LESSON PLAN TEMPLATE

Year Level: 8 Perio /Le!!o": #$4 Date: 19/09 To%i&: M'!i& T(eor) Time: 10.40 11.55 Le"*t(: 1(r 15

Lesson Outcomes: Students will be able to/know All the review material required for their unit 1 test next week. Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
An informal, self marked test.

+NT,OD-.TO,Y P/ASE: Time A&tivit)

O01e&tive %ettle students

+" i&ator )etting out required paper etc

Pri"te o22 -"it 3.

10.40

Congratulate them all on their test results. All &raise ' instil confidence did prett well. All to get out pencils and erasers. !and out tests. All to spend " minutes %elf directed learning(correcting looking over their results quietl and raise their hand if the weren#t sure wh the got questions marked incorrectl . Others who are confident the knew wh the got answers wrong to look over what was covered in $nit 1.

%miles

!ands up asking questions.

Asking to move on ' check their work(corrections

*O+, O- L.%%O/: Time Activit 10.50

0echnical names for time signatures. 12ho can tell me what a time signature is34 1Oka so we#re all prett familiar with the idea of an

O01e&tive

+" i&ator

+iagnostic questioning

Answering correctl or incorrectl

time signature finishing with 54 write 4/44 54 3/4 o" 0oar

0he simple means that the 7ottom note value is divisi7le 7 two. *ut a 1simple4 wa to remem7er it for now is that it#s simple 7ecause it#s a crotchet . Circling all the 5s. 10his is %imple4. %ame process with 8,9,5. %imple :5; <uadruple :5; %imple :5; 0riple :9; %imple :5; +uple .xplain +uple etc. <uestion 1so what#s this time signature#s technical name34 9(5 , 5(5,8(5.

11.66

!and out $nit 8. %tudents complete 1st page. %tudents who were alread on $nit 8 to continue. =f finished work on Auralia >h thm Comparison Level 9: 86 right. =nterval Comparison Level ": 86 < right. &itch Comparison Level ": 86< right. 0esting :with in their work 7ook; Checking work.

11.16 .xplain anacrusis. An up7eat to a 7ar that leads into the music and is left out of the rest of the music later. 0he anacrusis should make up for the lost note value in the last 7ar. %ome students learn 7etter 7 analogical 0ell a stor a7out the ?selfish Anacrusis# who learning. didn#t want to 7e last an more. %o he left the last 7ar, not caring that doing so would mean the note value of the 7ar was incomplete. !e %tudents are entertained and engaged with stor and answer diagnostic questions correctl following.

moved to his own 7ar at the 7eginning of the melod @ )et kids to conduct 5(5 and sa 1 and 8 and 9 and 5 a" Pla) e6am%le o" %ia"o 7(il!t 8i ! loo8 at m'!i& e6am%le! 1 a" 3 2or a'ral lear"i"* 7it( !t' e"t! &o" '&ti"* a" &o'"ti"*. /i"t: 9i2 )o' (ear a "ote o" t(e &o'"t i"4 t(ere:! a" a"a&r'!i!;< %tudents learning via a more interactive input via conducting and clapping. %tudents learn more aurall via hearing the examples on piano and of course visuall via their arm movements and the notation in front of them. Clapping in time with each other.

11.15 11.35

%tudents to complete page 5A. =ndividual help. >h thmic dictation. &ut simple divisions of notes on 7oard and rests.

%eeing as a whole class where pro7lem areas lie. Consolidate.

2ork on work sheet.

11.56

Clap rh thms together. .ngagement of class as a whole via ph sical act of clapping. +ictations with anacrusis. 0esting learning via previousl used As to the left. method and introducing newl learnt concept. Aural dictation <uick higher(lower test As a7ove. to diagnose ear. =f time start BaCor intervals.
Activit
%ee what students got 12ho got 1D3 1A34 etc 1&ut our hand up if ou found num7ers "ED trick 4 etc )o through pro7lem areas as a class. %tudents who are well ahead will allowed to move on with $nit 8. 0he are to ask for help when needed(wanted.

CO/%OL=+A0=O/: Time

O01e&tive
)auge success.

+" i&ator
!ands up

11.8"

+iagnosing where the pro7lem areas lie.