Proposed Date: Monday, March 2, 2015 Day 2 Period 7

Proposed Grade/Class: 5th Grade Band (Auditorium)

Aim: How can we make Eagle Summit March more musical?

Blueprint for Teaching and Learning in the Arts

5th Grade Music Making:

Students apply understanding of elements of music through performance activities:

o

Students will be able to incorporate dynamics: crescendo and decrescendo.

Students will be able to play expressively using dynamics, rhythm and articulation

Students will become aware of themselves as musicians through performance, improvisation, and
composition.
o

Students will be able to perform repertoire that demands stylistic and emotional expression

Students take responsibility for their instruments, music materials, and learning environment.
o

Students will be able to show proper care and maintenance of classroom instruments.

5th Grade Music Literacy:

Students identify music in the following areas:

o

Apply understanding of notation

Recognize, identify, and notate the pitches of the treble clef

Recognize and create graphic sound representations using traditional and non-traditional
notation.

Describe various emotive and expressive qualities of music

Identify, play, move to, and describe musical elements, using specific musical language
(meter, tempo, articulations, form, entrance and release, rhythm, dynamics, pitch, timbre)

Identify basic terminology such as tempo, dynamics, articulations

Critique in writing and discussion individuals performance and ensembles performance of

a musical selection

National Standards for Music Education

Performing on instruments, alone and with others, a varied repertoire of music.

Improvising melodies, variations, and accompaniments.

Page 1 of 6

Reading and notating music.

Listening to, analyzing, and describing music.

Evaluating music.

Materials:

Accent on Achievement (page 12) Surprise Symphony

Accent on Achievement (page 17) Eagle Summit March

Exit ticket

Set Up and Warm Up (2d):

When the students enter the auditorium they know standard procedure is:
o

Place their belongings in a seat

Set up their chair and music stand

Set up their instrument

Supply monitor will get the supply box

Open their books to the selection we are working on

Begin to warm up

Students who are unprepared

o

Place their belongings in a seat

Come up to the piano to get the assignment related to the lesson of the day

Students know that class is ready to begin when they:

o

Hear the quiet signal

See my hand is up

Introduction:
What does it mean when I ask you to make something more musical? (1a)

Turn and talk. (2a, 3c)

Discuss. (2a)
o

Make it more expressive

Use dynamics

Use articulations (legato, staccato)

Page 2 of 6

Activity (1a):
Turn to page 12, Surprise Symphony. Sightread Surprise Symphony.

What do you notice about the piece? (1a, 3b)

o

It is a variation.

It should be played andante (slowly)

The composer didnt indicate articulation markings.

The composer put in breath marks.

What do you notice about articulation markings? (legato, staccato) (1a, 3b)
o

Why is it called Surprise Symphony? (3b)

o

There are none. The composer is letting you use your own discretion.

There is a musical surprise. An unexpected note that is played and accented, although it
does not notated on the sheet music.

How can we change this piece to make it more musical? (3b)

o

Make it slower. How would we show that on the score? Lets try it.

Make it faster. How would we show that on the score? Lets try it.

Make it legato. How would we show that on the score? Lets try it.

Make it staccato. How would we show that on the score? Lets try it.

Create a crescendo. How would we show that on the score? Lets try it.

Make parts of it..

Make measure number because..

If no one mentions the last two:

Does this piece NEED to have this musical element during the entire time? How would you choose
where to place it? (1a, 3b)
o

Create phrases between breath marks

Create a crescendo on half notes.

What would happen if you would combine all these features? (3b)
o

There would be too many elements to enjoy the music or allow the listener to feel anything.

Predict the outcome if everything was played softly in Surprise Symphony. (3b)
o

There would be no surprise!

Page 3 of 6

Which part do you think should be different? How do you know? Dont answer. In your groups, you will
decide how we can make this song more musical. Each section will work in groups. Flutes divide into two
groups. Clarinets divide into two groups. Flute and clarinet leaders spread out. Decide how we can make
this song more musical. Notate it in your score. Try by playing it. Be prepared to explain what your group did
and be prepared to play it that way. You can use the glossary at the end of the book to look up definitions or
to refresh your memory on how to notate articulations. You have 5 minutes. Move your clothespins to show
how you felt about the level of activity.
Differentiation (1e, 3c):
Based on the work we have been doing in class, a student who has mastered their
instrument, excelled in their classwork, continuously works outside of the class to improve their
playing, and has shown that they can work nicely with others have been advanced to an Instrument
Leader. These positions are very special. These are students that will help other students in class.
These are the students that are can be approached by classmates for help. These are students who
have exemplified that they can work nicely with others and are very patient, and encouraging.
Students that are caught doing the right thing can earn Happy Notes or Blue Tickets.
Clothespin Assessment (3d):
Students each have a clothespin attached to the side of their stand. Each stand has two
charts (one for each student). Students self-assess using their clothespin. From the teachers
perspective, students that need help will have their clothespin located at the bottom. Students who
need more time to practice but think they can do it at home, will put their clothespin in the middle.
Students who think they got it and can teach it to someone else will place their clothespin at the
top. It allows the teacher and helpers who needs extra help and helps gear future lessons.
Share session (3b):

Groups will play how they interpreted the music. Students should guess what they changed
and where they changed it. Teacher will ask the group if thats what they were planning, and
why they chose to make that spot musical and why they chose to change it using that
particular articulation (1a). Teacher and/or students will give feedback to groups (3d).

Lesson and Assessment:

Play through Eagle Summit March.

What kind of articulations do you see (1a, 3b)?

o

Similar to Surprise Symphony, our composer has not indicated any articulations.

Divide into the same groups and try and work on Eagle Summit March (1e, 3c).
o

Students who have tested for me, you can explore the entire piece of music with a
small group.

Students who have not finished testing for me, work with the first 3 lines in small groups.

Directions will remain the same for this activity, except this time our students will fill out an exit
ticket (3d). See rubric attached. Based on exit slip and assessment of exit slip, teacher will be
able to see which groups needed additional help. This may have included some of the students
that the teacher or instrument leaders had to work with. Teacher will use Extra Help period to
meet with the group in order to work on technique (3d).

Page 4 of 6

Share session similar to activity (3b).

Groups will play how they interpreted the music. Students should guess what they
changed and where they changed it. Teacher will ask the group if thats what they were
planning, and why they chose to make that spot musical and why they chose to change it
using that particular articulation (1a). Teacher and/or students will give feedback to
groups (3d).

Breakdown:

At the end of the rehearsal, students will pack up their instruments, put away their chairs and stands
and line up to be dismissed.

Final Notes:

Although students do not graded in band, assessment is very important for the progress of our band.
Throughout the 2 years I have been working here, I have been trying different techniques to see what
works. Ive worked with the instrument leaders last year, and that seemed to work well. The
clothespin self-assessment is new this month, and I hope that it will work out the kinks Ive noticed
in the classroom.

I hope that you enjoyed our class. I look forward to any feedback that you may have for me and how
I can become a better teacher. Thank you.

Rubric for Exit Slip

1

Exit slip is blank or

impossible to
understand.

Exit slip is difficult

to read or
understand.

Exit slip is legible,

but needs more
organization.

Exit slip is
organized and easy
to understand.

Student makes no
effort to answer the
question. Simply
writes I dont
know.

Student makes very

little attempt to
answer the
question that was
asked.

Student tries to
answers the
question posed by
teacher, but could
use more direction.

Student has made a

serious attempt to
answer the
question posed by

No effort has gone

into exit slip.

Minimal effort has

gone into exit slip.

Evident that some

effort has gone into
exit slip.

Evident that effort

has gone into exit
slip.

Page 5 of 6

Page 6 of 6