Lesson

Plan


Name: Meghan Marshall Date: 10/4/18

Grade: 6-8 Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what
you want the students to be able to do by the end of the class, course, or unit)
Students will show their knowledge of the Romantic Era of music by writing down three points
they learned during the lesson.

2. Required Prior Knowledge and Skills: (What must students know to be successful)
Basic knowledge of different ensembles and instruments used:
-orchestra (strings, woodwinds, brass, percussion)
-wind band/concert band/symphonic band (woodwinds, brass, percussion)
Knowledge of key musical terms such as, but not limited to:
-melody
-harmony
-style
-tempo
-articulation
-dynamics
-range

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)
Review musical terms as we go through the presentation (“who can tell me what harmonies are?).
None



4. Materials, Repertoire, Equipment needed:
Romantic Era presentation, playlist for movement exercises, stretchy bands for movement,
computer, projector, paper and pencils for the assessment.

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)

Greeting
Movement
Romantic Era


6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done
independently. Brief reading writing, editing, or problem solving activity to ready
them for learning – may be a question about the music that will be rehearsed or at
the younger levels it may be a learning activity setting up for today’s lesson)

Greeting and brief introduction to the topic today, the Romantic Era. 2 minutes

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 B. Learning Activities: (What learning experiences and instruction will enable
students to achieve the desired results – have more learning activities than you
need)
1. Movement to various pieces from the Romantic Era in different styles: 3 minutes
-Fur Elise
-Moonlight Sonata
-Chinese Dance from The Nutcracker
-Bolero
-William Tell Overture
-Pavane
-Pomp and Circumstance

2. As a group, students will then move the stretchy bands to different Romantic 3 minutes
Era pieces, being careful to agree with each other on their movements (using
same pieces as the previous exercise)

3. Presentation on the Romantic Era (PowerPoint attached) 18 minutes



C. Assessment: (What evidence will show that the students understand? Describe
the assessment used – formal and informal assessments based on learning
objectives)
Students will quickly write down three things they learned from the presentation 2 minutes
and movement activities, which I will then collect. This is just to make sure they
were paying attention during class, and for me to know what they thought was
most interesting.


D. Closing/Wrap-up: (This is a recap of the key learning of the day to check for
understanding. Could be a ticket to leave as individuals or group answers)
Quick class discussion; what did they think was interesting, are there any 2 minutes
questions etc.

E. Assignment: None

7. Accommodations: (a. Special Needs, b. ELL etc. )
Make sure to have strong visual and aural components in the presentation. During movement,
students with motor disabilities can do the activity from their seat, or however they are most
comfortable.
8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses
b. Rethink & Revise - what could you have done differently to improve the outcome of this lesson)
I thought the movement exercises were a good introduction to the sound of the Romantic Era, and
helped assist students in feeling and recognizing the emotion and expressiveness of the pieces in
this era. The exercises also led into the presentation well. I thought the presentation was effective
and got students thinking about what aspects of certain pieces provide the emotion. Although, I do
think they would have benefited from a list of the pieces we listened to in class (both in the
movement exercises and in the presentation) so they would have something physical to take home
other than their own notes. Other than that, and getting off topic a few times, I thought it all went
well. I would like to try getting the students even more involved in the next lesson, rather than just
doing a presentation for most of the lesson.


9. National Standards: (Creating, Performing, Responding)

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 MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and
historical periods.

10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation &
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities,
Concepts of style, stylistic influence & stylistic change, Inventions technologies & the arts,
Interdisciplinary connections)
Critical Response, Purposes & Meaning in the Arts, Concepts of Style