Education Studies Lesson Plan Template

Name: Paige McCabe

Date: 2/25/21
School: Chippewa Falls Middle School
Grade Level: Seventh Grade
Subject: Orchestra
Lesson (ex: day 3 of 5): Day 5,
Learning Objectives (list specifically what the students will be able to do once the lesson is
complete):
Students will be able to know and play an e minor scale.
Students will be able to play accent notes with the music.
Students will be able to distinguish the difference between accent notes and non-accent notes.
Students will be able to measure 1-17 with correct rhythms and tempo.

Common Core or content standards referenced in brackets:

[MP2.P.20.m: Illustrate how the setting and music elements contribute to the context of the music.]

[MP2.P22.m: Perform collaboratively as a part of an ensemble, demonstrating well developed

ensemble skills.]

[MP3.R.9.m: Define and demonstrate understanding of foundational musical elements in discussion

and written reflections.]

[MP4.Cn.11.m: Categorize musical connections, similarities, and differences.]

Links to other content areas:

Advance Preparation (gather materials, Planned Provisions for Differentiated Learning

previews, technology setup, etc.; place reading (Variety of Learners) (school-identified students
titles in italics): in your class who may require different strategies
Computer, projector, and screen ready to go with or support include, but are not limited to, students
exercises. with IEPs, 504s, English learners, varying reading
levels, underperforming students, or those with
gaps in academic knowledge, and/or gifted
students); (list first initial of students, specific
needs, and describe accommodations): Students
in orchestra have not been able to play with each
other for a few months. They have been back
together for one month and students are at
different levels of playing. To accommodate for
these students, it is taking times to go through
each sections and help solidify their
understanding.

Management and Classroom Characteristics (describe physical characteristics of the classroom and
how you plan to use that space): Seventh grade orchstra takes play in a large auditorium. It allows for
students to sit six feet from each other and play. The students sit in the chairs of the auditorium facing
the stage. There is a projector screen that at times will display certain actities and information the
students will need. When I stand on the stage, not all the students can hear me when they are in the
back of the auditorium. I will walk up and down the rows and remain the pit area majority of the time.
Studnents are able to hear better and allows for me to assist students with posture, rhythms, and other
musical assistance they may need.

Assets (knowledge of students):

• Personal – Many of the students in orchestra, parents are divorced. It can be challenging for
the student to have the consistency in their life. It can make it challenging to take their
instrument home and practice. Some families do not support them playing. As a teacher, one
needs to understand that we can not be frustrated with them. It is out the students control. As
the teacher, I provide them with a safe, fun, and productive learning environment. refers to
specific background information that students bring to the learning environment. Other
students who do receive the support and enjoy playing at home, are more advance in their
playing. It makes it challenging for the class to advance, especially due to COVID that they
missed lots of in class, playing together. Students want to make music and have fun playing
their instrument. That is why Dark Visions was selected because it offered the students new
material that is challenging and fun to play.
• Cultural – In American culture, TV shows and movies play a large impact. It is seen as an art
and within a TV show or movie, students may see different parts of the world and other
cultures. In the class, we talk about movies scences and the music impacting it. It is relevant to
the students lives because this is what many of the students spend their time at home doing by
watching TV and movies.
• Community – Overall, the Chippewa Falls Middles School has concerts for anyone in the
community to come and see. This school is different and people will be able to play for the
community members. However, I can mention this withs students about the experience we
could have and how much the parents would love to see this be played. We would makea
recording to share with the parents to hear and see the progress the students are making.

Instructional Strategies (ex: think pair share, active graphing, etc.):

I will play on the piano and my bass for demonstrations. Students will repeat after me to play the scale.
Think, pair, share with what they believe is happening in the music and how it is depicted if we were
going to write our own movie.

Introduction (hook; engage students’ interest; identify purpose of lesson; refer to prior
concepts/experiences; introduce objectives/concepts of this lesson; time estimates): (5-10 minutes)

(Students getting settled in, ready, and tuning)

Goodmorning all, for the past few days we have talked about extended techniques in Dark Visions. We
have talked about col lengo, glissando, stomping and a few other techniques. We have thought about
col lengo as spiders like from the Harry Potter scene. It gave a creepy, thiller type feeling to the song.
Let’s remember that as we continue to play today. We will be starting at the beginning of the piece and
work through putting together the extended techniques with the beginning of the piece. The composer
has done something with the music to give it a different feeling. We will be learning a new scale and
accent symbol that is used various times within Dark Visions.

Lesson (key questions; student tasks; use of academic language; references to concepts/experiences;
transitions; time estimates):
First part of lesson: 10 minutes
“For the warm up this moring, I want to have you listen to me play a little and provide feedback. Then
you will play. Margority of our pieces have been in C major, D major, and G major. I will play you a
G major scale on the piano and tell me if you think it sounds like a thiller movie that we have
imagined for Dark Visions.”

*Teacher plays G major scale*

Students provide feedback, as it does not sound like a thiller movie. I will redirect the students to recall
if they know what another scale is that the composer would use to provide the sound we are looking
for. I will be looking for the answer minor scale. If I do not get that answer, Then, I will play the E
minor scale and have them listen for the difference in how it sounds.

*Teacher plays E minor*

I will inform them that the scale they are playing is a third below G major. I will ask for what it sounds
like and tell them it is E minor. E minor is the relative minor of G major. It means that it has the same
notes as G major but it starts on E. Now lets have you all play the E minor scale. Make sure you are all
on starting on an E. Violins and viola starts on your D string, first finger. Basses start on your open
string. Cellos start on third figure

“We will play the E minor scale, on 2 half notes per note. It will be like this E, E, F#. F#, G, G, ect. I
also have it on the board for you to see as well.” Have students play a few times, to make sure they
solidify their understanding. Move on to one half note per note, E, F#, G, A, B, ect. Make sure that
students F# are not flat. Listen for other areas. To make sure from moving on to the next concept of
learning, ask students if they get how to play scale. “Please use your bows in the air or side ways to
indicate if they understand the e minor scale. (If they do not understand, play through again and help
with each note slowly. If they understand, move on to next concept accents.)

Second part of lesson: 5-7 minutes

“For the next warm up, I have put another exercise on the board. What is the symbol that is above the
notes?”
I am looking for the answer accents. “An Accent is a symbol that goes with the note that the composer
wants to have more an emphasis on. I will demonstrate for you how it should sound. I will play
accents and legato notes on my bass for you to hear the dfference in the sound. An accented note is
emphasized more at the beginning of the note. Leave space in between each note. Now it is your turn
to play the E minor scale with accents on each quarter note”

Now I want the students to hear the difference in bowings and how to play the different bowings.
[MP4.Cn.11.m: Categorize musical connections, similarities, and differences.] They will play an E
minor scale with accents going up and legato going down. This may need to be attempted a few times
for students to know how it feels and sounds. [MP3.R.9.m: Define and demonstrate understanding of
foundational musical elements in discussion and written reflections.]

Third Part of lesson: 10 minutes

“Now pull out Dark Visions and lets apply what we just learned from the warm ups in the piece. The
first violin start out the piece for the first four measures alone. Lets all start together with a similar
rhythm for four measures. First violins, start at measure 1, Seconds and violas start at measure 5,
cellos start at measure 11, and bass at measure 21. Remember the accent markings where they belong”
Repeat multiple times where we are starting for students to hear where we are starting. [MP2.P22.m
Perform collaboratively as a part of an ensemble, demonstrating well developed ensemble skills.
]

We will need to playing through this multiple times, break it down section by section. Only hear firsts,
then seconds, and then violas. Once it is solidified and students are able to play. Have them imagine
we are playing for the music in a movie and portray that as we play. At the end, we will share our
thoughts of the scene in the movie. Now start at beginning of piece, make sure to cue in second violins
and violas at measure 5. Then, continue on with cello and basses at measure 9. Make sure to break
down that section at measure 9 for cello and basses. They will need to work through those sections.
Make sure to cue those students in. Mention accent markings for students to remember to keep playing
them. Cue at measure 13 for first violins. Overall, students may need a reminder for the F naturals. As
we play through measures 1- 17, I want them to think about, what this section of the music reminds
them of. If this were playing in the background of a movie, what would be the scene? Talk about why
they hear it this way and reasons the composer wrote it like this. What are we building up to. Have the
students think about it, share it with a person who is near them, and share it outloud to the class. We
can have a conversation about others thought similairly or differently. [MP2.P.20.m: Illustrate how the
setting and music elements contribute to the context of the music.]

Extentions

If there is time, continue in the music, continue on at 17. This is the first time students are all playing
together. The first violins is the melody and needs to be heard as they are the only part with that
rhythm. As we move towards measure 22, practice have violins I, violin II, and viola preparing in one
measure to play col lengo.

Closure (summary of learning by the students; relate to objectives and central concepts; preview
central concepts of next lesson; time estimates): 5 minutes
“Great job today, we went through a lot of new material. Please answer the questions on the sheet of
paper that we have handed out, it is an exit ticket for class today.” After students complete it, we will
answer the questions out loud to wrap up class.
“What new scale did we leave today?” Yes, we learned the e minor scale. “What was the new musical
symbol that we added in our music today and how we do play it?” It is an accent with more emphasis
and force on each note that has the symbol. “That is correct, and it is found through the entire piece. It
helps add to the driving, thillering effect that is in Dark Visions. On Monday we will learn our last
extended technique, random piccacto and begin to piece Dark Materials together. I look forward to see
you all then. Do not forget to work on solos for solo and ensemble. As you leave today, please set on
the stage, your exit ticket. [MP3.R.9.m: Define and demonstrate understanding of foundational
musical elements in discussion and written reflections.]

(then they will need time to pack up)

Extensions (ideas for learning activities for groups and/or individuals who finish early): N/A
Assessment of Student Learning (informal and formal and/or formative and summative assessments
of student learning):
The formative access is having the students indicate with their bows if they understand the material. It
is a quick visual for me to see the class in a large setting. Also, as we discuss the music, I can see if the
students are getting the concept of the music. Also, for a summative assessment, I will have the
students fill out an exit ticket that has two of the following questions of it?

What new scale did we learn today? What is this symbol called and how do you play it?
These are the excises that will be displayed on the screen.

Education Studies Lesson Plan Template

Name: Paige McCabe

Date: 3/11/21
School: Chippewa Falls Middle School
Grade Level: Sixth Grade
Subject: General Music
Unit:
Lesson (ex: day 3 of 5):
Learning Objectives (list specifically what the students will be able to do once the lesson is
complete):
Students will be able to reflect on the Native American culture

Students will be able to call and response on drums

Students will be able to count rhythms.

Common Core or content standards referenced in brackets:

MG4.Cn.12.m: Compare and contrast the roles of musicians in various music settings and world
cultures.

MG2.P.11.m: Rehearse and demonstrate the ability to sing or play expressively, on pitch, and in
rhythm, while using proper technique and maintaining a steady beat.

MG3.R.9.m: Define and demonstrate understanding of foundational musical elements in discussion

and written reflections.
Advance Preparation (gather materials, Planned Provisions for Differentiated
previews, technology setup, etc.; place reading Learning (Variety of Learners) (school-
titles in italics): identified students in your class who may require
-Power point on screen different strategies or support include, but are not
-Drums limited to, students with IEPs, 504s, English
-Rhythm review worksheet learners, varying reading levels, underperforming
students, or those with gaps in academic
knowledge, and/or gifted students); (list first
initial of students, specific needs, and describe
accommodations): Two students in the class have
IEP’s and there is no neccisssary actions that need
to happen in the music classroom. One of the
students has a truancy issue on their account. It
can be challenging to keep the student caught up
if they are not in class. Additional resources will
be made for student to not fall behind.

Management and Classroom Characteristics (describe physical characteristics of the classroom and
how you plan to use that space): The room is a large classroom. On the perimeter of the room is
storage area for instruments. In one portion in the back of the room, is a drum set, and two pianos. It is
set up for jazz ensemble. The student’s desks are set up in four rows. The first row is two circle tables
that one student per table. The second row is 5 rectangle tables that have regular chairs that are spaced
out with each chair being 6 feet apart. The third row is four taller rectangle tables with stools that are
separated with six feet between them. The last row is three taller rectangle chairs that have stools. The
students face toward the front of the room and in the front of the room a white board and a screen with
a power point. To one side of the screen is the computer that we use for power points and videos.
I plan to have the students stay at their desk and the drums be brought to them. The will stay at the
desk the whole class period. I will use the screen to project a powerpoint.

Assets (knowledge of students):

• Personal – Students have a variety of interest in music genre. They can bring different
perspectives in analyzing a variety of cultures and artists. A few students have taken lessons
and are able to contribute with discussion on what certain concepts are. Students have filled
out sheets of what they want to do in the class. Students have interest in playing drums and
singing. We will do those in class with music they are familiar with. A few may be pop tunes.
• Cultural – Students are big into technology and playing video games. Putting into effect
games and learning strategies that will connect to their video games.
• Community – Students live in the Chippewa Valley and I will mention the Native American
tribe that is the Ojibwae/Chippewa for students to see relevance to Native American history to
where they live now.

Instructional Strategies (ex: think pair share, active graphing, etc.):

We will be using technology and watch youtube videos. Also, there is engagement and activity with
playing the drums with the students. Another strategy, is using the same structure from previous days
to allow students to have a routine in the classroom.
Introduction (hook; engage students’ interest; identify purpose of lesson; refer to prior
concepts/experiences; introduce objectives/concepts of this lesson; time estimates):
“Good afternoon everyone, This past week we have seen videos from the 40s-90s, today we are going
to see another American culture that is rooted deeper than what we have seen this week. Today’s topic
is Native American. As we watch the videos, I want us to think about the similiaries and difference in
the music we have seen this past week.” (1-2 minutes)

Lesson (key questions; student tasks; use of academic language; references to concepts/experiences;
transitions; time estimates):
Part 1: MG4.Cn.12.m: Compare and contrast the roles of musicians in various music settings
and world cultures.
The power point will be on the screen. It will have information on Native American history and they
will view a pow wow video. The students will color on the map a section to reflect on their rating of
the video. A few students will tell the class what they wrote down on their reflection chart. The next
powerpoint will show a Native American pop singer and students will watch video of that. They will
also color the map and share a sentence that reflects their thoughts on the video. To wrap up the video
portion of the class, I want students to think about how was the Native American music similar and
different to what we saw this past week. Then, have students share out their thoughts. (10-15 minutes)
• Read powerpoints and ask students questions about their thoughts and how does music
connect to their lives or American culture?
• Have students reflect in their packet about what they heard while listening and watching the
video.
• Students will offer a reflection in what they observed.
• Students will fill in map to rate 1-5 on what they thought of the music. Have students share
with their hand what they are rating it, talk about what numbers that we are seeing and why
they selected that rating.

Transition: We do not have Native American drums here, but we are fortunate enough to African
drums. Lets do a similar Native American activity on our drums. Each student will come up and select
a drum. Demonstrate the drums for students to hear the different in drums. Call up students by row to
come and get their instrument. As we set up the drums at their spot, they can try playing them a little
before starting the activity. (2 minutes)

Part 2: MG2.P.11.m: Rehearse and demonstrate the ability to sing or play expressively, on pitch,
and in rhythm, while using proper technique and maintaining a steady beat.

“We each have a drum in front of us. In Native American culture, there is a leader and the other
members respond to the leader.”
We will start with basic rhythms that we have been learning this past week. Then, students can
volunteer to be the leader and we respond back to that person. (10-12 minutes)
• Start with simple quarter note rhythms and have rest within. Then start adding half notes and
eighth notes.
• Allow for students to volunteer to be the leader. They have the option to any rhythms they
want to do. Remind them to refer to their rhythm sheet.
Transition: Student will bring their instrument back to the front of the room. They will return to their
seats and prepare for discussion on what is was like for them to be a leader verses a responder.
Was there any challenges and would they like to do a similar activity again? (2-3 minutes)

Part 3: MG3.R.9.m: Define and demonstrate understanding of foundational musical elements in

discussion and written reflections.

As we applied similar rhythms to the drums today, we are going to review those rhtyhms again and
apply it to a worksheet. I will have displayed on the screen multiple rhythms, and we will go
around the classroom, with each student saying a measure. Then, I will have a worksheet and
they will work on that for the rest of the class period. (10 minutes)
• Go around the classroom and have students each read allow a rhythm they see on the board.
• Hand out worksheet and have students working through the worksheet.
• With 5 minutes at the end of time, close up class and inform them to keep working up the bell
and leave the worksheet on the desk for me to collect.
• Tell them to have a great spring break

Closure (summary of learning by the students; relate to objectives and central concepts; preview
central concepts of next lesson; time estimates):
“Great work today everyone. We were able to reflect upon Native American culture and how it similar
and different in regards to the music we learned this past week. This week we applied rhythm in
multiple ways on worksheets, group work, and playing drums. We will continue to work on rhythms.
Next week, we will be traveling to South American and learning pitches on instruments, to be able to
put together notes and rhythms. We can continue to use the drums and other non-pitch instruments.
Please leave your worksheet on your desk when the bell rings and I will collect them. I will get them
to you next week. Continuing working on the rhythm worksheet and if you finish early, there is a
music maze you can work on.” (3 minutes)
• (With 5 minutes at the end of time, close up class and inform them to keep working up the bell
and leave the worksheet on the desk for me to collect.
• Tell them to have a great spring break)

Extensions (ideas for learning activities for groups and/or individuals who finish early):
For students who complete the worksheet early, I will have a music maze color worksheet that
students can work on quietly at their desk.

Assessment of Student Learning (informal and formal and/or formative and summative assessments
of student learning):
Formative: As student give one or two sentences about their understanding of the music. I can see if
they have evaluated and reflected on the material. For the drumming portion, I will watch for students
as they respond to each other and make sure they are participating. For the rhythm review, students
will provide an answer outloud for what is written on the board. I will listen for their answers and if
there is any troubles, I will assist in their thought process.
Summative: Students will complete worksheet at the end of class that they will need to fill out that
reviews all the rhythms that they were taught through the week.