Name:__________________________________ Cohort: ____________

Lesson Plan
Lesson Title: _The Note Tree Grade: 7_ Date: _Nov 21,23,24_

Subject: _Music_Strand: ___C2__ Location: __Room. 3 _Time: (length in minutes): 50

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will be building n prior knowledge. They will be introduced to notes and note durations in the form of a chart
that allows them to see the relation between all notes. Notes have corresponding rests, which students will see
through the tree diagram. They will be introduced to some new rules about dots, stems and placement.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings,
ideas, and understandings in response to a variety of music and musical experiences

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

C2.2 analyse, using musical terminology, ways in which the elements are used in the music that they perform,
listen to, and create

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 That notes have corresponding rests
 the duration of said notes and rests
 rhythm is like fractions

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: understand the value of notes

I can: draw notes and stem properly
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to
(Write, Say, Do) e.g., turn and talk, record data
brainstorming, mind map, i.e., rubric, checklist,
debate, etc. observation sheet, etc.

Assessment For Learning oral Recap of prior learning, observation

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 asking questions during
the lesson
Assessment As Learning written Doing the examples on observation
the board as discussing
as a group whether or
not the bar is right.
(provided word and the
putting the
corresponding notes into
the staff)
Assessment Of Learning written Finishing the final 2 Taken up next class and
examples and creating marked for part of term
words for the notes to grade.
be based off of.
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* An understanding of the staff
* Treble and bass clef

*The 7 notes in music (ABCDEFG)

 Acronym to remember the notes on lines and spaces for both treble and bass clef)
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

One of my students had bad vision and can’t see the board so I provided her a copy of the booklet that was already
filled out. She just has to do the final two examples on her own.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Working as a class to determine if the notes were drawn properly for the last page and initiative to volunteer
to come u and draw the notes
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
When completing the assigned staves.

Vocabulary (for word wall and/or to develop schema)

-Rest
A rest is a musical symbol that marks the absence of a note. Rests are written in a measure where
no note is played; and, like music notes, they are measured in length.
-Stem
Stems are the, "thin, vertical lines that are directly connected to the note head. 
Stems may point up or down.

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Note tree booklet
 white board
 markers
 pencils
 rulers

Learning Environment (grouping; transitions; physical set up)

Seated at their desks facing the front whiteboard.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links
Math- the diagram of how note durations and rests are related and highlights how fractions are used In musical
notation (see workbook)
English-making up words using the 7 letters of music (ABCDEFG) and writing the notes in the staff based on the word

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5_ (Indicate time breakdown of instructional elements) Students will participate and
provide
Do a quick review with the class to recap what the already know answers as to what they already learnt in
about a staff, treble clef and bass clef. The students will be getting music to refresh their memory before
started with the keyboard next week so its important to review and elaborating on notes and durations.
make sure they have a clear understanding of basic music theory.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: ___30__ (Indicate time breakdown of instructional elements) Students will
be filling out their booklet and
Start note tree booklet. The first page is a diagram of how notes are contributing when a question is asked.
broken up and the relation to other notes of longer and shorter
duration.

-Starting with the whole note at the top, I will get the students to
write the name of the note on the right-hand side and the duration
underneath. The first note is a while note and contains 4 beats. I will
then ask the students to guess what the second notes are and have
them guess the duration based on the fact that 2 of them equal 4
beats. The second notes are half notes and are 2 beats in duration. I
will ask the students what the duration of the third note down is if 2
of them equal 2. They are called quarter notes and get 1 beat each. I
will continue to question the students with the fourth and fifth notes
downward which are eighth notes that get half a beat and sixteenth
notes that get a quarter of a beat.
-There are two other note examples at the bottom of page one. The
first note is a dotted half note and gets 3 beats.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 -I will ask the students to tell me what note on the tree this
resembles. (half note) and proceed to ask them what they think the
dot means. Because it has 3 beats, many will think that the dot adds a
beat to whatever note you attach it to. I will then get them to copy
the rule of the dot.
 RULE OF THE DOT
-it increase the value of the note by half of the note’s value

-Because a half not is two beats, half of that would be 1. So, we must
add the original value, which is 2, and the half value, which is 1,
together. Therefore the note would be three beats.
-I will provide another example of a dotted whole note for them to
better understand the concept (6 beats)
-We will then continue with the second note. These are eighth notes
that are tied together. When tied, the two halves equal one beat. In
music, we add a bar at the top to connect them to make it easier for
musicians to find the beat. Instead of having to count half beats,
musicians understand that that is one beat when tied with a bar.
Eighth notes are almost always tied in pieces so it’s important to
introduce students to that concept because that’s how they’ll be
seeing eighth notes In most pieces.

-The second page of the booklet contains a chart almost identical to

the first except with rests. Rests are placed to pause music and add
breaks in between musical ideas. Each note has a corresponding rest.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 -Following the same structure as the first, the tree goes as follows:
whole rest (4 Beats), half rest (2 beats), quarter rest (1 beat), eighth
rest (half beat) and sixteenth rest (quarter beat)
-The note at the bottom discusses how half and whole note rests are
drawn.

-RULE
 Whole rest is placed on the fourth line of the staff facing
down while the half rest is placed on the third line of the staff
facing up
-The third page is review of the treble clef and bass clef as well as the
notes that fall within both staves. For treble clef, the line names are
EGBDF and the spaces are FACE. I will ask the class to think of possible
acronym to remember the letter pattern.
-For bass clef, the notes that fall on the lines are GBDFA and the
spaces are ACEG. I will ask the same question about the possible
acronyms. This part of the booklet discusses stemming of notes
-STEM RULE
 Any notes above the middle line (B) the stem will go down
(through 2 lines) on the left hand side.
 Any notes below the middle line (B) the stem will go up
(through 2 lines) on the right hand side.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ___10 mins_____ (Indicate time breakdown of instructional elements) Students
will come up to the board and
The final page of the booklet ties in both the note values and note practice drawing notes with the correct
names. There are 4 examples for the students to practice drawing stem placement and direction.
whole, half, quarter and eighth notes. Underneath the whole note
staff, I’ve written the words BADGE and the students must spell out
the word using whole notes. I will call students up to the white board
and have them help with the example. For the half note staff, I wrote
the word FACED and I will be doing the same steps I did with the
whole notes. Doing it on the board as a group will make students
conscious of following the stem rules and making sure the notes are
drawn properly. For the quarter and eighth note bars, I will get
students to make up their own word using the letter ABCDEFG
(minimum 3 letter word0) and get the to put those notes in the staff.

Extension Activities/Next Steps (where will this lesson lead to next)

Introduction to the keyboard.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013