MUSE 150 Sample Lesson Plan With Prompts and Questions

Sample lesson plan: “Johnny B.
Goode”
Anchor Standards and Indicators
• ANCHOR 7: Perform a varied repertoire of music by singing, alone and with others, from rote
memory and written notation.
1. P.7.8.2 – Sing with expressive qualities and technical accuracy, as modeled and/or
visually notated, and portray appropriate style.
2. P.7.8.3 – Sing tonal ostinato, canon, counter melodies, drones, or descants, as modeled or
visually notated, to create harmony and sing in two and/or three parts.
• ANCHOR 5: Listening and responding to a varied repertoire of music by describing,

interpreting, analyzing, and evaluating music and its elemental components.
1. LR.5.8.1 – Recall, explore, comprehend, and apply appropriate music vocabulary.

2. LR.5.8.2 – Identify elements of music and analyze and describe how they manifest in a
musical example.
Class Goals and Objectives

• Reinforce students’ knowledge of measures and musical form (verse/refrain).
• Enable students to aurally identify and perform the harmonic progression of the 12-bar blues.
Materials
• A recording of the song “Johnny B. Goode”
• 12-bar Blues grid
• Piano
Procedures
1. Students and instructor will discuss the things that they believe themselves to be good at.
QUESTION: What are some of the things you do well? What are some of the things you are
most proud of? (instructor previews “Johnny B. Goode.”)
PROMPT: I want you to determine the name of the title character of the song and what he or
she is good at.
2. Students will listen to the recording of “Johnny B. Goode.” (only intro, 1st verse and refrain)
QUESTION: What was the title character of the song good at? What lyrics made you think he
was good at playing the guitar? How do you play a bell? Is it really easy?
PROMPT: As we listen this time, I want you to determine how many sections of the song
you hear.
3. Students will listen to the recording of “Johnny B. Goode” again. (only intro, 1st verse and refrain)
QUESTION: How many sections did you hear? How would you describe each section?
What makes each section unique?
PROMPT: Join me when you figure out what I am doing.
4. Students will “count like a musician” with the instructor.

Sample lesson plan: “Johnny B. Goode”
QUESTION: How would you describe what we are doing? (instructor reinforces the concept of
measures)
PROMPT: As we listen this time, I want you to determine how many measures are in each
section of the song.
5. Students will listen to the recording of “Johnny B. Goode” again. (only intro, 1st verse and refrain)
QUESTION: Are each of the sections of the song the same length in measures? How many
measures are in each section of the song?
PROMPT: After reviewing the 12-bar blues grid, I want you to determine in which measures,
and on which beats you hear the harmony change.
6. Students will listen to the recording of “Johnny B. Goode” again (only intro, 1st verse and refrain)
PROMPT: As you listen this time, I will sing the bass line on solfege syllables so that you
can better determine where the changes are and check your initial responses.
7. Students will listen to the recording of “Johnny B. Goode” again (only intro, 1st verse and refrain).
QUESTION: In what measure did the harmony first change? On which beat? etc.
PROMPT: Now that we have determined the harmonic changes, this time I want you to sing
the bass line along with me and the recording.
8. Students will sing the roots of the chords of the 12-bar blues on solfege syllables with the instructor as
they listen to “Johnny B. Goode.” (the entire song)
QUESTION: Based on our work, can you map out the structure of the 12-bar blues? Did the
12-bar blues form stay the same throughout the entire song? Were there any
sections that had similar lyrics? What were the lyrics of these sections?
PROMPT: Based on our work, let’s see if we can determine if other songs are also in the
12-bar blues form.
9. Students will listen to “The Twist.”
QUESTION: Was this song also in the 12-bar blues form? How do you know? Were there any
sections of this song that had similar lyrics? What were the lyrics of these
sections? (instructor reinforces the concepts of verse and refrain)
PROMPT: Let’s find “do” and sing the roots of the 12-bar blues pattern along with “The
Twist.”
10. Students and instructor will review the 12-bar blues form and the concept of verse/refrain.
Assessment of Goals and Objectives

Assessment will be informal and achieved through question and answer activities and by having students
identify tonic and sing the 12-bar blues progression in a different song (The Twist). Students will also
compare the form of the songs and determine if they are the same or different.
Sample lesson plan: “Johnny B. Goode”
Follow up Lessons
Future lessons would focus on the lyric form of the 12-bar blues and progress toward students creating a
verse for a class-generated blues song.

MUSE 150 Sample Lesson Plan With Prompts and Questions

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Sample lesson plan: “Johnny B.

• ANCHOR 5: Listening and responding to a varied repertoire of music by describing,

1. LR.5.8.1 – Recall, explore, comprehend, and apply appropriate music vocabulary.

Class Goals and Objectives

4. Students will “count like a musician” with the instructor.

9. Students will listen to “The Twist.”

Assessment of Goals and Objectives

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