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James Gutierrez Date: 10/23/18 Class: 8th Grade

Standards:​MU.PR.5.PE.8b​Use feedback from ensemble peers and other sources to refine performances
Purpose:​To own my music my own by practicing it correctly and repeatedly until I cannot play it wrong.
Objective:​ Given a piece of music students will perform the correct note in the correct rhythm at the correct time
with correct technique and musical intent at a constantly improving rate.
Essential Question:​ How does the way I play my part and instrument positively contribute the the experience of
the ensemble and audience?
Materials: ​Instrument, music, binder, book, pencil

Anticipatory Set (Warm up)​: Use “Lip Slurs” to get students in playing mindset. Use Rhythm of the Day to
introduce musical concepts for the students to practice out of context.
Time: ​15 minutes

Mini Lesson #1- Nessun Dorma M6-11


Time: ​10 minutes
Focus​: Accurate rhythms, notes, and technique.
Anticipated Issues: ​ Incorrect slide positions in trombone melody, off beat entrances, dotted 8th 16th rhythms,
incorrect tonguing in the melody.
Anticipatory Set /Transition: ​Find a piece of the ROTD in your music, and tell your neighbor what it is.

Direct Instructions​: Give productive comments on musical performance to individuals, or groups.


Structured Practice​: Given multiple attempts the T will use scaffolding techniques to help S achieve the goal.
Active Participation​: S will use techniques given by T to help achieve objective, such as rate yourself, thumbs
up/down, and tell your neighbor.
Check for Understanding​: Teacher will assess student progress aurally throughout lesson.
Independent Practice​: S will mark the parts they had trouble with for practice at home, at lunch, or after school.

Closure: ​S will apply concepts of mini lesson in a run through. S will then give feedback to neighbor on the
application of learned concepts.
Assessment​: Auditory

Mini Lesson #2- Greensleeves M17-33


Time: ​10 minutes
Focus​: Accurate rhythms, notes, and technique.
Anticipated Issues: ​Dotted rhythms, support through long notes, passing of entrances, vibe part.
Anticipatory Set /Transition: ​ Call and response on rhythmic figures from the melody line.

Direct Instructions​: Give productive comments on musical performance to individuals, or groups.


Structured Practice​: Given multiple attempts the T will use scaffolding techniques to help S achieve the goal.
Active Participation​: S will use techniques given by T to help achieve objective, such as rate yourself, thumbs
up/down, and tell your neighbor.
Check for Understanding​: Teacher will assess student progress aurally throughout lesson.
Independent Practice​: S will mark the parts they had trouble with for practice at home, at lunch, or after school.

Closure: ​S will apply concepts of mini lesson in a run through. S will then give feedback to neighbor on the
application of learned concepts.
Assessment​: Auditory

Mini Lesson #3- A​ ​Christmas Festival M7-19


Time: ​10 minutes
Focus​: Accurate rhythms, notes, and technique.
Anticipated Issues: ​Crisp dotted 8th 16th figures, dynamics, passing of lines, maintaining tempo.
Anticipatory Set /Transition: ​S will find dotted rhythms in the ROTD in their own parts.

Direct Instructions​: Give productive comments on musical performance to individuals, or groups.


Structured Practice​: Given multiple attempts the T will use scaffolding techniques to help S achieve the goal.
Active Participation​: S will use techniques given by T to help achieve objective, such as rate yourself, thumbs
up/down, and tell your neighbor.
Check for Understanding​: Teacher will assess student progress aurally throughout lesson.
Independent Practice​: S will mark the parts they had trouble with for practice at home, at lunch, or after school.

Closure: ​S will apply concepts of mini lesson in a run through. S will then give feedback to neighbor on the
application of learned concepts.
Assessment​: Auditory

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