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: 9-12 Subject/Content: Music/Choir Title: Basic Music Notation

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 26 students in girls elite choir (all girls) 1 Hawaiian girl **No different instruction or assessment was needed for those listed above.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Students will have a good understanding of basic music notation. Students will comprehend what music notation is and what it represents in their music.

Reading/Language Walk-Away: Students will read, write and demonstrate comprehension of musical notation.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Pre-Assessments- Students will discuss pre-test basic music notation content. Formative Assessments Teacher will conduct a question and answer session, addressing basic notation

Modifications/Accommodatio ns (ELL, IEP, GATE, etc.) Proper instruction without interruption is a modification that is needed with this class. Minds tend to wander and in order to keep the class focused I need to set the stage and make sure they hold all questions and comments until the time is

content needed at this level of musicianship proficiency. Teacher will listen in on mini group activity.


Summative Assessments Students will write basic music notation on the White Board. Students will verbally identify basic music notation by quizzing each other in mini group flashcard activity. Students will take an in class quiz on basic music notation.

Special Ed. Students will be given extra time on quizzes, assignments and tests. Quiz and test questions will be read aloud. Students will be given extra time to complete their work and will be able to retake quizzes and tests as needed. They will receive small group instruction and will receive modified grading.


Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review pre-test content on basic music notation.

Setting the stage properly. Being well-prepared with this lesson.

Teacher will engage students in a discussion regarding their use of music notation as musicians. Students will look at music in their performance folders and scan it for music notations.

Focus Lesson (I do it)

Teacher will present examples of basic music notation on the White Board. Teacher will address essential questions: What are basic music notations? Why should you know basic music notation? Can understanding basic music notation really make a difference in a performance?

Guided Instruction (We do it)

Engage entire class in a White Board activity writing and identifying music notation. Engage in a group discussion: What are basic music notations? Why should you know basic music notation? Can understanding basic music notation really make a difference in a performance?

Collaborative/Cooperative (You do it together)

Small group activity with basic music notation flash cards identifying and explaining their purpose.

Independent (You do it alone) Students will complete a 5 question multiple choice quiz on basic music notation. Summarization/Closure Closure will include reviewing lesson content, correcting and reviewing in-class quiz and answering essential lesson


NOTES TO TEACHER What do I need to remember to do? -Remind students to show respect to their peers by being quiet during both test periods. -Ask for students to raise hands for questions/answers instead of yelling out. -Ask students for any further questions before giving the post-test. Materials to have ready? -Flash cards Approximate time needed for lesson? -15-20 Minutes x3