TEACHER

Aiden Aizumi

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
COURSE
GRADE
LESSON TITLE
EDUC 499D
3rd
Music Math
DAY
SUBJECT

Thursday
Music
LENGTH OF LESSON
CAMPUS

1 hr
Main

CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD
GOAL OF UNIT
Music
To better understand fraction and their
2 - 1.1 Read, write, and perform simple
size relationship to each other using
rhythmic patterns, using eighth notes,
music.
quarter notes, half notes, and rests.


OBJECTIVE OF LESSON
MULTIPLE INTELLIGENCE ADDRESSED

Bodily-Kinesthetic, Musical, Logical,
The students will understand how music
Visual-Spatial
notes relate to fractions. They will

identify a variety of music notes (whole,
half, quarter)
They will read and clap a measure of
music while assigning the correct value to
the notes.
The students will solve fraction math
problems that use musical notes in place
of the fractions.

ASSESSMENT
STRATEGY FOR ASSESSMENT

Teacher will provide a worksheet quiz that shows the different types of notes in
random order. They students will identify those notes by their musical name (whole,
half, quarter, etc) and also write the fraction that represents the note. There will also
be fraction math questions displaying the notes for the students to solve.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS

For students who may have cognitive delays, allow the students to use the whole
note, or the quarter note, which then only involves clapping. Also allow students to

only clap and not worry about the tapping. For advance students give them different
combinations of the notes to try and do, or bring in eighth or sixteenth notes.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Note values chart
Music Math Worksheet
Projector
Whiteboard and Markers

STEPS THROUGH THE LESSON

INTO (Orientation)
RATIONALE
Teacher puts on music for the students.


This introduction is important because it
Teacher asks the students to raise their
allows students to make a connection to
hands if they think that the music they are music, and to understand that the
listening to is made up of fractions?
fractions that make up music indicate

how the music is played. It also helps
Teacher then shows the students the
them to better understand fractions by
poster of the musical notes, and provides
making a connection outside of just the
each student with a hand out of the note
numbers. This connects with students
values chart.
who may learn musically or

kinesthetically.
Instant Activity

Teacher asks the student to follow what
The students will be required to observe
they are doing. The teacher will
the teacher as they demonstrate the
demonstrate clapping notes, and have the different notes. The skill of observation
students get comfortable with clapping
is important for science classes, but as
and tapping their food depending on the
well as in their personal lives when
note that is being demonstrated.
interacting with the outside world. It will

teach them to take information in
For students who cannot tap their foot and silently.
clap they will only have to worry about

clapping.


As for the lecture it self, this portion of
Anticipatory Set
the lesson is important for students to be

able to listen to information and
Teacher then goes in to a lesson on the
interpret the meaning for themselves. It
different notes and their value. The
will teach the students to ask questions
teacher will provide examples of what
for clarification and to take notes on the
each note looks like, as well as
content being taught.
demonstrating how it looks
clapping/tapping their foot.

THROUGH (Presentation, Structured

Practice, Guided Practice)

Demonstration/Lesson Modeling
The teacher will go into more detail about
each of the notes and this time the
students will participate.

Teacher will display the note value poster
again on the projector.

The teacher will start with the whole note
and explain that the whole note is an oval
(like an egg on its side). It has no color
inside and no lines attached to it. The
teacher will clap the value of the whole
note (1 clap for every 4 beat measure).
Clap, tap, tap tap. The teacher can also
hum the note and hold it for all four beats
(hum-mm-mm-mm). Then have the
students do the same thing for several
measures.

Then the teacher will move to the half
note. The half note looks like a whole
note, but it has a vertical line attached to
it. Draw on the board the half note and
put it equal to 1/2 . Then the teacher will
demonstrate (clap tap, clap tap or hum-
mm, hum-mm). Have the students follow
along.

Next the teacher will introduce the quarter
note. The quarter note looks like a half
note, but the oval is filled in solid black.
The teacher will draw the note on the
board and put it equal to . Then
demonstrate: (clap, clap, clap, clap or
hum, hum, hum, hum). Once again the
students will follow along for several
measures.

Lastly the eighth note. The teacher will
explain that the eighth note looks like a

RATIONALE

During the activity the students will be
taken step by step through the different
notes, this requires them to pay
attention to the directions, and to follow
the teacher. This skill is vital in their
education and as an adult when taking
direction from a supervisor. Being able
to hear the directions and then follow
through with them will be beneficial for
the students personal/educational
growth.

The gradual building of the notes and
being able to memorize what each of
them mean is an important skill. Just like
in following directions, being able to
build on previous concepts is important
to understanding how they work
together as a whole. This can be applied
in many other subjects and for building
on concepts further down the road that
will be more difficult.

As the teacher progresses through the
different notes, this also provides
students with a mental to physical
translation. It requires the students to
take the information in, process it, and
then to repeat it back using the physical
cues that were demonstrated. This is
great for students who may struggle with
this type of learning, and is good practice
for fine motor skills (multitasking:
tapping feet, and clapping
simultaneously)

For the practice, this allows students the
independent space to practice without
the teacher to mimic. Although the
teacher is there for support, they have
removed the scaffold that supported
them earlier, which only required the

quarter note, except it has a curly line (like

a flag blowing in the wind) at the end of
the line. The teacher will draw the note
and put it equal to 1/8. Then demonstrate
(clap-clap, clap-clap, clap-clap, clap-clap).
The teacher will still tap their foot to a 4
beat measure. The students will follow
along.

The teacher will then do the same thing
for sixteenth note. The sixteenth note
looks like a quarter note except it has 2
curly lines at the end of the vertical line.
(clap-clap-clap-clap, clap-clap-clap-clap,
clap-clap-clap-clap, clap-clap-clap-clap)

Make sure the students know the
difference between sixteenth notes and
eighth notes. Point at each and have the
students say which one is which.

The teacher will then ask the students to
look at the board with all the notes. The
teacher will make the connection to
fractions by showing that a four-beat
measure is = to 1 whole note. A whole
note is held for the entire measure. (ex: 1
dollar or 1 whole pizza)

The teacher will also talk about the half
note, and in the same four beat measure it
is held for of the measure or two beats.
(2 slices of pizza or 2 quarters)

Again the teacher will tell the students
that in the same four beat measure there
are 4 quarter notes, each worth one beat
or only for of the measure. (1 slice of
pizza/4 slices or 1 quarter out of a dollar)

The teacher will move to the eighth note
and explain the same thing. That in a four-
beat measure an eighth note is 1/8 of the
whole measure or whole note.

student to copy what the teacher was

doing. This step checks to see if the
students are comprehending the notes
values, and are able to recognize them
by their name and demonstrate the
value.

The activity of splitting them into groups
also shows the importance of following
directions and being able to comprehend
the content. It involves collaboration
and making sure that everyone is
participating.

This kind of activity is great for students
who may not want to be in the spotlight
alone, but will have the support of their
peers in their group. It gives the teacher
the opportunity to spot who may still be
struggling without calling anyone to
attention independently.


And lastly, the teacher will do the same
with the sixteenth note.

Practice

The teacher will then have the students
practice with only tapping their foot to the
four-beat measure. They will start in the
order they learned them in (whole note
sixteenth note). Then after that the
teacher will mix the notes up randomly by
calling them out, and asking the students
to clap in correspondence to the note
called.


Activity

Now the teacher will split the class into
two groups. One group will clap on the
whole note and the other group will clap
on the half note.

Then the class will be split into 3 groups,
and the third group will clap quarter notes.

Finally split the class into 4 groups and the
fourth group will clap eighth notes.

If they are doing well with that add the 5th
group with sixteenth notes.

After a few measures, rotate the notes
assigned to each group so the students can
get experience with each of the types.

BEYOND (Independent Practice)

Give the students the worksheet to take
home for homework if they dont finish in
class. They will bring the worksheet back
to class the next day.
The students will also create their own
four-measure configuration using a
combination of the notes taught with the
restriction that it is still a four-beat
measure. This will indicate whether they
are able to successfully combine the notes
to create 1 whole 4 beat measure.

Closure

The students will bring their four-measure
configuration to class, and will be given
the opportunity to demonstrate it in front
of the class.

Application

Students will take what they have learned
and apply it to harder more complex
fractions in regards to addition and
subtraction.

RATIONALE

After the students have gained the
practice time for the note values, this
independent practice checks their
understanding even further by taking
away the teacher as a support. If the
students have been able to master the
content they have been taught they
should be able to translate that into
doing problems that were different or
use it to build upon for more challenging
homework.

Coming into to class shows with their
completed assignments shows that they
have time management skills and were
able to successfully check off items from
a list. It also gives students an
opportunity to present in front of the
class if they feel comfortable, and gives
students who may be more shy the
opportunity to challenge themselves in a
supportive environment.