Sample Lesson using the Equalizer

Objectives:
1. TSWBAT identify musical symbols [staff, barline, repeat sign, double bar line, 1st and 2nd ending,
D.C., D.S., sign, and coda].
2. TSWBAT perform short songs [Chatter with the Angels, Banuwa, and Twinkle Twinkle Little
Star] using musical symbols [staff, barline, repeat sign, double bar line, 1st and 2nd ending, D.C.,
D.S., sign, and coda].
3. TSWBAT read and interpret musical symbols [staff, barline, repeat sign, double bar line, 1st and 2nd
ending, D.C., D.S., sign, and coda].
Standards:
IL.26.A.1c> Music: Identify a variety of sounds and sound sources (e.g., instruments, voices and
environmental sounds).
IL.26.A.1d> Music: Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds.
IL.26.A.2d> Music: Read and interpret the traditional music notation of note values and letter names.
IL.26.A.3d> Music: Read and interpret traditional music notation in a varied repertoire.
IL.26.A.4d> Music: Demonstrate the ability to read written notation for a vocal or instrumental part.
IL.26.A.ECc> Music: Participate in music activities.
IL.26.B.1c> Music: Sing or play on classroom instruments a variety of music representing diverse cultures
and styles.
IL.26.B.2c> Music: Sing or play acoustic or electronic instruments demonstrating technical skill.
IL.26.B.4c> Music: Create and perform music of challenging complexity and length with expression.
Materials:
3.December PPT
Baton for student conductor
Pencils
Clipboards
Board game sheets
Board game pieces and dice
Instructional Sequence:
I.
Listening- The Nutcracker Ballet by Tchaikovsky Simple vs. Complex- straightforward answers
versus using aural evidence to support answer
a. Name of the piece? The Nutcracker Ballet S
b. Name of the composer? Tchaikovsky S
c. I will now play specific songs from The Nutcracker Ballet. When you hear the song, try to
distinguish what the song name is or the part of the story that it relates to. Be prepared to
share evidence from the music that helped inform your answer. C
i. Play The Battle Sounds tense, minor, canon noise
ii. Play The Waltz of the Flowers the solo instrument is the harp
II.
Chatter with the Angels Less Independence vs. Greater Independence- one student demonstrates
greater independence by being the class conductor and leading other students in singing the song
a. Have one student come up to the board and point out the three repeat signs. This student
is the student conductor.
b. Student conductor counts off and leads class in singing song with taps and claps. GI
c. Class sings song LI

III.

IV.
V.

VI.

VII.

d. Thumbs: students give a self-assessment of their performance by using a thumbs up or

down. If thumbs down, students identify performance issues and solutions to fix them
before singing the song again. GI
Note Name Review Foundational vs. Transformational- students review already memorized
knowledge and then apply it to the whole staff
a. Students will be called up to explain to lead the class in review for line notes, space notes, and
using the alphabet to determine note names. [Prompt with questioning if student forgets to
cover part of information]
i. Lines- line goes through the note head, 5 lines, from bottom to top EGBDF, say phrase
every good boy does fine F
ii. Spaces- line goes on top and under note head, 4 spaces, from bottom to top FACE, spells
face F
iii. Alphabet- What patterns do you see? (goes from A-G and starts over at A, bottom line is
E, alternate line-space-etc to count up by letter) T
Symbols Review
a. Have students volunteer to come up and point to each symbol on the board as they are called
out: staff, barline, double bar line, repeat sign, 1st and 2nd ending, coda, sign.
Banuwa
a. Have one student come up to the board and point out the two 1st and 2nd endings. This
student is the student conductor. GI
b. Student conductor counts off and leads class in singing the second line of the song. GI
c. Class sings song LI
d. Thumbs: students give a self-assessment of their performance by using a thumbs up or
down. If thumbs down, students identify performance issues and solutions to fix them
before singing the song again. GI
Twinkle Twinkle Little Star
a. For each version, have one student translate what each instruction means in Italian and
English. [1- D.C. al Fine = Da Capo, to the beginning and to the finish. 2- D.S. al Fine = Dal
Segno, to the sign and to the finish. 3- D.C. al Coda = Da Capo, to the beginning and take the
coda] This student is the student conductor.
b. Student conductor counts off and leads class in singing song. GI
c. Class sings song LI
d. Thumbs: students give a self-assessment of their performance by using a thumbs up or
down. If thumbs down, students identify performance issues and solutions to fix them
before singing the song again. GI
Board Game More Structured vs. More Open- students review step by step requirements but then
are given the opportunity to work with a group to select and arrange them in a way that they
would like
a. Call on students to review steps for creating board game MS
i. Barlines separate each line into 4 measures (xs 7 = 28 total)
ii. Draw 1 whole note per measure
iii. Add a double bar line at the end of the board
iv. Add at least 2 repeat signs. Check if the second repeat sign needs a partner. Draw
example on board.
v. Add a 1st and 2nd ending. What sign is paired with this symbol and why? repeat
sign, because you need to sing the section twice
vi. Add D.C./D.S. al Fine/al Coda.
b. Review board game rules MS
i. Use 2 dice to determine how many measures to move add the two note values
together
ii. Follow all musical symbols on board

VIII.

iii. Read the note name correctly to advance forward

c. Small Groups MO
i. Students work in groups assigned from previous class to complete all steps for
creating their board game.
ii. Once students are done with all steps, they may show the teacher to get their board
approved. Once their board is approved they may take their tokens and play the
board game.
Line up
a. When you hear Waltz of the Flowers from The Nutcracker Ballet, line up at the door
silently. Pretend to play the solo instrument.

Assessments:
Objective 1: Using informal visual assessment, I will know that objective 1 is met during a
number of times throughout the lesson. The most direct observation of this will be during the
symbols review, when students are asked to come up and point to each symbol on the board.
Completion of objectives 2 and 3 will also show that students are able to identify the symbols in
order to apply them to performance. Objective 1 will also be fulfilled during the board game
activity, as students will need to identify each symbol to add it to their groups game board.
Objective 2 and 3: I will know that objectives2 and 3 are being met based on informal
aural/visual assessment and student self-assessment for each song. In addition to student selfassessment for each song, I will be able to clearly see and hear which students are looking at the
board and correctly interpreting the musical symbols in order to create a musical performance.
Objective 3 will also be fulfilled during the board game activity because students will be required
to read and interpret symbols to follow the rules and sequence of the board game.