Lesson Plan Title: Chapter 10 Part II
Lesson Title: Chapter 10 Part II
Student Materials: Pencils, copy of America’s Musical Landscape, chapter 10 reading guides
Teacher Materials: Part II Google Slides presentation, iPad, Apple TV, part I questionnaires
Standards (What they should know by
the end of the year)
NOTE: This may include OH/WV content
standards, professional standards
regarding skills/practices in the
discipline, 21st Century Skills, and OH
Social/Emotional Learning Standards
HSI.6CE
HSII.8CE
HSIII.4CE
Unit Title: America’s Musical Landscape Chapter 10
Content Objective (What they should know after the
lesson) NOTE: Be sure to consider inclusion of academic
language objectives as well.
1. Students will be able to identify how social
contexts such as geography helped shape the era
of big band swing Jazz.
2. Students will be able to describe how social and
political events in the U.S. led to the development
of big band swing Jazz.
3. Students will be able to trace how the elements
of big band swing Jazz developed from the
previous era of Jazz.
Assessment (Summative and Formative; all objectives
must be summatively assessed and that should be
noted here, even if it may take place in a future lesson
if it is associated with how you are teaching the
objective. Formative assessment is ideal, but may not
happen for every objective.)
Formative: Thumbs-up, -middle, -down rating, part II
questionnaire, class discussion
Summative: Chapter 10 reading guide
Formative: Thumbs-up, -middle, -down rating, part II
questionnaire, class discussion
Summative: Chapter 10 reading guide
Formative: Class discussion on listenings, thumbs-up, -
middle, -down rating, part II questionnaire
Summative: Chapter 10 reading guide
Lesson Procedures
Lesson Procedures: (Provide a detailed list of steps that you will take to implement this lesson. This would include what you are doing to teach
academic language. Think about opportunities for modeling/”I do”, explicit instruction/”I do”, guided practice/”we do”, independent practice/”you do”,
checking for understanding and/or formative assessment etc.)

BEFORE CLASS STEP(S) What needs to be done to prepare for this learning task (e.g., material preparation)?

€ Part II Google Slides presentation and part I questionnaires must first be created. The presentation will be made by selecting and rewording
content from the book America’s Musical Landscape within the confines of page 167 to page 173. Shortly before class, the iPad’s “Airplay”
function must be activated to project the Part II Google Slides presentation onto the Apple TV.

ANTICIPATORY SET/TRANSITION TO THE ACTIVITY How am I activating prior knowledge and/or preparing students to engage in the learning
task?

€ Part I questionnaires will be passed out to students and completed within the first ten minutes of the period. Students are expected to be
silent and engaged during the questionnaire, which will set expectations for the presentation.

Potential
3. ACTIVITY/PROCEDURE-Provide specific detailed steps for how you will Related Barriers to UDL solution(s)/
Learning (IEP, accommodations
execute the individual chunks of the lesson. PLEASE BE SURE TO INCLUDE Objective #(s)
YOUR ACADEMIC LANGUAGE SUPPORTS WHERE APPROPRIATE. 504, etc.)
and Assessments
 HSI.6CE, class N/A N/A
€ The first slide serves as a title for the lesson, and the second slide
discussion
will address Duke Ellington as a big band arranger. I will present
about how he was influenced and what types of art he created. I
will then provide excerpts from “Mood Indigo” and “Take the A-
Train,” both by the Duke Ellington Orchestra. After the excerpts,
students will be asked to share their thoughts and confirm they
heard musical elements we discussed.

Questions (You can embed these in the individual step for the primary teacher/co-teacher above, or list them here for each chunk) :

Mr. McGuinness will ask: What thoughts do we have on the excerpts? How did they make us feel?

Academic Language Supports:

HSII.8CE, N/A N/A

€ The third slide will pertain to women in Jazz, in which I will focus on
HSIII.4CE, class
how they were thought not to be as gifted as men at the time. The
discussion
fourth slide will relate to vocalists coming into big band swing, and I
will present about how this impacted instrumentalists in big band
swing. I will then provide excerpts from “It Don’t Mean A Thing” by
Ella Fitzgerald and Duke Ellington and “Fly Me to the Moon” by
Frank Sinatra to students for examples of big band swing. After the
excerpts, students will be asked to share their thoughts and confirm
they heard musical elements we discussed.

Questions (recommended to note above who will be asking and when):

After the slide on women in Jazz, Mr. McGuinness will ask: Do we feel like things are better for women in music today?

Academic Language Supports:

HSI.6CE, N/A N/A

€ The fifth and sixth slides will centralize Billie Holiday and her
HSIII.4CE, class
contributions. I will present about her impact including the
discussion
“microphonizing” technique and the controversy of her recording
“Strange Fruit.” I will then provide an excerpt from “Strange Fruit”
by Holiday to students along with lyrics. After the excerpt, students
 will be asked to share their thoughts and confirm they heard
musical elements we discussed.

Questions (recommended to note above who will be asking and when):

After the listening, Mr. McGuinness will ask: What stood out about this excerpt? How does it make us feel?

Academic Language Supports:

Microphonizing

CLOSURE/TRANSITION TO THE NEXT ACTIVITY How am I wrapping this up and if class is not over, preparing for the next task.

€ After the presentation, I will ask students to rate their confidence in the lesson’s content using a thumbs-up, thumbs-down, or
somewhere-in-the-middle, and I will monitor as students work on their reading guides, which they will work on for the rest of the period.

Homework/Extension Activities:
Students will work on chapter 10 reading guides on their own time throughout the entire chapter. The reading guides will be due the day after all
presentations on chapter 10 have been delivered. Additionally, students will be asked to complete a short “questionnaire” about part II at the start of the
next meeting in order to see what they retained from the part II presentation and discussion.
Connections to Research (Best Practices, or What Do I Expect This Will Do For My
Students?)
Explain how at least one of your planning choices described above connects to educational research and/or theory. There are many different aspects of your
planning that this might have applied to. Think about why you chose the materials you chose, the pedagogical approaches you used, the assessment practices,
accommodations you have included, your knowledge of prior learning or student’s assets, etc. NOTE: Be sure to articulate WHY you expect this approach to
impact student learning in a positive way.

• A constructivist approach is taken in comparing the new aspects of big bands with vocals to the big band swing style discussed in part I. I expect this
approach to help students, who conveyed an understanding of what qualities are associated with big band swing through formative assessment. The use
of big band swing as a starting point gives students a concept with which they are already familiar and they can use to build their understanding off of
within this lesson.

Reflection

• Based on your assessment data and observations, if you could teach this lesson again to these same students, what would you do differently?
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• Based on your assessment data and observations, what are your next steps with this group of students based on the student’s performance in this
lesson?
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