SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

DETAILS
Emma Firment
Guitar
9th-12th Grade
9/29/15 : 40 minutes

MU:Pr5.1.C.HSI
a.Createrehearsalplansforworks,identifyingrepetition
andvariationwithintheform.
b.Usingestablishedcriteriaandfeedback,identifythe
way(s)inwhichperformancesconveytheelementsof
music,style,andmood.
c.Identifyandimplementstrategiesforimprovingthe
technicalandexpressiveaspectsofmultipleworks.
MU:Pr4.2.E.Hs
a. Demonstrate,usingmusicreadingskillswhere
appropriate,howknowledgeofformalaspectsin
musicalworksinformpreparedorimprovised
performances.
MU:Cn10.0.E.HSI
Demonstratehowinterests,knowledge,andskills
relatetopersonalchoicesandintentwhencreating,
performing,andrespondingtomusic.

Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D

Formal Evaluation
Have students individually play the chord
exercise written on the board
Informal Evaluation
Work with students individually and have them play
the piece they are working on (guitar 1; G Whiz, guitar
2; Bohemian Melody)
SWBAT play the chord exercise written on the board

MU:Pr5.1.C.HSI

CK

Bloom's
Taxonomy

SWBATplaythetunetheyareworkingonforclass

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge

Havechordexercisewrittenontheboard
Havestudentsindividuallyworkonlearningthe
chordpattern

Hook/Lead-In/Anticipatory Set
As a class, play the chord exercise, fixing mistakes
along the way and reviewing fingerings
Explicit
Instructions
Big Ideas
Essential
Questions

Big Idea Statement

Students will be able to play the chord exercise written
on the board and their assigned tune
Essential Questions
Howdomusiciansimprovethequalityoftheir

performance?
Howdoesunderstandingthestructureandcontextof
musicalworksinformperformance?
Howdoperformersinterpretmusicalworks?
Howdomusiciansmakemeaningfulconnectionsto
creating,performing,andresponding?
Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Pre-Assessment of Students
Students will be asked to play through the chord
exercise written on the board individually
Transition
Afterindividualpractice,studentswillplaythrough

thechordexerciseasaclass
GuitaronestudentswillworkonGWhizandguitar
twostudentswillworkonBohemianMelody
Provideindividualattentiontoeachstudent

CK

throughouttherestoftheclass,reviewingfingerings,
rhythms,andansweringanyquestionstheymayhave
Guiding the Practice
The teacher will provide individual attention to all
students throughout class
The teacher will play along with the students in the
chord exercise
Providing the Independent Practice

Havestudentsworkontheirownwhenfiguringout
thechordexerciseandpiecesassignedtothem

Modeling of the Concept

Play along with students in the chord exercise and
when providing individual attention

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Adaptations/Accommodations for Students with Special

Needs
Students who are visually impaired may sit closer to the
front of the room to better see the chalkboard
Students who are visually impaired may use packets
with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions
Guitars
Chalkboard
Chalk
Method packets
Stand
Pencil
Summary & Review of the Learning
Have guitar one students play as a group and have
guitar 2 students play as a group. Fix mistakes
throughout
Inform the students that these tunes will be on their
playing test this upcoming Friday