Lesson

Plan


Name: Meghan Marshall Date: November 8, 2018
Grade: 9-12 Class Type: Beginning Theory

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 learn about the features of Noteflight through a presentation in class, and then will
practice by composing a 16 bar, three-part piece with three different instruments.

2. Required Prior Knowledge and Skills: (What must students know to be successful)
Basic music theory knowledge such as:
-key signatures
-time signatures
-how to read both treble and bass clef
-the structure of sheet music (what a measure is, what different rhythmic durations are, etc.)
-the diatonic triads of all major scales

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)
Key rules of melodic writing:
-use as much step-wise motion as possible
-have only one high note that isn’t repeated (if the highest note in the melody is C6, there should
only be one C6)
-leave large leaps in the opposite direction that they were approached
-have fun!




4. Materials, Repertoire, Equipment needed:
Laptop and projector for showing the Noteflight demonstration.

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)
Welcome
Noteflight
Composition Project



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

A. Brief Opening: (Teacher posted brief assignment that may be done
independently. Brief reading writing, editing, or problem solving activity to ready
them for learning – may be a question about the music that will be rehearsed or at
the younger levels it may be a learning activity setting up for today’s lesson)

Welcome and a brief introduction to Noteflight.. Quick reminder that we have 1 minute
been working on melody writing (this will lead into discussing harmony in the
next lessons)

1
 B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you
need)
1. Presentation on the basics of Noteflight that will be needed for this composition 15 minutes
project (powerpoint attached).

2. Class composition activity: we will all work together to compose a short (no 15 minutes
more than four bars) three-part piece as an example for their project. I will allow
the students to lead this activity, I will just be inputting the information into
Noteflight and will act as a moderator.

C. Assessment: (What evidence will show that the students understand? Describe
the assessment used – formal and informal assessments based on learning
objectives)
Composition project: a 16 bar, three-part piece using three different instruments.
They should follow the few melodic rules that were given in the “review” section.

D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers)
Assign the project.

E. Assignment: Same as assessment

7. Accommodations: (a. Special Needs, b. ELL etc. )
If there are students who are struggling to grasp the features of the new software, I could have the
students pair up as to not single anyone out. Likewise, if there are students who don’t have
resources at home to work on this project, I could turn it into an in-class project by cutting out the
example composition and just have them move right into composing themselves on school
computers. I could also still have them pair up if needed.

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)
I thought the lesson went really well. I felt comfortable teaching the material and the students
were mostly engaged. I do agree that I needed something for the students to do during the
presentation portion of the lesson, whether they follow along on their own computers or take
notes. Maybe, in a larger class, I could have the students break up into groups to practice working
with Noteflight, rather than putting everything in myself. Other than those few things, I think the
lesson was pretty successful.

9. National Standards: (Creating, Performing, Responding)
MU:Cr3.2.C.IIa Share music through the use of notation, solo or group performance, or technology,
and demonstrate and describe how the elements of music and compositional techniques have
been employed to realize expressive intent.
MU:Cr2.1.C.IIa Assemble and organize multiple sounds or musical ideas to create initial expressive
statements of selected sonic events, memories, images, concepts, texts, or storylines.

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)
Reading and Notation, Improvisation and Compositions, Technology and the Arts.