Lesson Plans

Jazz Band, Week 6, Nov.

17-21, 2014

Mon.

Tues.

Wed.

Thurs.

Fri.

Daily Learning Target

I can sustain my
own part in the
ensemble,
performing accurate
rhythms involving
syncopation.

I can sustain my
own part in the
ensemble,
performing,
performing a B Flat
Concert Blues scale
in swing style.

I can sustain my own

part in the ensemble,
performing accurate
rhythms involving
syncopation.

I can sustain my own part

in the ensemble,
performing accurate
rhythms involving
syncopation.

I can sustain my
own part in the
ensemble,
performing
accurate rhythms
involving
syncopation.

Bell-ringer/Flashbacks

Accidental, Blues
scale,
improvisation,
syncopation,
rooftop, accent.

Rooftop,
staccato,
accidental

Accidental, Blues
scale,
improvisation,
syncopation,
rooftop, accent.

Accidental,
syncopation, rooftop,
accent

Accidental,
syncopation,
rooftop, accent

Standards Addressed

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).

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)

Instructional Method;
Aligned
Strategies/Activities

Flashbacks;
EQ/LT; Warm-up
with B Flat
Concert Scale
followed by Blues
th
Scale in 8 notes
swinging. Solo
turns on notes of
the Blues scale.
Continue in jazz
book after quick
review over a few
pieces of student
choice. Set goals
for the class for
upcoming concert
and assign playing
test material
(most likely from
Deck the Halls
with Chips and
Salsa

Flashbacks;
EQ/LT; Warm-up
with B Flat
Concert Scale.
Perform blues
scale in half
notes, followed
th
by 8 notes
swinging. Solo
turns on notes of
the Blues scale.
Review jazz
pieces in book
and extend from
where we left off
yesterday.
Review pieces
from yesterday,
isolating spots for
work.
Thinking
Strategy: Asking
Questions,
Accessing schema
Exit check-off:
peer partner
work playing
excerpts as
deemed
necessary high

Flashbacks; EQ/LT;
Warm-up with B
Flat Concert Scale
followed by Blues
th
Scale in 8 notes
swinging. Continue
working on new
piece for concert.
Isolate difficult
spots and work at
half tempo. Play
through all other
pieces for concert.
Thinking Strategy:
Asking Questions,
Accessing schema,
creating a sensory
image.
Exit Check-off:
each student will
perform section of
teacher choice at
half tempo with
100% accuracy of
articulations and
rhythms/pitches

Flashbacks; EQ/LT;
Continue same as
yesterday, going as far
in book as possible
today. Discuss all
vocabulary up to this
point. Perform in
books and extend as far
as possible.

Flashbacks;
EQ/LT; Continue
same as
yesterday, going
as far in book as
possible today.
Discuss all
vocabulary up
to this point.
Perform in
books and
pieces and
extend as far as
possible.

Thinking Strategy:
Asking Questions,
Accessing schema
Exit Check-off:
each student will
perform Blues
Scale followed by

Thinking Strategy
Accessing schema
(about syncopation,
articulations, etc.)
Exit slip: see
yesterdays Exit slip.
Repeat with increased
tempo marking from
where we were
yesterday.

Thinking
Strategy
Accessing
schema (about
syncopation,
articulations,
etc.)
Exit slip: see
yesterdays Exit
slip. Continue
to increase the
tempo, finding a
tempo that is
still successful.

2 measure solo
improv.
Determining if
students can
perform in
characteristic jazz
style
(articulations and
syncopated
rhythms).
determine
importance
(THINKING
STRATEGY)
Summative
Assessment: Nov.
24, 2014
Solo and group
performances
from book and
Blues Scale
improvs

low groupings.

Modifications/
accomodations

Method of Formative
and Summative
Assessments

Determining if
students can
perform in
characteristic jazz
style
(articulations and
rhythms).
Summative
Assessment: Nov.
24, 2014

Determining if
students can
perform in
characteristic jazz
style (articulations
and syncopated
rhythms).
determine
importance
(THINKING
STRATEGY)
Summative
Assessment: Nov.
24, 2014

Determining if students
can sustain own parts
in the ensemble
Summative
Assessment: Nov. 24,
2014

Determining if
students can
sustain own
parts in the
ensemble
Summative
Assessment:
Nov. 24, 2014

Solo and group

performances
from book and
Blues Scale
improvs

FB, playing as a
whole group from
jazz book, Exit
performance check
off

FB, playing as a whole

group from jazz book,
Exit performance check
off

FB, playing as a
whole group
from jazz book,
Exit
performance
check off

Modeling; peer
tutoring, assist with
notes /
re-teach as
necessary; high-low
groupings all
according to IEP
mods/
accommodations

Modeling; peer
tutoring, assist with
notes /
re-teach as
necessary; high-low
groupings all
according to IEP
mods/
accommodations

Modeling; peer
tutoring, assist with
notes /
re-teach as necessary ;
high-low groupings all
according to IEP
mods/
accommodations

Modeling; peer tutoring,

assist with notes /
re-teach as necessary ;
high-low groupings all
according to IEP
mods/accommodations

Modeling; peer
tutoring, assist
with notes /
re-teach as
necessary ; highlow groupings all
according to IEP
mods/accommod
ations

Critical Vocabulary

Blues Scale,
swing style,
improvisation,
rooftop accent,
staccato

Blues Scale,
swing style,
improvisation,
rooftop accent,
staccato

See Tuesday Vocab

Review all vocab from

this week.

Review all vocab

from this week.

Intended Homework

30 min. of
individual practice
at home

30 min. of
individual practice
at home

30 min. of individual
practice at home

30 min. of individual
practice at home

30 min. of
individual practice
at home

Student
Assignment/Individual
or group work

College/Career Readiness: These lessons will aid students in becoming well-rounded individuals. Learning about/performing music strengthens
brain functioning and helps students prepare for college/career.