PSMT 3 Content Area Instruction Exhibit B Band Lesson Plan from Introduction to Education, o!

o!ember "#$#% &it 'hich Criteria( A lesson )hich is ali*ned )ith Michi*an + $" standards, )hich acti!el, en*a*e students and encoura*e hi*her-le!el thin.in*% /emonstrated 'hich S.ill or Attitude( &ollo)ed the format of the A0uinas Lesson Plan% Com1leted in 'hat 'a,( I )as *i!en the assi*nment to lead a class as m, field su1er!isor obser!ed% Because I )as teachin* clarinets, I )anted to focus on clarinet music% I did a historic o!er!ie) of s)in* music, in )hich clarinet )as .in*% The students learned to 1la, the 2hoo.3 of the featured s)in* tune on their clarinets% Assessed as Excellent Because( This lesson 1lan met se!eral Michi*an + $" standards, 1lus en*a*ed in a hi*her state of learnin* due to the student self-assessment com1onent% Also, I used se!eral forms of media, includin* audio and !ideo cli1s% Moreo!er, )ith the class discussion of a com1oser follo)in* a *rou1 readin* of a bio*ra1hical article I )rote encoura*ed literac,% Source of Pride4Area of 5ro)th( I )as !er, interested in )hat the students had to sa, about s)in* music% The class as a )hole )as en*a*ed and en6o,ed learnin* about their instruments%

An*ela Ba,es E 7#$ o!ember $8, "#$#

AQUINAS COLLEGE SCHOOL OF EDUCATION

LESSON PLAN FORMAT
Michigan Curriculum Framework Content Standards and Benchmar s! Accordin* to the Michi*an Merit Curriculum 5uidelines for the 9isual, Performin*, and A11lied Arts, there are three strands of *uidelines% The first is C for Create% The second P for Perform4Present% The third is : for :es1ond% The class 1eriod I am 1lannin* brin*s to*ether music a11lication, student feedbac., and music histor,% &rom the benchmar.s( Information drawn from the historical context of a discipline (C.2, R.3); C.2 Develop an idea, q estion, or pro!lem that is " ided !# the personal, historical, contemporar#, c lt ral, environmental, and$or economic contexts of the vis al, performin", or applied arts discipline. R.3 Descri!e, anal#%e, and nderstand the vis al, performin", or applied arts in historical, contemporar#, social, c lt ral, environmental, and$or economic contexts. P.2 Demonstrate s&illf l se of appropriate voca! laries, tools, instr ments, and technolo"ies of the vis al, performin", or applied arts discipline.

R.1 '!serve, descri!e, reflect, anal#%e, and interpret wor&s of the vis al, performin", or applied arts. Un"t O#tcome! The outcomes )ill be t)o-fold% &irst, to introduce the musical st,le of 2S)in*3 as it 1ertains to the clarinet in a historical and a11lied context% Second, to im1ro!e the si*htreadin* s.ills of the clarinet section% Lesson O#tcomes! TL' demonstrate s.illful use of the clarinet )hen learnin* a ne), unfamiliar tune that uses similar notes and rh,thm 1attern to current class re1ertoire% TL' anal,;e and e!aluate the historical musical st,le from the stand1oint of a "$st centur, music re!ie)er, defendin* his or her !ie)1oint% Rat"ona$e%P#r&ose 'or Lesson! As musicians, )e must be familiar )ith the histor, of music in order to 1erform different st,les and *enres of music% &urthermore, )e must be articulate in musical descri1tions in order to inter1ret the score and our 1erformance% In addition, s)in* music is ama;in* and should be shared% Assessment! The students )ill si*htread the 1iece as a class, and I )ill anal,;e their 1erformance in terms of intonation, rh,thm, and st,le% The, )ill rate their o)n 1erformance as com1ared to 1ast si*htreadin*s in a &ist to &i!e ratin* !ote, )ith 7 bein* ama;in*, < bein* *ood, 3 bein* blah, " bein* not *ood, $ bein* the )orst the,=!e e!er 1la,ed% The, )ill act as a music re!ie)er on a ratin* sheet to be com1leted durin* the !ideo accordin* to the follo)in* criteria, ratin* from $ to 7( $% It has a *ood beat, and I li.e to dance to it% "% The music )as more li.e a 1art, and less li.e a lullab, 3% The clarinet is featured )ell% <% The sin*ers stood out from the band and added to the music% 7% The l,rics )ere catch,, e!en thou*h the slan* is dated% >% The l,rics *a!e a *ood descri1tion of a fun time% 8% I li.ed4disli.ed the son*% ?1lus )h, or )h, not@ Reso#rces%Mater"a$s Re(#"red! Class A*enda 'ritten on 'hiteboard% Pro!ided in classroom% S)in* C/% Su11lied b, me% Brief Essa, of Benn, 5oodman and S)in* Music% Su11lied b, me% Sheet Music for the son*, 2All the Cats Aoin In%3 Su11lied b, me% 9ideo of 2All the Cats Aoin In%3 There is on-line access in the classroom% Music re!ie)er form% Su11lied b, me% Introd#ct"on!

Bac.*round music as the students enter( S)in*% Bn the board( There is more to this )ide )orld of music than )hat has ha11ened in the last $7 minutes% Become a music re!ie)er after a crash course in the +in* of S)in*, Benn, 5oodman% Cou )ill *i!e a "$st centur, 1ers1ecti!e of the 1o1ular music of ,our *reat-*rand1arents= ,outh% Proced#res! Paws for Reading The first "# minutes of e!er, 'ednesda, class is s1ent readin*% S)in* music )ill be 1la,ed in the bac.*round for 1assi!e ex1osure% The, )ill be *i!en a brief article on Benn, 5oodman and s)in* music to read, alon* )ith their music re!ie)er form% The, )ill be instructed to loo. for inno!ations of 5oodman and )here can )e find s)in* music these da,s% Warm-up and Set-up $# minutes to 1ut to*ether the instruments and 1la, the tunes from the etude boo. *et the embouchure )or.in*% Sight Read the S)in* 1iece 7 minutes% I )ill be modelin* musicianshi1 on m, o)n clarinet% View the Video for 7 minutes, a cartoon short% The, )ill be instructed to listen for the clarinet solos, the dance-abilit, of the rh,thm, excitement le!el, and )hat current music it is most li.e% Fill in the review & class feedback for 7 minutes% The students )ill act as music re!ie)ers, and I )ill entertain comments on their assessment% Pa1ers )ill be handed to the front% Pack up for 7 minutes%

Home)or ! *)hen a&&ro&r"ate+ List of Su**ested 9ie)in* and Listenin*( Peter and the 'olf the cat is re1resented b, the clarinet% /isne,=s 2Ma.e Mine Music3 - features 2All the Cats Aoin In3 and other 6a;; interludes% Benn, 5oodman=s 2Sin*, Sin*, Sin*%3 $D-,ear-old international sensation Aulian Bliss on clarinet% 5ramm, )innin* clarinetist :ichard Stolt;man%

Part"c"&at"on &o"nts to ,e a)arded 'or -"e)"n. and ."-"n. a tho#.ht'#$ re-"e)/ #s"n. a re-"e) 'orm that "nc$#des rat"n. (#est"ons and a t)o0sentence re&$1 to the (#est"on/ 23h1 d"d 1o# $" e "t *or not+45 C$os#re! The closure is the a < sentence editorial ?6ournal entr, for a music re!ie)er@ on ho) each feels about s)in*% Then, a class feedbac. session in )hich 0uestions and comments )ill be entertained% I am !er, interested in )hat the, ha!e to sa, about s)in*, but I reall, ho1e the, li.e it% If the, don=t, I )ill )elcome them to articulate their thou*hts and feelin*s% E-a$#at"on and Re'$ect"on! *to ,e com&$eted a'ter the $esson has act#a$$1 ,een ta#.ht+ A 6ournal entr, )ill follo)% Also, I )ould li.e to mention the re!ie)s briefl, durin* the class 1eriod the next da,%