Lesson

Plan


Name: Justin Cruz Date: December 11th, 2018
Grade: 8 Class Type: Secondary Methods

1. Measurable Objective(s): (Measurable learning objectives use action verbs to
describe what you want the students to be able to do by the end of the class, course,
or unit)

Students will compose a 4-measure melody in 4/4, and in the key of C.

Students will sing back what they have created to make edits on their melodies.
The students will focus on making little or no leaps in intervals as it is more
difficult to sing, along with staying in the given key of C.

2. Required Prior Knowledge and Skills: (What must students know to be
successful) Ability to read music staves, meters, keys, and rhythms.

3. Review Needed: (What needs to be reviewed to reinforce prior learning related
to this lesson)
Key Signatures
Meters
Note Duration




4. Materials, Repertoire, Equipment needed:
White Board, Markers, Piano, and
5. Agenda: (list items to be taught and post – use large paper and dark marker if
white board is not available)
1. Worksheet
Rhythm Review
C Major Review
2. In Class Activity
Melody Making


6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be
done independently. Brief reading writing, editing, or problem
solving activity to ready them for learning – may be a question

1
 about the music that will be rehearsed or at the younger levels
it may be a learning activity setting up for today’s lesson)

The opening activity is the completing the worksheet given out
at the beginning of class.
B. Learning Activities: (What learning experiences and instruction
will enable students to achieve the desired results – have more
learning activities than you need)

1. Handout worksheets and students will fill them out (5
minutes)
2. Students will be asked the questions to read their answers
out loud (2 min)
(The answers are on the answer sheet)
3. Begin in class example: Write a music staff 4 measures long
on the board to start melody making with students in class (2
min)
4. Ask a student to write a treble clef on the board (1 min)
5. Ask a student to write a 4/4 time signature on the board. (1
min)
6. Ask the students to pick 4 notes from the C major scale the
same from the sheet to put one on each measure as whole
note. (2 mins)
7. Have the students sing back the melody with the piano to
hear the melody they have created. (1 min)
8. Students will change the whole notes to half notes then pick
half notes to put in the beats between half notes (3-4 min)
9. Have the students sing back the melody with the piano to
hear the melody they have created. (1 min)
10. Students will change the half notes to quarter notes then pick
Quarter notes to put in the beats between quarter notes (3-4
min)
11. Have the students sing back the melody with the piano to
hear the melody they have created. (1 min)
12. Students will pick which quarter notes to change to eighth
notes then pick eighth notes to put in the missing beats (3-4
min)
13. Have the students sing back the melody with the piano to
hear the melody they have created. (1 min)
14. Homework is to take their sheets home and make their own
4 or 8 bar melody using the method in class on their own to
be played next time in class.
C. Assessment: (What evidence will show that the students
understand? Describe the assessment used – formal and informal
assessments based on learning objectives)

2

The students will be assessed by the teacher looking to see
participation and accurate completion of the sheets given. Different
examples of participation: Raising hand to answers questions or
give ideas, or writing down the examples and answers on the sheets
they were given.

D. Closing/Wrap-up: (This is a recap of the key learning of the day
to check for understanding. Could be a ticket to leave as individuals or
group answers)

Students will be told the homework assignment to make their own 4
or 8 bar melody using the method in class on their own to be played
next time in class. Blank staves will be given in class.
E. Assignment:

Students will make their own 4 or 8 bar melody using the method in
class on their own to be played next time in class. Blank staves will
be given in class.

7. Accommodations: (a. Special Needs, b. ELL etc. )
For students that may have Executive Functioning Disorders, it allows them to be
able to move around when going up to the board.

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include
student responses b. Rethink & Revise - what could you have done differently to
improve the outcome of this lesson)



9. National Standards: (Creating, Performing, Responding)

MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over harmonic
accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

MU:Cr3.1.7b Describe the rationale for making revisions to the music based on evaluation
criteria and feedback from others (teacher and peers).

MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements,
songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity
and variety and convey expressive intent.

3
 10. State Standards: (Singing, Reading & Notation, Playing Instruments,
Improvisation & Composition, Critical Response, Purposes & meaning in the arts,
Rose of artists in communities, Concepts of style, stylistic influence & stylistic change,
Inventions technologies & the arts, Interdisciplinary connections)

ARTS.M.02.07 - Identify, define, and use standard notation symbols for pitch, rhythm,
dynamics, tempo, articulation, and expression.

ARTS.M.02.08 - Use standard notation to record their own musical ideas and those of
others.

ARTS.M.04.07 - Improvise melodic embellishments and simple rhythmic and melodic
variations on given pentatonic melodies and melodies in major keys.

ARTS.M.04.09 - Compose and arrange short pieces for voices or instruments within
teacher-specified guidelines, using the elements of music to achieve unity and variety,
tension and release, and balance.

ARTS.M.05.06 - Describe and demonstrate audience skills of listening attentively and
responding appropriately in classroom, rehearsal, and performance settings.