Lesson Plan Example Distinction

Below is an example of a lesson plan that was given a distinction.

Lessons have been taken from week 1, 5, 10, 15, and 20.

This shows how the lesson plans progresses and develops throughout this period.

The content of the lesson plan contains enough detail for someone to look at this and understand WHAT the teacher is aiming to do, and HOW this is

going to be achieved.

The use of the group dynamic is clear, and creative teaching and delivery methods are used.

The progression is realistic for each area (ie pieces are likely to develop faster than scales - some areas will progress faster than others) as well as being in

line with the specific learner context that you are given in week 1.

These are a guide to inform your own set of lesson plans, and the progression over the weeks.

This shows clearly what the candidates teaching and delivery methods are.

Licentiate in Music Teaching

Beginners Group Lessons (Level 1)

I am going to aim my group lessons at children aged 6-7years old, who have had no previousexperience in singing apart from in school assemblys and nursery rhymes. I aim to approach theselessons as if I were teaching music in the classroom at Primary level KS1 and KS2.

Over the next 20 weeks, I will be using musical games and activites which relate to everyday life asa tool to help the children explore their voices. I will be working on finding their singing voice andassessing their natural abilities with respect to pitch, rhythm, dynamics, tempo and performanceskills. I will encorporate visual aids, physical activities and the use of call-and-response to makesure all the different types of learners are catered for. This is to give every child the best chance tounderstand and learn to their full potential. I also plan to complete a full performance song towardsthe end of the 20 weeks, drawing together all the children have learnt and to provide me with anopportunity to assess how far they have developed.

Duration: 30minutes

Lesson Plan 1 Key Concept: Finding the singing voiceBeginners Group Class

Monday 3rd January 2011Aims ! To repeat short rhythmic and melodic patterns

! To be able to use different voices and find their singing voice

Objectives ! I can sing and clap notes back! I can use my voice in different ways! I can use my singing voice

Activity Time Content and Methodology ResourcesTakeRegisterand Warmup

Aural Tests

Call andReponse

Song -Boomchick aboom

3 mins

5 mins

5 mins

7 mins

! Shoulder rolls: 4 right, 4 left, then both together.! Arm circles: 4 right, 4 left, then both together. ! Shaking the right hand count 1 2 3 4 5 6 7 8, repeat wth the left

hand and both feet. Repeat whole exercise coming down to 4,then 2, then 1 and ending with shaking the whole body out whilstjumping in the air. (Make sure all movements are emphasised tokeep the childrens attention)

Teacher says: Now I'm going to clap my hands and I'd like you to copyexactly what I do. Does everybody understand?Refer to worksheet 1 'Short rhythms and melodies'. Choose exercises atrandom and get the students to echoe rhythms that you clap.Start with the whole class and then individually, one by one.(If a child doesnt feel confident, clap with them or get the whole class toclap with them)Teacher says: I'm going to sing a short sequence of notes and I'd like youto copy it. Does everybody understand?

! Refer to worksheet 1 'Short rhythms and melodies'. Chooseexercises at random. First get them to sing them back as a wholeclass and then indivivually, one by one. (Again if a child doesntfeel confident, sing with them or get the whole class to sing withthem)

Teacher says: Now we are going to explore our voices and see how wecan use them differently. I'm going to speak in different voices, listencarefully to the different sounds I make.Teacher demonstrates: This is my whispering voice (whispering)This is my talking voice (talking)This is my loud voice (shouting loudly)This is singing voice (singing on any note)

! Explain that you are going to ask Have you bought yourwhispering voice? And they must answer Yes we have! Inwhich ever voice you have specified.

Teacher says: Have you bought your whispering voice?Class: Yes we have!Go through all the different voices and then repeat this activity with thechildren's names.Teacher says: What's your name? (in a different voice)Student: My names John (in same voice)

Teacher says: Now we have explored using our different voices we canuse them in a chant.

! Speak the words line by line, with the students echoing back.

Register

Piano

Worksheet1

Lyric sheet

Song 'Jack-in-the-box'

8 mins

Remember to exaggerate articulation.

E.g Teacher says: I said a Boom chick a boom (in loud voice)Class: I said a Boom chick a boom (in loud voice)Teacher says: I said a boom chick a rocker chick a rocker chick a boom(in loud voice)Class: I said a boom chick a rocker chick a rocker chick a boom (in loudvoice)Now repeat the song with different voices, try changing the voice ondifferent lines of the song with the students echoing back. Can thechildren cope with quick changes?

Teacher says: Have you got your singing voice?Class: Yes we haveTeacher says: Now we have all found our singing voices we can learn tosing a song. We are going to learn a song called 'Jack-in-the-box'Sing the song line by line, with the students echoing back. Now put it alltogether. Teacher says: Now we are going to put actions to our song, we startcrouched down like this (demonstrate) and when we sing 'Pops!' we allhave to leap to our feet and clap our hands like this (demonstrate).Sing the song through adding the movements.Teacher says: Now, when we sing press the button I'd like everybodyto press their nose, like this (demonstrate). Is everybody ready?

! Sing the song all the way through adding all the movements.

Did everybody manage with perform the movements at the right time inthe song?

Does anyone want to come out front and help my puppet sing the song?(Use the hand puppet to encourage the children to sing on their own)

'SingingSherlockBook 1'and CDincluded

CD Player

Piano

Plenary 2 minsand Homework

Teacher says: Can you say Jack lives in a wooden box with your whispering voice?Teacher says: Can you clap back this sequence?

Practice saying your name in all your different voices, whispering, talking, loud andsinging.

Evaluation

Duration: 30minutes

Lesson Plan 5 Key Concepts: Pulse and RestsBeginners Group Class

Monday 31st January 2011

Aims ! To develop the understanding of pulse and rhythm! To relate pulse to written symbols ! To introduce the idea of rests in music

Objectives ! I can hear and keep a beat! I can relate the pulse to written symbols! I can maintain a steady beat through silence

Activity Time Content and Methodology ResourcesTakeRegisterand warmup

'High lowdollypepper'

Bubbles

5 mins

5 mins

12mins

Teacher says: Let's see how well you can remember the penguin songfrom last week. Remember we slap our right arm then left, right leg, thenleft, nod your head and lastly stick out our tongue. All in time with thewords.

! Sing the penguin song through without the CD*Note this song can be used regulary, either at the start of the lesson as awarm up or to bring a lesson to an end.

Teachers says: Now we are going to do a similar sort of song, where wehave to put actions to the words we are saying. This rhyme is called 'Highlow dolly pepper' and goes like this...(demonstrate with actions which arestated below)

! Chant together the following rhyme and actions:

High low dolly pepper, kick kick kick,High low dolly pepper, flick flick flickHigh low dolly pepper, slap slap slapHigh low dolly pepper, clap clap clap

Actions: ! Raise your hands and arms on the first word of each line and

lower them on 'low'.! Make a rocking action on 'dolly pepper'.! Match the rhythm of the last three words of each line.

! Draw the following bubbles on the board as shown below:

Teacher says: Look at the bubbles I have drawn on the board, thesebubbles represent the beat. As I point to the bubble I'd like you to say thecolour written on it.

! Point to the bubbles using a very steady beat whilst the children

Whiteboard,pens andwiper

BlueYellowBlueYellow

BlueBlueYellowYellow

Clap andStamp

5 mins

say: Blue, Yellow, Blue, Yellow Blue, Yellow, Yellow, Blue

! Ask one of the children to come up to the board and choose abubble to burst and rub it out.

! Read through the board again and think the burst bubble inyour head and putting fingers on lips.

! Ask another child to burst another bubble and repeat the exercise.! Keep bursting bubbles until there are more silences than words.

Can the children keep in time? Can they grasp the concept of rests?

Teacher says: Now we are going to speak the words of the pictures weare seeing on the board as I point to them. What do you think we'll saywhen I point to this picture? (Shoe) What do you think we'll say when Ipoint to this picture (clap).

! Stick up the 'clap and stamp' poster! After a count of four say the sheet together:

Shoe, shoe, clap, clap Shoe, shoe, clap, clap Shoe, clap, shoe, clap Shoe, clap, shoe, clap

! Now repeat the whole sheet but speaking the word shoe andactually clap on the clap symbol.

! Now repeat the whole sheet, tapping your foot on the shoesymbol and clapping on the clap symbol.

Extension If there is time and the children seem to be grasping theconcept of relating a pulse to written symbols extend the previous activityby turning the poster around, so that it reads differently.

Eg. Turn it to the right to produce: Shoe, shoe, shoe, shoeClap, clap, shoe, shoe

Clap, shoe, clap, clap Shoe, clap, clap, clapOr to the left:

Clap, clap, clap, shoeClap, clap, shoe, clapShoe, shoe, clap, clapShoe, shoe, shoe, shoe

etc...

'Clap andstamp'poster

PlenaryandHomework

3 mins Draw on the board a pattern of 4 bubbles with any two colours written in, in any orderTeacher says: Who thinks they can say this pattern as I point to the bubbles?Burst a bubble and ask another child to say this pattern.

Evaluation

Duration: 30minutes

Lesson Plan 10 Key concept: CountingBeginners Group Class

Monday 7th March 2011

Aims ! To develop the use of stepping notes in songs! To encourage the use of counting in songs! To encourage the children to sing on their own

Objectives ! I can sing a melody with stepping notes! I can count accurately within a song! I can sing a solo

Activity Time Content and Methodology Resources

Takeregister andrecap lastweek

Warm up

Song 'IfYou'reHappy'

Song -'Stars'

5 mins

5 mins

3 mins

15mins

Teacher says: Lets all sing together the scale we learnt last week whichis represented by the solfa staircase.(have the poster visible) I'll sing it toyou first and then do you think you could have a go at singing it withoutme?Play the C major scale and sing the solfa names.Then get the class to sing it back to you.

! Shoulder rolls: 4 right, 4 left, then both together.! Arm circles: 4 right, 4 left, then both together. ! Shaking the right hand count 1 2 3 4 5 6 7 8, repeat wth the left

hand and both feet. Repeat whole exercise coming down to 4,then 2, then 1 and ending with shaking the whole body out whilstjumping in the air. (Make sure all movements are emphasised tokeep the childrens attention)

! Introduce the song If you're happy and you know it and sing itthrough with

- clap your hands- stamp your feet- shout hurray

Teacher says: Sometimes when we sing a song there is silence in themusic. Can anyone tell me what this silence is called? (a rest)Why do you think it is called a rest? (because we are not singing andthere is no music. Our voices and the rhythm are having a rest)

! Draw where this rest occurs in the song on the board.! When singing it through remind the children to pay attention to

where the rests (silence in the song) occur.

! Play the song 'Stars' through and then teach it phrase by phraseusing call and response.

! Get the children to count and clap the beats in between thesinging. Eg. 'Twinkling up so high' 1 2 3 4

(Eventually we will work on being able to count in their heads, but it'sbest to start making them aware that these beats are there first)

! When the children seem confident with the song, ask who wouldlike to come out the front and sing a solo while the rest of theclass count the beats in between.

! Encourage them to come up with some actions to the song tomake it less daunting and more of a game than a performance

SolfaStaircaseposter

'Stars'sheetmusic

PlenaryandHomework

2 mins You need to practise singing the song 'If you're happy', clapping your hands andstamping your feet in time.

Evaluation

Duration: 30minutes

Lesson Plan 15 Key Concept: Melodic movementBeginners Group Class

Monday 11th April 2011

Aims ! To encourage an understanding of notes that leap as opposed to step! To introduce an octave

Objectives ! I understand and can sing notes that leap ! I understand and can recognise an octave

Activity Time Content and Methodology ResourcesTakeregister andwarm up

Song 'Areyou comingout toplay?'

Signs andsignals

5 mins

10mins

10mins

Warm up! Shoulder rolls: 4 right, 4 left, then both together.! Arm circles: 4 right, 4 left, then both together. ! Shaking the right hand count 1 2 3 4 5 6 7 8, repeat wth the left

hand and both feet. Repeat whole exercise coming down to 4,then 2, then 1 and ending with shaking the whole body out whilstjumping in the air.

! raise your arms above your head stretching as high as you can,then release all tension and drop your arms and body so you areleant over with your hands reaching to the floor

! Repeat 3 times! Pretend to eat a big toffee and you have to chew really hard,

stretching your face! Ask the children to make a big face, really wide and open and

then screw it up really small, repeat this a few times

! Teach the song line by line, in a call-and-response style! Explain that in this song the notes aren't just moving step by step

like they do in a scale! Point out phrases like 'Are you coming...' which is a jump from

an A to an D, and '...out today?' which has a jump from D to G.(Don't point out what the notes are, this might confuse thechildren, just explain that they are leaps rather than steps).

! Also point out notes that fall, from high to low.! Eg. Bar 5, 'ice...we can' a fall from E to A.

(The following activities should cover all three learning styles; visual,auditory and kinesthetic, and so should give all the children the bestpossible chance at understanding this topic).

! Hold up the 'signs and signals' poster.

Teacher says: If I hold up these two posters which one do you thinkrepresents notes jumping upwards from low to high? Which one do youthink represents notes falling down from high to low?

! Play through a few different leaps and falls on the piano and askthe children if the notes jumped up or down and then point outthe corresponding sign.

! Hand to each child a piece of paper and a pencil.! Play either a jump or a fall on the piano and sing it also for an

interval of a 5th . Ask the children to draw on the piece of card asign to represent the direction of the notes movement.

Teacher says: Now I'm going to play and sing two notes. I'd like you to

'Are youcomingout to play'Sheetmusic

Piano

'Sings andsignals'poster

paper andpencils

Octaves

3 mins

decide whether you think the notes are jumping up or falling down, butdon't tell me the answer. I'd like you to draw the sign which shows youranswer on your piece of paper.

! When the children have finished drawing their sign, get them tohold it out infront of them.

Did anyone not draw the right sign?If so, first ask them whether they thought the note was going up or down(they might have understood this, but simply not drawn the right sign. Itmay mean they struggle with visualising the movement of pitch whichcould in turn lead to problems with reading scores. Repeat the exercise and encourage them to listen very carefully towhether the note is jumping up or falling down. Also, try playing a biggerinterval).

*Note also a good exercise for developing aural skills.

! Sing the opening notes of the following songs, which show upand down melodic jumps.

! Talk about the melodic movement and ask the children todescribe what the notes are doing. Encourage them to draw theshape of the movement in the air.

! Play a C on the piano and say that this is note number one, countup eight notes and explain that you come to the same note again.

! Play octave leaps from C D and E

Teacher says: In music, this jump of eight notes is called an octave.Notice that the octaves we are playing are going from low to high.Octaves can also go from high to low, let's have a listen to what thesewould sound like...

! Play falling octaves from high C D and E.

PlenaryandHomework

2 mins Teacher says: Today we have been exploring notes that move in leaps and jumps,both upwards and downwards. So do you think a note is jumping up or falling fown ifI draw this sign on the board? What do you think is happening to these notes if I draw this sign? Draw a sign similar to this This shows that the note wouldn't move up or down but stay the same.

Evaluation

Duration: 30minutes

Lesson Plan 20 Key concept: PerformanceBeginners Group Class

Monday 16th May 2011Aims ! Overview of the term

! To perform the song 'Numbers Everywhere' by memory

Objectives ! I can recall what I have been learning this term! I can perform the song 'Numbers Everywhere' by memory

Activity Time Content and Methodology ResourcesTakeregister andwarm up

Performance aspects

Articulationexercise

Breathingexercise

5 mins

7 mins

2 mins

3 mins

Warm up! Shoulder rolls: 4 right, 4 left, then both together.! Arm circles: 4 right, 4 left, then both together. ! Shaking the right hand count 1 2 3 4 5 6 7 8, repeat wth the left

hand and both feet. Repeat whole exercise coming down to 4,then 2, then 1 and ending with shaking the whole body out whilstjumping in the air.

! Raise your arms above your head stretching as high as you can,then release all tension and drop your arms and body so you areleant over with your hands reaching to the floor.

! Repeat 3 times.! Pretend to eat a big toffee and you have to chew really hard,

stretching your face.! Ask the children to make a big face, really wide and open and

then screw it up really small, repeat this a few times.

Teacher says: Has everyone been practicing 'Numbers Everywhere'?Let's talk about how we are going to sing it today, do you think it shouldbe sung loudly or quietly, or in between? (in between for the verses,loudly for the chorus)Who thinks that it is a fast song? (everyone should know it's fast)Yes, it's quite a fast song, can anyone remember the fancy word we usefor fast? (allegro) There are also lots of words so what do we need to warm up so we canget all the words out at this speed? (mouths: tongue and lips)Yes our tongue and lips have lots of hard work to do, so let's warm themup wth this tongue twister:

'Betty Botter bought some butter, but she said this butter'sbitter! But a bit of better butter will but make my butter

better So she bought some better butter, better than the bitterbutter, and it made her butter better so 'twas better

! Teach the tongue twister line by line in a call-and-response style! Put two lines together, then 3 lines etc...so the children get to

grips with it.

! Sing through 'Tip of the tongue', the children have already learntthis exercise

! Pant audibly (like a dog), practise this rhythmically, starting withhalf notes for a bar of 4/4 then a whole note for a bar of 4/4 asbelow:

ABRSMSingingPrep Testpg 5exercise C

Piano

Performance song'NumbersEverywhere'

10mins

ha ha ha ha ha__________________

! Repeat this a few times, then do variations. For example:- a bar of half notes, then a bar of quarter notes.- a bar of quarter notes, followed by a whole note

This activity should start strengthening the childrens diaphragm and alsoallows them to engage these muscles without thinking about it.

! Decide on a number that the children will use for each chorus ofthe song.

! Practise each chorus separately, drawing the number in the air,then clapping it, then tapping it on the back of the person to yourright (person at the end can mime it)

! Sing through the whole song with the performance track and sayyou are going to be the conductor

! Using hands close together for quiet and as you move themfurther apart getting louder.

Teacher says: Do you think that we should sing the whole song quietly?(No) Very loudly? (No, inbetween) The sign we use for this is 'mf '(draw it on the board) it means moderatelyloud. So we will sing the verses moderately loud and the chorus' loud andthe sign for this, remember is 'f'.

Now do you think you could perform this song along with the backingtrack?I'd like you to imagine you're on stage and you have to make sure all thepeople at the back of the room can hear you as well as the people at thefront! But this doesn't mean shout!

! Stand the children in a line and get them to perform the songthrough with the backing track.

Plenary andHomework

3 mins Who was confident with performing the song? Who could stay in tuneand who couldn't? Who could stay in time and who couldn't? Who wasconfident with the movement anad who wasn't?

Evaluation