Jessica Campbell 18352955

Time Teaching and learning actions Organisation Centred

T/S
5 Allow student to settle into the classroom. Teacher: Teacher
Centred:
Introduce todays activities: We will be learning the Student: Teacher
rhythmic pattern, bassline, riff and chords to the song discusses
“Highway to Hell”. Explain how the lesson will be Resources: the process
conducted: The whole class will learn the rhythmic pattern of the
and the bass line. Then students can continue practicing lesson.
those parts or if they feel up to it they can move to the
chords and the riff. Set the expectation that all students are
to learn all the parts over the next few lessons when
practical time takes place.

10 Play a recording of the song to the students. Ask them to Teacher: Teacher
listen out for the rhythmic pattern played by the guitar, the Centred
baseline, the riff, and the chords. This will help them get Student: Teachers
an idea of what they will be expected to play. leads the
Resources: Highway exercise.
Play the song again and get the students to clap along with to Hell on Spotify to
the rhythmic pattern played by the led guitar. play for students.
Then once the song is finish get them to clap along with
you for a few more times till all students have mastered it.

10 Provide all students with a document with the following Teacher: Teacher and
material: bass line, chords (including chord diagrams) and Student
riff. This document should be provided to all students, so Student: centred.
they can work towards learning all elements of the piece. Students
Get students to get guitar or glockenspiel out and put stick Resources: also lead the
down and guitar face down for further instructions. Document with all exercise.
parts of the piece on
Once all students have successfully clapped along, move it. (attached at the
onto the bassline. Students should be encouraged to use end of this lesson
Glockenspiel or guitar. Teacher should then demonstrate plan).
the first two bars on the bass line for guitar and then get
the students to play along (this should be done at a slower
pace). Then repeat the same process for Glockenspiels.
Ask a student to be the leader for the Glockenspiels and
teacher should play guitar. Then repeat the pattern as a
class a few more times till all students are able to follow
along successfully at an appropriate pace.

The teacher should then demonstrate the whole bass line

to the class again on both Glockenspiel and Guitar. The
teacher should ask students to pay extra attention to the
last two bars before demonstrating so the students know
that they are listening to how the added section is played.
The students should play the whole bass line along with
the teacher at a slower pace. Again, have a student lead the
Glockenspiels and get all students to play along as a class
 Jessica Campbell 18352955
until all students are able to play along successfully at an
appropriate pace.

10 Students can then continue on to learn the riff or stay Teacher and
practicing the bassline. Students who wish to move onto Student
the riff should move into a circle in the classroom Centred.
allowing the other students to practice undisturbed. Teacher and
student lead
The notes as well as the tab have been provided to the exercise.
students on the print out sheet they have been given early. Students are
Again, get a student to lead the glockenspiels and then run given the
through the first two bars of the riff slowly with opportunity
Glockenspiels and guitarist at the same time. Then run to work on
through the whole riff with all the students slowly. Keep the part they
running through the riff for 4 times with the students. want too.

15 Students can then continue to play the riff if they want or Teacher: Teacher and
they can move onto the chords. Reinforcing that students Student
who are playing the Glockenspiel can do the chords too. Student: Centred.
Ask those who wish to learn the chords to move into a Resources: Teacher
circle in the classroom. Allowing the others to practice leads the
without disruption. exercise.
Students are
Start with guitars first, demonstrate the hand position for given the
each chord first. Then demonstrate the strumming pattern opportunity
slowly with the chords and ask the students to then to work on
practice with you and repeat the chords for about 2 times the part they
to allow students to attempt at successfully playing. If they want too.
are struggling with that, they can stay practicing the
chords rather than moving onto the riff.

Then with the glockenspiels: Demonstrate the

glockenspiel part/chords, explain that they can play the
tonic and 5th or the tonic and 3rd. Discuss what notes these
would be for each chord, give the students a chance to tell
you what notes would be. If they cannot tell what the
notes would be discuss the notes in the chord and again
give them a chance to tell you the notes. Give the students
the answer if they cannot come to the conclusion by
themselves, give them the names of the notes. Get the
glockenspiel students to practice along with the teacher for
2 times.

Then get all the guitar and glockenspiel students to play

the chords along with the teacher, with a student leading
the glockenspiels. Playing the chords all together should
be repeated 3 times.

Students can continue to practice the chords if they want

or they can move onto the riff.
 Jessica Campbell 18352955
5 Get the attention of the whole class. We are going to play Teacher: Student
the parts 6 times all together. So, students should play the Centred.
part they have been working on or feel the most Student: Students
comfortable with playing. Make sure there are enough have to
people in each section so that student can read all the Resources: work
parts. together to
perform in
the piece in
unity.

5 Students are to pack up their instruments, student should Teacher: Teacher

hand back their sheets, so they have it for the next lesson. leads and
If there is enough time, ask the students: What is a riff? Student: instructs
Then discuss what attributes a riff has and how riffs are students to
used in rock music. Resources: pack up.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

Resources Attached:
You must list all the resources that you have created or found in this space.

Spotify Track for Highway to Hell to play to the class:

https://open.spotify.com/track/2zYzyRzz6pRmhPzyfMEC8s?si=xPTUQn4AQ3qOKkAbU4g-
cQ
 Jessica Campbell 18352955

HIGHWAY TO HELL

Rhythmic Pattern:

Bassline:

AAA F# G F# G F# G F# AA

Riff:

AAA F# F# G F# F# G F# F# G F# AA

Chords and Strumming Pattern:

A D/F# G

Lesson Plan 2
Topic area: Stage of Learner: Stage 4, Syllabus Pages:
Rock Music Year 9 32, 34 ,40
 Jessica Campbell 18352955

Time Teaching and learning actions Organisation Centred

T/S
5 Teacher should welcome the students into the Teacher: Computer Teacher
classroom. Students are to sit quietly with bags Room or Laptops Centred:
underneath their desk. booked. Head Instructs
The teacher should then discuss what activities they phones needed for students what
will be doing today: each student. they need to
achieve/get
Today we will be working on computers but before Student: done.
we get started let me explain what we will be doing
today. Resources:
Assignment sheets
1. You will be completing a listening and for each student.
analysis task. You are to choose your own
rock song. You will have to listen to the song
and describe how tone colour contributes to
the mood of the piece?
Further instructions will be placed on the
board out the front.

If you need any assistance with this task please

ask me.

2. You will then be given an assessment today to

work on for the rest of the lesson. You will
have to create a brochure promoting rock
music to parents.

The teacher should talk through the marking criteria

and the assignment. Therefore, if students finish their
listening task earlier they can be given the assessment
sheet to work on their assessment.

So, let’s get started.

(If in a computer lab, there should be one student per

computer. However, if the lesson is to take place in
the classroom, students need to sit quietly when they
come in and the teacher will ask each row separately
to collect a laptop.)

20 The teacher should display the following information Student

on the board for everyone to see via a PowerPoint Centred: Gets
slide (the teacher could also make the PowerPoint to choose their
slide accessible to all students). own song and
work
Students are to choose a rock song of their autonomously.
choice. Listen and analyse the song to answer
the following question:
 Jessica Campbell 18352955
Describe how tone colour contributes to the
mood of the piece?

Hint to give students: Think about how each

instrument’s sound effects the feel of the
piece.

(If you need to jog your memory about what

tone colour is please use the internet to help
you.)

Once you have completed this task you must

email your work to me on
jessicasmith@detnsw

Once students have completed the task they should

send their piece analysis to the teacher’s school email
so their ability to analyse music can be assessed and
next lesson the teachers can discuss general ways the
whole class can improve their answers.

30 Students will be handed an assessment sheet that Teacher: Student

details what is required of them. Students are to create centred:
a brochure to promote Rock Music to parents. Student Student: Students need
need to work on this for rest of the lesson and will be to do their
provided with more time to complete the task in the Resources: own research
next lesson. The rest of the work needs to be done at to learning
home. (The assignment sheet is attached to this about rock
learning plan) components
and history.
Teacher is to go around and check on the students’
progress.

5 The teacher is to instruct everyone to log off and turn Teacher: Teacher
off their computers. (If in a classroom, students will Centred:
need to put laptops away where they belong.) Student: Teacher leads
Resources: class to pack
If there are a few minutes to spare the teacher can ask up and leads a
the class if they had any questions about their discussion
assignment and what did they like doing in the lesson about the
today. assignment.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.