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)
Formative
AND/OR
Summative
Assessment
Evidence

Objectives
A-B-C-D
Bloom's
Taxonomy

DETAILS
Emma Firment
Music Theory
9th-12th Grade
9/16/15 : 40 minutes

CK

#MU:Re7.2.C

Analyzehowthestructureandcontextofvaried
musicalworksinformtheresponse.
Perceiveandanalyzeartisticwork.

Formal Evaluation
Students will complete Assignments in chapter 2

#MU:Re7.2.C

Students will identify the difference between parallel

and relative relationships
Informal Evaluation
Students will answer and ask questions about the
study guide
SWBAT complete assignments in chapter 2
SWBAT identify the difference between parallel and
relative relationships
SWBAT name the modes of a scale

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for
the Learning Plan DETAILS
Introduction
Activating Prior Knowledge
Ask students how to find the relative minor of a major
scale
Ask students how to find the parallel minor of a major
scale

CK

 Review the homework from the previous class

(assignment 2.1)

Explicit
Instructions
Big Ideas
Essential
Questions

Hook/Lead-In/Anticipatory Set
Have students refer to their chapter 2 packets on the
scale degree and mode section
Big Idea Statement
Students will complete assignments found in chapter 2
in order to further their understanding with modes and
scale degrees

#MU:Re7.2.C
Essential Questions
Howdoesunderstandingthestructureandcontext

ofmusicinformaresponse?
Lesson
Procedure
Must include
adaptations &
accommodations
for students with
special needs

Pre-Assessment of Students
Review the homework from the previous class as well
as key relationship concepts

Transition
Referring to the chapter 2 packet, discuss how each
note of a scale not only has a number, but a name as
well
Accommodations,
Emphasize the importance of the tonic and dominant
Modifications
Both notes in the scale function as final resolution
tones
Move to the names of the modes of a scale
Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolion,
Locrian
Show students how to identify each mode of a scale
Have students pick a key signature and, naming scale
degrees, have the students identify what mode it is
Guiding the Practice
Complete exercises that accompany the chapter 2
packet for further instruction
Providing the Independent Practice
Have students complete the assignments in their
packets
Modeling of the Concept

 Write the circle of fifths on the board

Give students mini pianos

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

Other(This
area is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature

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
assignments with larger font
Students who are hearing impaired may sit closer to
the teacher in order to hear all the directions
Chapter 2 Packets
Mini Piano papers
Chairs
Stands
Pencils (for students and teacher)
Chalkboard & Chalk
Summary & Review of the Learning
Split students into groups. Group 1 will read about
pentatonic scales, group 2 will read about chromatic
scales, group three will read about whole tone scales,
and group four will read about blues scales.
For the next class, students will teach each other about
these new scales