Australian Curriculum (Content Description, Code and Elaboration/s) OR NSW Syllabus (Outcome, Code and Content Descriptor/s)
Australian Curriculum (Content Description, Code and Elaboration/s) OR NSW Syllabus (Outcome, Code and Content Descriptor/s)
Australian Curriculum (Content Description, Code and Elaboration/s) OR NSW Syllabus (Outcome, Code and Content Descriptor/s)
Learning Area: MUSIC APST Focus Areas: Select one or two APST to focus on in this lesson. After the lesson, Date: 30/10/2020
Stage/ Grade: YEAR 7/ STAGE 4 you can reflect on how this lesson contributed to your ability to meet these standards. Time: Wk. A- Friday, period 2
Class: MUE 2.3 Use curriculum, assessment and reporting knowledge to design learning Length: 60 mins
sequences and lesson plans.
Australian Curriculum (content description, code and elaboration/s) OR NSW Syllabus (outcome, code and content descriptor/s) You will find these details in the curriculum/ syllabus
documents or on resources provided. Do not try to cover lots of content. Focus in on the key learning for this lesson. Remember these are long-term goals – your lesson is a short-term
event.
Syllabus Content to be covered:
• tonality: the effect created by the observance of a particular scale pattern.
• melody: a succession of pitches
Learning Intention(s): Must be explicit and written in student friendly Success criteria: Must be explicit and written in student friendly language (usually written in first or
language. Learning goals should be challenging but achievable. second voice)
Students will learn musical concepts through performing, Lesson Objective: As a result of this lesson the students will be able to:
composing and listening experiences on Duration and Pitch, about:
East Asian tonal centre Understand the sequence of a major pentatonic scale
Melody in Asian ensembles Perform it in traditional Chinese language
Composing using traditional notation Compose using traditional pentatonic scale notes
Major pentatonic scale using Chinese solfa
Success criteria:
Students will learn to:
Perform a pentatonic scale
identify the notes in a major pentatonic scale Compose a 4 bar sequence using pentatonic scale notes
Respond by performing examples of a major pentatonic Notate it on the stave.
scale
Compose using the notes out of the major pentatonic scale.
Cross-curriculum Priorities: If relevant, list any of the CCPs (Sustainability, Asia & Australia’s Engagement with Asia, Aboriginal & Torres Strait Islander Histories
and Cultures) that you have incorporated into your lesson. It would be important to indicate in your procedure where this occurs.
General Capabilities: List any of the general capabilities (Literacy, Numeracy, ICT, Critical & Creative Thinking, Personal & Social Capability, Ethical
Understanding, Intercultural Understanding) that you have incorporated into your lesson. For NSW students, also include Civics & Citizenship, Difference &
Diversity, Work & Enterprise). It would be important to indicate in your procedure where this occurs.
Considerations for classroom management and student diversity: Carefully consider your students and the topic/ activities you have planned.
Management - for example: - seating plans, safety considerations, classroom organisation, prevention and intervention strategies.
Diversity – consideration of strengths and needs of students in this particular class, including but not exclusive to students with disability, those who are gifted and talented and those
for whom English is an additional language or dialect. What strategies and resources will support inclusive student participation and engagement of ALL students in this lesson?
Differentiation strategies will be listed in the section below.
SOME of these considerations may remain on your master copy but NOT ALL OF THEM.
Timing Procedure/ Teaching and learning activities Resource and teaching strategies Plans for differentiation Assessment
This is a PROCEDURE and should be written as one. That means like a and feedback
recipe – concise & explicit. Step by step. Use dot points or numbers. You
don’t need to explain WHY you are doing things, just WHAT you and the
students will be doing.
(Total: INTRODUCTION: Think of every piece of equipment you will What teaching strategies are Assessment in learning-
need to engage students and deliver a you using to ensure you are
15mins) successful, inclusive lesson. List resources meeting the diverse needs of Diagnostic assessment,
How will you will focus the attention of the students & motivate them to
for each lesson phase. the students? and scaffolding of prior
listen to you? Engagement will occur if the students sense that the content
to follow is worthwhile. If applicable take this opportunity to: If relevant, consider the venue for your Do you have activities
stimulate the students’ interest in the lesson/ task lesson. How will you prepare it? Do you planned that will differentiate knowledge.
review prior knowledge/ acknowledge background knowledge need to book it? What if it rains, etc? for individuals or small
establish the purpose and significance of the lesson groups? Does this reflect
link what is to follow with what has been presented in the past Resource/Materials/Technology what you have written in the
establish /negotiate expectations, including behavioural expectations section: - “Considerations
Projector (Vivi) for classroom management Prior
and LI & SC.
PowerPoint software and student diversity”?
Knowledge/Experience
This is a critical phase of the lesson. It is often overlooked or considered Internet
lightly. Set your lesson up for success. Prior
Computers Students have
Knowledge/Experience
(ORIENTATION) Sheet music previously done a
Pencils Students have research activity on the
How to achieve it- Success criteria: piano previously done a traditional Chinese
research activity on the instruments. Students
Perform a pentatonic scale Use a variety of teaching strategies and aim traditional Chinese were able to identify
Compose a 4 bar sequence using pentatonic scale for student engagement. Be the interesting instruments.
notes teacher that all the students enjoy learning and articulate tone
from! Students were able to colour and texture in
Notate it on the stave.
(Total identify and articulate
Key Vocab traditional Chinese
10) tone colour and texture
Major pentatonic scale music.
(GUIDED DISCOVERY) in traditional Chinese
(5min) Melody music. How will you know if the
Scale success criteria have been
Questioning strategies: achieved and by whom?
Tonal centre
I do:
Do you need to include a
A mix between open diagnostic assessment
Teacher introduces the pentatonic scale in relation to and closed questions to strategy in the orientation
the C major scale. phase to determine what
ensure students use students already know?
Compares the major pentatonic scale to the scale
(5min) degrees of C major. combination of:
Do the formative or
recollecting, summative assessments you
understanding use in the lesson body and
conclusion relate to the
We do: information from learning intention and
previous lesson about success criteria?
Prompted Practice: asks students about key
Teaching strategies: The teacher traditional Chinese Strategies should be varied &
signature of c major?
will provide examples for those music. mindful of the different ways
> identify the notes on the stave in relation to the that students receive
two scales, asks about the differences. who are not understanding the information and construct
task. Singing the pentatonic knowledge.
Teacher segways to exploration phase, introduces
(20mins) the activity requirements and recaps on note scale together, then on
You will need to gather some
durations with class. evidence DURING the lesson
their own. to inform your reflections
AFTER the lesson.ie-DATA.
What strategy will you use to
(EXPLORATION) Differentiate the task by guiding Teacher differentiates collect student data e.g. exit
them in a one bar portion of the by providing methods card, collection of work
You do: composition activity. of independent
samples?
THEN you can set the students to work making sense of the concept through * Learning Contracts
Formative assessment –
the exploration of the key content (listed in your learning intention). The evaluate students’ work
active manipulation and construction of ideas and materials will assist in * Tiered Learning in task time.
the consolidation and formation of new knowledge.
* Compacting
This lesson phase often includes MODELLED, GUIDED and
* Layered Curriculum
INDEPENDENT activities.
KEY questions – note these down to ensure you stay on track. * Cubing
CONCLUSION:
In this lesson phase you review the key learning from the lesson. At this
stage you should have a real sense of the outcome of the lesson – do the
students get it/ if not why not? This is your last opportunity to give the Diagnostic assessment
lesson relevance by linking it to past experiences or signposting how it will to assess if students
be useful in the future. have met their success
Don’t forget to give focused feedback and give the opportunity for sharing criteria.
quality work.
Teachers Reflexion:
Timing is important here – you must allocate time so that you know whether
students have achieved the learning intentions for the lesson before the Were my questions
lesson concludes
effective and well
Reflection on student engagement and achievement against delivered?
the outcome, indicator or objective based on information /
How efficiently l did I
evidence provided by the assessment strategies within the
teach the topics?
lesson. This should be guided by the learning intention and
success criteria provided to students for this specific lesson. How well did students
respond to my
Outcomes
explanation of the
identify the notes in a major pentatonic scale topics?
Respond by performing examples of a major
pentatonic scale What worked well in ‘I
Compose using the notes out of the major do, We Do, You Do’ part
pentatonic scale. of the lesson? What
didn’t?
Signature of mentor teacher: Your mentor teacher must see, approve and sign your lesson plan BEFORE you teach it. Date: