Lesson Plan Template

Identifiers
Name: Subject: Date: Room:
Megan McLoughlin Music 18/10/2017 Room 10
Class: Topic: Time: Number of Students:
1Mu - 3.4 (1st Orchestra(3): Woodwind & Brass 09:00 - 10:00 14 (mixed ability)
Year) Sections

Lesson Outline
Curriculum Learning Outcomes:
Provide general education in music for all students, whether or not they proceed to further study or a career in music.
Show ability to discern aurally, categorise and name various vocal and instrumental sounds, primarily those produced
through normal use of the familiar orchestral instruments.
Learning Intentions:
We are learning to
identify the main woodwind instruments (visually and aurally);
identify the main brass instruments (visually and aurally).
Success Criteria:
Students can
recognise a specific instrumental family and instrument in the above sections from an audio file;
describe qualities associated with each instrument, based on an image and audio file;
explain differences between each instrument in families, and how these differences contribute to the sound produced.
Methods:
Instrument Speed-Dating Game (time-pressure, independent thinking about instrument traits/characteristics.
Discovery/analysis through presented video and audio files (individually).
Powerpoint presentation with printed copies distributed to class - blanks where they must fill in important information.
Resources:
Whiteboard, whiteboard markers and powerpoint presentation;
Youtube videos, audio clips;
Handouts based on presentation.
Differentiation Strategies:
There are no students SEN registered in this class, so the primary focus of differentiation would be different levels of prior
understanding (based on external music lessons to date), and equal distribution of questions.
Pairwork when completing in-class tasks;
Equal and fair (effective) questioning through use of random name generator roulette wheel;
Allowing wait time (roughly 3 - 5 seconds) after asking a question before requesting student response
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Increase from lower order/closed questioning (one-word answers; checking facts; recalling information), to
higher order/open questioning (logically reasoned evidence; more varied answers)
Two Spanish-speaking students with little English in the class. Provide handouts with Spanish translations whilst we are
learning about orchestral instruments (not common terminology for them to know).
Assessment:
Traffic light signals to demonstrate students understanding of topic;
Aural files to demonstrate recognition of orchestral instruments (listening aspects);
In-class activity (speed-dating) demonstrating comprehension of different instrument qualities.
Note: Please include a section on Health and Safety considerations / Risk Assessment where appropriate

Introduction Time: 09:00

Description of Learning Activity / Teacher Activity
Teacher Activity:
Greet students as they enter the class, ask them to sit in seats and take out required class materials and journals;
Distribute handouts, and ask students to insert any handouts into these folders while taking class roll;
Provide students with fun worksheet based on topic to occupy selves whilst taking roll
Ask students about what we learned in previous lesson (strings etc.)
Explain to class what the learning objectives (WALT) are for today, and ask them to write them into their handout
under designated space.

Learning Activity:
Greet teacher as entering classroom, sit in assigned seats and take out required materials for class;
Complete worksheet as teacher takes roll;
Answer questions posed by teacher about topics covered in previous lesson;
Write learning objectives into blank space in handouts.

Progression of Lesson Time: 09:15

Description of Learning Activity / Teacher Activity
Teacher Activity:
Begin lower/higher order questioning (using random name generator) about woodwind section;
Wait time incorporated as wheel spins
Questions asked to class are included in handout - option for multiple answers if additional students have
additional information to offer (e.g. Why do you think these instruments are referred to as woodwind?)
Go through slides about individual instruments in woodwind section, playing aural clips to aid students identification
aurally/visually
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Continuously ask questions (in slides) designed to make students think about how each instrument
works/sounds different from another in its family
Miniature in-class revision (strings and woodwind - often cause confusion when differentiating between each
instrument):
Speed-dating exercise. Clear criteria established by teacher in class and also in slides as to how exercise will
work and be successful
Begin brass section:
Visual identification of instruments (what are key visual differences between each of these?)
Go through details regarding performance aspect of each instrument - again pose questions to students using large
roulette wheel

Learning Activity:
Answer questions asked by teacher, using random name generator
Wait time is given to all of us as question is asked and then name roulette wheel is used
Write down answers to questions discussed in class in appropriate handout space
Listen to clips of individual instruments playing and describe aural traits associated with each instrument:
Capability of distinguishing aural features
Participate in speed-dating exercise (miniature revision task)

Conclusion / Closure of lesson Time: 09:45

Description of Learning Activity / Teacher Activity
Teacher Activity:
Quick recap of instruments and families covered in last two lessons
Ask students to hold up traffic lights indicating level of understanding
Answer any queries or concerns students may have about topic covered
Give homework to students - make sure homework is written in journals
If time, complete in-class exercises of canon acting as orchestra (brass, strings, woodwind)

Learning Activity:
Answer questions asked by teacher about content covered in last two lessons
Indicate understanding of topic using traffic light signals
Write homework in journal
Participate in in-class activity if time at the end

Evaluation of lesson
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When describing these areas please consider the following

a) An evaluation of the success or otherwise of the learning intentions and success criteria
b) An evaluation of the success or otherwise of the methodologies employed
c) An evaluation of the effectiveness of the resources employed
d) A clear indication and explanation of the extent to which learning did/did not take place
e) Specific consequences of the above for the teaching of future lesson(s)

List areas of Achievement

The class could successfully identify visually and aurally the primary woodwind instruments by the end of
class. We only had time to start the bass instruments in the last 10/15 minutes, so I will need to continue
from this point for the next class. Students were able to offer one word descriptions of sound produced by
instruments in woodwind family after listening to an aural clip, and could compare/contrast these
instruments confidently.

Instrument Speed-Dating game worked really well with this class, and incorporated a time limit and
yes/no style questions. This method enabled students to analyse qualities associated with
strings/woodwind (did not include brass section for today) in a brief and concise manner. I think this will
contribute to their overall understanding of how each individual instrument works.

Handouts with blanks still work well, although Im still trying to achieve proportionate balance between too
much writing/not enough writing. I think these combined with visual powerpoints and aural aspects
covered all bases for different learning styles present in the classroom.

I feel that the students successfully grasped the content covered, and traffic light signals indicated their
understanding of the class material. However, I think too much time was spent covering each individual
instrument in the woodwind section and therefore impacted the time spent on brass section.

Going forward, I will aim to be more time conscious in class in order to successfully cover stated success
criteria and learning objectives. I provided a handout for students to complete at the start of class and
involved them in a singing exercise first thing (as suggested in previous lesson plan to wake students up)
and I felt this went well, so will incorporate this from now on.

List areas for Development
I would like to make use of more
interactive work when covering theory
aspects, as I felt that today the class
began to slump slightly halfway through
(before we carried out speed-dating
exercise).
Lesson Plan Template
How would you specifically address these areas for
development
I think using pairwork and miniature interactive tasks to
emphasis key learning objectives wouldnt be overly
disruptive to the flow of the class and would keep
students engaged in aspects which may be rather
theory-heavy. I will bear this in mind for my next
lesson with this class group.