Lesson Plans

7
th
and 8
th
Grade
Advanced Band, 3rd
and 5th Periods
Week 8, Sept. 22-
26, 2014


Mon.


Tues.


Wed.


Thurs.


Fri.


Daily Learning
Target
I can analyze
and critique my
own
performance
and the
performance of
the ensemble
using
knowledge I
have gained
about the
elements of
music.
I can sightread
a new piece of
music using the
STARS method
of sightreading.
I can analyze and
critique my own
performance and
the performance of
the ensemble using
knowledge I have
gained about the
elements of music.
I can
sightread a
new piece of
music using
the STARS
method of
sightreading.
I can perform
a scale and
exercise
accurately in
the key of C
Concert using
rhythmic
patterns that
involve 16
th

notes.
Bell-ringer/Flashbacks Analyzing key
signatures
Rhythmic analysis
including
syncopation
Rhythmic analysis
including syncopation
Rhythmic analysis
including
syncopation
Rhythmic analysis
including
syncopation
Standards Addressed Students will use
knowledge of the
elements of music and
music terminology to
describe and critique
their own
performance and the
performance of
others.
Students will sing or
play alone and with
others examples of
music with
increasingly complex
melodies and
rhythmic patterns in
treble and bass clef
(with practice).
Students will use
knowledge of the
elements of music and
music terminology to
describe and critique their
own performance and the
performance of others.
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).
Instructional
Method; Alligned
Strategies/Activities
Take roll; FB,
Learning Target.
Warmup with B
Flat concert in a
round. Follow
with all other
scales learned
thus far (E Flat,
A Flat, F, and C
Concerts. Have
students self
assess their
individual
performance on
all scales,
making a needs
improvement
Take roll;
Flashbacks;
EQ/LT;
Warmup with B
flat concert
scale in a
round. Follow
with the
following
scales played
continuously in
quarter notes:
B Flat, E Flat, A
Flat, F, and C
Concert. Goal
is key signature
accuracy
Take roll;
Flashbacks; EQ/LT;
Warmups same as
yesterday working
toward good
ensemble sound
and rhythmic
accuracy (continue
stressing 100% key
signature accuracy
by all ). Continue
using Literacy
Strategies, ASKING
QUESTIONS and
DETERMINING
IMPORTANCE, as
well as USING
Take roll;
Flashbacks;
EQ/LT;
Warmups
same as all
week,
working
toward good
ensemble
sound and
rhythmic
accuracy;
Continue
using Literacy
Strategies,
ASKING
QUESTIONS
Take roll;
Flashbacks;
EQ/LT;
Warmups
(same all
week);
Thinking
strategies:
ASKING
QUESTIONS
and
DETERMIN-
ING IMPORT-
ANCE, as well
as USING
SCHEMA to
determine
notation in their
binders. Follow
with
performance of
book pieces that
may be
applicable for a
Veterans Day
performance.
Remaining time
will be spent on
pieces from
previous weeks.
Thinking
Strategies:
Determining
importance
(scale analysis!),
Asking
questions, Using
schema. Exit
slip: self
assessment on
scales will serve
as exit slip
today.
through all
scales, by all
students.
Chromatic
scale up
through 16
th

note patterns.
Class will
sightread
possible Winter
Concert pieces.
#49 will be
played after
analysis using
STARS
sightreading
guidelines.
Partners will
check each
others work
marking parts
for all
components of
STARS. This
will serve as
Exit slip today.
Any remaining
class time will
be spent
putting final
touches on The
Curse of
Tutankhamun
from 50-end.
LITERACY
STRATEGIES:
Asking
Questions,
Determining
Importance.

SCHEMA to
determine how
certain parts of the
music should be
performed. Work
in Book 2, at least
up to #15 in 7
th

grade, review p. 10
and begin p. 11 in
8
th
.
Exit performance
check: excerpt of
teachers choice.
Perform for a
partner and then
sections will play.
and
DETERMIN-
ING IMPORT-
ANCE, as well
as USING
SCHEMA to
determine
how certain
parts of the
music should
be
performed;
Repeat
sightreading
process from
Tuesday with
a different
piece of
music. See
Tuesdays
plans.

Exit Slip:
What did you
learn from
todays
sightreading
experience?
How can you
use this
information
throughout
this year in
prep for our
festival in
March?
how certain
parts of the
music should
be
performed.
Work in Book
2, reviewing
pieces from
Wednesday
and
extending as
possible
depending
on readiness.
Exit Slip:
Todays Exit
will be a
performance
check-off.
Students will
play a 2-4
measure
excerpt as
determined
by conductor
based on
need.
Method of Formative
and Summative
Assessments
Scales self
assessment;
sustaining parts
with accuracy on
pieces in book and
other repertoire.
Date of summative
assessment: Oct. 3
Determining if
students can
sustain own parts
in the ensemble;
demonstration of
good ensemble;
STARS method
and marking parts.
Determining if students
can sustain own parts
in the ensemble;
demonstration of good
ensemble; Date of
Summative
Assessment: 10/3/14

Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
(from book, #11 for
7
th
and #49 for 8
th
)
Date of Summative
Assessment:
10/3/14

of Summative
Assessment:
10/3/14
of Summative
Assessment:
10/3/14
Student
Assignment/Individual
or group work
Individual work on
FB, marking of
parts, note-taking,
ensemble playing,
self assessment on
all scales.
Individual work on
FB, marking of
parts, note-taking,
ensemble playing.
Individual work on FB,
marking of parts, note-
taking, ensemble
playing.
Individual work
on FB, marking
of parts, note-
taking,
ensemble
playing.
Individual work
on FB, marking
of parts, note-
taking,
ensemble
playing.
Modifications/
accomodations
Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist
with notes /re-
teach as necessary
; prompting and
cueing; high-low
groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ; prompting
and cueing; high-low
groupings all according
to IEP mods/accomo-
dations
Modeling; peer
tutoring, assist
with notes /re-
teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist
with notes /re-
teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/accomo-
dations
Critical Vocabulary Balance, tone,
intonation, tempo,
ensemble
sightreading
(STARS)
Balance, tone,
intonation, tempo,
ensemble,
sightreading
(STARS), Cut
time, syncopation
Balance, tone,
intonation, tempo,
ensemble, accuracy
Balance, tone,
intonation,
tempo,
ensemble
sightreading
(STARS)
Balance, tone,
intonation,
tempo,
ensemble
Intended Homework Practice an average
of 30 minutes daily
with 1 day off.
Practice an
average of 30
minutes daily with
1 day off.
Practice an average of
30 minutes daily with 1
day off.
Practice an
average of 30
minutes daily
with 1 day off.
Practice an
average of 30
minutes daily
with 1 day off.
College/Career
Readiness
Studies indicate that involvement in music/ensemble playing increases brain functioning. Involvement in
band will also increase likelihood of students achieving a college scholarship. Students may earn scholarship
money to most schools for playing in an ensemble, even if they are not majoring in music.