From Christine Eason: A lesson plan spreadsheet in Excel format.

From Sue Michiels: Lesson Plans (template, detailed plan, and Carol Cantrell's curriculum plan). Zip file.

From Patti Albritton: A lesson plan template that includes Bloom's Taxonomy, National Standards, and other helpful guides

From Diane Park: A lesson plan packet on Mozart and his first composition. (In Word)

From Carol Childers: Lesson plan template in Word

From Christy Block: A lesson plan template. This is great to reproduce and put into a three-ring binder. It is set up so you can outline the grade, format, objectives, vocabulary, and check off the national standards achieved!
For PC's: To save in Word format, right click and select "Save As". (Or left click and let it run)For PDF's to read in Adobe, just download!
Lesson Plan Template: Word Format
Lesson Plan Template: Adobe PDF Format

From Artie Almeida
Type of Activity:
Flashing Light Activity/ Listening Activity-- Form (William Tell Overture -- Finale)

Grade Level: K - 6 (with some modifications for younger grades)

Estimated number of
class periods to complete: 2

Materials needed: Tape of last 3-1/2 minutes of "William Tell Overture"
(the Finale section)
Small plastic plates (7" diameter) - enough for 2 per student
Flashlights - enough for 1 per student
Colored cellophane paper in 3 colors
Rubberbands

Prep: Cut cellophane into squares to fit over lenses of flashlights.
Attach with rubber bands. Red paper needs 2 layers, blue paper needs 3
layers and green paper needs 4 layers.

FIRST CLASS:

1. Play the introduction and short bit of the "A" section of WTO. Ask
students if they have ever heard it before and try to identify where they
have heard it (movies, TV, commercials, cartoons, etc.). Explain about the
Lone Ranger TV show and how WTO was the theme song for that show.

2. Explain where the WTO actually came from and give brief bio of Rossini.

3. Discuss FORM in musical pieces.
A. Relate to use of different forms in writing - poems, letters, paragraphs.
B. Each new musical idea gets it's own letter, beginning with "A", then "B",
etc.
C. To be simple, music could just follow alphabetical order of sections.
But to be interesting, composers mix up the sections and sometimes repeat the
sections.

4. Reveal form of WTO - Intro, A, B, A, C, D, C, B, A, Coda.

5. Listen to piece, using fingers to show which section is being heard: 1
finger for A, 2 for B, 3 for C, 4 for D, 5 for Coda. Check to see if
students are able to hear changes between sections - don't let them see T's
fingers.

6. Hand out plates - 2 per student. Allow students to explore ways of
making sounds with the plates. If time, have some students demonstrate what
they discovered.

7. Play WTO again, this time having students mirror T's movements with
plates. Each section has a different movement pattern (but A's are always
the same, B's are the same, etc.). For older kids (gr. 4-6), let them do
their own movement during the beginning of the coda. Others must mirror the
entire thing. You should be able to see students anticipating what the
movements will be based on the section of music playing.

SECOND CLASS:

1. Review the form of WTO. Ask students about movements for each section.
If time, play through the WTO and just use hands (no plates) for movements to
review.

2. Explain that this time, instead of using movement to show the different
sections we are going to use color for each section. Color code the
sections, based on colors of cellophane used. Patterns of color go like
this:

Introduction No lights
A section Red
B section Blue
C section Green
D section Teacher only (could select one student for this)
Coda All colors

3. Distribute flashlights. Have students practice turning them on and off.
For younger students, review appropriate use of the lights (not in people's
eyes, etc.). All lights are shone on the ceiling. Have students play
"follow the leader" with the teacher's light - students must make their light
follow the teacher's all over the ceiling. To make it easy to spot, the
teacher's light has no color to it (no colored cellophane over the lens).

4. During the music, students' lights must do exactly what the teacher's
light does (bounce to the steady beat, move across the ceiling, etc.).
Remind students to keep voices quiet. T should use vocal commands to assist
students in knowing when to use their lights during the music.

5. First time, teacher calls out colors as each section occurs. Second
time, have students perform independent of teacher to assess comprehension of
sections in WTO.

Please contribute your lesson plans! Include materials, estimated class periods to complete, and objectives, if possible, as well as grade level.