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TPA LESSON PLAN FORM General Information Unit Title: Music Note Names Lesson Number: 4 Lesson Title:

Music note names of the bass clef Lesson Concept: Note identification Date(s): March 20th, 2013

Essential Questions Questions to consider: What are the key teacher questions or prompts? What is a staff made up of? How many lines/ How many spaces make up the staff? What is the musical alphabet? Notes can either fall on a _____ or a _____? What clef have we been studying? What is the bass clefs alternate name? Why is the bass clef also called the F clef? What are the space note names of the bass clef? What acronym is used as a memory aid for this? What are the line note names of the bass clef? What acronym is used as a memory aid for this? What is the note name of the space directly below the bottom line G? What is the note name of the space directly above the top line A? Do pitches get higher or lower as you go up the staff? What instruments play/ read from the bass clef? What process or acronym do you use to get to your answer? How is the treble clef similar to the bass clef? Where does a note happen twice on the staff?

What questions or prompts might you pose to check for understanding? What questions might you pose to push student thinking?

How do you personally memorize and remember the note names of the bass clef? How do you remember the differences between the treble and bass clef?

Academic Language Needs Questions to consider: 1. What key vocabulary (content-specific terms) do you need to teach and how will you teach students that vocabulary in the lesson? 1. Music Staff-is a set of five horizontal lines and four spaces that each represent a different musical pitch 2. Bass Clef (F Clef) Establishes a landmark on the note F on the fourth line 3. Pitch- the sound of a written note. How high or low a note sounds 4. Note names- covering musical notes on the treble clef from D4 to G5 5. The musical alphabet- Letter names only go to G and then it repeats back to A 6. Ledger lines- used to extend the musical staff (gifted student) 2. Academic language functions: What are students doing with language to express their developing understanding of the content you are teaching? Students will be given opportunities to verbally speak the note names written and will also be given the chance to practice reading and writing the notes through classroom activities.

3. Linguistic forms: What words and phrases do students need in order to express their understanding of the content you are teaching? Bass clef Common acronyms used as memory aids for the bass cleff Music alphabet (A-G) Musical Staff

3. What opportunities will you provide for students to practice the new language and develop fluency? (written and oral) The students will answer verbal questions presented to the class that utilizes the academic language The students will demonstrate notating pitches on the bass clef on dry-erase boards The students will solve coded words by classifying music pitches

Necessary Prior Knowledge Questions to consider: 1. Upon what assessment data or previous lessons are you building?

This lesson is built off of the pre-assessment the students were given at the beginning of the week, the previous lessons they have had on the treble and bass clef, and the homework they turned in each day.

2. What requisite skills do students need in order to access the lesson and participate fully? The students need to have an understanding of the alphabet and the order of letters The students need to understand the difference between the treble and bass clef The students need to understand what a musical staff is The students need to understand the note names of the spaces and lines on the bass clef in order to decode the musical words written on the board during the classroom activity The students are now able identify the notes of the treble and bass clef. In this lesson the students apply their ability to identify the pitches on the bass clef through decoding hidden words on the musical staff.

3. How does the content build on what the students already know and are able to do?

4. How does this lesson fit into the curriculum? This unit will be based off of the Ohio music standard 3CE.Students will Recognize and describe the elements of music. The students have had one lesson on the note names of the bass clef. In this lesson students will build off the previous lesson by using the musical alphabet to decode words written on the staff. In the following lessons, students will begin to learn how the note names associate with the pitches they sing within their music. They will begin to develop an aural association with the notes they read.

5. How does this lesson build on previous lessons or previous learning?

6. How will the learning in this lesson be further developed in subsequent lessons?

Materials Please attach all needed worksheets, activity sheets, study guides, etc needed to complete this lesson. Consider all the materials you will need to teach this lesson as well as all the materials the students will need to complete this lesson. Student Materials: Pencil Paper Worksheet Dry-erase boards Dry-erase markers


Teacher Materials: Chalk Worksheets for students Dry-erase boards, markers, and erasers for students

Technology Usage Consider usage by the teacher and by the students N/A Standards, Objectives, Assessments, & Learning Tasks Please attach grading criteria for each assessment whether formative or summative Describe how they will be assessed (completion, accuracy, etc.) If you need ideas or suggestions for types of assessment, see the lists at the end of this template. While you do not need to have both formative and summative assessment for each objective, you should rely on a variety of types of both formative and summative assessments across each unit of study. Please make sure if you say teacher observation that you include a checklist and the criteria. Standards Objectives Include at least one related to academic language Assessment Formative and/or Summative Learning Tasks Give brief descriptions of the tasks as they align with your standards, objectives, and assessment Students will be given the opportunity to work at the board, work on individual dry-erase boards and will also be

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and

Perceiving/Knowing/Creating: Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music

Formative 1.Informal Observation of students dryerase board work 2.Formal: Homework sheets will be turned in the following day

performed by others.

appropriate to the genre and culture.

3CE Recognize and describe


the elements of music.

Students will read, write and state the notes of the bass clef

given a work sheet at the end of class to reinforce the lesson.

Formative Summative Formative Summative Formative Summative Formative Summative Formative Summative Differentiation, Accommodations, & Modification Differentiation, Accommodation, Modification, and Rationale Student Differentiation Category Accommodation/Modif Rationale Why is this Why does this student ication accommodation/modifica need an tion appropriate? accommodation/modific ation? This student a special IEP for having severe autism I will be doing a lot of visual work on the board to allow him to see how to accurately notate pitches on the staff. His aid will also constantly be with him to guide any additional help he might need. The visual work at the board will help assist the students in understanding the material. Carsyns aid will also be able to help him break down the material and the student aid will also be able to help him through the questions on the


I will also be giving him a condensed version of the worksheet done in class and he will be paired with a stronger student to help him through the questions.



This student takes private voice lessons

Vadalyn will be given worksheets that are more challenging and contain ledger lines to extend the bass clef beyond what the class is required to learn for the week. She will also be asked to help me in the teaching of the material and will create her own musical word on the board for the class decode.

The extra challenge of the ledger lines on her worksheets will allow her to still be challenged for the unit. The work at the board will push her to use creativity and will ask her to apply the material in a new way.

Lesson Procedures (Put the step by step procedures here. Make them as specific as possible.)

Lesson Introduction AKA warmup, bell work,etc........ in other words, what will be done to review, preview, activate prior knowledge, etc. Questions to consider: How will you engage your students? I will engage my students through stating our objective for the day as a class How will you connect to your students' previous experiences?

I will constantly remind the students of our previous lesson and ask them to refer to their own notes taken on the first two lessons. The class will recite the learning goal of each class at the beginning of the period

How will you communicate your learning goals/objectives and expectations to the students?

Lesson Procedures Provide a detailed list of steps that you will take to implement this lesson. Provide time estimates. Think about opportunities for guided practice, independent practice, modeling, checking for understanding, etc. Questions to consider: How will you teach, model, or demonstrate the skills, strategies, and/or concepts presented in the lesson? I will demonstrate how to create words on the bass clef using the musical alphabet so the students can grasp the concept how to do accurately do this. I will use a Q&A session at the beginning class to gain an understanding of students retention from the pervious lesson. I will also be using a tactile activity with the dry-erase boards and chalkboard to help develop students ability to create and notate pitches on the bass clef. One student will come to the chalkboard and will create a musical word on the bass clef staff for the class to decode on their dry-erase boards. The students will also be given a musical story worksheet that allows them to practice decoding musical words on a staff to complete a story. I will give students an example of how to create a musical word by demonstrating for them how to do this at the chalkboard. Students will have the opportunity to practice their learning with the dry-erase boards and musical story worksheet. Students will be given directions on where to sit before the class starts for the worksheet activity. The students will also be given directions on how to complete the musical story worksheet. The students will be paired to work on the classroom worksheet. They will be paired based on their pre-test scores stronger students will be paired with weaker students

What instructional procedures and strategies will you use?

What learning activities do you have planned?

What kinds of examples and/or samples will you provide for your students

What opportunities will you provide for students to practice what they are learning?

What are the procedural directions for student to follow?

Will students be grouped and, if so, by what criteria?

1. Have students get a dry-erase board, marker, and eraser (1:00)

2. Have students sit with their partner (already determined) 3. Read daily objective as a class (15 seconds) 4. Begin the Q&A session about the previous lesson (questions stated above) (3:00) 5. Create musical word Dad and Aged on the chalkboard (5:00) 6. Have students copy this down onto their dry-erase boards 7. Have students decode the musical word made on the staff 8. Ask Vadalyn to come up and create a musical word (1:00) 9. Have students decode the message (2:00) 10. Take turns allowing students to come to the board and continue to have the class decode the message (5:00) 11. Hand out the musical story worksheet (30 seconds) 12. Have students complete this with their partner (4:00) 13. Read the complete story as a class- Ask students to read individual sentences (3:00) 14. Hand out homework sheet for students to complete

Feedback Questions to consider: What is your plan to provide feedback to individual students or the class? The group work and dry-erase board work will allow me to give immediate individual feedback to each student. I will discuss carefully the note names of the bass clef and remind students frequently of the differences between the treble and bass clef.

How will you review and correct common misunderstandings or errors?

Closure Questions to consider: How will the key points of the lesson be articulated? By whom? The key points will be reinforced through the homework sheet that will be given at the end of class How many lines make up the staff? How many spaces make up the staff? What is the musical alphabet? Do pitches get higher or lower as you go up the staff?

What questions or prompts will you use to elicit student articulation of their learning?

What are the notes of the spaces on the bass clef? What are the notes of the lines on the bass clef? What instruments/voices read from the bass clef? How is the bass clef similar to the treble clef?

How will students rethink and revise their understanding and work? I will students to check their work and always make sure that their note name answers work in the sequence of note names that we learned. I.E. have the students check with their landmark F on the fourth line.

Homework and/or Extension Activities What kind of opportunities will you provide students to apply this new learning? Students will be given the opportunity to apply their note reading skills in the homework assignment given at the end of class.

References Include APA citations for any materials used in the lesson, including lesson plans that you may have used to develop your lesson plan. Finale Worksheets.The staff-bass clef. 2009. < fileticket=Lz5hXf9yiwo=&tabid=2648&mid=11485> Post-Lesson Reflection Reflection To be completed after you have taught the lesson. Respond to the following questions: 1. What worked well with this lesson? What does this tell you about working with these students in the future? The dry-erase boards worked so well with the high school students. The class really enjoyed notating the notes on their personal dry-erase boards and it also gave me the opportunity to give immediate and individualized feedback to students. This tells me that the dry-erase boards would be a great resource to use again if applicable during another music theory unit.

2. What did NOT work well in this lesson? What does this tell you about working with these students in the future? Although it was not a huge issue, I felt many of the students became bored waiting for me to check all of the dry-erase board answers. This tells me that if I were to do something with the dry-erase boards in the future, I would need to give students addition problems to do while the rest of the class finished working.

3. If you were to teach this lesson, what adaptations would you make? Consider planning, instruction, assessment, and management & safety If I were to re-do this lesson, I would give students addition problems to do on their dryerase boards while the rest of the class finished working through problems presented on the chalkboard.

Assessment References Types of Assessment Questions to consider when selecting an assessment

Formative Assessment How will you know that the students are learning and working towards your goals? I will check for student understanding during the dry-erase board activity. I will also check for student understanding when students work and read through the musical story worksheet. These will both demonstrate if students are learning and working towards their daily goal. Students will demonstrate their understanding by their ability to identify musical words written on their dry-erase boards. I will monitor learning through informal observations of students work and participation during class. This will guide what teaching steps I take within the lesson. I expect many of the students will struggle to remember the differences between the treble and bass clef. I will be taking personal notes at the end of the lesson based off of the students ability to correctly notate and identify musical pitches.

How will students demonstrate their understanding?

How will you monitor learning and how might this guide your instruction?

What specifically do you expect to observe?

How will you record what you see and hear?

What criteria will you use to determine whether your students are meeting the objective(s) of the lesson? Students accuracy decoding and notating pitches will determine whether they meeting the objectives for the day Yes, the homework is provided to help students reach their objective of reading, writing, and stating notes on the bass clef.

Is your assessment aligned with the objective(s)?

Does your assessment allow for feedback to the students?

Yes. I will be able to give the students comments on their homework and will return these to them the following day they are graded.