Trevor Harder

Class: Grade 7 Elective

Date: September 26, 2014
Time: Periods 7-8
Location: Music Room
Unit: Popular Culture
Lesson # within unit: 5
Topic: A look into the 70s, Nighthawk and
rhythms

Materials/Resources/Equipment:
1. iPad
2. Nighthawk score
3. Rhythm Sheets
4. Firework

Rationale (i.e. relevance to achieving goals

of Alberta Curriculum):

Program of Studies:
By the end of the course, students
will . . .
GLOs/GLEs
- Perform a variety of music
competently
- To recognize, interpret and
perform rhythm, melody,
harmony, form and
expression as they appear
in musical notation.

This lesson focuses on the students

abilities to identify and respond to various
musical changes while building on their
previously learned knowledge. This lesson
applies to the GLE of recognizing and
interpreting rhythms and the SLE of
recognizing and interpreting note values
and rests.

SLOs/SLEs
- How to produce a good
tone
- Watch and respond to the
conductor
- Perform three dynamic
levels demonstrating
crescendo and decrescendo
- Recognize and interpret:
note values and rests

Housekeeping:
1. Announcements
Why Music Matters To Me is due on the 30th!
2. Assignment(s) due today
N/A
3. Next Assignment
Why Music Matters To Me video
4. Collect/distribute materials
N/A
Learning Objectives:
Assessment/
Evaluation:
By the end of this lesson,
(Informal or formal, formative
students will be able to . . .
or summative, assessment as, of,
1. Perform (B) different
for learning)
dynamic levels (P) in the
Did we accomplish what we set
repertoire (C) (psychomotor) out to do?
2. Describe (B) different
Learning Objectives:
bands (P) from the 70s (C)
1. Class discussion
(cognitive)
2. Nighthawk
3. Perform (B) several
3. Firework
rhythms (P) from the
4. Rhythm clapping
Standard of Excellence(C)
(psychomotor)

Trevor Harder

Unit Learning Expectations (ULE)

By the end of the unit, students will
be able to . . .
Describe how music has changed
throughout the years to its current
state
Procedure
Classroom management & leadership
strategies/considerations

What the teacher does

I. Introduction/Warm up:

- I will help students with any

issues that may arise at this time
(lockers, valves, etc.)
- Greet the class
- Inform them what we will be
doing today
- Brief look into some of the 70s
music
- Playing some songs
- Rhythm exercises
- At this time, I will remind
students that their videos are due on
the 30th. At this time I have only
received 5 videos out of 31. If
videos are too big to upload, they
may email it. If they email it, make
sure to leave a note for us on

Gain students attention: set/focus

Inform learners of the objectives
Hook stimulate interest
Motivate and/or . . .
Review previous related learning/stimulate
recall
o Musical warm ups to prepare the mind and
body to function musically
o
o
o
o
o

What the students do

Timeline

Assessment
- Diagnose musical
problems/prescribe
solutions
- Check for
understanding/
mastery
- Questioning
- Provide feedback,
etc.

Set up instruments,
stands and chairs
Begin warming up
on their instruments

Trevor Harder

Classroom management & leadership

strategies/considerations
Procedures for transition from
Intro/Warm up to Activity 1/Repertoire
1

II. Body/Development
a. Activity 1/Repertoire 1
Learning activities described step by step:
i. Presenting stimulus material (e.g.
modeling/demonstrating, questioning,
discussing, explaining)
ii. Eliciting desired behaviors (e.g.
singing/playing, imitation, exploration,
creation, drill & practice, questioning,
discussion)

Edmodo so we may keep track of if

they have handed it in
- I will remind students that
the more that they talk, the
less time we will have to do
things, such as playing
- I will retrieve my video
playlist on YouTube

1. Look into the 70s

- I will start by asking the
students if they can name
some groups from the 70s
- Some potential answers
o Led Zeppelin
o Black Sabbath
o Bee Gee
o Elton John
- Begin by talking about
what was became the
defining genre for the
decade: Disco
- Clips to play: I will survive
by Gloria Gaynor and
Stayin Alive by the Bee
Gees
- Talk about how these songs
were played in dance clubs
- Next move onto Heavy

Students can pull out

the rhythm sheet and
pencils (use the back
of the sheet to take
any notes they may
wish)

Put down their

instruments
Answer questions
regarding to different
songs
Discuss if they have
previously heard the
song

15-20
minutes

1. Classroom
discussion
2. Song listening

Trevor Harder

metal/Rock
Clips to play: Iron Man,
Bohemian Rhapsody, Hotel
California, Stairway to
Heaven
- Next, move onto
Singer/Songwriter
- Clips to Play: Piano Man,
Imagine, Tiny Dancer
- Move onto Punk
- Clip to show: Blizkrieg
Bop
- I will remind the class
that while the songs are
playing, they should not
be talking, but listening
and thinking about
questions they can ask
1. Nighthawk
- After we have worked through our
dictations, I will distribute
Nighthawk to the students
- I will have students look through
the piece and identify:
- Key signature
- Tempo/tempo changes
- Any repeats, D.S., D.C, etc.
- Once students have had the
opportunity to look through the
piece, we will read through the
piece, stopping and restarting where
needed
- Once we have read through the
-

Classroom management & leadership

strategies/considerations

Activity 2

Sit and listen to the

songs and answer
the questions about
the songs

Play through the

song
Identify crucial
aspects of the song
Keep tempo constant
and not slow down
Focus on key areas
that are struggling

40 minutes

1. Nighthawk
2. Firework

Trevor Harder

Activity 3

Enrichment/extensions/sponge (i.e.
optional activities (if time permits):
For students who have mastered assigned
work. Or short, self-contained
additional/optional activities planned in the
event that there is time remaining at the end of

piece, we will go back and look at

certain parts
- Transitions
- Last note
2. Firework
- We will begin by discussing what
we worked on previously in the
song
- We will then play through the
song
- Things to work on
- Tempo
- Dynamics
- Articulations
Rhythm exercises
- I will have students pull out
those sheets that have the
rhythm exercises
- If students have lost them, I
will hand out a new sheet
to them
- We will start on number 20
and clap through the
exercises
- If students are struggling
with a particular rhythm,
we will slow it down and
slowly build it back up
- If time remains, I will let
students continue to work
on their video projects

Grab the sheet

Clap through the
exercises

15 minutes

1. Rhythm
exercises

Trevor Harder

the lesson for the whole class or ensemble.

III. Closure:
Summary/review/conclusion/linkages, preview
of whats to come, student reflections, clean up,
and/or announcements & assignments, and
assessment.

Remind students that Why

Music Matters To Me is
due on the 30th

Pack up instruments,
stands, and chairs

5 minutes