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Henbury School - Lesson Planning Form

Subject Music Unit overview/Big Picture Minimalism

Date Period Class Name


16 May 3 8ab/Mu1 DSX
1.Lesson Objective 2.How will the students show they have
To understand Phase Shifting learned? ( Success criteria)
By playing their finished pieces to the rest
of the class and receiving peer feedback

Range of ability of class(NC or GCSE lvl) Intended level of material taught or 5-6
4-6 skill developed(NC or GCSE lvl)
Student Activity Purpose of activity Strategies for high achievers
Timing
s

Talk

Ass
linked to 1 or 2 More able students to apply 3 phases
from beginning of activity.
Starter 1
Quick recap last lesson and listening to
Reich’s Piano Phase. Students to raise
hands when change noted.
Strategies to support low achievers
Support given with less notes in the phase
1 and 2
Model Activity through pre-prepared and a slower tempo.
demo. Showing a successful outcome.
Students will show understanding through
linking to Reich.
1
Students to now create their own Phases
based on modelled activity. Time limit of SEN names
15 mins. to apply.
2
Students will play their composition to
rest of class and class will assess WWW
and EBI Deployment of extra staff
Technical support from ASX on Macs if
Students now asked to show required.
understanding by giving possible 1 and 2
developmental ideas for their piece.
Applying these as an extension activity.

Plenary confirming objectives Additional subject/ equipment info


N/A
Teacher to ask for positive/negative 1
responses to students understanding of
the lesson objective.

IF AFL SHOWS SUCCESSFUL LEARNING IS NOT OCCURRING, DIVERT FROM LESSON PLAN
Henbury School - Lesson Planning Form

Opportunities for reinforcing Reading/ Writing Opportunities for reinforcing Maths skills
/Communication skills Counting beats in bars using metronome

ANSWER THESE 6 BIG QUESTIONS AS YOU PLAN YOUR LESSON

1. How does my lesson start? (What do pupils do that is purposeful? How does it link to
the lesson or prior learning?)

2. What’s the point of the lesson? (why are we doing it?)

3. What will they be able to do at the end that they couldn’t do before? (what will they
have learned?)

4. When will they talk? (how will they interact/learn independently)

5. What questions will they answer?(Bloom’s: how will Bloom’s students talk to
discover/consolidate/explore etc.?)

6. How will they show that they have learned/progressed? (Proof of progress! What will
they do to show that question 3 has been achieved? Can they self/peer-assess?)

Whole Class AfL Methods incl. Stem verbs for objectives incl.
mini whiteboards Analyse
exit cards Evaluate
traffic lights Explain
true/false cards etc
thumbs up/down/middling
multi-digit response system

IF AFL SHOWS SUCCESSFUL LEARNING IS NOT OCCURRING, DIVERT FROM LESSON PLAN