Secondary Teaching Unit

Children’s March
Percy Grainger / Arr. Douglas Wagner

Carrie Goodson

Wind Ensemble

Junction City High School

Spring 2020
Objectives
Title: Children’s March

Composer: Percy Grainger / arr. Douglas Wagner

Publisher: Alfred Publishing Co.

Grade Level: Medium Easy / Grade 3

Learning Goals:

• Develop an understanding of the melodic content of the piece was constructed and placed
through knowledge of the scales it is built upon.
o National Standard: MU:Re7.2.E.Ia Explain how the analysis of passages and
understanding the way the elements of music are manipulated inform the response to
music.
• Identify the composer’s movement of what sections have the melody, countermelody, and bass
line through listening skills in rehearsal.
o National Standard: MU:Re8.1.E.IIa Support interpretations of the expressive intent and
meaning of musical works citing as evidence the treatment of the elements of music,
contexts, (when appropriate) the setting of the text, and varied researched sources.
• Differentiate between different articulation markings (staccato, marcato, tenuto) and perform
them with audible differences in sound.
o National Standard: MU:Pr4.2.E.IIa Document and demonstrate, using music reading
skills where appropriate, how compositional devices employed and theoretical and
structural aspects of musical works may impact and inform prepared and improvised
performances.
• Explore complex rhythms through accurate reading and analyzing of music.
o National Standard: MU:Pr4.1.E.Ia Explain the criteria used to select a varied repertoire
to study based on an understanding of theoretical and structural characteristics of the
music, the technical skill of the individual or ensemble, and the purpose or context of
the performance.

Technology Use:

• Metronome
• Tuner on stand
• Recording device (teacher in rehearsal) – Recordings played back for students later
• Powerpoints
• Digital timer projected for students at the beginning of rehearsal
Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 5 Date: 1/28/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, and 8th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the warm up sequence with few (5-10) rhythmic or note errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Rhythm
2. Notes – Key Signature
3. Tone
4. Pitch
5. Dynamics
6. Entrances & Releases - Confidence

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to ensure
everyone understands. Getting students moving occasionally to
keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Habits of A Successful Middle School Musician, Scott Rush Talk less, give concise feedback, keep more students engaged when
providing feedback/working with specific sections.

National Standards Addressed

MU:Pr4.3.E.8a Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

8:35 Stretching / Relaxed breathing, easy Get students awake, in mindset for Are students actively participating?
Breathing stretching to get class band.
going.
Prepare for rehearsal, encourage
Not too much time – move deep & relaxed breath.
on to exercises.

8:37 Intervals Pattern D Develops students’ abilities to tune Are students actively making
intervals, develop an aural adjustments when intervals are out
Moving by half steps, awareness off intervals. of tune?
increasing interval jumps.
8:40 Whole Tone Pattern A Develop an aural knowledge of the Are students playing the correct
whole tone scale. pitches?
Whole tone scale, pattern 1

8:42 Attack Patterns Pattern D Develop student ability to hold Aurally, Informal
notes for the full duration without
Half notes à Half rests tone suffering, end notes in Assess students against the
character while balancing to lower following checklist (listed in order
voices. of importance):
1. Note Length
2. Entrances
3. Releases
4. Tone
5. Notes
6. Pitch

8:45 Scales Concert F Major Increase student familiarity with Aurally, Informal
major scales and specifically the F
Patterns, major scale, major scale. Develop students’ Assess students against the
arpeggio, thirds, and aural understanding and following checklist (listed in order
chromatic scale. identification of major scales. of importance):
1. Articulation Style
2. Entrances – Confidence &
Accuracy
 3. Rhythm
4. Notes
5. Tone
6. Pitch
7. Dynamics

8:50 Lip Slurs Pattern G Help brass become more flexible Aurally, Informal
with their embouchure, increase
Woodwinds do chromatic student familiarity with chromatic Assess students against the
pattern, brass do lip slurs. scale, increase student following checklist (listed in order
independence in parts. of importance):
1. Chromatic Scale – Note
Accuracy
2. Chromatic Scale –
Rhythm/Pulse
3. Lip Slurs – Smooth slur
between pitches
4. Lip Slurs – Tone

8:52 Articulations Pattern D Practice keeping staccato notes Are students able to perform notes
short and light – not chopping or marked staccato with a light, short
Staccato quarter notes having a forced/cut off sound sound?

8:54 Dynamics Pattern D Develop student ability to play at ff Aurally, Informal

level without blasting –
Ff à p maintaining round tone. Assess students against the
following checklist (listed in order
Crescendo and decrescendo of importance):
smoothly and evenly. 1. Tone
2. Dynamics
3. Crescendo/Decrescendo –
Even & Smooth
4. Note Duration

8:56 Chords Pattern D Develop student ability to tune and Are students balancing the chord
balance chords when played. properly – more on the bottom of
the chord, less on the top?
8:58 Chorale Chorale #2 Play musically and lyrically. Aurally, Informal
Develop ability to accurately
Ask a student to be portray character of the music. Assess students against the
“musical leader” – take following checklist (listed in order
charge of making musical of importance):
decisions and everyone in 1. Tone
the band tries to move with 2. Dynamics
them. 3. Crescendo/Decrescendo –
Even & Smooth
4. Note Duration
5. Balance

9:04 Rhythm Vocab Exercises 7 & 8 Patterns to increase comfort with Are students able to comfortably
various combinations of different clap the rhythm and then perform
Rhythmic patterns. First note values. on their instrument?
section is rhythm, second
section is the rhythm with
assigned pitches.

9:10 Sight Reading Exercise 14 Increase student comfort with sight Aurally, Informal
reading musical excerpts and
developing musical literacy. Assess students against the
following checklist (listed in order
of importance):
1. Rhythms
2. Notes
3. Key Signature

9:20 Done Done. Stop. STOP.

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 3 Date: 2/10/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, 8th, 16th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.

MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:00 Play KSU Wind Play KSU recording with Encouraging students to think Informal
Ensemble guided listening questions: critically about musical
recording of performances. Participation in thoughtful group
Children’s March What did you hear? discussion.
- Style Listening skills – Listening to
Reflect / Discuss - Dynamics performances and being able to
- Articulation discuss with others.

Discuss with people around

you, then discuss as a class.
9:10 Background Discuss background of Help students develop a better
piece before playing. understanding of the context of the
piece.
“Written for Karen Holten,
someone he became fond of Understanding the composer’s
through mail. They wrote intent and their personal meaning
each other for 8 years, but of the piece.
didn’t marry because of
Grainger’s mother, who Students can connect with it better
most describe as if they understand it – know why
overbearing and possessive Grainger wrote it.
towards Grainger.”

“Over the Hills & Far

Away”
 “To my playmate beyond
the hills”
9:14 Play Theme B Play theme B Drawing connections between what Aurally, Informal
students addressed from the
Focus on adapting what was recording to their playing. Assess students against the
heard in the recording to following checklist (listed in order
playing What did you hear in the recording of importance):
that you could try with this section? 1. Note Accuracy
Style 2. Rhythm
*Constantly remind about key 3. Entrances – Confidence &
signature* Accuracy
4. Articulation – Style
5. Tone
6. Dynamics
7. Pitch

9:20 Run large chunk Play a large chunk of the Solidify areas that were rehearsed Aurally, Informal
piece. previously.
If time, start at Assess students against the
beginning and go Transfer discussion about style to a following checklist (listed in order
until time’s up large chunk of the piece. of importance):
1. Articulation Style
If less time, start at Check continuity of the piece – 2. Entrances – Confidence &
44 or 76 Transitions between sections Accuracy
3. Rhythm
4. Notes
5. Tone
6. Pitch
7. Dynamics

9:27 Done Done. Stop STOP

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 5 Date: 2/19/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, 8th, 16th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.

MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate
their success.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:30 Working Working Backwards Developing continuity Aurally, Informal
Backwards
Solidify phrases Comfort with moving between key Assess students against the
Start at 125, go to signatures following checklist (listed in order
140 Developing comfort with a of importance):
section by adding phrases to Key change is the focus 1. Note Accuracy – Key
117 to 140 the front end – Students 2. Rhythm
continue to rep the section Key Things: 3. Entrances – Confidence &
109 to 125 they were least comfortable - Confidence Accuracy
with while adding more - Play out / dynamics 4. Articulation – Style
93 to 125 material before it each time. - Articulations (short/light, 5. Tone
smooth/connected) 6. Dynamics
85 to 140 - Rests are a thing à Don’t 7. Pitch
guess or rush

9:45 Done Done. Stop STOP

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 6 Date: 2/21/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, 8th, 16th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.

MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate
their success.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:25 Working Working Backwards Developing continuity Aurally, Informal
Backwards
Solidify phrases Last 4: Even sus. Notes, last 8th Assess students against the
4 from the end together following checklist (listed in order
Developing comfort with a of importance):
221-End section by adding phrases to 221-end: Stagger breath, even sus., 1. Note Accuracy – Key
the front end – Students balance sus & 8ths 2. Rhythm
217-End continue to rep the section 3. Entrances – Confidence &
they were least comfortable 217-end: Dotted HalfàQuarter Accuracy
213-221 with while adding more held out, line 8ths, style 4. Articulation – Style
material before it each time. 5. Tone
205-End 213-221: Style, vert. align., balance 6. Dynamics
7. Pitch
205-231: Notes, style, rhythm
9:32 Working Forwards Working Forwards Developing continuity Aurally, Informal

1-8 Solidify phrases Comfort with moving between key Assess students against the
signatures following checklist (listed in order
9-21 Developing comfort with a of importance):
section by adding phrases 1-8: Style, entrance in saxes 1. Note Accuracy – Key
1-21 ton – Students continue to 2. Rhythm
rep the section they were 9-21: Rhythm, style, dyn, vert. 3. Entrances – Confidence &
21-44 least comfortable with align. Accuracy
while adding more material 4. Articulation – Style
44-53 before it each time. 5. Tone
21-53 6. Dynamics
 7. Pitch
1-53
9:39 Full Run – If Time Full run of piece Solidify isolated areas from Aurally, Informal
rehearsal
Assess students against the
Check continuity of piece – Can following checklist (listed in order
they make it through the whole of importance):
piece? Mark areas that were rough 1. Note Accuracy – Key
to practice later 2. Rhythm
3. Entrances – Confidence &
Accuracy
4. Articulation – Style
5. Tone
6. Dynamics
7. Pitch

9:45 Done Done. Stop STOP

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 7 Date: 2/26/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, 8th, 16th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.

MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate
their success.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:30 Rehearse Theme A All play at the same time, Developing consistency/uniformity Aurally, Informal
altogether starting at these measures of style across sections.
Assess students against the
Theme A When this theme is repeated following checklist (listed in order
CL 1 & 3 - 53 throughout the piece, this activity of importance):
BCL - 21 will help it sound more consistent. 1. Note Accuracy – Key
BSN - 21 2. Rhythm
AS - 53 It will also limit times I’ll have to 3. Entrances – Confidence &
TS - 44 rehearse the same thing repeatedly Accuracy
BS - 21 by having them all play at the same 4. Articulation – Style
TPT - 85 time to correct this theme now. 5. Tone
6. Dynamics
Focus on style, rhythmic and note 7. Pitch
accuracy.

9:35 Rehearse Theme B All play at the same time, Developing consistency/uniformity Aurally, Informal
altogether starting at these measures of style across sections.
Assess students against the
Theme B When this theme is repeated following checklist (listed in order
Fl - 109 throughout the piece, this activity of importance):
CL 1 - 109 will help it sound more consistent. 1. Note Accuracy – Key
CL 2 - 133 2. Rhythm
CL 3 - 133 It will also limit times I’ll have to 3. Entrances – Confidence &
BCL - 45 rehearse the same thing repeatedly Accuracy
BSN - 45 by having them all play at the same 4. Articulation – Style
AS 1 - 77 time to correct this theme now. 5. Tone
 AS 2 - 133 6. Dynamics
TS - 69 Focus on style, rhythmic and note 7. Pitch
BS - 45 accuracy.
TPT - 101
TBN - 69
BAR - 109
TU - 77

9:40 Large Chunk Rehearse a chunk that Solidify isolated areas from Aurally, Informal
allows students to put the rehearsal
21 to 109(ish- spots just practiced into use Assess students against the
depends on time) – Get as many people Playing the themes in context of following checklist (listed in order
playing the themes in the piece, applying what was just of importance):
context worked on to the entirety of the 1. Note Accuracy – Key
piece. 2. Rhythm
3. Entrances – Confidence &
Accuracy
4. Articulation – Style
5. Tone
6. Dynamics
7. Pitch

9:45 Done Done. Stop STOP

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 9 Date: 3/2/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, 8th, 16th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as
well as performers’ technical skill to connect with the audience.

MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate
their success.

MU:Re9.1.E.IIa Evaluate works and performances based on research as well as personally- and collaboratively- developed criteria, including analysis and
interpretation of the structure and context.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:10 Listen to the Listen to the recording of Get students engaging in self- Informal
beginning of their full run and respond to assessment.
recording of their questions: Are students participating in
full run from last - What went Develop listening skills – being thoughtful discussion?
class. well/what was able to identify elements of a
successful? musical performance
(Stop @ 2:33, pick - What could use
up there next class) improvement/what Develop musical literacy through
can we work on? engaging in discussion over
How? musical elements.

9:20 Rehearse spots Measures Students play larger role in Aurally, Informal
identified by 7: cl rehearsal direction. They pointed
students last 61-69: cl 2 out these areas at the end of Assess students against the
rehearsal 133-149: tpt previous rehearsal and now can following checklist (listed in order
153-157: quarter, 2 8ths help with rehearsing. Geared more of importance):
more (bsn, as2, ts, bs, tbn, towards student-lead rehearsal with 1. Note Accuracy – Key
tu) guidance from me. 2. Rhythm
157-189: tpt 3. Entrances – Confidence &
165-197: cl 1/as 1, cl2/as 2, Students feel more ownership in Accuracy
cl3/ts rehearsal. 4. Articulation – Style
180-189: as 1/bsn louder 5. Tone
(alone) 6. Dynamics
 189-205: rhythm/alignment 7. Pitch
197-200: fl
201-205: tpt
204-221: fl, as 1, tpt @ 204,
melody (cl 1/3, bsn, bs)
9:40 Rehearse large Chunk consisting with as Solidify areas students wanted to Aurally, Informal
chunk (if time) much of what was hit today rehearse.
as possible – Dependent on Assess students against the
time left Practice in context of a larger run following checklist (listed in order
of the piece. of importance):
Options for Chunk 1. Note Accuracy – Key
61-221 (Ideal) Increase students’ comfort with 2. Rhythm
playing large chunks of the piece 3. Entrances – Confidence &
153-221 (Most Likely) without stopping. Continuity Accuracy
4. Articulation – Style
5. Tone
6. Dynamics
7. Pitch

9:45 Done Done. Stop STOP

Lesson Planning Framework

Teacher/Conductor’s Name: Carrie Goodson

Rehearsal: 10 Date: 3/4/2020 Class: Wind Ensemble

Prior Knowledge/Skills (What do already know and can do?):

• Fundamental technique of playing their instrument.
• Counting, clapping, and playing rhythms with varying whole, half, quarter, and 8th note/rest patterns.
• Differentiate between melodic material, supporting material, and the bass line.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with you?)
Students will be able to perform the piece Children’s March from beginning to end without stopping and few (8-12) rhythmic, note,
and articulation errors.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Students will be assessed through informal observation using the following checklist (listed in order of importance):
1. Notes
2. Rhythm
3. Entrances – Confidence & Accuracy
4. Articulation Style
5. Tone
6. Pitch
7. Dynamics

Relevant Contextual Factors: Modifications/Accommodations needed:

• First class of the day Involving students in the error detection process. Identifying,
• 35 Students, upper level analyzing, and explaining various elements and concepts to
ensure everyone understands. Getting students moving
occasionally to keep them awake.

Instructional materials, resources, & Technology: Personal Improvement Objective:

Children’s March, Percy Grainger arr. Wagner Talk less, give concise feedback, keep more students engaged
when providing feedback/working with specific sections.
National Standards Addressed
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.

MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.

Rehearsal Plan (A step by step plan for the rehearsal - with timing - that leads to your objective.)

Time Activity Description Purpose of Activity Assessment

9:00 Play first half of Play from the beginning of Solidify what was worked on last Aurally, Informal
Children’s March Children’s March to rehearsal. Last time, we listened to
measure 133. the recording of the full run and Assess students against the
isolated concepts in the beginning following checklist (listed in order
of the piece. Now, we’ll run the of importance):
first half to check what information 1. Note Accuracy
was retained between last class and 2. Rhythm
now. 3. Entrances – Confidence &
Accuracy
4. Articulation
5. Tone
6. Dynamics
7. Pitch

9:05 Play second half of Play the second half of the Encouraging students to think Are students participating?
recording. recording from the full run critically about musical
of the piece (starting at performances. Are students engaging in the
measure 133, recording discussion?
time 2:33). Providing students an opportunity
for self-reflection and assessment. Are students following along with
Have students identify large the recording by watching their
concepts that can be Providing students with a different parts and air-playing?
improved based off of the perspective of their playing they
recording – Talk with don’t usually get – from the
partners then share as a audience vs. as the performer.
class.
9:10 Play second half of Play the second half of the Isolate sections that were identified Aurally, Informal
piece. piece. Focus on the area by the students in a previous class
period.
 where students got lost last Assess students against the
time (measure 180). Prepare the students for a following checklist (listed in order
successful full run of the piece. of importance):
Prepare them for a second 8. Note Accuracy
try at a full run. What needs 9. Rhythm
to change/what can we do 10. Entrances – Confidence &
to make this attempt better? Accuracy
11. Articulation
12. Tone
13. Dynamics
14. Pitch

9:15 Full Run Play the entire piece from Solidify areas that were rehearsed Aurally, Informal
(If Time) beginning to end without previously.
stopping. Assess students against the
Check continuity of the piece – can following checklist (listed in order
the make it through a full run? Is it of importance):
improved compared to last time? 1. Articulation Style
2. Entrances – Confidence &
Accuracy
3. Rhythm
4. Notes
5. Tone
6. Pitch
7. Dynamics

9:20 Done Done. Stop STOP