Miss Thorlakson

GRADE/SUBJECT
GUITAR 10-20-30

LESSON DURATION
77 minutes

OUTCOMES FROM ALBERTA

PROGRAM OF STUDIES
Researching 1 develop a
knowledge of music history and
literature and their relationship to
world history
Popular Music 1 demonstrate an
understanding of critical listening
skills as applied to recorded
examples of popular music
Popular Music 2 demonstrate a
historical understanding of the
development of popular music

LEARNING
OBJECTIVES
TSWBAT examine the
differences between the
musical styles of the
Beatles and The Rolling
Stones to appreciate
their music within the
historical context of the
early 1960s.

ASSESSMENTS
(observations, key questions written
assignments, performance assessments)

Formative: I will be having

discussions with the students over
the course of the practice time and
making anecdotal comments on
what I am seeing/hearing.
Summative: This will be leading
towards their demonstration and
journals

LEARNING RESOURCES CONSULTED

1. Alberta Program of Studies
2. Whats That Sound? John Covach and Andrew Flory
3.
MATERIALS AND EQUIPMENT
Computer and speakers
Handout
Rubric for demonstrations
PROCEDURE
Introduction: __8__ minutes
Assessment of Prior Knowledge: Survey and brainstorm, what do we already know about the Beatles
and the Rolling Stones
Body: ___64_ minutes
Learning Activity #1: Context of the 1960s (8 min)
Cover the extensive amount of things that were happening during the 1960s to provide historical
context for the next few classes.
Demonstrate the turbulence that was rampant in this decade
Learning Activity #2: British Invasion and the Beatles (20 min)
Cover the room that was made for the British Invasion to happen
Discuss how American pop was so popular in the UK
Talk about how the Beatles emerged and developed over the first years of their popularity in the US
Learning Activity #3: The Rolling Stones and the British Blues Revival (20 min)
Present the bad boys sides of things, showing that everyone sort of fell into these two camps
Cover the Rolling Stones and some other rough around the edges bands
1

Miss Thorlakson
Activity, looking at both the Beatles and the Stones version of I wanna be your man and examine
the two different styles in these close quarters.
Once finished, the rest is playing time.
Closure: _5___ minutes
Consolidation/ Assessment of Learning: Our next journal is at the very top of your notes, take a look
at what it says. So lets talk about our journals for a minute, just to clarify, when I am looking for
responses, they need to be in paragraph format, not bullet points, and if you are looking to get points
for depth, I need to see that you not only answer the how question, but also the why question ex:
why does Elvis changing his lyrics from the original make it more appeasing to the white
populations? Show Emilys example if she is okay with that.
During the time that you are playing, you should be deciding what song you will be playing for your
demonstration and working on that one.
Transition to Next Lesson: Next lesson we are going to be talking about the American responses to
the British Invasion, and you will have lots of time to work on both your journal #3 and your
demonstration.
WHAT IF??
Alternates if something happens:
LESSON REFLECTION
Success in Lesson:
This lesson went really well, I had a solid core of students who were very engaged the entire time.
I feel a little bad that they didnt get more time to play today, especially considering that they are
getting so close to their demonstrations, but there were so many good conversations going on that I
couldnt stop them, yes it was only 4 or 5 students doing the talking, but through assessment and
conversation with the students, I think that most of them were highly engaged with the material. It
was a fun class!
I had a good chat with Hans today. We discussed his most previous journals. I was thinking that it
might have been a miscommunication about what a journal is/means, and that was exactly the case.
He said that he is really used to doing point form in the country he is from (I didnt ask, but I should
have). So we had a discussion about what I am looking for and how he can make it work for him. I
did enforce throughout the conversation that the bad mark will not effect his grade because this is
strictly for completion marks and so they can get a lot of practice before they have to write a marked
journal.

Revise next Time:

Jordan fell asleep! Jordan and Joe (and sort of Hans) dont like rock music, how can I get them
engaged? I am thinking of having them do small group guided listening on Friday to force
engagement with the material in a meaningful way. I dont know what exactly I can do to encourage
that they dont have to like Rock and Roll music, but they do have to respect the history that we are
giving them, I will continue to think on it, but we shall see!
2

Miss Thorlakson
I had a good chat with Hans today. We discussed his most previous journals. I was thinking that it
might have been a miscommunication about what a journal is/means, and that was exactly the case.
Something I am worried about, E. was not in class today, her work is always wonderful, but she has
missed quite a few classes and this is not her style. I know she has been quite sick lately, but she
didnt come up as excused on attendance. I am wondering if it is the same case for A. but I am
worried because I did see her this morning. I am thinking that calls home might be the next step. If I
see A. in the cafeteria tomorrow morning again I will likely stop and have a chat with her to see what
happened, giving her the benefit of the doubt.
I feel like I am doing a lot of back-tracking sometimes, mostly in the intro and conclusion, this
comes down to my goal of saying what I need to say, check for understanding, then move on. I think
what will help at this point is to plan more thoroughly in my LP about the steps that I will take in my
intro and conclusion to make sure that I take care of all of the business pieces before hand. I suppose
my difficulty is here that students arent always on time and I dont want to have to answer questions
about it. I dont know, would it be organic enough to do my intro activity, then do business, then get
into the lesson? I dont like the sound of that. I think I am just going to work more on starting right
away so students know that they need to get here right at the beginning of class. Tomorrow, I think I
will take care of the business pieces right at the beginning of class while they are all still on the
couches, then have them move over in front of the projector.
Comments from Mentor:
Ken was not here today