Alex Alvarado

Marion High School – 1st Period Concert Band

PLAN for READINESS:
I. Goals/Objectives/Standards
Goal – To play through concert repertoire well so we don’t have to stop and spend large
amounts of time correcting things.
Standard –
H.2.1 Play with appropriate tone quality, accurate tuning and intonation, and good breath
support, posture, and hand position.
H.2.3 Play a variety of repertoire accurately and expressively with correct pitches and
rhythm, and appropriate tempo, dynamics, phrasing, and articulation.
H.5.1 Read and perform instrumental scores observing symbols pertaining to pitch, rhythm,
dynamics, tempo, articulation, and expressive detail.
Objective statements – Students will play through concert repertoire with improved
intonation and tempo through teacher observation
II. Purpose: [list key questions all students should be able to answer by the end of the lesson]
Q? #1 – What piece is the most concert ready? The least?
Q? #2 – What is something that can be improved upon in each piece?
Materials & Technology:
- Scores

III. PLAN for ACCOMODATION:

Inclusion - Students will be accommodated according to individual needs visually,

aurally and kinesthetically
Remediation - Students will be given opportunities to ask questions before, during and
after class
Enrichment – Students will be given opportunities for enhancements within the music

PLAN for INSTRUCTION:

IV. Anticipatory Set: (5 minutes)
- Concert Band clinic
i. IA: Tone; descending Chromatic Sustains
ii. IB: Long Tone Exercise – have them stand like they would for marching band
iii. IIB: Technique; Scales & Articulations, Concert B-flat, E-flat, & A-flat in half notes
iv. Ariana Chorale
V. Lesson Presentation:
- A Crazy Mixed-up Christmas Concert: 5-8 minutes – Goal: To identify where the
Christmas tunes start to mix; giving the piece the title it has & to run through
o 70-end
 Review cuts & fermatas; demonstrate them
 Play through smoothly 3 times
o Mm. 42-60
 No breaks between 3/4-4/4 at 54
 Play through smoothly twice
o Start at beginning & run through entire piece
- Jingle Bells Upside Down: 10 minutes – Goal: To run through the interaction spots
between the conductor and band & the entire piece
o Mm. 35
 Review what is supposed to happen
 Confusion from conductor “What is going on?”
 The music must be upside, everyone turn it around!
 Everyone but trombone, baritone & tenor sax does so
 Tbn., bar., & t. sax stand while playing next section
o Mm. 58
 What will happen at next G.P:
 Tbn. Bar. & T. Sax are to be seated & turn music over
 Everyone else: be sassy and looked annoyed
o Start at beginning and play through
- Yes, Virginia: 15 minutes – Goal: Play through entire piece without stopping; be able to
answer questions about the composer and structure of the piece.
o Hand out composer biography; give 5 minutes to read
o Questions:
- How many publications (works published for musicians to play) does he
have?
- Name three popular bands/orchestras that have played his works
- Where is he currently teaching at?
- When and where is this piece said to be set?
- What newspaper does young Virginia write to?
o Mm. 98&99, 103&104
 Give trill fingerings for flute
 Flute:
 F-G; finger an f and press thumb key to trill
 D-E-flat; finger a D and trill 1st trill key
 B-flat-C; finger a B-flat and trill thumb key
o Start at beginning and play through
VI. Independent Practice:
 - Students should take home music & instruments and practice through concert material
with a metronome

Plan for ASSESSMENT:

VII. Student Learning:

Formative: (short term/daily)

- Independent playing with sections
- Starting in random places in pieces and playing sections of music

Summative: (long term/unit)

-Concert on December 5th

VIII. Teacher Effectiveness:

What were the strengths and weaknesses of the lesson?
What should be changed? Why? How?