Comprehensive Daily or Unit Lesson Plan Template

Instructor Name: Ruben Pascual Date(s):

Week 4
Class Location: Garey High School
LESSON BASICS
Topic: Student Types/Group: Length of Lesson:
Chamber Music: The ESL 50 minute class period,
String Quartet and College Prep every day, Monday -
Beethovens Pervasive Friday
Musical Style
Standard(s): Depth of Knowledge:
California K-12 Academic Content Standards: Music x1. Recall and Reproduction
Grades 9-12 Proficient x2. Skills and Concepts
x3. Short-Term Thinking
Area: Artistic Perception x4. Extended Thinking
Standards: 1.1, 1.3, 1.4

Area: Creative Expression

Standards: 2.4

Area: Historical and Cultural Context

Standards: 3.2, 3.4, 3.5,

Area: Aesthetic Valuing

Standards: 4.1, 4.2, 4.4

Area: Connections, Relationships, Applications

Standards: 5.3

California Common Core State Standards (2012)

Grades 9-12: English Language Arts
Reading: Standard 1, 2
Writing: Standard 1, 2, 3

Essential Question:
What is chamber music? What types of music ensembles exist? What is it like to be a
professional performer?
Objective(s):
Students will:
Discuss Beethovens compositional style, how that style reflects his
personality, and how that style pervades his music beyond his symphonies,
including chamber music.
 Listen to a live performance of music and engage in a discussion about
Beethovens music and the life of a performer with real life, professional,
musicians.
Practice good listening skills and good audience manners.
Learn about the life of a performer and explore performance as a possible
career path in music.
Compare and contrast different types of performance ensembles including: the
symphony orchestra; chamber ensembles; and the string quartet.
Required Materials/Equipment/Technology/Outside Resources:
1. A History of Western Music
2. Beethoven Symphony No. 5: I. Allegro con brio (score and string parts)
Prior Knowledge/ Required Vocabulary: Instructional Methods:
Connections: Spiccato Clustering
Proper string String Quartet Personal
instrument playing Chamber Music glossary
technique Ensemble Inquiry charts
Ability to read music Quick write
Beethovens life Socratic Seminar
details and cultural Summative
context of his assessment:
music. o Playing
Knowledge of the test
symphonic form.

ACTIVITY PLAN
1. Vocabulary Strategy(ies):
Monday-
Clustering:
I will play a recording of a performer showcasing the spiccato technique and each
student will create a cluster to describe what they hear. The students will share their
clusters in a group and discuss their thoughts. Lastly, the entire class will work
together to create a definition for spiccato before they look at the textbook
definition. We will do this by making one large cluster on the board and forming a
cohesive definition that everybody agrees on.

Personal Glossary:
Students will add the vocabulary for this week to their personal glossaries.

2. Comprehension Strategy(ies):
Tuesday-
Inquiry Charts (I-charts):
Students examine multiple sources of information on a single topic. They record what
they know about the topic or a question, and they list information and answers that
they have found from various sources. This chart allows students to gather
information from various sources and organize them in one place for summarization,
comparison, and evaluation.
I will have students examine multiple documents relating to playing in a
chamber ensemble and the students will fill in their I-charts based on what they
gather from those documents.

3. Writing Strategy(ies):
Wednesday-
Quick Write:
Students will do a quick write comparing and contrasting the different types of
ensembles that they have learned about. The students will discuss their
thoughts afterwards.

4. Discussion Strategy(ies):
Thursday:
Socratic Seminar a whole class discussion in which the class is divided into two
circles; one inside the other. The inside circle discusses a set of questions or topics
and the outside circle takes notes and can ask questions. Usually, the students
switch places.

I intend to create a Socratic seminar on the day that the performers come into the
classroom to perform for the students. The performers will form the middle circle and
the rest of the class will sit around them. It will be an open forum for questions
concerning the music, their jobs as professional performers, and any other related
discussion topics.

5. Assessment Strategy(ies):
Friday-
Summative Assessment: Playing test
Students will perform a playing test to demonstrate their learning of specific
excerpts from the symphony and their development of the legato, staccato, and
spiccato bow strokes that we have been learning throughout the entire unit.
The playing test can be evaluated live or through video submission.

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9. Instructor Reflection:
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