixing mistakes
along the way and reviewing fingerings
Explicit
Instructions
Big Ideas
Essential
Questions

Big Idea Statement

Students will be able to play a D chord and the chord
exercise written on the board
Essential Questions
Howdomusiciansimprovethequalityoftheir

performance?
Howdoesunderstandingthestructureandcontextof
musicalworksinformperformance?
Howdoperformersinterpretmusicalworks?
Howdomusiciansmakemeaningfulconnectionsto
creating,performing,andresponding?
Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
Students will be taught a D chord (fingerings and visual
will be written on the board)
Transition

Afterindividualpractice,studentsandtheteacher
willplaythroughthechordexercisetogether
GuitaronestudentswillworkonRockinwithG&C
Guitartwostudentswillpairupwithanother

CK

classmate,andworkonDownintheValley.One
studentwillplaythechords,andtheotherwillplay
themelody.Informstudentsthatthisishowtheir
playingtestwillwork.
Provideindividualattentiontoeachstudent
throughouttherestoftheclass,reviewingfingerings,
rhythms,andansweringanyquestionstheymayhave
Guiding the Practice
The teacher will provide individual attention to all
students throughout class
The teacher will play along with the students in the
chord exercise
Providing the Independent Practice

Havestudentsworkontheirownwhenfiguringout
thechordexerciseandpiecesassignedtothem

Modeling of the Concept

Play along with students in the chord exercise and
when providing individual attention

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

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 packets
with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions
Guitars
Chalkboard
Chalk
Method packets
Stand
Pencil
Summary & Review of the Learning
Have guitar one students play as a group. Have guitar

2 groups play one by one. Fix mistakes throughout