Lesson Plan 1: Small Ensembles

Topic area: Small Stage of Learner: Year 8 Syllabus Pages:

Ensembles
Date: 17.05.2018 Location Booked: G13 Lesson Number: 1/6
Time: 100 minutes Total Number of Printing/preparation:
students:

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment Small ensembles through Work within small groups
4.1, 4.3, 4.4, 4.6, 4.10 - Progress report a small group as part of the unit of
on group performance rehearsal of small ensembles.
Life Skills outcomes performance. their selected piece. Perform music through
LS.1, LS.2, LS.3, LS.4, - Reflective singing and playing.
LS.5, LS.10 questioning.

Cross Curriculum themes & Explicit subject specific concepts and

General capabilities
ICT – Performance Software
(Garageband), Performance resources (A-
Z Lyrics, Guitar Tabs, YouTube).
Work, Employment and Enterprise –
Performing for an audience (real life
situation).
skills
Group Work: Duration – Rhythm, Beat & Tempo. 

Pitch – Definite pitch, pitch movement, tonality,
melody and harmony. Dynamics and Expressive
Techniques – gradations, articulations, stylistic
indications. Tone Colour – combination of sounds
sources. Texture – layers and roles of
instruments. Structure – Phrases, motifs,
repetitive patterns.
Arranging, Listening and performing.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep thinking
understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to knowledge communication
engage in higher-order thinking and to communicate
substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy 2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive Expectations
relationships between teacher and students and among
students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students’ prior knowledge knowledge
and identities, with contexts outside of the classroom, 3.3 Knowledge
and with multiple ways of knowing all cultural integration
perspective.

How the quality teaching elements you have identified are achieved within
the lesson.
 Teaching Indicators of presence in the lesson
element
1.4: Higher Students will undertake higher order thinking through the performative
Order activities that encourage students to arrange existing music for a small
thinking ensemble performance.
2.6: Student Students will be guided through directional instructions that will
Direction encourage students to think about their progress of working within a
small ensemble to perform for an audience.
3.3: Students will integrate knowledge and skills from prior lessons and
Knowledge rehearsals within their final rehearsal session before the final
Integration performance for assessment.


Tim Teaching and learning actions Organisation Centr
e ed
T/S
5 Introduction Teacher: Write down the Lesson T
Settle Class – iPads will be Objective & learning goals on the
needed this lesson. board.
Lesson Objective (Group
Performance Assessment) Student: Sit down at a desk and get

 their iPads out.
Learning Goals for the lesson
1. Song Structure (Rehearsing Resources: Whiteboard.
purposes for at home)
2. Group presentation and
setting.
3. A completed performance.
(Write these goals in a note on
your iPad.
10 Direct Instructions Teacher: Inform students of process T/S
Students will work within their of the lesson and progress reports.
small ensembles to rehearse
their performance due next Student: Ensure that you have
week. written the goals in a note on your
iPad.
Every twenty minutes’ teacher
to rotate a group to main setting Resources: iPad, Whiteboard.
to prepare and rehearse in the
spot that they will be marked.

I will be asking you the three

points on the board when I come
around to see your group’s
progress.

30 Group Work Practice Teacher: Send students off to prac, S/T

Groups will take off and walk around to ensure students are
commence their rehearsal for starting to rehearse, start assisting
their assessments. groups.

Walk around and ensure students Student: Commence rehearsal

are getting started. time, look at learning goals, ensure
Remind students that you will be you are meeting these goals.
coming around to check their
progress. Resources: iPad, Rehearsal Space,
Assist any groups that may need Instruments.
assistance urgently to get
moving.
50 Group Work Rotation
One group will be selected to
practice performing using the
space allocated for the
assessment day.
Give them time to set up and
rehearse before coming back to
check their progress and give
feedback in regards to the
learning goals.
70 Group Work Rotation
Rotate the students so a new
group is now performing in the
allocated space for assessment.
Assist in set up and advise them
to relate back to the learning
goals. Ask “How are they going
to set themselves up?
Inform that you will allow for a
couple of rehearsals before you
come back to give them
feedback on their performance.
90 Group Work Rotation
Rotate students again.
Ask students what have they
achieved so far this lesson? How
do they think they are going
with their group performance?
Listen and provide positive
feedback on aspects for
improvement.
95 Pack Up
Inform students to start packing
up the equipment and put the
room back to how it was at the
beginning of the lesson.
Teacher: Set up the second group S/T
for the assessment performing
space. Inform them that you will
give them time to decide the way
they want to present themselves
and a couple of rehearsals before
you come back.
Student: Rehearse using the
performance space. Think about
group presentation and what could
you improve?
Resources: Band setup,
instruments.
Teacher: Set up the third group for S/T
the assessment performing space.
Inform them that you will give them
time to decide the way they want
to present themselves and a couple
of rehearsals before you come back.
Student: Rehearse using the
performance space. Think about
how you are going to show that you
are a group?
Resources: Band setup,
instruments.
Teacher: Set up the fourth group S/T
for the assessment performing
space. Inform them that you will
give them time to decide the way
they want to present themselves
and a couple of rehearsals before
you come back.
Student: Rehearse using the
performance space. Think about
areas for improvement, what they
have achieved so far.
Resources: Band setup,
instruments.
Teacher: Inform students to pack T/S
up instruments and put the
classroom back to the way it was at
the beginning of class.
Student: Pack away your
belongings, instruments and set the
classroom back to the way it was.
Reflection
What have I learned about the teaching and learning process when
preparing this lesson?

Student self-regulation, motivation & direction in working towards

assessment task marking criteria.

How am I measuring the outcomes of this lesson?

Learning Method of measurement and recording

Outcome
4.1, 4.3, 4.4 Group Work Rehearsal of Performance for Assessment
4.6, 4.10 Method of undertaking rehearsal using technology as either
instruments, resources or recording resources.

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 Evidence within this lesson

Standards
2.1 Clear instructions and explanation of the lesson content with
learning objectives and goals.
3.1 Clear and appropriate learning goals for students that incorporate
specific skills relatable to syllabus outcomes.

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?
Overcrowded rehearsal space: Groups are provided with ample space.
Objects in clearways: Bags on top or under desks, chairs tucked in or out
of walkways.
Instruments that are amplified are turned down before use.
Noise Limit.

References (In APA)

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resources of this lesson in this space.

Resources Attached:
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