Differentiate Differentiate Differentiate

d Learning d Learning d Learning

Group The Big Objectives - Objectives - Objectives -
Timestamp Year Group Number Date Time Picture ALL Some A few.

Unit 30: Pop

Music in
Practice.
Learners
have been
working on
the 1950s
for the last
two weeks
and have
performed
Rock
Around the
Clock and
composed
an original
piece in
response.
They are
now doing
the same
with 1960s
and using
Hey Jude as
the stimulus.
They are
also, for PASS -
home Perform Hey DISTINCTI
learning, Jude as part ON -
writing of an MERIT - Perform a
articles on ensemble Perform Hey Hey Jude as
the with errors Jude as part part of an
developmen that do not of an ensemble
t of POP detract from ensemble with artistic
from 1950s the overall competently flair and
to the performanc and interpretatio
### 13 Option 1 3/12/2014 9:00:00 AM present day. e. accurately. n.
 Pupils are
creating a Play a more
performanc Play a more interesting
e of the interesting drum
chorus of drum pattern or
Jingle Bells pattern or rhythmically
using iPads rhythmically interesting
and vocals. interesting chord
They have Play a chord pattern on
had one simple drum pattern on smart
lesson rhythm or smart instruments,
where they chord instruments, with no
began pattern mostly mistakes.
identifying using block accurately Sing the
and working chords on and only chords of
out the smart minor Jingle Bells
chords and instruments mistakes. using good
this lesson accurately. Sing the breath
they will Sing the chords of control with
continue to chorus of Jingle Bells good
work in Jingle Bells using good intonation
groups to using breath breath and
build the control and control with expression
performanc broadly in good e.g.
### 7b 3 3/12/2014 1:00:00 PM e. tune. intonation. phrasing.
 Main Activity Main Activity
1 2
Welsh Hook/ Main Activity DIFFRENTI Main Activity DIFFRENTI Main Activity
Phrases Literacy Starter 1 ATION PIT STOP 1 2 ATION PIT STOP 2 3

15 mins
(Max) - Give
each
student an This will be
article about for the
the 1960s remainder
and set the of the
challenge to double
summarise lesson.
the article in Learners Learners
"Prynhawn 66 words read their split into two
Da using the 66 66 word ensembles
Dewch i word summary to and create a
Mewn templates. each other. performanc
Gweithwch 1960s Learners e of Hey
mewn parau music will get a Jude. The
Gweithwch playing in photocopy work in
mewn the of the Level of progress will
grwpiau background summary as help to be videoed
Gwrandewc as they do well as a answer Recap on and shared
h this to get a scan of the questions the with AE
Dw I ddim flavour of Articles full articles Hey Jude during the questions before the
yn deall 66 Words - the music of allocated to for use in Presentatio presentation and check end of the
Summary Hey Jude the time. learners. their article. n . knowledge. lesson.
 Whole class
singing -
The chorus
of Jingle
"Prynhawn Bells
Da Recap on
Dewch i the three Working in
Mewn chords used groups
Gweithwch Communica and, aurally, (Chosen by Combinatio
mewn parau tion - identify AE) create a n of the
Gweithwch making where they performanc groups (6 Pair the
mewn group change. e of the groups) groups up
grwpiau decisions Check that chorus of By outcome and perform
Gwrandewc through the chord Jingle Bells on the to each
h discussion. Christmas progression By outcome using iPads challenge of other. Peer
Dw I ddim Starter - Song is - whole and Voice the patterns/ Assessment
yn deall Anagram Anagram understood class AFL during (including vocal (Formative)
" Challenge. (Socrative) and correct. activity. the activity. beat boxing) performed. - socrative.
Main Activity
3 Subject Subject Subject
DIFFRENTI Skills - Skills - Skills -
ATION Plenary AFL Performing Composing Appraising.

Maintain a
part as a
member of
a group in a
part song,
Maintain an
individual
instrumental
part in a
group
piece,
Imitate,
memorise,
internalise
and recall
musical
patterns and Explore, Make
songs, use, create, distinctions
Communica select and within the
te with organise musical
others when sounds for a elements,
performing, musical Recognise
Plan and purpose, and
make Develop describe
decisions and refine musical
Group about which musical characterist
discussions music to ideas, and ics, Discuss
of the perform and evaluate and
strengths, how to their work in evaluate
weaknesses perform it., order to music,
and Perform as improve it, making
By outcome developmen a member Communica connections
and level of t needs of of an te ideas and between
ability on the ensemble to emotions their own
the chosen performanc Post it an through and others’
instrument. e so far. socrative audience. music. work.
 Maintain a
part as a
member of
a group in a
part song,
Maintain an
individual
instrumental
part in a
group
piece,
Imitate,
memorise,
internalise
and recall
musical
patterns and Explore,
songs, use, create,
Communica select and
te with organise
others when sounds for a
performing, musical
Plan and purpose,
make Develop
decisions and refine
about which musical
music to ideas, and
perform and evaluate Discuss and
how to their work in evaluate
perform it., order to music,
Perform as improve it, making
a member Communica connections
of an te ideas and between
ensemble to emotions their own
Think, Pair, an through and others’
None None Share audience. music. work.