Overview

This is a 5-day detailed lesson plan designed for 4th grade music students that combines academic language, AVID strategies, and Arkansas Music Standards with a focus on understanding the lines and spaces of the treble clef. The plan aligns with Common Core State Standards (CCSS) by embedding skills such as vocabulary acquisition, critical thinking, and collaboration to deepen musical literacy. Perfectly adapted for a 50-minute daily class with 25 students.

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Standards Alignment

Arkansas Music Standards

• MU:Re7.1.4a - Identify and perform pitch and rhythmic notation found in treble clef.
• MU:Pr4.1.4a - Demonstrate understanding of the organization of melody and harmony in treble clef.

Common Core State Standards (CCSS) (Cross-disciplinary integration)

• CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words and phrases.
• CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions with peers.
• CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas clearly.

AVID College and Career Readiness Skills

• Academic Vocabulary Development
• Structured Note-Taking
• Collaborative Discussions
• Critical Thinking and Reflection

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Learning Objectives

By the end of the week, students will:

• Identify and name the lines and spaces of the treble clef using academic language.
• Read and write note names on treble clef staff lines and spaces confidently.
• Use AVID strategies such as Cornell Notes and Think-Pair-Share to deepen understanding.
• Collaborate in groups to create and present original short melodies using learned pitch names.
• Reflect and self-assess their progress in reading musical notation.

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Day 1: Introduction to Treble Clef Staff

Objective

Students will identify the staff, treble clef symbol, and explain the function of lines and spaces on the staff using academic vocabulary.

Materials

• Whiteboard and markers
• Large demonstration treble clef staff poster
• Individual student mini-staff worksheets
• Vocabulary cards (staff, treble clef, lines, spaces, pitch)

Activities (50 minutes)

1. Warm-up (10 min)

   • Activate prior knowledge: Ask "What do you know about music notes and reading music?"
   • Introduce key vocabulary using word maps on the board (staff, treble clef, lines, spaces, pitch).
   • Establish Cornell Notes template for the week.

2. Direct Instruction (15 min)

   • Display the large treble clef staff poster.
   • Demonstrate how the staff has 5 lines and 4 spaces.
   • Introduce the treble clef symbol and explain its function in music notation.
   • Use academic language: "The treble clef organizes pitches on the staff by assigning specific pitch names to lines and spaces."

3. Guided Practice (15 min)

   • Students label lines and spaces on their mini-staff worksheets with teacher guidance.
   • Use AVID Think-Pair-Share: Students discuss with a partner the difference between lines and spaces.

4. Closure (10 min)

   • Students share one new word learned and its meaning with the class.
   • Collect Cornell Notes pages as formative assessment.

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Day 2: Naming Lines of the Treble Clef

Objective

Students will name and recall the notes represented on the lines of the treble clef staff.

Materials

• Whiteboard and markers
• Staff posters
• Note flashcards for lines (E, G, B, D, F)
• Student notebooks for Cornell Notes

Activities (50 minutes)

1. Warm-up (5 min)

   • Review vocabulary and previous day's learning with a quick Q&A.
   • Use "Every Good Boy Deserves Fudge" mnemonic to introduce line notes.

2. Direct Instruction (15 min)

   • Write line note names on the whiteboard in academic context ("These pitches correspond to the lines on the treble clef staff.")
   • Model how to write and say each note aloud; demonstrate correct pronunciation and tone.

3. Interactive Practice (20 min)

   • Flashcard Drill: show line flashcards; students chorus call out names.
   • Pair students to quiz each other using flashcards (AVID collaborative learning).
   • Students write line note names on blank treble clef staff in Cornell Notes format.

4. Formative Check & Wrap-Up (10 min)

   • Quick exit ticket: write three line note names from memory.
   • Discuss why knowing lines is important when reading music.

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Day 3: Naming Spaces of the Treble Clef

Objective

Students will name and recall the notes located in the spaces of the treble clef staff.

Materials

• Treble clef posters
• Space note flashcards (F, A, C, E)
• Mini whiteboards and markers for each student

Activities (50 minutes)

1. Warm-up (10 min)

   • Review line notes through a quick interactive game (e.g., "Line note musical chairs" or “Call and Response”).

2. Direct Instruction (15 min)

   • Introduce space notes and the mnemonic "FACE" for spaces.
   • Explain with academic rigor how spaces represent pitches distinct from lines.

3. Guided Practice (15 min)

   • Students practice writing space note names on their mini whiteboards after teacher call-out.
   • Pair-share: practice naming spaces aloud with a partner using flashcards.

4. Closing (10 min)

   • Students add space notes to their Cornell Notes.
   • Exit ticket: draw the staff and label the spaces.

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Day 4: Applying Lines and Spaces - Reading Simple Melodies

Objective

Students will read and perform simple melodies using lines and spaces on the treble clef.

Materials

• Simple melody sheets in treble clef notation
• Recorders or boomwhackers (classroom instruments)
• Note cards with line and space notes
• Audio playback device for example melodies

Activities (50 minutes)

1. Warm-up (5 min)

   • Review line and space notes using flashcards.

2. Demonstration (10 min)

   • Teacher models reading a simple melody by pointing to the notes on the treble clef staff.
   • Play example melody via audio to reinforce sound to note connection.

3. Group Practice (25 min)

   • Students practice reading notes in small groups on classroom instruments.
   • AVID strategy: Encourage groups to use structured conversation stems ("I see the note on line ___, so it’s ___.")
   • Teacher circulates to provide feedback.

4. Closure (10 min)

   • Groups perform one melody for class.
   • Quick reflection on challenges and successes, recorded in Cornell Notes.

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Day 5: Create & Share - Compose Your Own Melody

Objective

Students will compose and present original melodies using treble clef lines and spaces while demonstrating academic vocabulary.

Materials

• Blank treble clef staff paper
• Colored pencils/markers
• Instruments or virtual keyboard app (if available)
• Student journals for reflections

Activities (50 minutes)

1. Warm-up (5 min)

   • Review all notes on lines and spaces.

2. Activity Introduction (5 min)

   • Explain task: “Create a four-note melody using line and/or space notes. Write the notes on a staff.”

3. Composition (20 min)

   • Students independently compose their melodies on staff paper.
   • Use academic sentence frames for explanations: "My melody starts on ___ because... …"
   • Teacher supports vocabulary use and encourages creative thinking.

4. Presentation (15 min)

   • Volunteers share their written melody and perform it on instruments or by singing.
   • Class provides positive feedback using sentence starters (“I noticed...”, “I liked…”).

5. Reflection & Self-Assessment (5 min)

   • Students write a short reflection answering: "What did I learn about the treble clef lines and spaces?"
   • Rate their confidence using a simple rubric: 1 (I’m not sure) to 4 (I’m confident).

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Assessment and Evaluation

• Formative: Observations during Think-Pair-Share, flashcard drills, exit tickets, Cornell Notes checks each day.
• Summative: Final composition and presentation on Day 5 assessed against rubric focusing on accuracy of note placement, use of vocabulary, and melodic creativity.
• Self-Assessment: Reflection on Day 5 using confidence rubric and written response.

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Differentiation

• For Struggling Learners: Provide additional visual aids and one-on-one flashcard practice; allow song playback to reinforce auditory learning.
• For Advanced Learners: Challenge to extend their melodies to 6-8 notes or add rhythmic values (quarter and half notes).
• For ELLs: Use visual vocabulary cards and provide sentence stems; pair with strong peers for support.

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This detailed five-day plan equips teachers to rigorously yet engagingly guide 4th graders through decoding and using treble clef notation with a rich blend of academic language, AVID learning strategies, and Arkansas standards aligned to Common Core.