Name: Tabbatha Brooks Ensemble: Beginner Woodwinds Primary Goal: The student will be able to tongue the proper

way on their instrument while maintaining good tone, hand position, and posture. Secondary Goal: The student will be able to play this weeks rhythm exercise Date of Lesson: September 19, 2013 TEKS Objectives/TSWs: 117.36C1A demonstrate characteristic vocal or instrumental timbre individually and in groups; Materials or Resources: Instruments, Metronome, Stands, Chairs, Pencils, Essential Elements 2000, and Rhythm Exercise Packet. Warm Ups Time Needed: 10 Minutes 1. Breathing Exercise a.) Objectives: Students will demonstrate knowledge of air control and support. b.) Informal Assessment: I will assess whether or not the students are breathing properly by looking at their posture, listening to the quality of their breath, and how long they can sustain the outflow of air. 2. Snake Exercise (Head Joint/Mouth Piece) a.) Objectives: Students will play individually with their best tone for 4 counts connecting their sounds so that there is not silence between whole notes. b.) Informal Assessment: I will assess tone quality and air support by listening to each student individually as they play. 3. Call and Response Tonguing (Head Joint/Mouth Piece) a.) Objectives: Students will demonstrate their ability to tongue properly. b.) Informal Assessment: I will assess whether or not the students are tonguing properly by listening to them individually as they each pretend to be the teacher in the call and response exercise. Review Previous Assignment Time Needed: 10 Minutes Exercise 1: Rhythm Exercise (Head Joints/Mouth Pieces) 1. Objectives: The students will demonstrate an understanding of basic rhythm combinations by clapping and counting as well as playing. 2. Activities/strategies/review: The students will review counting and clapping the measures. 3. Items to anticipate: Students will have difficulties with the first measure of each line and with measures that have a rest on beat 1 or differ from the other measures substantially. 4. Informal Assessment: I will assess their knowledge of rhythms by listening to them play the exercise. I may even do the rhythm snake exercise so that I can hear each of them play at least one measure alone. Exercise 1: Review yesterdays line out of Essential Elements 2000.

Objectives: The students will demonstrate retention of yesterdays lesson. 5. Activities/strategies/review: The students will review previously learned notes. 6. Items to anticipate: Some students will have difficulty retaining and will need to review the fingering chart. Posture and embouchure tend to suffer when students are focusing on hand positions and fingerings. 7. Informal Assessment: I will listen to them playing the exercise and as soon as they consistently remember how to finger each note we will move on to the new material. New Assignment Time Needed: 20 Minutes Exercise: 1. Objectives: The students will demonstrate their knowledge of reading a fingering chart in order to learn a new note. 2. Process: Turn to page 5 in the Essential Elements 2000 Book. Learn the new fingering for the day. Make sure everyone has the proper fingering, hand position, and posture. Play long tones on the new note. Begin that notes exercises from the book. 3. Items to anticipate: Students will have difficulty reading the fingering chart. It will also be difficult for them to maintain proper hand position, posture, and tone quality while focusing on the fingering. 4. Informal Assessment: I will listen to students play their new note down the row individually to make sure they are playing with a good tone quality and the proper fingering. Closure Time Needed: 5 minutes 1. Summarize Objectives of Lesson: Ask the students what new concepts they learned today and what concepts we reviewed. 2. Communicate objectives for the next rehearsal: Ask students to review everything weve been working on and to work on the rhythm exercise for tomorrow. 3. Students will pack up their instruments. Reflection on Lesson: Today we have went over breathing, tonguing, basic rhythms, and previous notes learned. Weve also learned one new note. Modification for ELL, gifted and talented, or SPED: I could make visual aids for the students so they could see exactly what their hands are supposed to be doing. Also, in a small class like this its very easy to go into detail and spend extra time on a subject if needed. Ive found that demonstrating helps a lot.