Learning Segment

Content Area: Elementary Instrumental Music

Content area, topic,
and grade level Topic: Violin Ensemble

Grade Level: 4th grade

CREATING: Anchor Standard 3- Refine and complete

California content artistic work. 
standard(s) listed -4.MU:Cr3.1- Evaluate, refine, and document
by name and revisions to personal music, applying teacher
number provided and collaboratively developed criteria
and feedback to show improvement over time. 
-4.MU:Cr3.2- Present the final version of
personal created music to others and explain
connection to expressive intent.
 
PERFORMING: Anchor Standard 4: Select, analyze, and
interpret artistic work for presentation. 

-4.MU:Pr4.1-  Demonstrate and explain how the

selection of music to perform is influenced by
personal interest, knowledge, context, and
technical skill.
-4.MU:Pr4.2- Demonstrate understanding of the
structure and the elements of music (such as
rhythm, pitch, and form) in music selected for
performance.

CONNECTING: Anchor Standard 10: Synthesize and relate

knowledge and personal experiences to make art.

-4.MU:Cn10 Describe and demonstrate how

personal interests, experiences, ideas, and
knowledge relate to creating, performing, and
responding to music.

 
English language Part I: Interacting in Meaningful Ways
development (ELD)  A. Collaborative – 1) Exchanging information and ideas
standards (if with others through oral collaborative discussions on a
applicable) range of social and academic topics
  A. Collaborative – 2) Interacting with others in written
English in various communicative forms (print,
communicative technology, and multimedia)

1. To demonstrate correct violin-playing posture. (Skill)

Unit goal(s) for the
learning segment 2. To demonstrate the basic pizzicato and bowing
techniques. (Skill)

3. To recognize the pitches of the 4 strings of the violin.

(Knowledge)

4. To identify and play melodies encompassing the range

of 3rd, 5th & 6th with correct fingerings, pitches and
rhythm. (Knowledge & Skill)

5. To recognize the concept of a steady beat and maintain

a steady beat in playing music. (Knowledge & Skill)

6. To demonstrate a positive attitude towards ensemble

music-making. (Affective)

Lesson 1
9/26/2019

Learning goal(s) 1. To identify the different parts of the body

of the violin
2. To demonstrate good playing posture
and exhibit proper rest/ready/play
positions
3. To identify GDAE in open strings

Evidence and assessment of Assessments for Skill Outcome:

learning (informal assessment,
student self-assessment, formal 1. Informal assessment: Ask students what
assessment) part of the violin it is that I am pointing to.

2. Informal assessment: Call out

rest/ready/playing positions and have
students respond appropriately to each
command.

3. Informal assessment: Ask students to

 pluck the appropriate string that I call out.

a. Ex. “Play the G string”, teacher

will listen for all students to pluck
the appropriate string.

How does lesson link to prior

learning and/or build on previous No previous lesson.
lesson to develop deep learning of
content?

Learning activities 1. Play “memory game” to identify various

parts of the body of the violin.
(what students do)
a. This activity will involve my
Include, where appropriate, how calling out various parts of the
you and your students will use violin and the students will call
educational technology. out together in unison what part it
is.

2. Pizzicato on open strings, play four/rest

four
a) Ex.
i) GGGG – RRRR
ii) DDDD – RRRR
iii) Etc.

a. Have students sing note names

throughout activity

Instructional strategies 1. Have students engage in rhythmic name-

sharing activity to engage early rhythmic
(what you do, key questions, and
principles while also introducing the class
grouping)
to each other.
a. I will have students clap and stomp a
basic rhythm at a slow tempo, then
have individuals say their name in
rhythm according to the syllables in
their name.
a. Ex. Der-Ek
b. Ex. Sa-Man-Tha
c. etc.
a. Discuss care for instrument:

a. Do not try to tune the

instrument yourself as it takes
 awhile to learn to do it
properly.
b. Risks include strings snapping
or damage to the body of the
instrument.
c. Be careful to not knock the
bridge out of place and do not
touch where the bow sits,
above the bridge.
d. Oils on the skin will break
down the properties allowing
the bow to grip the strings.
e. Always keep the instrument
and bow in the case when not
in use.
f. Take care to remove any
shoulder/rest pads before
putting instrument away.

b. Show students various areas of the

violin:
a. Scroll
b. Pegs
c. Fingerboard
d. Shoulders
e. Strings
f. Bridge
g. Fine tuners
h. Endpin
i. Chin rest

c. Show students posture and

Rest/Ready/Playing positions.
a. I will call out “Rest!”, “Ready”, and
“Playing!” to indicate which
position they are to show me.

i. Rest: Position where

violin is tucked
underneath the arms
and body sits in a
relaxed state in the
chair.

ii. Ready: Position where

violin sits upright on the
 leg, with the left hand
clasping the shoulder of
violin. The body should
sit straight and with
good posture.

iii. Playing: Position where

the body remains with
good posture and the
violin sits tucked
beneath the chin, left
arm supporting the neck
of the violin, and right
hand ready to play
pizzicato at the end of
the fingerboard.

b. Introduce how to play pizzicato on open

strings 
a. Pizzicato is the “plucking” motion
the forefinger on the right-hand
plays on the bottom of the
fingerboard.
b. Open strings:
1. G, D, A, E
2. Activity to reinforce
pizzicato playing on
open strings
c. Pizzicato on open strings, play
four/rest four
1. Ex. GGGG - RRRR
2. DDDD - RRRR
3. etc.
4. Have students sing note
names while they play

ELD and ALD

 Part I: Interacting in Meaningful Ways

•A. Collaborative – 1) Exchanging information

and ideas with others through oral collaborative
discussions on a range of social and academic
 topics

•A. Collaborative – 2) Interacting with others in

written English in various communicative forms
(print, communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 1:

Based on what you learned as a Though the students largely captured the ideas
result of teaching this lesson, what behind this lesson, I think additional review will
changes, if any, will you make to be appropriate for Lesson 2. Some students
the next lesson? didn’t understand when to switch strings when I
asked them to in the open string exercise. I will
walk around during the warm-up in Lesson 2
and check all of the students fingers on the
strings to ensure they are switching strings at
the appropriate time. Also, I will do the same
regarding how to hold the violin, as some
students had issues on which side of the body
to hold the instrument on. Overall, however, the
students grasped most of the presented topics
easily and are prepped to learn the first 4 notes
on the violin and apply it a song.

Lesson 2
9/27/2019

Learning goal(s) 1. To be able to play with fingers 1,2, and 3

on the D string
2. To be able to play the song “Hot Cross
Buns” on pizzicato

Evidence and assessment of Assessments for Skill Outcome:

learning (informal assessment,
student self-assessment, formal 1. Informal assessment: Students will be
assessment) verbally assessed of their knowledge
regarding the violin strings and
 identifying the parts of the instrument.
They will also verbalize the names of the
open strings and be asked to play the
string associated with the one they
identify.

2. Informal Assessment: They will be

assessed visually as well as aurally if
fingers are being properly placed on the
D string by playing pizzicato on
associated pitches while saying finger
numbers, then pitches thereafter

3. They will be aurally assessed of playing

“Hot Cross Buns” by playing the song in
unison as an ensemble to completion.
Teacher will listen to ensemble to check
if they are playing in unison, in tune, and
rhythmically accurate.

How does lesson link to prior

learning and/or build on previous After we reinforce the previous concepts
lesson to develop deep learning of learned in Lesson 1, we continue to build on
content? knowledge of strings, rhythm, and utilization of
fingers for new pitches. After reviewing various
open strings, we will begin to play the first 4
pitches in the Key of D Major on the D string by
learning how to use fingers 1-3 on the
fingerboard. Following this, we will take the first
three pitches (D, E, and F#) and learn to play
the song “Hot Cross Buns” in three sections,
and then we will combine the sections to play
the piece in completion.

Learning activities 1. Have students play each note while

singing pitches/finger numbers while
(what students do)
playing:
Include, where appropriate, how a. DDDD(OOOO) – RRRR
you and your students will use b. EEEE(1111) – RRRR
educational technology. c. Etc.
ii. This will enforce each pitch
to its finger variant.
2. Students will learn the song “Hot Cross
Buns”. 
 a. As they engage in the learning
process, they will sing the
notes/finger numbers out loud to
reinforce the new pitches that
were learned.
b. This song is an exceptional
introductory piece as it is simple
yet melodic. It enforces the fingers
that were learned earlier in the
lesson, as well as rhythmic
principles and playing in an
ensemble format.

Instructional strategies a. I will begin the lesson with an introduction to

(what you do) the class, then we will proceed with the
warm-up exercise.
a. Pizzicato on open strings, play
four/rest four
1. Ex. GGGG - RRRR
2. DDDD - RRRR
3. etc.
4. Have students sing note
names while they play
5. I will walk around the
classroom and check
the students are playing
the proper strings in
time.
b. Following the warm-up, I will discuss
concepts learned in the prior lesson.
a. Including:
i. Physical properties of the
violin, i.e. Scroll,
fingerboard, etc.
ii. Various “rest, ready,
playing” positions
b. I will discuss with the students what fingers
and their associative numbers to apply to
the fingerboard to learn the notes.
a. I will have the students hold up the
finger I call out to them in the air to
assess that they know their fingers.
b. This will help to ensure they play
the correct finger on the
fingerboard.
c. We will proceed with the lesson by
 discussing the fingers used in the violin on
the fingerboard.

a. O- Open, no fingers
i. Pitch associate: D
b. 1- Index Finger
i. Pitch associate: E
c. 2- Middle Finger
i. Pitch associate: F#
d. 3- Ring Finger
i. Pitch associate: G
a. I will then have the students apply their
fingers to the finger tapes on the D String. I
will have them play pizzicato on each pitch
while singing finger numbers and associated
pitches and have them repeat until they
grasp each pitch comfortably.
a.  DDDD(OOOO) – RRRR
i.  (R= Rest)
b. EEEE(1111) – RRRR
c. Etc.
d. I will walk around the class to
assess and issues regarding the
learning of the new notes.
b. After the students exhibit comfortability in
playing each pitch on the D string, I will then
start teaching them “Hot Cross Buns” in
sections on pizzicato.
a. First section:
i. 2 (F #) - REST - 1 (E) -
REST - D (Open string) -
REST REST
b. Repeat until students are
comfortable
c. Second section:
i. DDDD – 1111
ii. 2 - REST - 1 - REST - D –
REST REST
d. Repeat until students are
comfortable
e. Have students combine parts I and
II and play the piece in its entirety.
f. Students will be required to
continuously sing finger-numbers
as they proceed through the song.
 ELD and ALD
 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions on
a range of social and academic topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 2:

Based on what you learned as a I need to be more concise with my delivery
result of teaching this lesson, what regarding instructions. Some students
changes, if any, will you make to understood certain concepts regarding
the next lesson? fingerings, notes, and rhythms more than
others. I will ensure that I slow down my
delivery process, be more concise, and enable
additional exercises to aid the process along. I
was also not strict enough regarding posture
and didn’t insist on them playing together as an
ensemble enough, which I am to fix in the
subsequent lesson.

Lesson 3
10/03/2019

Learning goal(s) 1. Students will be able to play in unison

with proper rhythm and accurate pitches
2. Students will be able to play “Hot Cross
Buns” as an ensemble
3. All students will be able to exhibit proper
posture for playing the violin
Evidence and assessment of Knowledge of Skill Outcomes:
learning (informal assessment,
student self-assessment, formal 1. Informal Assessment: They will be
assessment) assessed of fingers being properly
placed on the D string by playing
pizzicato on associated pitches while
saying finger numbers.

2. Informal Assessment: They will be

visually assessed by my observing
posture and calling out “Rest, Ready,
Playing!” positions to ensure proper
posture is utilized.

3. Informal Assessment: They will be

aurally assessed of playing “Hot Cross
Buns” by playing the song in unison as
an ensemble. Teach will check for good
intonation and good observance of
rhythm.

How does lesson link to prior

learning and/or build on previous This lesson continues to build on the learning
lesson to develop deep learning of of “Hot Cross Buns” from the previous lesson,
content? as only half of it was learned initially. The
students also will be enforced more strictly
regarding playing together and calling out
pitches/rhythms/finger numbers as directed.

Learning activities
1. Rhythm warm-up
(what students do) a. I will clap a rhythm and the students
Include, where appropriate, how will repeat what I do at a steady,
you and your students will use slow tempo. This is a mechanism to
educational technology. have the students begin to make
sounds together in-time as an
ensemble.
2. Students will call out the names of the open
strings as they play.
a. This allows them to review the open
strings by saying the name (GDAE)
aloud and plucking them in rhythm.
b. Ex:
i. GGGG – RRRR
ii. DDDD - RRRR, etc.
 3. Students will play “Hot Cross Buns as an
ensemble

Instructional strategies
1. I will start the lesson with doing a few
(what you do) stretches and then a rhythm warm-up.
a. This will include my clapping a
rhythm on with my hands and them
repeating in time.
2. Students will begin playing with the open
string warm-up.
a. I will call out “Rest, Ready, Playing”
to get the students in position.
1. I will adjust any posture issues as
needed before proceeding
b. Students will call out the names of
open strings in rhythm while playing
associative string with pizzicato.

3. Following successful completion of the

open strings exercise, I will continue the
lesson by reviewing the finger numbers and
having the students hold up the finger I call
out in the air to ensure they know the
proper finger to play.
4. I will then have the students use their first
fingers to pluck the D-string with the rhythm
of “Hot Cross Buns” while calling out the
“D” pitch and the “Rests”.
a. D – Rest – D – Rest – D RRR
b. DD D – DDDD
c. D – R – D – D RRR
5. Once the students accomplish playing the
rhythm perfectly in time on the open D
string, I will have them apply the correct
fingers to the D-string and have them call
out the associative fingers as they play.
a. Part I
1. 2 – R – 1 – R – DRRR (x2)
b. Part II
1. DDDD – 1111
c. Repeat Part I
6. Once the students are comfortable with the
pitches and playing together as an
 ensemble, we will assemble the piece in its
entirety together.

If time permits, learn rhythm of “Mary Had a

Little Lamb” on open D-string with pizzicato to
prepare for next lesson.

ELD and ALD

 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 3:

Based on what you learned as a  This lesson largely went according to plan.
result of teaching this lesson, what However, I wish I would have talked less and
changes, if any, will you make to had the students play more so that we could
the next lesson? get through the song a few more times. They
learned both parts of the piece, but I wish I
could have gotten them to play the entire piece
without stopping.

Lesson 4
10/10/2019

Learning goal(s) 1. Students will be able to play “Hot Cross

Buns”
2. Students will be able to play the pitches
 using the pizzicato technique (Open D,
E, F#, G, and Open A).
3. Students know how to play the first part
of “Mary Had a Little Lamb”

Evidence and assessment of

learning (informal assessment, Assessments for Skill Outcome:
student self-assessment, formal
1. Informal Assessment: I will ask students
assessment)
to play “Hot Cross Buns” and aurally
assess the ensemble regarding pitches,
rhythms, and tempo.

2. Informal Assessment: I will ask the

students to pluck the note called for and
assess if the students are plucking the
right pitch.

a. Ex. I will call out “2” (For the pitch

F#), and the students will respond
with the correct pitch. If I hear the
wrong pitch played or see wrong
fingers, I will adjust as necessary.

3. Informal Assessment: I will aurally

assess students playing the A-section of
“Mary Had a Little Lamb” regarding
pitches, rhythms, and tempo and adjust
as necessary.

How does lesson link to prior

learning and/or build on previous I will continue to fine-tune “Hot Cross Buns” on
lesson to develop deep learning of pizzicato to ensure all students are playing the
content? piece with good pitches and rhythms. We will
also continue to hone down the names of the
open strings. Once they are comfortable with
these concepts, we will progress to learning
how to play the beginning of “Mary Had a Little
Lamb”, which contains the same 3 pitches (F#,
E, and D) as “Hot Cross Buns”, but additionally
has the open “A” string added in the melody. I
will have them play through the pieces several
times, and through continuous playing, the
students will be able to grasp the content on a
 deeper level. They will continue to refine what
they learned at their previous lesson, while
obtaining new skills through the learning of a
new piece.

Learning activities
1. Warm-up activity: playing open strings
(what students do) in rhythm (GGGG – RRRR; etc.)
Include, where appropriate, how
you and your students will use 2. Playing through “Hot Cross Buns”
educational technology. a. Students will call out finger numbers
and rests as they play to reinforce
the notes and rhythms they are
playing.

3. Introduction to playing “Mary Had a

Little Lamb”
a. Same as above

Instructional strategies
1. I will begin the lesson with the traditional
(what you do, key questions, and open-strings warm up.
grouping) a. DDDD – RRRR, AAAA – RRRR, etc.
2. I will continue with calling the posture
names “Out, Up, Ready, Tuck!” and
have the students model the action they
were saying.
3. We will review “Hot Cross Buns”
a. I will model first:
b. 2 R – 1 R – DRRR
1. Have the students repeat
c. DDDD – 1111
1. Have the students repeat
d. 2 R – 1 R – DRRR
1. Have the students repeat
e. Following the sections, I will model
the entire piece and have the
students play the entire piece in
return.
4. I will next introduce “Mary Had a Little
Lamb” by first singing the finger
numbers, and have the students repeat
after me.
5. I will model the piece whilst also singing
 the finger numbers/pitches and do it in
2-bar sections, the have the students
repeat.
a. Ex. [2 1 D 1] [ 2 2 2 R]
1. Have students repeat
b. Ex. [1 1 1 R] [2 2 2 A]
1. Have students repeat
c. Once students have gained control
over both 2-bar sections, I will have
them combine all 4 bars to complete
the A-section while singing the finger
numbers.

ELD and ALD

 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 4:

Based on what you learned as a  This lesson was largely quite successful, and I
result of teaching this lesson, what was able to accomplish everything scribed in
changes, if any, will you make to my lesson plan. I will continue to refine “Hot
the next lesson? Cross Buns” as well as the A-section of “Mary
Had a Little Lamb”. I will also teach them the
rest of “Mary” and have them use the pizzicato
technique. If time permits, I may add
accompaniment and have the students play
 the two pieces with the accompaniment.

Lesson 5
10/11/2019

Learning goal(s) 1. Students will be able to play “Mary Had

a Little Lamb” with the pizzicato
technique.

Evidence and assessment of

learning (informal assessment,  Assessments for Skill Outcome:
student self-assessment, formal
1. Informal Assessment: I will ask students
assessment)
to play “Mary Had a Little Lamb” and
aurally assess the ensemble regarding
pitches, rhythms, and tempo.

How does lesson link to prior

learning and/or build on previous  We will continue to refine “Hot Cross Buns”
lesson to develop deep learning of regarding pitch, tempo, and rhythm. We will
content? also continue to refine the A-section of “Mary
Had a Little Lamb”. Once these are
satisfactory, we will move on to learning the
remainder of “Mary” and combine the A-
section and B-sections together.

Learning activities
1. Warm-up Activity: playing open strings
(what students do) in rhythm (GGGG – RRRR; etc.) while
Include, where appropriate, how singing the pitches/rests.
you and your students will use
educational technology. 2. Playing through “Hot Cross Buns”
a. Students will call out finger numbers
and rests as they play to reinforce
the notes and rhythms they are
playing.

3. Playing through “Mary Had a Little

Lamb”
a. Same as above

4. Playing with the piano accompaniment

 as an ensemble

Instructional strategies
1. I will begin the lesson with the traditional
(what you do, key questions, and open-strings warm up.
grouping) a. DDDD – RRRR, AAAA – RRRR, etc.
2. I will continue with calling the posture
names “Out, Up, Ready, Tuck!” and
have the students model the action they
were saying.
3. We will review “Hot Cross Buns” with
students singing the finger numbers
while they play.
4. We will then review the A-section of
“Mary Had a Little Lamb” while students
sing the finger numbers as they play
a. Ex. [2 1 D 1] [ 2 2 2 R]
[1 1 1 R] [2 2 2 A]
b. Have students repeat as necessary.
5. Following completion of the A-section,
we will continue with the B-section. I will
sing the finger numbers and have the
students repeat after me.
a. [2 1 D 1] [2 2 2 2]
[1 1 2 1] [D - - -]
6. Following the complete learning of the
B-section, students will proceed to
combine both sections together.
a. I will refine as necessary

ELD and ALD

 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
 topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 5:

Based on what you learned as a This lesson went quite successfully. I found it
result of teaching this lesson, what paced very well and the students learned
changes, if any, will you make to everything I sought out for them to learn.
the next lesson?

Lesson 6
10/18/2019

Learning goal(s)
1. Students will be able to play “Twinkle
Twinkle Little Star” on pizzicato.

2. Students will be able to switch between

the D and A string when applied to a
song-format.

Evidence and assessment of

learning (informal assessment, 1. Informal Assessment: I will ask students
student self-assessment, formal to play “Twinkle” and aurally assess the
assessment) ensemble regarding pitches, rhythms,
and tempo.

2. Informal Assessment: I will ask the

students to switch between the D and A
string both on open strings as well as
applying the 1st finger to both strings
 and aurally assess if they are making
the appropriate fingering change.

How does lesson link to prior

learning and/or build on previous  This continues to build on utilizing the pitches
lesson to develop deep learning of they learned thus far (D, E, F#, and A) and
content? then we will add two new pitches: G and B. We
will then apply it to a song-format (Twinkle) to
reinforce the new pitches learned.

Learning activities
1. Students will warm up with “Hot Cross
(what students do) Buns” and “Mary Had a Little Lamb”
Include, where appropriate, how a. This will reinforce the pieces they
you and your students will use learned the past 2 weeks and
educational technology. prepare them for the new piece.

2. Students will have a string exercise that

switches between the D and A string on
both open strings and using the 3rd
finger. They will sing as they play
through the exercise.
a. [DDDD] [1111]
[AAAA] [1111]
b. This will help students begin to learn
“Twinkle” with the string exchange
that the song entails.

3. Students will play “Twinkle Twinkle Little

Star”.

Instructional strategies
1. I will begin the lesson with a review of
(what you do, key questions, and “Hot Cross Buns” and “Mary Had a Little
grouping) Lamb” to serve as both a warm-up and
review of the pieces from the past two
weeks.
2. I will continue the lesson by introducing
an exercise to aid the students in
switching between the D and A string
while also using the first finger, which
 will be necessary in “Twinkle”.
a. [DDDD] [1111]
[AAAA] [1111]
b. Students will sing throughout the
exercise.
3. I will then sing the finger numbers for
the A-section of “Twinkle” and have the
students repeat after me.
a. [DDAA] [11AR]
[3322] [11DR]
4. I will then have the students play the A-
section on pizzicato while singing the
finger numbers.
5. Following successful completion of the
A-section, I will sing the finger numbers
for the B-Section and have them repeat.
a. [3322] [11DR]
[3322] [11DR]
6. After they finish singing the finger
numbers, I will have them play the B-
section while singing the finger
numbers.
7. Following the successful completion of
learning the B-section, we will combine
the full piece of A – B – A while they
sing the finger numbers.

ELD and ALD  Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics
 A. Collaborative – 2) Interacting with
others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
 needed.

At the completion of Lesson 6:

Based on what you learned as a This lesson largely served as a review of all
result of teaching this lesson, what pieces in the student’s repertoire thus far.
changes, if any, will you make to While we didn’t have time to run all pieces in
the next lesson? order at the end of class as I had intended, we
did get to every piece as both review in
sections and playing the pieces in their
entirety. The students made great progress,
especially regarding “Twinkle”, so I would
change little about the lesson.

Lesson 7
10/31/2019

Learning goal(s) 1. Students will be able to play “Hot Cross

Buns” and “Mary Had a Little Lamb”
with using the bow.
2. Students will be able to use the bow
with corresponding “upbow” and
“downbow” symbols.

Evidence and assessment of

learning (informal assessment, Assessment for skill outcome:
student self-assessment, formal
1. Informal assessment: Instructor will
assessment)
aurally and visually assess if
students are using the bow properly
by checking if students are playing
one string at a time, using the bow
on the correct string, and giving
feedback on sound quality.

Assessment for knowledge outcome:

2. Instructor will ask students to play

“upbow” or “downbow” verbally, and
point to the respective symbols and
assess if the students are going in
the correct bowing direction.
How does lesson link to prior
learning and/or build on previous This lesson links the previous by taking prior
lesson to develop deep learning of pieces known in the repertoire with the
content? pizzicato technique and extends the skillset by
adding the bow to the pieces. This further
provokes learning of the original pieces the
students already know and deepen their
learning by furthering their technical
performances of the pieces.

Learning activities
1. Students will warm up with “Hot Cross
(what students do) Buns”, “Mary Had a Little Lamb”, and
Include, where appropriate, how “Twinkle Twinkle” with pizzicato.
you and your students will use 2. Students will perform an open string
educational technology. exercise while using the bow:
a. GGGG – DDDD –
AAAA- EEEE
b. Students will be
required to sing “Up-
Down-Up-Down” as
they play the open
strings with the bow.
3. Students will play “HCB” and “Mary”
with the bow

Instructional strategies
1. I will begin the lesson with warming the
(what you do, key questions, and class up with “HCB”, “Mary Had a Little
grouping) Lamb” and “Twinkle” on pizzicato
a. Students will have to sing the
pitches and rests as they play.
2. Next, I will explain to students how to
take out the bow, tighten the strings,
and how to take care of it. (i.e. not pull
strings out, overtighten, etc.)
3. After this, I will employ an open-string
bowing exercise.
a. Here I will display the different
between “Upbow” and
“Downbow” and show the
students their respective
symbols.
b. We will then proceed with the
 exercise.
1. GGGG-DDDD-AAAA-EEEE
2. Students will alternate
upbows and downbows with
each respective pitch.
3. They will be asked to say
which direction they are
going
a. Up-Down-Up-Down
4. Following this, I will have students apply
this to “HCB”. I will first have them use
the bow only on the open strings with
the rhythm of the piece.
a. [DRUR] [DRRR]
b. [URDR] [URRR]
c. [DUDU] [DUDU]
d. [DRUR] [DRRR]
5. Next, we will apply the bow strokes to
the pitches and have the students sing
the finger numbers as they bow.
Instructor will refine as needed.
6. This same application technique will be
applied to “Mary”, if time permits.

ELD and ALD

 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.
At the completion of Lesson 7:
Based on what you learned as a I did not get as far in the lesson as I would
result of teaching this lesson, what have liked. However, we still made good
changes, if any, will you make to progress throughout the lesson. I physically
the next lesson? paced the lesson well, and we reviewed the
pieces as needed, and then learned bow hold
well and efficiently. Although I was unable to
get the bow on the strings, the students
learned how to hold the bow well and the next
lesson we will begin to play on the strings and
hopefully learn “HCB”.

Lesson 8
11/8/2019

Learning goal(s) 1. Students will be able to play on the

open D and A strings with the bow.

2. Students will be able to play the first half

of “Hot Cross Buns” with the bow.

Evidence and assessment of

learning (informal assessment,  Assessment for skill outcome:
student self-assessment, formal
1. Informal assessment: Instructor will
assessment)
aurally and visually assess if
students are using the bow properly
by checking if students are playing
one string at a time, using the bow
on the correct string, and giving
feedback on sound quality.

2. Informal assessment: Instructor will

assess the student’s playing of
“HCB” visually and aurally, and
asking students guided questions on
their performance.

How does lesson link to prior

learning and/or build on previous This lesson links the previous by taking prior
lesson to develop deep learning of pieces known in the repertoire with the
content? pizzicato technique and extends the skillset by
adding the bow to the pieces. This further
provokes learning of the original pieces the
 students already know and deepen their
learning by furthering their technical
performances of the pieces.

Learning activities
 1. Students will warm up with “Hot Cross
(what students do) Buns”, “Mary Had a Little Lamb”, and “Twinkle
Include, where appropriate, how Twinkle” with pizzicato.
you and your students will use
educational technology. 2. Two bowing activities:

a. Up like a rocket, down like a plane,

round and round like a choo-choo train.

b. Wind-shield wipers action

c. These activities engage the students

in fun games that include the bow, and
it ensures that they are holding the bow
securely and properly.

3. Students will perform an open string

exercise while using the bow:

a. DDDD – AAAA

b. Students will be required to sing “Up-

Down-Up-Down” as they play the open
strings with the bow.

4.Students will play “HCB” with the bow

Instructional strategies
1. I will begin the lesson with warming the
(what you do, key questions, and class up with “HCB”, “Mary Had a Little Lamb”
grouping) and “Twinkle” on pizzicato

a. Students will have to sing the pitches

and rests as they play.

2. Then I will have students take out their

bows and we will engage in 2 bowing activities.

a. Up like a rocket, down like a plane,

 round and round like a choo-choo train.

b. Wind-shield wipers action

3. After this, I will employ an open-string

bowing exercise.

1. DDDD - AAAA

2. Students will alternate upbows and

downbows with each respective pitch.

3. They will be asked to say which

direction they are going

a. Up-Down-Up-Down

4. Following this, I will have students apply this

to “HCB”. I will first have them use the bow
only on the open strings with the rhythm of the
piece.

a. [DRUR] [DRRR]

b. [URDR] [URRR]

5. Next, we will apply the bow strokes to the

pitches and have the students sing the finger
numbers as they bow. Instructor will refine as
needed.

ELD and ALD

 Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics

 A. Collaborative – 2) Interacting with

others in written English in various
communicative forms (print,
communicative technology, and
 multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 8:

Based on what you learned as a  My students had issues regarding behavior
result of teaching this lesson, what throughout the duration of this lesson, which
changes, if any, will you make to forced me to cut my activities short. We were,
the next lesson? however, able to review the pieces and play
the bow games. Unfortunately we were unable
to successfully play with the bow on the strings
this class due to the constant disruption, so it
is my goal to pursue that in the next lesson.

Lesson 9
11/14/2019

Learning goal(s) 1. Students will be able to play on the

open D and A strings with the bow.

2. Students will be able to play “Hot Cross

Buns” with the bow.

Evidence and assessment of

learning (informal assessment, Assessment for skill outcome:
student self-assessment, formal
1. Informal assessment: Instructor will
assessment)
aurally and visually assess if students
are using the bow properly by checking
if students are playing one string at a
time, using the bow on the correct
string, and giving feedback on sound
quality.

2. Informal assessment: Instructor will

assess the student’s playing of “HCB”
visually and aurally, and asking
students guided questions on their
 performance.

How does lesson link to prior

learning and/or build on previous  This lesson links the previous by taking prior
lesson to develop deep learning of pieces known in the repertoire with the
content? pizzicato technique and extends the skillset by
adding the bow to the pieces. This further
provokes learning of the original pieces the
students already know and deepen their
learning by furthering their technical
performances of the pieces.

Learning activities
1. Students will warm up with “Hot Cross
(what students do) Buns”, “Mary Had a Little Lamb”, and “Twinkle
Include, where appropriate, how Twinkle” with pizzicato.
you and your students will use
educational technology. 2.. Students will perform an open string
exercise while using the bow:

a. DDDD – AAAA

b. Students will be required to sing “Up-

Down-Up-Down” as they play the open
strings with the bow.

Instructional strategies
1. I will begin the lesson with warming the
(what you do, key questions, and class up with “HCB”, “Mary Had a Little Lamb”
grouping) and “Twinkle” on pizzicato

a. Students will have to sing the pitches

and rests as they play.

2. After this, I will employ an open-string

bowing exercise.

1. DDDD - AAAA

2. Students will alternate upbows and

downbows with each respective pitch.

3. They will be asked to say which

 direction they are going

a. Up-Down-Up-Down

3. Following this, I will have students apply this

to “HCB”. I will first have them use the bow
only on the open strings with the rhythm of the
piece.

a. [DRUR] [DR Retake]

b. [DRUR] [DR Retake]

c. [DUDU] [DUDU]

d. [DRUR] [DRRR]

5. Next, we will apply the bow strokes to the

pitches and have the students sing the finger
numbers as they bow. Instructor will refine as
needed.

ELD and ALD Part I: Interacting in Meaningful Ways

 A. Collaborative – 1) Exchanging
information and ideas with others
through oral collaborative discussions
on a range of social and academic
topics
 A. Collaborative – 2) Interacting with
others in written English in various
communicative forms (print,
communicative technology, and
multimedia)

Adaptations/accommodations for
students with specific learning Students will have a visual model of the music
needs on a board to refer to throughout the lesson, if
needed.

At the completion of Lesson 10:

Based on what you learned as a  Students will continuing preparation for their
result of teaching this lesson, what upcoming concert with extra focus on fine-
changes, if any, will you make to tuning technique with the bow. The students
understood all concepts of the lesson, so
the next lesson?
nothing needs to be re-taught.