Carter, S.

- 7th Grade Band - Week 1-4

Monday

TEKS (PowerTEKS underlined): 117.209: 1b, 1c, 1e; 2a, 2d, 2e; 3a, 3b, 3c, 3d, 3e 3f; 4b; 5a

Objective: We will learn to properly balance our sound within the band, sight read new music, and prepare for public performances
(pep rally). With this, you will be able to quickly and quietly come into class and prepare your equipment appropriately; refresh your
memory on the fundamental techniques of your instrument (to ensure a proper tone, timbre, etc); hone your sight reading skills to
prepare you for more challenging music later in the semester; blend in with the sound of the band and your own section; and play at
the pep rallies with the HS band.
Lesson Activities: Review classroom procedures and rules; Breathing exercises with explanation of diaphragm (everyone will
stand and watch example, then do it themselves of how to completely fill their lungs with air); Full band warm up on scale studies (in
blue book, (page 2 and 3); Scales (Bb and Eb and F); Review pages 3-8 in Blue Book;
Warm up on page m. 17; m.1-end (brass buzz through lip slurs); Review basic theory; Dotted quarter rhythms (found in School
Song); Counting and clapping rhythms out loud, using Air and Fingers;; Repeats with 1st and 2nd endings; Ritardando and
dynamics. Read through school song (work moving eighths to ensure steady tempo and last two measures of Cut Time) and fight
song (listen for over shooting notes, accidentals, and phrasing), and Smoke On the Water m. 17- end (Count first! Fingerings for
clarinet, watch for C#); Continue reading Majestica m.1-40; Work 1-10 measures a day on Hymn of Thanksgiving. Work on
balancing, tuning, and playing legato.
FSGPT: students will be instructed to work with their elbow partner to answer questions like what do you notice about passage x,
compared to the one we just played? or why is it important to play accents correctly? What is the purpose of having them? - they
will have 30-45seconds to discuss
Focus this week - blending their sounds, a strong natural timbre, and style

Students will answer questions with full sentences based on the weeks lesson (key signature, simple music theory, imbedded history
of a song)
Close: I will show how to correctly fill out a measure in 4/4 time using quarter notes/rests and half notes/rests. (SUBJECT TO
CHANGE: time signatures, key signatures, rhythms, history of a piece, etc)
Power Zone Action Notes: The director must stay in front of the band while band is performing so that they can stay with the given
tempo and to help them play together, occasionally walking by different sections. During small group discussion, walk around and
listen to the different conversations happening, as well as during the exit ticket.
Recognize & Reinforce Action Notes: Remind students of rules and procedures as needed; note any difficulties sections may
have within the music and adjust time as needed. Remind them it is ok to quietly seek answers on their own (such as fingerings -use
fingering chart). Show appreciation for mistakes that have been fixed, and thank students who are working hard for their effort.
Praise those who quickly get to their seats ready to go by the time the bell rings, and encourage those who are lagging.

Tuesday

TEKS (PowerTEKS underlined): 117.209: 1b, 1c, 1e; 2a, 2d, 2e; 3a, 3b, 3c, 3d, 3e 3f; 4b; 5a

Objective: We will review procedures, rules, fundamentals, sight read new music, and prepare for public performances (pep rally).
With this, you will be able to quickly and quietly come into class and prepare your equipment appropriately; refresh your memory on
the fundamental techniques of your instrument (to ensure a proper tone, timbre, etc); hone your sight reading skills to prepare you for
more challenging music later in the semester; and play at the pep rallies with the HS band.
Lesson Activities: Review classroom procedures and rules; Breathing exercises with explanation of diaphragm (everyone will
stand and watch example, then do it themselves of how to completely fill their lungs with air); Full band warm up on scale studies (in
blue book, (page 2 and 3); Scales (Bb and Eb and F); Review pages 3-8 in Blue Book;
Warm up on page m. 17; m.1-end (brass buzz through lip slurs); Review basic theory; Dotted quarter rhythms (found in School
Song); Counting and clapping rhythms out loud, using Air and Fingers;; Repeats with 1st and 2nd endings; Ritardando and
dynamics. Read through school song (work moving eighths to ensure steady tempo and last two measures of Cut Time) and fight
song (listen for over shooting notes, accidentals, and phrasing), and Smoke On the Water m. 17- end (Count first! Fingerings for
clarinet, watch for C#); Continue reading Majestica m.1-40; Work 1-10 measures a day on Hymn of Thanksgiving. Work on
balancing, tuning, and playing legato.
FSGPT: students will be instructed to work with their elbow partner to answer questions like what do you notice about passage x,
compared to the one we just played? or why is it important to play accents correctly? What is the purpose of having them? - they
will have 30-45seconds to discuss

Focus this week - blending their sounds, a strong natural timbre, and style

Students will answer questions with full sentences based on the weeks lesson (key signature, simple music theory, imbedded history
of a song)
Close: I will show how to correctly fill out a measure in 4/4 time using quarter notes/rests and half notes/rests. (SUBJECT TO
CHANGE: time signatures, key signatures, rhythms, history of a piece, etc)
Power Zone Action Notes: The director must stay in front of the band while band is performing so that they can stay with the given
tempo and to help them play together, occasionally walking by different sections. During small group discussion, walk around and
listen to the different conversations happening, as well as during the exit ticket.
Recognize & Reinforce Action Notes: Remind students of rules and procedures as needed; note any difficulties sections may
have within the music and adjust time as needed. Remind them it is ok to seek answers on their own (such as fingerings -use
fingering chart). Show appreciation for mistakes that have been fixed, and thank students who are working hard for their effort.
Praise those who quickly get to their seats ready to go by the time the bell rings, and encourage those who are lagging.

Wednesday

TEKS (PowerTEKS underlined): 117.209: 1b, 1c, 1e; 2a, 2d, 2e; 3a, 3b, 3c, 3d, 3e 3f; 4b; 5a

Objective: We will review procedures, rules, fundamentals, sight read new music, and prepare for public performances (pep rally).
With this, you will be able to quickly and quietly come into class and prepare your equipment appropriately; refresh your memory on
the fundamental techniques of your instrument (to ensure a proper tone, timbre, etc); hone your sight reading skills to prepare you for
more challenging music later in the semester; and play at the pep rallies with the HS band.
Lesson Activities: Review classroom procedures and rules; Breathing exercises with explanation of diaphragm (everyone will
stand and watch example, then do it themselves of how to completely fill their lungs with air); Full band warm up on scale studies (in
blue book, (page 2 and 3); Scales (Bb and Eb and F); Review pages 3-8 in Blue Book;
Warm up on page m. 17; m.1-end (brass buzz through lip slurs); Review basic theory; Dotted quarter rhythms (found in School
Song); Counting and clapping rhythms out loud, using Air and Fingers;; Repeats with 1st and 2nd endings; Ritardando and
dynamics. Read through school song (work moving eighths to ensure steady tempo and last two measures of Cut Time) and fight
song (listen for over shooting notes, accidentals, and phrasing), and Smoke On the Water m. 17- end (Count first! Fingerings for
clarinet, watch for C#); Continue reading Majestica m.1-40; Work 1-10 measures a day on Hymn of Thanksgiving. Work on
balancing, tuning, and playing legato.
FSGPT: students will be instructed to work with their elbow partner to answer questions like what do you notice about passage x,
compared to the one we just played? or why is it important to play accents correctly? What is the purpose of having them? - they
will have 30-45seconds to discuss
Focus this week - blending their sounds, a strong natural timbre, and style

Students will answer questions with full sentences based on the weeks lesson (key signature, simple music theory, imbedded history
of a song)
Close: I will show how to correctly fill out a measure in 4/4 time using quarter notes/rests and half notes/rests. (SUBJECT TO
CHANGE: time signatures, key signatures, rhythms, history of a piece, etc)
Power Zone Action Notes: The director must stay in front of the band while band is performing so that they can stay with the given
tempo and to help them play together, occasionally walking by different sections. During small group discussion, walk around and
listen to the different conversations happening, as well as during the exit ticket.
Recognize & Reinforce Action Notes: Remind students of rules and procedures as needed; note any difficulties sections may
have within the music and adjust time as needed. Remind them it is ok to seek answers on their own (such as fingerings -use
fingering chart). Show appreciation for mistakes that have been fixed, and thank students who are working hard for their effort.
Praise those who quickly get to their seats ready to go by the time the bell rings, and encourage those who are lagging.

Thursday

TEKS (PowerTEKS underlined): 117.209: 1b, 1c, 1e; 2a, 2d, 2e; 3a, 3b, 3c, 3d, 3e 3f; 4b; 5a

Objective: We will review procedures, rules, fundamentals, sight read new music, and prepare for public performances (pep rally).
With this, you will be able to quickly and quietly come into class and prepare your equipment appropriately; refresh your memory on
the fundamental techniques of your instrument (to ensure a proper tone, timbre, etc); hone your sight reading skills to prepare you for
more challenging music later in the semester; and play at the pep rallies with the HS band.
Lesson Activities: Review classroom procedures and rules; Breathing exercises with explanation of diaphragm (everyone will
stand and watch example, then do it themselves of how to completely fill their lungs with air); Full band warm up on scale studies (in
blue book, (page 2 and 3); Scales (Bb and Eb and F); Review pages 3-8 in Blue Book;
Warm up on page m. 17; m.1-end (brass buzz through lip slurs); Review basic theory; Dotted quarter rhythms (found in School
Song); Counting and clapping rhythms out loud, using Air and Fingers;; Repeats with 1st and 2nd endings; Ritardando and
dynamics. Read through school song (work moving eighths to ensure steady tempo and last two measures of Cut Time) and fight
song (listen for over shooting notes, accidentals, and phrasing), and Smoke On the Water m. 17- end (Count first! Fingerings for
clarinet, watch for C#); Continue reading Majestica m.1-40; Work 1-10 measures a day on Hymn of Thanksgiving. Work on
balancing, tuning, and playing legato.
FSGPT: students will be instructed to work with their elbow partner to answer questions like what do you notice about passage x,
compared to the one we just played? or why is it important to play accents correctly? What is the purpose of having them? - they
will have 30-45seconds to discuss
Focus this week - blending their sounds, a strong natural timbre, and style

Students will answer questions with full sentences based on the weeks lesson (key signature, simple music theory, imbedded history
of a song)

Close: I will show how to correctly fill out a measure in 4/4 time using quarter notes/rests and half notes/rests. (SUBJECT TO
CHANGE: time signatures, key signatures, rhythms, history of a piece, etc)
Power Zone Action Notes: The director must stay in front of the band while band is performing so that they can stay with the given
tempo and to help them play together, occasionally walking by different sections. During small group discussion, walk around and
listen to the different conversations happening, as well as during the exit ticket.
Recognize & Reinforce Action Notes: Remind students of rules and procedures as needed; note any difficulties sections may
have within the music and adjust time as needed. Remind them it is ok to seek answers on their own (such as fingerings -use
fingering chart). Show appreciation for mistakes that have been fixed, and thank students who are working hard for their effort.
Praise those who quickly get to their seats ready to go by the time the bell rings, and encourage those who are lagging.

Friday

TEKS (PowerTEKS underlined): 117.209: 1b, 1c, 1e; 2a, 2d, 2e; 3a, 3b, 3c, 3d, 3e 3f; 4b; 5a

Objective: We will review procedures, rules, fundamentals, sight read new music, and prepare for public performances (pep rally).
With this, you will be able to quickly and quietly come into class and prepare your equipment appropriately; refresh your memory on
the fundamental techniques of your instrument (to ensure a proper tone, timbre, etc); hone your sight reading skills to prepare you for
more challenging music later in the semester; and play at the pep rallies with the HS band.
Lesson Activities: Review classroom procedures and rules; Breathing exercises with explanation of diaphragm (everyone will
stand and watch example, then do it themselves of how to completely fill their lungs with air); Full band warm up on scale studies (in
blue book, (page 2 and 3); Scales (Bb and Eb and F); Review pages 3-8 in Blue Book;
Warm up on page m. 17; m.1-end (brass buzz through lip slurs); Review basic theory; Dotted quarter rhythms (found in School
Song); Counting and clapping rhythms out loud, using Air and Fingers;; Repeats with 1st and 2nd endings; Ritardando and
dynamics. Read through school song (work moving eighths to ensure steady tempo and last two measures of Cut Time) and fight
song (listen for over shooting notes, accidentals, and phrasing), and Smoke On the Water m. 17- end (Count first! Fingerings for
clarinet, watch for C#); Continue reading Majestica m.1-40; Work 1-10 measures a day on Hymn of Thanksgiving. Work on
balancing, tuning, and playing legato.
FSGPT: students will be instructed to work with their elbow partner to answer questions like what do you notice about passage x,
compared to the one we just played? or why is it important to play accents correctly? What is the purpose of having them? - they
will have 30-45seconds to discuss
Focus this week - blending their sounds, a strong natural timbre, and style

Students will answer questions with full sentences based on the weeks lesson (key signature, simple music theory, imbedded history
of a song)

Close:I will show how to correctly fill out a measure in 4/4 time using quarter notes/rests and half notes/rests. (SUBJECT TO
CHANGE: time signatures, key signatures, rhythms, history of a piece, etc)
Power Zone Action Notes: The director must stay in front of the band while band is performing so that they can stay with the given
tempo and to help them play together, occasionally walking by different sections. During small group discussion, walk around and
listen to the different conversations happening, as well as during the exit ticket.
Recognize & Reinforce Action Notes: Remind students of rules and procedures as needed; note any difficulties sections may have
within the music and adjust time as needed. Remind them it is ok to seek answers on their own (such as fingerings -use fingering
chart). Show appreciation for mistakes that have been fixed, and thank students who are working hard for their effort. Praise those
who quickly get to their seats ready to go by the time the bell rings, and encourage those who are lagging.