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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)
Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/ anchors/
competencies
PA/Common
Core/Standards
(Plus any others as
may be required)

DETAILS
Emma Firment
High School Concert Band
9th-12th Grade
9/8/15 40 minutes
MU:Pr4.2.E.Hs intermediate
a. Demonstrate, using music reading skills where appropriate,
how the setting and formal characteristics of musical works
contribute to understanding the context of the music in
prepared or improvised performances.
MU:Re7.2.E.Hs novice
Identify how knowledge of context and the use of repetition,
similarities, and contrasts inform the response to music.
MU:Re7.2.E.Hs intermediate
Describe how understanding context and the way the elements
of music are manipulated inform the response to music.
MU:Re7.2.E.HSI
Explain how the analysis of passages and understanding the
way the elements of music are manipulated inform the
response to music.

Formative AND/OR
Summative
Assessment
Evidence

MU:Pr4.3.H.Hs novice
Identify prominent melodic and harmonic characteristics in a
varied repertoire of music that includes melodies, repertoire
pieces, and chordal accompaniments selected for performance,
including at least some based on reading standard notation.
Formal Evaluation
Students will play an E-flat major scale
Students will use their own ear to tune as they play the warmups with the band. Anything that sounds incorrect will be
corrected by the teacher
Students will play an E-flat major scale using the rhythm that is
written up on the board
MU:Pr4.2.E.Hs intermediate
Informal Evaluation
Students will compare and contrast different sections of
Christmas and Sousa Forever focusing on dynamics
Students will answer questions about their own parts of the
music
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI

CK

Objectives
A-B-C-D
Bloom's Taxonomy

MU:Pr4.3.H.Hs novice
SWBAT perform an E-flat major scale as part of their warm-up
SWBAT play an E-flat major scale using the rhythm that is
written up on the board
SWBAT tune their instruments on their own during warm-ups
SWBAT compare and contrast different sections of music

Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Have written on the board the scale we will warm-up on, the
rhythm of the warm-up, and the pieces being played.
Warm-up on an E-flat major scale, the students tuning as they
go
MU:Re7.2.E.Hs intermediate

Explicit Instructions
Big Ideas
Essential Questions

Hook/Lead-In/Anticipatory Set
Play through an E-flat major scale
Play an E-flat major scale using the rhythm written on the board
Have students explain the difference between multiple sections
of Christmas and Sousa Forever
Big Idea Statement
Students will run through Christmas and Sousa Forever
comparing and contrasting each section and identifying the
trouble spots
Essential Questions
How does understanding the structure and context of musical
works inform performance?
How does understanding the structure and context of the music
influence a response?
How do performers interpret musical works?

Lesson Procedure
Pre-Assessment of Students
Must include
Students will perform an E-flat major scale with and without the
adaptations &
rhythm written on the board
accommodations for
students with special Transition
needs
Ask students for the differences and similarities between each
section of Christmas and Sousa Forever
Accommodations,
Run through the entire piece.
Modifications
Ask students which sections will prove to be problem spots.
Review each spot as students name them
Guiding the Practice
After reading through each section(s) of the pieces, specific
sections, focusing on dynamics, tempo changes, and stylistic

CK

features
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Providing the Independent Practice
Ask students questions about the piece (dynamics, stylistic
features, etc.)
MU:Pr4.2.E.Hs novice
MU:Pr4.2.E.Hs intermediate
Ask students how to perform specific sections (what musical
elements are involved/need to be prominent)
MU:Re7.2.E.Hs novice
MU:Re7.2.E.HSI
MU:Pr4.3.H.Hs novice
Modeling of the Concept
Clap specific rhythms for students when necessary
Sing specific melodies for students when necessary
Adaptations/Accommodations for Students with Special Needs
Students who are visually impaired may sit closer to the front of
the room to better see the teacher conduct
Students who are visually impaired may use music with larger
font
Students who are hearing impaired may sit closer to the teacher
in order to hear all the directions and information
Students who have a mobility disability may have their PCA or
another classmate assist them while playing (turning pages in
music, helping to set up and clean up)
Materials
Sheet music for students
(reading, technology,
Instruments
equipment, supplies,
Chairs
etc.)
Stands
Score for conductor
Pencils (for students and teacher)
Closure
Summary & Review of the Learning
Review what we worked and improved on throughout the class
If time permits, run through Celtic Carol
Other(This area is
to be determined by
instructor OR
student as needed)
Supervising teacher
comments and
signature

Teacher
Self-reflection
What
worked?
What would
you change?