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.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- lesson plan rubric 100 pts tennessee state university
- lesson plan template for tms band unit 1
- clean draft 2020 music sols virginia department of
- my top 10 music educator websites
- high school music lesson plans antioch university midwest
- middle school music lesson plans styles
- university of central arkansas
- teaching general music k 5 home
Related searches
- toddler lesson plan template printable
- free preschool lesson plan template printables
- creative curriculum lesson plan template pdf
- lesson plan template preschool free
- lesson plan template editable pdf
- preschool lesson plan template printable
- free lesson plan template printable
- blank lesson plan template printable
- editable lesson plan template word
- weekly lesson plan template word
- lesson plan template printable
- blank lesson plan template pdf