PGCE Secondary Lesson Plan

Trainee Matt Wilkey Date 25-11- Time of 10:10 Period 2 Duration 60 mins Class 7x
Name 19 lesson
No. of 7x = 24 Individual pupil needs Incl. 7x
Pupils EAL/Disadvantaged/Pupil EAL (SI, YK, LA)
Premium/SEND data PP (OG, LF, MP, JL, HM)
This should be coded. Set up a SEND (LP, JC, BW, JL) = E,K,E,K
template for each class
JL: Fine motor skill issues, doesn’t like to get hands dirty or sticky
Box 1. Lesson Title & Context, including any links to Box 2.Prior Learning: What was covered in the What do you want them to learn in this
Box 3.
SMSC & values previous lessons and previous key stage? E.g. KS2 lesson? (Learning intentions/objectives)

 Expanding the blues – introducing guitar, ukulele and  In the previous lesson, students learnt and
bass rehearsed a blues melody, chord progression and
 Introduction of notation systems other than standard bassline on piano or chords on guitar/ukulele or
notation. bassline on elec. Bass guitar. Prior to that they
 Resilience and teamwork have worked on Pachelbel’s Canon developing an
 Begin ensemble work if they get progress enough. understanding of ground bass and notes on the
keyboard.
 They will have performed in various contexts at
KS2.
Box 4. Literacy to include: e.g. Key words Box 5. Numeracy to include: (Use of number, scale,
patterns, ordering, sequencing etc.)
Chords
Chord chart
TAB
 Experience the challenges of making music on
guitar, ukulele and bass guitar
 Begin to develop an understanding of the role of
guitar and bass guitar in a band setting.
 Basic understanding of guitar tab, bass tab and
guitar chord charts.
Key questions to ask yourself to
Box 6.
assess learning (Success criteria)
Can the student:
 Play the chords or melody on guitar or ukulele?
 Move smoothly between chords (i.e. in time)?
 Can you the student read the various charts
 Can students organize themselves as a band?

Time Teaching actions/What you will be Pupil activities/What they will be doing? – Planned class management Resources
doing? (incl. differentiated, opportunities for oracy (links / Behaviour / Health and
Assessment/Questions to ask the to your success criteria - what they will be learning/key Safety strategies, linked to
questions) activities
 pupils) & Use of TA
Set up Set up Keyboards, guitars,
ukulele and bass
Gather music together. guitars.
Ensure instruments are in place.
Music for piano,
bass, guitar and
ukulele.
00:00 – Silent Starter Silent starter – school policy
10:00 but does ensure an orderly,
https://www.youtube.com/watch? calm start to the lesson.
v=p0FLZyTZBJ4

Take register.
Elec. Guitar, voice, drumkit, bass guitar, piano.
 What instruments can you hear?
4 beats (can they access this question?). Likely
misconception is that they say it has 12 beats as
they might get confused between beats and bars.
 How many beats in the bar? (Get
students to clap along with
song?)
It’s actually based on a 12-bar blues. It has a
verse which is 12 bars and then a chorus which is
 What is the structure of this
the next 12 bars.
piece?
10:00 – Lesson objectives:
11:00
To learn to play 12-bar blues on guitar,
ukulele and bass guitar. Learn to read
chord charts and bass tab. To start to get
them into bands.

11:00 – Discussion
15:00
Last time we had a look at playing guitar,
ukulele, bass as wel as piano.

Explain that you can learn chords or Students to indicate their preference
 melody on guitar and ukulele. You can
learn chords, melody or bass on piano.
If you could choose which instrument you
played, who would choose piano?
Who would choose guitar? Melody or
chords
Who would choose ukulele? Melody or
chords
Who would choose bass?

If one section is oversubscribed ask for

volunteers to go into an undersubscribed
section.

Explain that they will be playing those

instruments until we finish the blues.
Does anybody want to change their
instrument?

15:00 – Transition: Students to move to their instruments and begin

16:00 Ask the students to get their instruments practicing.
and sheets and continue working on the
selected part.

16:00 – Group work: Teacher to constantly move

50:00 Students to practice using the music for their around the room to ensure
Teacher to go around each group sorting instrument. the class is on-task.
out misconceptions and keeping
students on-task. Moving students onto Fluent students to practice as a band.
the next challenge when they’ve
achieved fluency. Note down what each
child is playing (instrument/part).

Have a pitstop every 10 mins(?) so

random students can share where they
are.

Make a note of fluent players and try to

create bands. Note down who is playing
in each band.
 Extension Activities:

 Guitar and Ukulele: Introduce a

blues rhythm using: el-e-phant,
el-e-phant, el-e-phant, el-e-phant
 Also consider 7th chords as an
extension activity.
 Bass: use the advanced version
of the bass line. Introduce a blues
rhythm if reqd.
 Piano: To play bass+chords or
melody+chords. Possibly
introduce the blues scale and
some improv?
 Get really fluent players to
practice together as a band.

50:00 – Final Pitstop

55:00 Get bands/individuals to share their
progress.

55:00 – Transition
60:00 Students to tidy away music and
instruments.
Sent to class teacher 48 hours YES/NO Class teacher feedback
prior to lesson
Progress (Theirs and Yours)
Initial Evaluation of Class Learning
Have pupils made progress?
What evidence of progress do you have?
Evaluation of Named Individual Pupil’s How will the evidence gathered,
Learning observation feedback & advice inform the
Have individuals made the progress you next lesson?
expected? Including, what strategies do you have for
What evidence do you have for this individual individuals?
progress? This should feed into Box 1 on next lesson plan