!"##$% '()%%*%+ ,$-.

)/
01"2*#"3 45678


Teachei's Name: Bate:


uiaue:





Title of Lesson:
"#$%& 9:)/ (")-%"-# 9*((

o ;" );(" /$ 3$ (behavioial objective)
"$'(%)': 0<$%$- =<>?1 9$-(3 ;@ ;"+*%%*%+ 9*/: )% "AB"-*"%C" #/D3"%/# ;-*%+ /$ /:"
C()##-$$.E ?%C(D3" /*." F$- C$(();$-)/*$% /:-$D+: #:)-*%+ )%3 3*)($+D"E8






o D%3"-#/)%3 (cognitive objective)





o "%C$D%/"- (expeiiential objective)





o .)G" .")%*%+ (constiuctivist objective)
"')*)%(: (H"ID"%C" $F /:" ("##$% #/"B#E =)G" /:" (")-%*%+ F-$. =<>?1 9$-(3 /$ /:"
9$-(3 $F /:" C()##-$$.E '-"#"%/ /:" *%F$-.)/*$% )%3 )(($9 /*." F$- #/D3"%/# /$ B-)C/*C"E
>%+)+" C-*/*C)( /:*%G*%+J B-$;(". B$#*%+ )%3 B-$;(". #$(2*%+E8



















+,-.*/%0 1.)*(/,%& ?% 9:)/ 9)@# 9*(( #/D3"%/#
0C$.B("/" /:" #"%/"%C"8

")'*,%$#/2)& 0K)G" /:" (")-%*%+ B"-#$%)( /$ /:" #/D3"%/E '-$2*3" $BB$-/D%*/*"# F$-
C-")/*2*/@ )%3 F$- #/D3"%/# /$ ;" .D#*C*)%#E >%C$D-)+" C-")/*2*/@ )%3 *%%$2)/*$%E8



3**)**4)%(&

,$-.)/*2"

HD..)/*2"

?%/"+-)/*2"




5$()'/$#*&







")'6,'4& 0L$..D%*C)/" )%3 #:)-" /:" %"9 (")-%*%+ /:-$D+: B"-F$-.)%C"J
3".$%#/-)/*$% $- "A:*;*/*$%E8









"',-)**& (MF/"- /:" ("##$%J /)G" /*." /$ -"F("C/E8



Fiank Abiahams, 2u14
-
Play Variations on America by Charles Ives without telling class
what piece it is.
-
Say that song depicts theme of patriotism
-
Ask students to focus on one specic aspect of the piece through
the rst play-through (instruments, recognition of pieces, different
styles, etc.)
-
On second play-through ask students to write down anything else
they might have heard.
-
Reveal to class that it was the Variations on America by Charles
Ives
-
Explain history of the piece, bring up the term patriotism,
Charles Ives background, etc.
-
Put students into groups of 3 where they will share their list of
observations.
-
Since the students are in groups of 3, they would be expected to
compose a piece in sonata form (exposition, development,
recapitulation).
Jose Guilherme Proena 4/5/14
11th grade Composition inuenced by Variations on America
-
Ask students to bring in an object that describes themselves. Objects can be anything!
-
Ask if anyone wants to share what they brought in. Discussion. Present something that
that describes myself.
-
Upon nishing the composition, the groups are
to perform their nal product and explain to the
class their reasonings behind what they did.
-
Students should also relate their own
compositions to Variations of America.
-
Explain that each student in the group must compose their own
variation based on the item they brought to class.
-
The students would ask for musical/technical advice within
the groups.
-
Students are encouraged to use technology (nale, garageband,
iPads, noteight, etc.) in this assignment.
By the end of this unit, students will be able to
perform their own collaborative compositions
inuenced by their own ethos with a success rate
of 80%.
Students in the class will be able to interpret an
unknown song and apply what they have observed
in their own compositions with a success rate of
80%.
Students will create/write/compose a piece in the
style of Charles Ives Variations of America with
an added air from their inuential object.
Students will be inuenced by an iconic and
patriotic piece of music that will affect the way
they compose new music in their own style.
In what ways will students absorb the styles of an
unknown piece and apply it to their own understanding.
https://www.youtube.com/watch?v=5lrpseq4W4Q
Computer
Speaker
IPads, Garageband, Finale, Noteight
Asking students whether they are
understanding the concepts
presented to them.

Group composition at the end of
unit.
After the lesson, I will take time to reect what worked and what did not work.