4 Week Unit Plan Week 3

Comprehensive Daily or Unit Lesson Plan Template
Instructor Name: Ruben Pascual Date(s):

Week 3
Class Location: Garey High School
LESSON BASICS
Topic: Student Types/Group: Length of Lesson:
The Symphony: Form, ESL 50 minute class period,
Beethovens Style, and His College Prep every day, Monday -
Lasting Impression on the Friday
World of Music
Standard(s): Depth of Knowledge:
California K-12 Academic Content Standards: Music x1. Recall and Reproduction
Grades 9-12 Proficient x2. Skills and Concepts
x3. Short-Term Thinking
Area: Artistic Perception x4. Extended Thinking
Standards: 1.1, 1.3, 1.4
Area: Creative Expression

Standards: 2.4
Area: Historical and Cultural Context

Standards: 3.2, 3.4, 3.5,
Area: Aesthetic Valuing

Standards: 4.1, 4.2, 4.4
Area: Connections, Relationships, Applications

Standards: 5.3
California Common Core State Standards (2012)

Grades 9-12: English Language Arts
Reading: Standard 1, 2
Writing: Standard 1, 2, 3
Essential Question:
What is a symphony? What lasting impression did Beethoven have on the musical
world?
Objective(s):
Students will:
Discuss and write about, with understanding, the historical, social, and cultural
context in which Beethoven produced his most influential works of music and
make connections to his lasting influence on the music and composers that
came after him.
Analyze Beethovens 5th Symphony and develop a more in-depth
understanding of the music that they are performing.
Formulate opinions about the music that they are performing and determine
whether or not Beethoven was trying to make a statement about his life,
culture, or his personality through his music.
Listen to music and pay special attention to the form of the symphony, the style
in which the musicians perform the music, and to any other features of the
music that stand out to them personally.
Develop good listening skills and audience behaviors.
Required Materials/Equipment/Technology/Outside Resources:
1. A History of Western Music
2. Beethoven Symphony No. 5: I. Allegro con brio (score and string parts)
Prior Knowledge/ Required Vocabulary: Instructional Methods:
Connections: Staccato Clustering
Proper string Symphony Personal
instrument playing Sonata Form glossary
technique Introduction Flow chart
Ability to read music Exposition Slicing
The life of Development Quick write
Beethoven: Recapitulation Polar opposites
including Coda Summative
personality traits, assessment:
cultural context, o Fill in the
music style, and Flow Chart
influences.
Greater command
of the music.
ACTIVITY PLAN
1. Vocabulary Strategy(ies):
Monday-
Clustering:
I will play a recording of a performer showcasing the staccato technique and each
student will create a cluster to describe what they hear. The students will share their
clusters in a group and discuss their thoughts. Lastly, the entire class will work
together to create a definition for staccato before they look at the textbook
definition. We will do this by making one large cluster on the board and forming a
cohesive definition that everybody agrees on.
Personal Glossary:
Students will add the vocabulary for this week to their personal glossaries.
2. Comprehension Strategy(ies):
Tuesday-Thursday
Flow Chart and Slicing:
This is a graphic organizer that is utilized to show a sequence of events.
I will have students create a flow chart for the major parts of the Symphony as I
lecture about it. I will work with the students to make sure that they all create
the same flow chart. This will take 3 days to complete so that I can SLICE the
material.
3. Writing Strategy(ies):
Thursday-
Quick Write:
Informal means of engaging students in thinking about a topic.
I will pose some guided listening questions on the board for students to
respond to as we listen to a recording of the symphony.
4. Discussion Strategy(ies):
Wednesday-
Polar Opposites:
The teacher develops polar opposite statements that the students rank according to
their opinions and then they defend their positions in small group discussions.
I will have students discuss listening points about the Symphony that we have
talked about in class during listening lessons. The students will practice
forming opinions about the music that they hear.
5. Assessment Strategy(ies):
Friday-
Summative assessment: Fill in the Flow Chart
I will have students demonstrate their learning for this week by having them fill
out the flow chart that we created together. The test flow chart will have
missing information which the students will need to fill out.
6. ???:
Click here to enter text.
7. ???:
8. ???:
9. Instructor Reflection:
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.

4 Week Unit Plan Week 3

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4 Week Unit Plan Week 3

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Comprehensive Daily or Unit Lesson Plan Template

Instructor Name: Ruben Pascual Date(s):

Area: Creative Expression

Area: Historical and Cultural Context

Area: Aesthetic Valuing

Area: Connections, Relationships, Applications

California Common Core State Standards (2012)

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