This lesson plan aims to teach 9th grade students about classical music. The objectives are for students to be able to define classical music, describe its characteristics, and relate changes in music to changes in society. Students will learn that classical music originated when tastes shifted towards simpler, more memorable melodies. Through a game where students listen to music and identify if it is classical or not, the lesson introduces the systems thinking tool of surfacing and testing assumptions about classical music. Students will then compare and contrast classical music to contemporary music using a Venn diagram. Their understanding will be evaluated based on their presentation of the Venn diagram.

1. Benedictine International School
SYSTEMS THINKING LESSON PLAN GUIDE
Learning
Area
Music Quarter 2nd
Grade Level 9 School Year
Prepared by Ronalyn Piano
Topic / Concept / Skill Music in Classical Period Topic # ___ of ___
Systems Thinking Habit /
Tool
Surfaces tests and assumptions
LESSON PLAN
I. OBJECTIVES: To be able to
Immediate
(Knowledge and
Skills)
1. Define Classical Music
2. Describe the characteristics of Classical Music
3. Relate the changes of music to the change of the society.
Long-term
(Essential
Understanding)
PRACTICALLIFE SKILL:
Differentiate classical music from different musical forms.
WORLD VIEW:
Revive classical music to the present generation.
VALUE:
Develop appreciation to classical music.
II. METHODOLOGY
A. Materials Laptop/PPT Presentation, Recordings
B. Facilitating
STAGE AND
PURPOSE

2. 1. What
(Identification
and Presentation
of Topic and
introduce the
importance/value
– practical and
long term – of the
topic)
This must answer
the question of
students: “Why
should we learn
this?”
Music during Classical Period
*This topic is important to understand the development of music throughout the century.
The classical period in music is a period within the history of Western art music from about 1750 to
1820.
How classical music started?
It started when people to have a different taste in music. They want it simple and easily to
remember unlike the previous era.
Characteristics of classical music:
- Contrasting mood
- Rhythm is flexible
- Basically homophonic
- Melodies are tuneful and easily to remember
2. Hook
(This is the
motivation part.
Use different
kinds of activities
that appeal to
different kinds of
learners – visual,
auditory, and
kinesthetic.
Identify if you are
using a systems
thinking tool or
activity)
Surface and Test Assumption
Listen to the music and guess if it is classical of not. Stand up if you think it is classical and remain
seated if you think it is not.
Script: What is your mental model when you hear the classical period or classical music?
Script: So in systems thinking, those are what we called assumptions. It maybe right or wrong. But
as a systems thinkers, we just don’t assume things. We have to test them to come up with better
results or understanding.
Script: So, to test those assumptions we will play a game.
Guide Questions:
Is the game easy?
What are your ways to identify if the music is classical or not?

3. Guide Question
for teachers: How
can I make my
topic interesting?
3. Explain
A traditional
lecture can still
take place but
should not take
much of the time.
(Indicate the
important concept
or skill that the
student NEEDS to
know.
Follow the
Gradual Release
of Responsibility
(GRR) model
(Specify how you
will do each
stage):
1. I do it, you
watch
(GRR1)
2. I do it, you
help
(GRR2)
GRR 1: Lecture
GRR 2: Play again the game from the hook.
GRR 3: Surface and Test the assumptions of the students.
Guided Questions:
Play two types of music describe each music based on the following:
- Mood
- Melody (Tune)
- Tempo (Pacing)
- Dynamics (Loudness/Softness)
- Content (Does it contain lyrics?)

4. 3. You do it, I
help
(GRR3)
4. You do it, I
watch
(GRR4)
4. Revisit
Use the Systems
Thinking Habit in
providing more
clarity and adding
depth to the
lesson.
Demonstrate how
the ST habit is
used in the given
context and/or
GRR 3: Using a venn diagram, compare and contrast classical music to contemporary music.

5. show how a tool
is used.
Instead of the
traditional lecture,
teachers are
asked to facilitate
discussions using
guide questions.
Essential
Questions must
be discussed in
this stage.
Structure the
questions in such
a way students
arrive at enduring
understanding
and demonstrate
clear grasp of
concepts/skills.
(Write the guide
questions here)
5. Evaluate
Identify how you
will evaluate the
students. Note
that the
evaluation must
GRR 4: Present the venn diagram.

6. be aligned with
the concept/skill
taught. This can
also be aligned
with the
Performance
Task.
Include rubrics
here.
III. References: Music 9