Stetson University Music Education Daily Lesson Plan

Stetson University Music Education Daily Lesson Plan
Name: Shana Wolf Date: Week 5 Period:
Ensemble or Class: 3rd Lesson Topic: Staff Champion
Standards: MU.3.F.2.1, MU.3.F.2.2, MU.3.O.2.1, MU.3.S.1.2, MU.3.S.2.1, MU.3.S.3.1, MU.3.S.3.5, LAFS.3.SL.1.2,

MAFS.K12.MP.5.1, MAFS.K12.MP.7.1, PE.3.C.2.2
Long Term Goal: Students will be able to identify notes by letter name individually using less steps
Instructional objectives(s): Students will be able to use steps to identify a note on the treble clef staff
Key Vocabulary: Instructional Materials/Resources/Technology: piano,

laptop, projector, YouTube link, Quaver link
Critical Thinking: Lesson Structure:

movement activity, lesson
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)
Independent:
Supported:
Participatory:
Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
2 minutes Have the YouTube movement video ready as another tab. Greet the
students at the door saying with the usual call and response "Eyes
to the- front! Hands in the- Back! Lips are-Closed!” Everyone gets a
little hand sanitizer as they walk in and they sit on their designated
row. Student says “Feet, Hands, Lips together” and then another
student uses the drum and says “Who’s ready for some fun
music?” (3 second fun party) Students say: “I am! I am!” Student
plays ascending 5 note pattern on the piano which is the
“everybody up” music and the c major chord for the students to
spread out on their rows. Movement activity - Play gotta feeling
just dance video. Student plays the c major chord again so the
students come back to the center. Play descending 5 note pattern
marked on the piano which is the “everybody down" music. Iterate
the expectations before the lesson. Say title of the lesson, purpose,
3 minutes and objective. Remind students last week they worked on
identifying notes on the staff using the musical alphabet. Ask what
letter the musical alphabet goes up to (A-G). Have students watch
the Quaver video that goes over EGBDF and FACE (the shortcuts for
reading notes on the staff). In the video there is a song where 2
35 minutes characters sing. The first character sings “Every Good Boy Does
Fine” and the second character interjects and says “On the line!”
The first character says “F-A-C-E Face” and character 2 goes “in
the space!” One row stands up and says the first characters line and Listen to student responses
then they sit down when the other group stands up to say character
2’s line. They switch back and forth, so they would be standing up
and sitting down. The song speeds up in the last part of it. Students
must be saying the lyrics while they do this. After that we have
them switch roles and play the song again. After that we go to the
staff game screen. I’ll ask students what the three steps are. Then
I’ll post the steps onto the screen. I’ll ask students to walk me
through a particular step. I’ll call on some students who don’t raise
their hand. After going through the steps and doing example
questions, we’ll do game mode as a class. Remind students it’s
better to be slow and correct than fast and wrong. Make sure they
start from the bottom and if I don’t hear an unanimous answer, I
won’t click anything. After that we will play boys vs girls. Place a
dot on the floor to show where the lines starts.
Rules:
No calling out or whispering answers to anyone if it is not your turn
(consequence: your team loses 3 points and your turn is skipped)
You have 3 strikes. If you guess 3 times and it is wrong, your turn is
over and the other team has plenty of time to figure out the right
answer.
Once your turn is over, you go to the back of the line.
If your team is talking, they will lose 1 point for every time it has to
be addressed. The teacher has to be able to hear who got the
answer right.
After playing for a bit, have the people who have not won 1 point Evaluate if students are getting wrong
for their team stay on the carpet and have everyone else sit down. answers and possible reasons for that
Then have those students face off. If one team runs out of players,
the game ends but the students who have still not won will stay on
the carpet and play. Once they win, they sit back down. If there are
students who are completely lost, this is the opportunity to help
them go through the steps and find the answer. If one student is Help struggling students if there are any
left, the can vs against Mr. Hall. The student will have a 3 second and have them do it by themselves to
head start. That student should win once. make sure they can get to the right
answer.
1 minute Closure Procedures: Go over objectives and ask students to line up
on the 2nd step not past the filing cabinet (using walking feet) They
do the Eyes, Hands, Lips mantra and exit quietly.
Post Rehearsal or Lesson Reflections
Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?
Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

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Stetson University Music Education Daily Lesson Plan

Name: Shana Wolf Date: Week 5 Period:

Ensemble or Class: 3rd Lesson Topic: Staff Champion

Standards: MU.3.F.2.1, MU.3.F.2.2, MU.3.O.2.1, MU.3.S.1.2, MU.3.S.2.1, MU.3.S.3.1, MU.3.S.3.5, LAFS.3.SL.1.2,

Key Vocabulary: Instructional Materials/Resources/Technology: piano,

Critical Thinking: Lesson Structure:

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

Post Rehearsal or Lesson Reflections

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