STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form
Teacher: Holly Beisner

School:
Rocky Mountain High School
Title: Mainstream Bands
Grade Level: 9-12
Content Area: History Of Rock & Roll
Lesson #7
Content Standard(s) addressed by this lesson:
(Write Content Standards directly from the standard)
Theme 1: Culture
Theme 2: Time, Continuity, and Change
Theme descriptions can be found at the following website: http://www.socialstudies.org/standards/strands
Understandings: (Big Ideas)
Students will understand the foundation of mainstream 1970s music and how that music reflects cultural
events from the time.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable
questions from standard)
What ways does mainstream music reflect the events going on during the 1970s?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Explain the basic singers and songs from the mainstream 1970s.
I can: I can explain what mainstream music during the 1970s reflects?
This means: This means I understand the mainstream music sound from the 1970s.
Colorado State University College of Applied Human Sciences
Page 1
List of Assessments: (Write the number of the learning target associated with each assessment)
*Intro will be looking at charts from the end of each year in the 1970s and discussing/ listening to the top 10 songs
for commonalities with one another and how they differ from those 1960s bands that we discussed.
*Lecture to establish background on the most mainstream bands form the 1970s.
*Discussion to wrap up, reflect back on the intro activity looking at the top charts.
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to last
and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
Mainstream Bands
The purpose of this lesson is to give students the background on the
most popular bands from the 1970s and how that sound has changed/
stayed the same over the time that we have spent learning about
music in previous decades of the class.
This lesson will take the entire class and students will not need any
materials. All materials will be provided for them on the smart board.
Students will begin class by looking/ listening to the top 10 charts from
every year within the 1970s. Students will be asked to write down what
they think is the same from previous decades and what has
significantly changed from previous decades.
Page 2

introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
-Attendance
- Chart topper activity (Unguided group practice)
-Lecture (teacher input)
- relook at chart toppers and reassess for new changes after lecture
(modeling, teacher input, guided group practice)
For closure of this lesson we will relook at the charts from each of the
years in the 1970s then we will as a group discuss the most significant
changes in artists from appearances, sound and then new artists
bringing in new sound and looks to the mainstream musical genre of
the 1970s. Each group will be required to turn in a T chart about what
specifically changed or stayed the same from the 1960s to 1970s.
Page 3

sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
The differentiation will come in the form of a guided note taker. This will
be available to students upon request and only students that struggle
with note taking or keeping up pace with the class will receive the
guided note taker that will prompt students for upcoming key points in
the lecture.
Students will be assessed on this portion of the learning target during

the closing activity. Each group will be asked to turn in their changed/
same chart and I will assess their learning from that.
Page 4
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
The lesson objective will be assessed by every student being asked to
turn in their chart about what stayed the same and what changed, this
will really allow me to see what kids understand the foundations of the
rock and roll genre that can understand how music has been changing
since we first entered the 1950s.
2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
In the future I might break this lesson into two different parts, music is
really beginning to fraction at this time into many different types of
mainstream, and there was a lot to get through during this class period
and I could tell some of the students were getting frustrated.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The lesson after this will focus on the 1970s metal genre.
Page 5

STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form: Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

Teacher: Holly Beisner

Rocky Mountain High School

Title: Mainstream Bands

Grade Level: 9-12

Content Area: History Of Rock & Roll

Content Standard(s) addressed by this lesson:

(Write Content Standards directly from the standard)

Colorado State University College of Applied Human Sciences