Lesson Plan Template for TMS Band Unit 1



Tucker Middle School

6th / 7th Grade Beginning Band

Unit Lesson Plan #1

|Week |1-9 weeks |Grade/Subject |6th/ 7th Beginning Bands |Unit # |1 |

|GPS/CCGPS |MMSIB.1 - Singing, alone and with others, a varied repertoire of music |

| |MMSIB.2 - Performing on instruments, alone and with others, a varied repertoire of music |

| |MMSIB.3 - Reading and notating music |

| |MMSIB.4 - Improvising melodies, variations, and accompaniments |

| |MMSIB.5 - Composing and arranging music within specified guidelines |

|Enduring Understanding & |Students will complete assignment as an Essential Question on day 1. |

|Essential Question(s) |Week 2: What is the Key signature for concert Bb major scale for your instrument? |

| |Week 3: Who are the concerts pitched instrumentalist in the band class? |

| |Week 4: What does the key signature tell the musician to do? |

| |Week 5: What are the names of the lines of the treble and bass clefs? |

| |Week 6: What is a time signature? |

| |Week 7: What are the names and lines of the bass and treble clefs? |

| |Week 8: Who is Edvard Grieg (1843-1907) |

| |Week 9: What is incidental Music? |

|Content |A. Skills and Techniques/Performance |

|What should students know | |

|at the end of the unit? |MMSAO.1 – Singing, alone and with others, a varied repertoire of music |

| |a. Matching pitch |

| |c. Sound and tone quality |

| | |

| |MMSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music |

| |a. Hand technique and posture |

| |b. Breathing techniques |

| |c.. Articulation techniques |

| |d. Fingering patterns |

| | |

| | |

| | |

| |MMSAO.3 – Reading and notating music |

| |a. Note recognition for respective clef |

| |d. Music symbols |

| | |

| |B. Creation |

| | |

| |MMSAO.4 – Improvising melodies, variations, and accompaniments |

| |a. Aural skills |

| | |

| |MMSAO.5 – Composing and arranging music within specified guidelines |

| |a. Rhythms |

| | |

| |C. Critical Analysis/Investigate |

| | |

| |MMSAO.6 – Listening to, analyzing, and describing music |

| |a. Instrumentation |

| |b. Melody and harmony |

| | |

| |MMSAO.7 – Evaluating music and music performances |

| |b. Individual and group evaluation (tempo and rhythm) |

| | |

| |D. Cultural and Historical Context |

| | |

| |MMSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts |

| |a. Music education |

| |b. Music awareness |

| |MMSAO.9 – Understanding music in relation to history and culture |

| |a. Musical styles |

|Skills |A. Skills and Techniques/Performance |

|What should students be |1a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings. |

|able to do at the end of |1c. Discuss the relationship between singing and quality tone production on a string instrument |

|the unit? |2a. Demonstrate correct left hand position and finger placement, right hand position and bow placement, posture, |

| |instrument position and bow placement, while increasing the level of technical difficulty. |

| |2d. Utilize correct finger patterns in performing scales and repertoire |

| |2e. Perform music by using correct fingering techniques |

| |2f. Play 2 octave scales and arpeggios by using correct finger patterns |

| |3a. Identify notes in the staff and on ledger lines of respective clef. |

| |3d. Recognize and execute symbols for dynamics, tempo, articulation, and expression used in corresponding |

| |literature. |

| | |

| |B. Creation |

| |4a. Play by ear simple melodies. |

| |5a. Create original rhythm patterns in 4/4 time |

| | |

| |C. Critical Analysis/Investigate |

| |6a. Discuss the basic principles of instrumentation. |

| |6b. Identify melodic and harmonic material in aural examples. |

| |7b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing. |

| | |

| |D. Cultural and Historical Context |

| |8a. Explain how music contributes to a well rounded education. |

| |8b. Establish awareness that all subjects are related to music. |

| |9a. Identify and compare performance styles of music learned in class. |

|Instructional Activities |Time Frame and Duration: Day 1 and Day 2 Alternating Schedule/50 minutes per class. |

|What activities will I use | |

|to teach the standards? |The teacher plans using state and local school district curricula and standards, effective strategies, resources, |

| |and data to address the differentiated needs of all students. |

| | |

| |Opening: |

| |Essential Questions on Day 1. |

| |Take the attendance. |

| |Warm-up/Tune instruments. |

| |Choose scales that relate to the selected repertoires. |

| |Daily warm-up session should consist of technical and lyrical exercises. |

| |Review Bb Major Scales and their Arpeggio Notes. |

| |Random notebook checks. |

| |Ex. Teacher is making sure that students are bringing daily supplies, such as instrument, mouthpiece, valve oil, |

| |reeds, Essential Elements 2000 book 1 etc. to class. |

| |Students will get instruments out, assemble instruments, get music binder and sit in assigned |

| |seating area. Students may warm-up individually and/or collectively during this time. |

| |Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. |

| |Students will play along with beat track played over speaker system to warm up and practice long tones. |

| | |

| | |

| | |

| | |

| | |

| | |

| |Work Period: |

| | |

| |Students will work collectively to review previously learned songs, progressions, techniques/music concepts. |

| |Students will work individually and in small groups to master new notes, progressions and techniques. Instruction |

| |can be teacher –focused and or student focused. |

| | |

| | |

| |Rehearse the selected repertoires in various groups. |

| |Entire symphonic wind ensemble. |

| |Divide into small homogeneous groups |

| |New Techniques/Proficiency—Long tones, warm-up to develop endurance and stamina for developing players. Students |

| |are to achieve good tone and posture. |

| |Essential Elements 2000 Book 1 pgs. 4-15. |

| |Review Dotted Notes/Rests Values. |

| |Review various Tempo Markings. |

| |Selected Repertoires: |

| |. a. When The Saints Go Marching In |

| |b. Hot Cross Buns |

| |c. AU CLAIRE DE LA LUNE |

| |d. Camptown Races by Stephen Collins Foster |

| |e. Morning by Edvard Grieg |

| |Closing: |

| |Playing/Written/Oral Evaluations. |

| |Written Music Theory Test 1/Pre-test. (week #3) |

| |Chair Placement Audition- during the 4th week of school. |

| |All students- EE #13 Time Signatures, quarter notes, rests, repeat signs and the first five notes. |

| |2. Dotted half notes, breath marks, ¾ time signatures tie |

| |Playing Exams: EE #18, 25, 28,30,31,38, 39,42,44,45 and 52 tone builders, rhythm etudes and the chorale daily. |

| |Tempo Markings, time signatures pick up notes eighth notes, Fermata Quiz- during the 4th week of |

| |school.notes,rests, fingerings |

| |Sight-Reading: |

| |Randomly selected repertoire. |

| |Students will return instruments safely in lockers clean their area, stack all chairs and music stands as |

| |directed. |

| | |

| |Differentiated Instruction: |

| |Teacher will use class profiles to determine instructional strategies. |

| |General language related to the content areas. |

| |Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the |

| |communication when presented with one- to multiple-step commands, directions, questions, or a series of statements|

| |with sensory, graphic, or interactive support. |

| |Level 1(Beginners)—Students will receive more frequent individual attention from teacher (and peers in group |

| |work). Close proximity modeling and manual manipulation will be used to achieve success. |

| |Level 2 (Intermediate)—Students will be allowed more time to work independently with regular daily assessments by |

| |teacher. |

| | |

| |Level 3 (advanced)—Students will pass off proficiencies more quickly and be given extra techniques and |

| |progressions to build their skill more quickly. Students will be allowed more freedom to choose areas of |

| |concentration. |

| | |

| |Read Aloud |

| |Small Group |

| |Ex. Rehearse by instrumentation (Woodwind, brass and percussion). |

| |Chunking the Text |

| |Marking the Text |

| |ex. Highlighting selected musical passages |

| |Assignment Choice |

| |Project Based Learning |

| |Peer Support |

| |Ex. The principal player within each section can provide peer help for others. |

| |One on One instruction |

| |Ex. Students have the opportunity to come in the morning from 7:45AM-8:20AM Mondays Wednesdays Thursdays and |

| |Fridays to work with the teacher. |

| |Ex. Students have the opportunity to come after-school to work with the teacher on Wednesdays. Students must set |

| |up an appointment with the teacher in advance. |

| |Assistive Technology |

| |Ex. Tuner/Metronome/pitch pipe |

| |Ex. Use of TMS Media Center/ Music Instruction by a computer software. (MIBAC) |

| |Ex. Computer/Ipod/IPad/ Smartphone |

| |Provide wait time when asking questions |

| |Graphic organizers, outlines, study guides, labeling of pictures, adapted text, and highlighted text. |

| | |

| |Modifications/Accommodations |

| |Teacher will accommodate to visual, kinesthetic, and aural learners. |

| |ESOL: |

| |SWD: Student will be seated with advanced player for assistance.. |

| | |

| |IB Area of Interaction Focus |

| |Approaches to learning |

| |Community and Service |

| |Human Ingenuity |

| |Environments |

| |Health and Social Education |

| | |

|Assessments |Teacher Observation Test/Quiz Discussion (Q/A) Project |

|How will I know students |Ind. Practice Presentations |

|are learning? |Guided Practice Group Work Journals |

| |Homework Ed. Games Concerts |

| |Assessment—Students will perform selected concert literature per indicated from the daily playing selections as |

| |determined by directors on a daily basis. Director will select exercise/scales at random from daily warm –ups. |

| |Students will be forewarned a week before assessments’ take place. Students will play daily collectively and |

| |individually for teacher. Students will also play performance selections for assessment and chair placement. |

| |Assessment will be pass/fail. Students will re-take proficiency as often as necessary to pass, within the 5 day |

| |testing window. Chair placement will not be in effect after initial assessment. |

|Resources |Textbook: Essential Elements Book 1 2000 |

|What tools will I use to | |

|help students learn & |Technique & Musicianship |

|implement my lessons? |Web sites/Technology-tuckermiddleband .com |

| |Informational Text |

| |Reference Materials- IDMS Resources |

| | |

| | |

|Assessment Outcomes | Content Assessment via GMEA Large Group Performance Evaluation in March. Teachers should review and utilize state|

| |provided resources. |

| |Additional content assessments include All State Band, Honor band, and Solo and Ensembles Auditions. |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download