Lesson Plan

Topic area: Popular

Music

Stage of Learner: 4

Syllabus Pages: 23-29

Date:

Location Booked:

Lesson Number:

Time: 60 minutes

Total Number of students

Printing/preparation

Outcomes
Syllabus outcomes
4.2, 4.3, 4.8, 4.9

Life Skills outcomes

LS.1, LS. 2, LS.3, LS.7, LS.8,
LS.9, LS.10

CCP&GCs

Assessment
Lesson
assessment:
- Student
participation
- Student's
rhythm and pitch

Students learn
about
The roles and
combinations of
different
instrumentation within
the context of popular
music.

1/5

Students learn
to
Clap and sing a variety of
rhythms and then
function as part of a
group ensemble.

subject specific concepts

- Personal and Social capability

- Literacy
- Working with others in teams.

Duration, Pitch, Tone-colour

Discipline specific skills

- Rhythm and timing
- Singing in pitch
- Functioning within an ensemble

Quality Teaching Elements (lesson focus) Highlight the appropriate

areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How the quality teaching elements you have identified are

achieved within the lesson.
Teaching
element
Intellectual
Quality

Indicators of presence in the lesson

1.2

Quality
Learning
Environment

2.2, 2.3, 2.4, 2.6

Significance

3.1, 3.3, 3.4

Ti
me
5

Teaching and learning actions

Students listen to Get Lucky by Daft Punk and
are asked to identify what instruments they can
hear throughout the piece. Students then go to
the classes' blog and answer a pre-test on their
prior knowledge to this topic.

Organisation
Teacher: Front of class

Centr
ed
T/S
S

Student: Seated at their

desks
Resources: Laptops, Sound
system
Teacher:

10

Student:
Resources:
15

20

Students take part in a series of clapping games, first having

all students clap the same rhythm then give students separate
rhythms to practice. These rhythms will be 4 bars long and
each will follow the rhythm of an instrument from the piece.

Have students try to clap each of their rhythms at the same

time and then swap so that all students have had a turn of each
rhythm.

Teacher: Out front of class

T/S

Student: Standing and

moving around class
Resources: Sheet music of
rhythms
Teacher: Moving between
groups

Student: Standing in
groups
25

Resources:
Teacher:
Student:

30

After all students have clapped each rhythm, introduce vocal

sounds for each rhythm, the idea is that the students will be
imitating the instruments from the piece. Once again have
each of the groups swap until everyone has had a turn of each
role

Resources:
Teacher: Moving between
groups

Student: Standing in groups

Resources: Sheet music of
rhythms
Teacher:

35

Student:
40

Once all students are confident with their sections attempt to

have all of the parts played at the same time, the goal is for
students to repeat the 4 bars of rhythm they have learnt in
order to create an acapella of the piece.

Resources:
Teacher: Amongst the
students

Student: All groups

gathered together
Resources: Sheet music of
rhythms
Teacher:

45

Student:
50

60

Once this has been completed ask students if they can identify
which groups represented which instrument. Write the correct
identifications on the white board. In the remaining time
students may write their weekly reflections on the classes'
discussion board.
Inform students of the assessment task for the group ensemble

Resources:
Teacher: Front of class

Student: Seated at desks

Resources: White board
Teacher: Front of class

performance of this piece.

Student: Seated at desks
Resources: None

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
Rather than explaining the point of the lesson's activities I should just have the
students do the activity and then reflect on the activities value.

How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

4.2

Examine student's initial ability to read the music at the

beginning of the lesson. By the end of the lesson judge if
their confidence has improved.
Individual student pitch and whether the student remains
in time and at a balanced volume during the group
performance.
Test students knowledge of tone-colour in how effectively
they can identify instruments in the piece.
Understanding of instrument roles, e.g. melody, bass,
harmony, rhythm.

4.3
4.8
4.9

Other considerations
Complete the table blow by inserting the AISTL graduate
standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the
standard.
Graduate
Standards
1.2
2.1
2.2
2.3
3.1
3.3

Evidence within this lesson

Approaching a lesson in a way that encourages student participation to
ensure students are engaged.
Uses scaffolding to gradually introduce more advanced content
Uses scaffolding to gradually introduce more advanced content
Use of pre-test to determine student's prior knowledge
Competes a simple activity before introducing an assessment of the
activity on a greater scale
Uses physical and academic approaches in teaching content

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
The setup of the room may cause tripping hazards for students moving around
the class, ensure tables are moved to the side of the room and that a general area
for students to complete activities in is identified.

References (In APA)

Daft Punk. (2013) Get Lucky. on Random Access Memories. New York:New York,
Columbia.

Resources Attached:
- Laptops
- Sound system

- Sheet music of rhythms

- Whiteboard