Focus the Learning - Learning Objectives:
Tell students what they will learn, how it relates to their experience, the standard at which they are working and write key vocabulary on the board.
Extend / Reinforce the Learning:
Homework:
Write the homework on the board and ensure students have written it in their planners.
Begin the Learning - Starter: Present new information using Visual, Auditory and
Kinaesthetic methods.
Continue the Learning - Activities: This is the main part of the lesson. Provide a variety of challenging, differentiated VAK tasks / activities, meeting the needs of all students and all abilities.
Activity / Apply / Review
New activity / Apply / Review
Timing
2 mins By the end of the Lesson:
Teaching and Learning
All students will have contributed to a group performance and understand the definitions of LGB and T.
All students must; Sing the lyrics and play in time and be part of an ensemble
Most students should; Play the chord sequence either rhythmically or arpeggiated and understand the definitions of LGB and T.
Some students could; Do all the above and play the notes to the ‘riff’.
3 mins All students write the homework and Keywords in their planners
 Practise my chosen part at home – if you have no access to your instrument at home then please come and use the music facilities at break, lunchtime or after school

Keywords – ‘Riff’, ‘Ostinato’, ‘Chord’ and ‘Falsetto’
20 mins Starter: 10 mins
Using PowerPoint discuss definitions of LGB and T
Activity 1: Play original video of the song ‘Small Town boy’ by Bronski Beat from
YouTube: http://www.youtube.com/watch?v=Xuz94ZIPfJk
Activity 2: Ask students to discuss in pairs what they think the video is about
Activity 3: Hand out lyric sheet to all students – replay video and follow lyrics
Activity 4: Whole class discussion of video content: Young man finding another boy attractive leading to his parents throwing him out of the family home.
30 mins Teacher led: 10 minutes
Using the worksheet provided:
 Students will sing along to original track
 Identify where the ‘Riff’ falls in the structure
 Teacher demonstrates on a classroom instrument how to play the chords
 Teacher demonstrates on a classroom instrument how to play the ‘Riff’
 Teacher to allocate an instrument for each student
Student Individual practise: 15 mins
 Task 1 – to learn the notes to the riff
 Task 2 – to learn the notes to the chords
 Practise playing the riff and the chords in pairs at piano’s along to a rhythmic backing
Whole Class rehearsal led by teacher: 15 minutes
 Rehearse the rhythmic backing using a keyboard rhythm along with live drummer and percussionists
 Rehearse the 4 bar bassline
 Rehearse the 4 bar chord sequence
 Rehearse the Riff
 Rehearse the singers
 Rehearse all parts together aiming for a 4 bar looped sequence that is in time with accuracy of pitch

Supporting / Developing the Learning –
Differentiation:
Where appropriate, identify students and the methods of support and extension to be used. Include support staff meeting notes.
Celebrating the Learning – Plenary:
Students demonstrate in some way what they have learned. Recognition of progress. Refer back to Learning
Objectives.
Management of Resources
Identify which resources are to be used and how. Include the use of new technology and the use of other supporting adults.
Equal Opportunities & Social / Moral /
Cultural considerations
Identify any relevant aspects of the lesson which develop pupil understanding, skills and knowledge in these areas.
Health and Safety Considerations
Identify the major Health and Safety considerations and what needs to be done to ensure maximum safety.
 All students attempt a whole class performance with teacher support
 Performance is video recorded
Students / Target groups likely to need support:
Students needing support will
Students likely to need extension work:
Students needing extension work will learn the chords, riff and rhythm and will go on to play the bassline and attempt the riff on a variety of instruments. They will have compose their own improvisation to add into the finished performance. teacher and LSA support
5 mins Students celebrate their learning by performing as a whole class and hearing what they have achieved.
Students also watch back the video of their performance and self-assess
 IWB to play video of ‘Small Town Boy’
 A variety of classroom instruments that includes piano, keyboard, guitar, bass guitar, xylophone, percussion and drum kit
 Worksheets containing lyrics and chords and riff
 LSA support for some students
 Community cohesion
 Human rights
 Equal opportunities
 Respect each others sexual orientation
 PAT tested electronic equipment in the music classroom
 Safe and calm movement around the room