UT Martin

TEAM Lesson Plan Template

Teacher: Ms. Graves
Subject/Grade: 7th grade band
Lesson Title: Scales performance/ Identifying Characteristics of musical genre
Identify what you intend to teach. State, Common Core, ACT
College Readiness Standards and/or State Competencies; Enduring
Understandings and Essential Questions.

STANDARDS

Tennessee State Standards:

- 2.3 Demonstrate fundamental technique on ones instrument
- 2.7 Perform scales (or rudiments) on ones instrument
National Core Arts Standards:
- MU:Re7.1.E.5a Identify reasons for selecting music based on characteristics found in the
music, connection to interest, and purpose or context.
- MU:Re8.1.E.5a Identify interpretations of the expressive intent and meaning of musical
works, referring to the elements of music, contexts, and (when appropriate) the setting of
the text.

OBJECTIVE(s)/SubObjectives

Students
Students
Students
Students
Students
Students

will
will
will
will
will
will

demonstrate the F, B flat, and E flat major scales

demonstrate proper posture
use proper air support
demonstrate the correct embouchure
apply expression words to the music (The Stars and Stripes Forever)
describe the characteristics of a march

MATERIALS AND
RESOURCES

Connect prior learning to new learning. Clear, Specific,

Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

Content-related: Clearly supports lesson objective(s); rigorous &

relevant; Incorporates multimedia & resources beyond the textbook.

Sheet music for The Stars and Stripes Forever

Instruments
Whiteboard, marker
Scale sheet

ACCOMODATIONS/ADAPTA Learning styles and interests. Anticipate learning difficulties,

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regularly incorporate student interests & cultural heritage;
differentiate instructional methods.

TIONS

For a student with autism, I would have the order of the day written in steps on the
board. When instructing the class, I would use specific instructions so as not to
confuse him/her. Also, assigning a student to assist him/her could be helpful.
For a student with ADHD, I would seat them as close to me as possible and away
from any distractions like windows or doors. I would also try to use as many visual
representations as possible.
For a student with a visual impairment, I would make their scale sheet and sheet
music bigger. I would also try to seat them close to me and the white board.
For a student that is blind, I would give them a recording of their instrument part on a
specific piece so that they can learn the part. (assuming they know the pitches that
go along with each fingering)

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MOTIVATING
STUDENTS/ANTICIPATORY
SET

Hook: Engage students attention and focus on learning.

Personally meaningful and relevant.

After students have put together their instruments and are seated, I would ask them
what their favorite type of music is and to describe characteristics of that music. (This
would make them think about characteristics of music for later when we play the march.)

INSTRUCTIONAL
PROCEDURES

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Step-by-Step Procedures-Lesson Sequence: Basic to

Complex. Lesson includes visuals, modeling, logical sequencing
and segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly.

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1.
2.
3.
4.
5.
6.

Anticipatory set
Lead them through the F Major scale without their scale sheet
Lead them through the B flat Major scale without their scale sheet
Lead them through the E flat Major scale with their scale sheet
Call out three students to demonstrate their B flat Major scale (summative assessment)
Lead different instrument sections through the E flat Major scale (clarinets, trumpets,)
(formative assessment)
7. Transition to The Stars and Stripes Forever
8. Ask for volunteers to describe the characteristics of this piece, write them on the board
9. Ask which of these characteristics describe a march
10.Identify the march characteristics that are present in The Stars and Stripes Forever
11.Lead musicians through the introduction of the piece
12.Identify the characteristics that need to be emphasized (accented notes, down beats)
13.Lead them through the introduction again and evaluate (use questioning sheet)
14.Lead them through the entire piece

QUESTIONING/THINKING/P
ROBLEM SOLVING
(embedded throughout)

I would ask for volunteers to describe the characteristics of a march

Maximize student understanding & learning Varied group

composition (race, gender, ability, & age); clearly understood roles,
responsibilities & group work expectations; accountability for group
& individual work; student opportunities for goal setting, reflection &
evaluation of learning.

GROUPING

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Balanced mix of question types. Utilizes Blooms

Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning. Implement four types of thinking
(Analytical, Practical, Creative, & Research-based) &
Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives & viewpoints.

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When reviewing scales, I would ask different sections to play the scale instead of
calling on a single individual or asking for volunteers. The purpose of this would be
to increase their performance confidence and evaluate their knowledge of their
scales.

Formative and/or summative assessment.

A variety of
assessments, including rubrics, measure achievement of objectives
and informs instruction.

ASSESSMENT

I would use a summative assessment to evaluate the students on their scales. This
would transfer into a number grade. (performance assessment rubric)
I would use a formative assessment when evaluating their performance at the end
of class to see if we have met the goals for the day. (Musicality checklist)
I would use the formative assessment to grade group work- demonstrating scales
as a group

Reflection/Wrap Up. Summarizing, reminding, reflecting,

restarting, connecting.

CLOSURE

To end class, I would lead them through the entire piece again to assess what
musical ideas have been made better and what ideas need attention (Musicality
Checklist)

NOTES:
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