Lesson 2 2w5i5t
This document was ed by and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this report form. Report 3i3n4
Overview 26281t
& View Lesson 2 as PDF for free.
More details 6y5l6z
- Words: 1,084
- Pages: 5
STEPP Lesson Plan Form Teacher: Holly Beisner School:
Rocky Mountain High School
Title: The Early Beatles
Grade Level: 11/12
Content Area: History Of Rock & Roll
Lesson #2 of 5
Content Standard(s) addressed by this lesson:
(Write Content Standards directly from the standard)
Theme 1: Culture Theme 2: Time, Continuity, and Change Theme 3: People Places and Environments Theme descriptions can be found at the following website: http://www.socialstudies.org/standards/strands Understandings: (Big Ideas)
Students will understand the “Beatlemania movement” and the type of music the Beatles were making that made them famous in the early 1960’s.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) Who was the early Beatles music made for and what kind of lyrics make up this style of music? Evidence Outcomes: (Learning Targets) Every student will be able to: Explain the sound/ image of the early Beatles and what the term “Beatlemania” means. I can: I can explain what Beatlemania is and why the Beatles are so influential to pop music. This means: This means I understand the ways in which the Beatles changed early pop music and their link in the British invasion.
Colorado State University College of Applied Human Sciences
Page 1
STEPP Lesson Plan Form
List of Assessments: (Write the number of the learning target associated with each assessment) *Lecture to establish background on the major events. *Discussion of the events and explanation to any questions about points of confusion.
Planned Lesson Activities Name and Purpose of Lesson Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson. Approx. Time and Materials How long do you expect the activity to last and what materials will you need? Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind. To focus student attention on the lesson. To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers) An anticipatory set is used any time a different activity or new concept is to be introduced.
“The Early Beatles” The purpose of this lesson is to introduce the class to the Beatles and their earliest forms of music. We will go through the bands rise to fame and how they made their market bigger than any musical acts ever before them. As a class this will intro us to the British invasion of music and how pop/ rock and roll music was about to change forever. This lesson will take the entire time and students will not need any materials. Students will begin class by watching the Beatles perform live on Ed Sullivan. As a class we have already discussed how influential Ed Sullivan was to performers and then we will listen to an interview with Ed Sullivan looking back to hiring the Beatles for nearly no money to perform to a sold out two night audience.
Colorado State University College of Applied Human Sciences
Page 2
STEPP Lesson Plan Form Procedures (Include a play-by-play of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.) Indicate whether each is: -teacher input -modeling -questioning strategies -guided/unguided: -whole-class practice -group practice -individual practice -check for understanding -other Closure Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used: To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson. To help organize student learning To help form a coherent picture and to consolidate. Differentiation To modify: If the activity is too advanced for a child, how will you modify it so that
-Attendance - Ed Sullivan & the Beatles video - lecture/ listen to early Beatles music - “A hard Days Night” video clips
For closure of this lesson we will end by showing a few clips from the Beatles first movie “A Hard Days Night” it was the first type of movie ever done like this before and was an influential piece in the Beatlemania movement.
This lesson is simple basic Beatles background and should not require any differentiation, if there is a need for this it will be up to the student to have a conversation with me after class to clear up confusion.
Colorado State University College of Applied Human Sciences
Page 3
STEPP Lesson Plan Form they can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills? Assessment How will you know if students met the learning targets? Write a description of what you were looking for in each assessment.
Students will be assessed the next day at the beginning of class by being asked on an entry ticket to explain the early Beatles sound and what Beatlemania was.
Colorado State University College of Applied Human Sciences
Page 4
STEPP Lesson Plan Form
Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement) The lesson objectives were achieved during the post lesson review. Students were asked to describe beatlemania and the effect that it had on the way we view pop music today and all students were able to achieve this.
2. What changes, omissions, or additions to the lesson would you make if you were to teach again? I really enjoy this lesson however, if there were more time I would love to assess the way the Beatles change through film more. They have such a presence with the public and I would have liked to show that more. 3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) The next lesson will focus on Bob Dylan and the Folk Rock movement and specifically how Dylan influenced the Beatles and inspired their sound experimentation.
Colorado State University College of Applied Human Sciences
Page 5
Rocky Mountain High School
Title: The Early Beatles
Grade Level: 11/12
Content Area: History Of Rock & Roll
Lesson #2 of 5
Content Standard(s) addressed by this lesson:
(Write Content Standards directly from the standard)
Theme 1: Culture Theme 2: Time, Continuity, and Change Theme 3: People Places and Environments Theme descriptions can be found at the following website: http://www.socialstudies.org/standards/strands Understandings: (Big Ideas)
Students will understand the “Beatlemania movement” and the type of music the Beatles were making that made them famous in the early 1960’s.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) Who was the early Beatles music made for and what kind of lyrics make up this style of music? Evidence Outcomes: (Learning Targets) Every student will be able to: Explain the sound/ image of the early Beatles and what the term “Beatlemania” means. I can: I can explain what Beatlemania is and why the Beatles are so influential to pop music. This means: This means I understand the ways in which the Beatles changed early pop music and their link in the British invasion.
Colorado State University College of Applied Human Sciences
Page 1
STEPP Lesson Plan Form
List of Assessments: (Write the number of the learning target associated with each assessment) *Lecture to establish background on the major events. *Discussion of the events and explanation to any questions about points of confusion.
Planned Lesson Activities Name and Purpose of Lesson Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson. Approx. Time and Materials How long do you expect the activity to last and what materials will you need? Anticipatory Set The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind. To focus student attention on the lesson. To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers) An anticipatory set is used any time a different activity or new concept is to be introduced.
“The Early Beatles” The purpose of this lesson is to introduce the class to the Beatles and their earliest forms of music. We will go through the bands rise to fame and how they made their market bigger than any musical acts ever before them. As a class this will intro us to the British invasion of music and how pop/ rock and roll music was about to change forever. This lesson will take the entire time and students will not need any materials. Students will begin class by watching the Beatles perform live on Ed Sullivan. As a class we have already discussed how influential Ed Sullivan was to performers and then we will listen to an interview with Ed Sullivan looking back to hiring the Beatles for nearly no money to perform to a sold out two night audience.
Colorado State University College of Applied Human Sciences
Page 2
STEPP Lesson Plan Form Procedures (Include a play-by-play of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.) Indicate whether each is: -teacher input -modeling -questioning strategies -guided/unguided: -whole-class practice -group practice -individual practice -check for understanding -other Closure Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used: To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson. To help organize student learning To help form a coherent picture and to consolidate. Differentiation To modify: If the activity is too advanced for a child, how will you modify it so that
-Attendance - Ed Sullivan & the Beatles video - lecture/ listen to early Beatles music - “A hard Days Night” video clips
For closure of this lesson we will end by showing a few clips from the Beatles first movie “A Hard Days Night” it was the first type of movie ever done like this before and was an influential piece in the Beatlemania movement.
This lesson is simple basic Beatles background and should not require any differentiation, if there is a need for this it will be up to the student to have a conversation with me after class to clear up confusion.
Colorado State University College of Applied Human Sciences
Page 3
STEPP Lesson Plan Form they can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills? Assessment How will you know if students met the learning targets? Write a description of what you were looking for in each assessment.
Students will be assessed the next day at the beginning of class by being asked on an entry ticket to explain the early Beatles sound and what Beatlemania was.
Colorado State University College of Applied Human Sciences
Page 4
STEPP Lesson Plan Form
Post Lesson Reflection 1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement) The lesson objectives were achieved during the post lesson review. Students were asked to describe beatlemania and the effect that it had on the way we view pop music today and all students were able to achieve this.
2. What changes, omissions, or additions to the lesson would you make if you were to teach again? I really enjoy this lesson however, if there were more time I would love to assess the way the Beatles change through film more. They have such a presence with the public and I would have liked to show that more. 3. What do you envision for the next lesson? (Continued practice, reteach content, etc.) The next lesson will focus on Bob Dylan and the Folk Rock movement and specifically how Dylan influenced the Beatles and inspired their sound experimentation.
Colorado State University College of Applied Human Sciences
Page 5
Related Documents 3h463d
Lesson 2 2w5i5t
November 2019 77
Lesson 2 2w5i5t
April 2022 0
Lesson 2 2w5i5t
December 2019 27
Lesson 2 2w5i5t
April 2022 0
Lesson 2 2w5i5t
November 2019 42