Laura Edwards

12.15.15
Secondary Methods - D. Ferrara
Unit Plan Project
Unit Plan
Teacher: Laura Edwards
Subject: Music
Grade: 9-12
Unit Title: The Classical Period
Number of
Classes

National
Standards

Singing
Reading and notation
Playing Instruments
Improvisation and composition Critical response
Purposes and meaning in the arts
Role of artists in
communities
Concepts of style, stylistic influence and stylistic change
Inventions technologies and the arts
Interdisciplinary
connections

State
Frameworks

Creating:
AS1 Imagine AS2 Plan, Make AS3 Evaluate, Refine,
Present
Performing: AS4 Select, Analyze, Interpret AS5 Rehearse,
Evaluate, Refine AS6 Present
Responding: AS7 Select, Analyze AS8 Interpret AS9 Evaluate
Connecting: AS10 Synthesize, Relate AS11 Relate for deeper
understanding

Rationale

This unit will teach the students the significance of the Classical Period,
as well as increase their musical vocabulary and ability to recognize
musical symbols.

Essential
Question

What is the significance of the Classical Period, historically and

musically?

Enduring
Understanding

Extended understanding of connection of music to historical events,

importance and relevance of composers covered in unit, and hopefully
some of the theory will be retained.

Behavioral
Objectives

The students will be able to

demonstrate a basic knowledge of theory (symbols,
vocab)
demonstrate knowledge of composers in Classical
Period (Beethoven, Mozart, Haydn, Rossini)
sing major sight-singing exercises at their own
tempo

period
Assessment /
Evaluation

identify instruments of a standard orchestra

list major historical events of the Classical time

Informal:
Sight-singing as a class
Asking questions in class

Formal:
Occasional sight-singing pop-quizzes
There will be a test at the end of the unit
Project in pairs - presentation on a composer
Long Range
Assignment /
Project / Product

At the end of the unit, students will present (in pairs) a project on a
classical composer, chosen from a list. They will chose two of the following
to create for their project: a powerpoint or a poster, and a song, a game,
or a skit.

Prior Knowledge
and Skills

knowledge of and ability to read (not sing) treble

and bass staff

knowledge of rhythm values and note names

Accommodations

Special needs:
may need to simplify sight-reading
ESL:
demonstrate directions, dont just speak them

Activator

Sight-reading challenge, get more and more complicated as time goes on.
In some classes, we will spend more time on the challenge to explain why
its hard.

Materials Needed

Repertoire

Jeopardy slides
Sight reading challenges
Slideshows on composers / history
Orchestral instruments to show and tell

Multiple classical recordings

Do Re Mi - Sound Of Music
Don Giovanni

Lesson Outline #1
Teacher: Laura Edwards

Subject: Music
Grade: 9-12
Behavioral Objective: As a result of this lesson, the students will have a solid understanding of
the solfege system and how to begin sight-reading.
Assessment/Evaluation: Teacher will listen for accuracy in pitch and rhythm.
Prior Knowledge and activator: Students will hear Do Re Mi playing as they enter the room.
Lesson content:
Review rhythm exercises on ta
Learn/review solfege for those who arent as familiar with it
Sight-reading exercises
First some similar to scales, then melodies

Lesson Outline #2
Teacher: Laura Edwards
Subject: Music
Grade: 9-12
Behavioral Objective: As a result of this lesson, the students will learn the major characteristics
of the four most popular genres of the instrumental music of the classical period: symphony,
concerto, string quartet, and sonata.
Assessment/Evaluation: The teacher will ask questions throughout the class, and the students
will need to take notes for an end-of-unit test. Teacher will listen for accuracy in pitch and
rhythm in the sight-reading challenge.
Prior Knowledge and activator: No prior knowledge; a Mozart concerto will be playing as the
students enter. All classes will start with a sight-reading challenge.
Lesson content:
Sight-reading challenge
Discuss use of movements in classical period
Movements of a symphony
sonata-allegro form
listen to snippets of symphony
Concerto
listen to snippets of concerto
String quartet
listen to snippets of quartet
Sonata
listen to snippets of sonata

Lesson Outline #3
Teacher: Laura Edwards
Subject: Music
Grade: 9-12

Behavioral Objective: As a result of this lesson, students will have an understanding of Mozarts
significance and contributions to the classical period.
Assessment/Evaluation: The teacher will ask questions throughout the class, and the students
will need to take notes for an end-of-unit test. Teacher will listen for accuracy in pitch and
rhythm in the sight-reading challenge.
Prior Knowledge and activator: No prior knowledge; a Mozart opera will be playing as the
students enter. The class will start with a sight-reading challenge.
Lesson content:
Sight-reading challenge
Discuss Mozarts personal history
Discuss Mozarts major operas
listen to snippets of Don Giovanni
Discuss Mozarts major symphonies
listen to snippets of symphonies
Discuss Mozarts major piano concerti
listen to snippets of concerti

Lesson Outline #4
Teacher: Laura Edwards
Subject: Music
Grade: 9-12
Behavioral Objective: As a result of this lesson, students will be able to identify the connections
between the art and music of the classical period.
Assessment/Evaluation: The teacher will ask questions throughout the class, and the students
will need to take notes for an end-of-unit test. Teacher will listen for accuracy in pitch and
rhythm in the sight-reading challenge.
Prior Knowledge and activator: Students must have a general knowledge of the classical style,
which we will have been covering. The class will start with a sight-reading challenge.
Lesson content:
Sight-reading challenge
Discuss the meaning of the word classic (connection to Greece and
Rome)
Classical music and Neoclassicism
Neoclassicism in Art
Neoclassicism in Music
How they influenced each other
Lesson Plan
Name: Laura Edwards
Grade/Class: 9-12

Date: 12.15.15

1. Measurable Objective: The students will demonstrate a basic knowledge of theory and

a few composers in Classical Period (Beethoven, Mozart, Haydn, Rossini).

2. Required Prior Knowledge and Skills: The students should have a basic knowledge
of theory (symbols, sight-reading, etc.), instruments, and history (composers names,
backgrounds, and compositions) of the classical period.
3. Review Needed: This lesson is a review.
4. Materials, Repertoire, Equipment needed: Jeopardy print-outs
5. Agenda: Quick review, Jeopardy

6. Lesson Sequence

Pacing

A. Brief Opening:
Announce jeopardy activity, give students a
few minutes to review notes.

3 min

B. Learning Activities:
1. Jeopardy Game. The class will split into 2
teams. Each round will rotate through the
team, so each person will get a chance to
answer a question. If that person gets the
question wrong, the other team has an
opportunity to answer it.

1. 25 min

C. Assessment:

Informal: Participation, collaboration.

Formal: Answers to questions.

D. Closing/Wrap-up: Tally up points

2 min

E. Assignment: None

7. Accommodations: This activity might not be appropriate for classes that have issues
with competitiveness. For more advanced (or slower) classes, the questions can be adjusted as
needed.
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)
9. National Standards: (Creating, Performing, Responding)
10. State Standards: (Singing, Reading & Notation, Playing Instruments,
Improvisation & Composition, Critical Response, Purposes & meaning in the arts, Role
of artists in communities, Concepts of style, stylistic influence & stylistic change,
Inventions technologies & the arts, Interdisciplinary connections)