1. I. Overview of the Lesson
A. 21 January 2014
B. 45 - 60 minutes
C. Ms. Sarah Ponessa
D. Grades 8 - 12, Music, Introduction to Music Theory and Notation
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II. Big Idea (Major Understanding): General music theory and notation are two new
languages that should be learned.
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III. Essential Question: What are the note names and where should they be placed on
the ledger lines?
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IV. Pennsylvania State Standards/Eligible Content: 9.8.1.A: Students will know and
use elements and principles of duration, intensity, pitch and timbre, composition, form,
genre, harmony, rhythm and texture.
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V. General Objectives:
A. Students will learn the names of the notes.
B. Students will learn the locations of notes on the piano.
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VI. Behavioral Objectives: The students will look at the piano card, supplied by the
teacher. The students will color in the “black” keys as they are on an actual piano. On
the “white” keys, the students will write the notes that the key corresponds with. The
students will look at a basic staff in treble clef. The students will notate two acronyms to
remember which notes go in the spaces and which go on the lines. Using the keyboard,
the students will match the notes (dictated by the teacher) to the proper keys on their
“pianos.” The students will draw the notes in on the staff and write the correct letter next
to it.
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VII. Instructional Materials:
A. Copies of paper pianos
B. Black markers/crayons
C. Copies of staff paper
D. Note Notation Review Sheet
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VIII. Vocabulary
A. Piano
B. Staff Paper
C. Treble Clef
D. “White” Keys
E. “Black” Keys
F. Note
G. Octave
IX. Instructional Procedure:
A. Introduction

2. a.This lesson plan will be introduced as one of the most vital parts of
music theory
and notation. The teacher will start by explaining that music notes are
all named after letters in the alphabet. There are only seven different
letters that are used, and then they repeat themselves in a new octave.
The teacher will continue the introduction by going over what
vocabulary the students will learn today and instruct them that they
should add it to their “word wall,” in their notebooks, as she continues to
add them to their word wall in the back of the classroom.
B. Motivation
a. To show the importance of music theory and notation I would preface
the lesson with a statement like this: “Image a world without math or
numbers. Suppose there was no language. Imagine you could never
write. What if you couldn’t talk? Suppose we lived in a world with
absolutely no communication.”
C. Development
a. The teacher will designate a student to pass out the paper pianos as
she explains
what a note is and what it means.
b. The teacher will ask the students if anyone know what the difference
between
the “white” and “black” keys on the piano are. After the teacher receives
an answer and/or states what the difference is, she will tell the students
that they will be coloring in the “black” keys to match an actual piano. A
picture of a piano will be displayed on the board after 3 minutes to
assist any students who are not familiar with the instrument.
c. After coloring in the “black” keys on the piano, the students will turn their
attention to the teacher and the front of the classroom. The teacher will
display a large piano on the board. Here the teacher will show the
students the concept of “middle C” and how they can label all of the
“white” keys that surround it. The students will label all of the white keys
on their pianos.
d. The teacher will designate a student to pass out the staff paper as she
explains
what staff paper is and how it is used.
e. The teacher will explain that staff paper is five line paper and that each
line and
space stands for a different note.
f. The teacher will explain the acronym FACE, it stands for the notes that
fit in the
spaces of the staff. The students will write in FACE in the spaces of the
staff and then draw in quarter notes next to each letter.
g. The teacher will explain the acronym EGBDF (Every Good Boy Does
Fine), it

3. stands for the notes that fit on the lines of the staff. The students will
write in EGBDF on the lines of the staff ad then draw in quarter notes
next to each letter.
h. Using their pianos and staff paper the students will match the notes
(dictated by
the teacher) with the notes on the piano and on the staff.
i. The teacher will designate another student to hand out the review sheet.
The
students will be assigned to review the material for next class.
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D. Strategies for Diverse Learners
a. English Language Learners
1. These students will be allowed to work with a partner when trying
to understand the words in order to help each other with thinking
of the correct English vocabulary words and letters.
2. The teacher will come around and help them to better
understand the directions and offer extra time and assistance as
necessary. The teacher will offer the option of turning the
assignment in the following class period if time constraints are an
issue.
b. Students with Disabilities
1. The teacher will accommodate for these students as necessary.
The teacher will offer individual assistance and will give the
students the option of turning the assignment in the following
class period if the time constraints are an issue.
c. Diverse Leaners in General
1. This lesson appeals to a variety of learners. The students will
see the visuals of the piano as well as the visual of the staff
paper with the notes written on it. The students will also be able
to hear the explanation of the vocabulary words as spoken by the
teacher, as well as hear the location of the notes on the piano
and staff. Lastly, the students will be able to read the explantation
of the notes as given to them in the review sheet from the
teacher.
2. Students will be able to work with each other when filling in the
note
names on the piano and coloring in the “black” keys.
E. Summary and Closure
a. The teacher will ask the students to write one new thing they learned
one a piece of paper as their “ticket out.”
b. The teacher will ask the students to turn in the worksheets that they
have completed in class.
c. The teacher will ask the students to look over their review sheet as their
assignment for next class. She will remind them that this is just the
basis of music theory and notation that they will keep building off of in
the next few weeks.

4. F. Assignment
a. Students will be asked to look over the review sheet before the next
class.
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X. Assessment
A. Formative
a. The teacher will watch the students match the notes while she dictates
what
what note she wants them to point to.
B. Summative
a. The teacher will collect the worksheets and grade the students on
whether or not they correctly labeled the notes and colored in the
correct “black” keys as indicated.
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XI. Reflection and Self-Evaluation
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XII. Cognitive Complexity of the Lesson: This lesson plan involves the introduction of
important ideas that music theory and notation are based around and give students the
ability to express themselves through music. I believe this lesson falls in the conceptual
knowledge-apply (B3) cell of the Anderson-Krathwohl taxonomy.
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