REMOTE 6TH GRADE BAND

WITHIN <DISTRICT>
TEACHER GUIDE

SECONDARY UNIT
<DISTRICT> – FALL 2020
Rachel Mallon
 – Table of Contents –
Introduction ……………………………………………….……………………………………........................................ 2

Unit Goals with Standards Alignment …………………………………………………………........................... 3

Pacing Guide ……………………………………………….………………………………………………………………... 4

Weeks 1-8

Resource Summaries ……………………………………………….……………………………………………………. 6

Canvas

Zoom

Essential Elements 2000 / EEi

iPads

Concept Lessons and Assessments

Lesson #1 – ……………………………………………….………………………………………………………. 9

Lesson #2 – ……………………………………………….…………………………………………………….. 13

Lesson #3 – ……………………………………………….…………………………………………………….. 17

1
 – Introduction –

This unit is designed for remote 6th grade band at <DISTRICT>. These students are
basically beginners, as they went remote March 2020, halfway through their second
semester of beginning band. Although students were met with on a weekly basis and
expected to practice at minimum 30 minutes per week, this has caused a delay in some
students’ development as musicians. In Fall 2020, every K-12 student in the district is on
site two days a week and virtual for three days; with Wednesday as an all-students remote
day.
This class consists of 75 students with the smallest section being 1 and the largest
20 with an average of 8 students per zoom session. The sections are Flutes, Oboes,
Clarinets, Saxophones, Horns, Trumpet, Trombone, Baritone, Percussion, and First-Year
Students. Many of these students have taken private lessons with students from K-State or
even faculty from K-State.
Resources used for this classroom are Canvas, Zoom, Essential Elements 2000 Book
1 and 2, Essential Elements Interactive, and iPads provided by the district. Students will
meet weekly on Zoom as sections with one of the five teachers as sections for 30 minutes
on Wednesdays. On every other day of the school week, students are expected to submit
recordings and complete other canvas assignments due by Friday at 5pm.
As a student teacher for this class, I developed the canvas courses and mainly
worked with the clarinets. Lesson plans will be more guided towards clarinets but will
include coursework/outlines for the entire class. This unit is designed for the first four
weeks as a review/begin into new topics and concepts.

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 – Unit Goals with Standard Alignment –

By the end of this unit, students will…

 Perform a variety of dynamic levels utilizing good tone.

MU:Pr5.3.E.8a

 Establish musical and historical connections between music and historical events.
MU:Pr4.1.E.5a
MU:Cn11.0.T.8a

 Perform music with rhythmic and note accuracy with 85% accuracy.
MU:Pr6.1.E.5a

 Distinguish correct/incorrect rhythms and melodies through aural skills developed

through warmups.
MU:Re9.1.E.5a

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 – Pacing Guide –
<DISTRICT> requires all teachers, K-12, to provide pacing guides for every class for at
minimum two weeks at a time.
Before Band Students will…
Starts…  Identify their teacher.
(Weeks 1-3)  Know how to access Canvas and EEi.
 Complete an assignment in Canvas.
Learning Activities
 Introductions to What Band will look like this semester.
 Course guides, EEi, Canvas
 Expectations
 Canvas assignment: discussion question
Week 4 Objective:
Sept 14 – 18  Demonstrate how to put instrument together and hold it appropriately.
 Make a characteristic sound on instrument.
 Recognize music literacy terms from last year: Staff, barline, clef, key
signature, time signature, double bar line, repeat sign, tie, and slur.
 Play the first five notes and recognize them on the staff using whole, quarter,
half and eighth rhythms.
 Identify the difference between a slur and a tie.
 Create short rhythm patterns using whole, half, quarter and eighth rhythms.
Learning Activities / Canvas Assignments
Record the Following:
 Book 1: #17, 83, 113
 Book 2: #1-5 (selections from)
Week 5 Objective:
Sept 21 – 25  Continue working on week 2 objectives as needed.
 Review tempo terms: andante, moderato, allegro.
 Perform at three levels of tempo.
 Review dynamic terms: p, mp, mf, f.
 Create dynamic contrast.
 Compare and contrast the time signatures 2/4, 3/4 and 4/4.
 Review dotted rhythms.
 Demonstrate dotted rhythms.
 Practice non unison playing.
Learning Activities / Canvas Assignments
 Record Book 2 exercises: 1-10 (selections from)
 Parts of the Instrument Quiz
Week 6 Objective:
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Sept 28 – Oct 1  Continue working on previous week’s objectives as needed.
 Choose and demonstrate a major scale.
 Relate Maestoso to previously learned tempo terms.
Learning Activities / Canvas Assignments
 Book 2 exercises #1-14 (selections from)
 Scales sheets/Book 1 from last year, as needed
 Assignment: Play a Major scale. Choose from Concert B flat, A flat, E flat or F.
 Note Matching Quiz
Week 7 Objective:
Oct 5 – 9  Compare and contrast terms largo and vivace to previously learned tempo
terms.
 Continue working on previous week’s objectives as needed.
Learning Activities / Canvas Assignments
 Warm up: #1-5, selected from
 Review favorites #6-15
 Use #10 for Maestoso

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 – Summary of Resources –
CANVAS

This web-based, course management system allows for classes taught in

person and remote to be taught synchronously including assignments, grades,
syllabi, discussions, quizzes, and other information. <DISTRICT> fully adapted
Canvas for every class within the district and provides templates so classes can be
set up in similar ways across curriculums. Students and parents have access to
grades, assignments, and other resources. Through discussions, our students get to
interact with one another and have a modified social learning environment. Within
quizzes, students will not only review, but can learn small lessons that build upon
what they already know. Students submit videos/audio recordings through
assignments, where each student can receive individual feedback.
While designing the canvas course, I created individual pages for each
instrument with additional resources that may not be covered in a remote setting.
This includes care and maintenance for each instrument, necessary instrument
supplies, scales, interactive fingering charts, videos and recordings that highlight
each instrument, and videos to encourage self-exploration on their instrument. As a
fully remote classroom, we must encourage self-exploration as every student is on a
different journey to becoming a musician.
Across all grades, band accepts any late/revised work within a quarter with
no penalty. In a pandemic, it’s important to remain flexible with due dates with
students.

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ZOOM

This online video conference application allows for classrooms to meet as a

group synchronously for classes. Within the video chat, students can be placed into
smaller groups called “break out rooms” and work with peers and create social
connections within an online learning environment. Lessons/meetings can be
recorded, uploaded, and used as resources for students who were not present or
may have questions about what was covered within the lesson as they practice on
their own.

ESSENTIAL ELEMENTS 2000: BOOK 1&2 / EEi

Essential Elements 2000 is a band method book series published by Hal

Leonard corporation. Along with a purchase to an Essential Elements book, students
received an online access code for Essential Elements Interactive. This series of
method books has a variety of melodic material from various time periods and
cultures and includes many resources for individual instruments. With the pairing
of EEi, students can watch assigned instrument videos as well as play along to
metronomes and backing tracks made for each song.

iPADS

Every student within the district is 1 to 1 with an iPad. Each iPad comes
preinstalled with Mosyle, a software management system which allows students to
download approved applications and teachers can temporarily turn off applications
during a class. With the iPads, students are held individually responsible for
completing work, keeping up with grades and assignments, and that their device is
there each and every day.

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 – Concept Lessons & Assessments –

Lesson 1: Week 5 Lesson Plan …………………………………………………………………… 9

Lesson 2: Week 6 Lesson Plan …………………………………………………………………. 13

Lesson 3: Week 7 Lesson Plan …………………………………………………………………. 17

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 Lesson Plan for 6th Grade: Week 5 – 9/22/2020

Standards Being Addressed:

MU:Re8.1.E.5a
MU:Pr6.1.E.5a

Materials of Instruction:

Zoom, Essential Elements Book 2 (5, 6, 10), clarinet

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition:

Good morning class! It’s so nice to see you all again. For those who weren’t here last
week my name is Ms. Mallon and I’m a student teacher from K-State. Was everyone
able to find the video I sent on canvas on how to get into Essential Elements
Interactive? Were you able to get in? If you are still struggling to get in, try watching
the video then contact either Mr. Burr or I if you still need help. Today, we’re going
to be working out of Book 2. As a reminder, make sure your sound is muted and we
can provide better feedback if your video is on.

Activity #1 Objective: Students will identify the key signature, time signature, tempo, and
dynamics in 5. The Crawdad Song.
1. Review the notes for measures 1-4
a. T: We’re going to begin by looking at the No. 5: The Crawdad Song. Our first
note is the bottom-line E. Can you show me how to finger this E?
i. Check S for starting note
b. T: Great, let’s play that note together. (T plays note while S play silently) Our
next note is a G, which is all fingers off. Let’s play that note together (T plays
note while S play silently)
i. Repeat process for A
2. Identify KS, TS, T, R, and D
a. T: Now that we’ve reviewed those notes, we can start playing the first couple
measures. Before we get started, we need to identify a few things. For this,
unmute yourself and we will blurt out some answers. Make sure your
instrument is in a safe spot where it won’t get dropped.
i. Key Signature (if S don’t know the name, reference top of page)
ii. Time Signature
iii. Tempo – Allegro. What does this mean? What words can we think of?
iv. Rhythm – Clap it! Make sure to count off a full measure. Only do
measures 1-4, ask if S notice anything about the other measures (they
repeat!)
v. Dynamics – There are none.
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 3. Play through measures 1-4
a. T: Now that we know more about the piece, we’ll play it! Mute your mic and
play along with me. We’re just going to play until the end of measure 4.
i. Make sure all mics are muted, then give a measure of rest then play it
slowly.
b. T: Can you show me how you felt about playing that? Thumbs up for good
and ready to move on, middle for I could do some things better, and thumbs
down that was a struggle.
i. Assess!
4. Repeat 1-3 with the last line, skip KS, TS, T
5. Play through the whole piece
a. T: Now that we know all the parts, we can play the whole song.
i. Play the whole song, do the same thumb assessment.

Assessments:
Use the thumb assessments to keep the class at a good volume level and to
know whether to move on or not. Take note of students who may need more time
working on these skills and how we can assist them in our future lessons.

Transition/Closure:
That was great! Now we’re going to move onto number 6 and do the same thing.

Activity #2 Objective: Students will identify the key signature, time signature, tempo, and
dynamics in 6: America/God Save the Queen.
1. Review the notes for the whole piece
a. T: We’re going to begin by looking at the No. 6: America/God Save the Queen.
Our first note is the below the staff F. It’ll be this pinky. Can you show me
how to finger this F?
i. Check S for starting note
b. T: Great, let’s play that note together. (T plays note while S play silently) Our
next note is a G, and we just take the pinky off. Let’s play that note together
(T plays note while S play silently)
i. Repeat process for E, tell them to put both pinkies down. Mark it as an
LR. Deep breath not more breath.
ii. Repeat process for A
iii. Repeat process for Bb (not natural!!!!!! Ask S to show the difference)
2. Identify KS, TS, T, R, and D
a. T: Now that we’ve reviewed the notes, we’re going to do the same identifying
we did with The Crawdad Song. Unmute your mic and set your instrument
down safely.
i. Key Signature (if S don’t know the name, reference top of page)
1. Bb!!!!! It different.
ii. Time Signature
1. ¾ not 4/4
iii. Tempo – Andante. What does this mean? What words can we think of?
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 iv. Rhythm – Clap it! Make sure to count off a full measure.
v. Dynamics – Piano, how do we accomplish that? Do we use less air? Or
a different concentration? Think of it like blowing through different
sized straws.
3. Play through measures 1-3
a. T: Now that we know more about the piece, we’ll play it! Mute your mic and
play along with me. We’re just going to play until the end of measure 3.
i. Make sure all mics are muted, then give a measure of rest then play it
slowly.
b. T: Can you show me how you felt about playing that? Thumbs up for good
and ready to move on, middle for I could do some things better, and thumbs
down that was a struggle.
i. Assess!
4. Repeat 3 with the last 3 measures
5. Play through the whole piece
a. T: Now that we know all the parts, we can play the whole song.
i. Play the whole song, do the same thumb assessment.

Assessments:
Use the thumb assessments to keep the class at a good volume level and to
know whether to move on or not. Take note of students who may need more time
working on these skills and how we can assist them in our future lessons.

Transition/Closure:
(If time permits) That was great! Now we’re going to move onto number 10 and
do the same thing.

Activity #3 Objective: Students will identify the key signature, time signature, tempo, and
dynamics in 10: Trumpet Voluntary - Duet.

1. Identify KS, TS, T, R, and D (may not have time for playing the piece so start with
these)
a. T: We’re going to start this one by identifying things first. Unmute your mic
then set your instrument down safely.
i. KS: Same as 6
ii. TS: Back to 4/4
iii. T: Maestoso!! New!!! Majestic, march-like
iv. R: Clap through rhythm of each line. Repeats!
v. D: Forte
2. Review the notes for the whole piece
a. T: Let’s switch back to mute and start playing. Now we’ll start on the notes
for the top line. We’ll start with first space F. Can you show me that?
i. Check S for starting note
b. T: Great, let’s play that note together. (T plays note while S play silently) Our
next note is a G, and we just take the thumb off. Let’s play that note together
(T plays note while S play silently)
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 i. Repeat process for A, Bb, C
3. Play through measures 1-2
a. T: Now that we know the notes for this first line, we’ll play it! Mute your mic
and play along with me. We’re just going to play until the end of measure 2.
i. Make sure all mics are muted, then give a measure of rest then play it
slowly.
b. T: Can you show me how you felt about playing that? Thumbs up for good
and ready to move on, middle for I could do some things better, and thumbs
down that was a struggle.
i. Assess!
4. Repeat 3 with the first ending, then second ending
5. Play through the first ending, the second ending, then the whole piece.
a. T: Now that we know all the parts, we can play the whole song.
i. Play the whole song, do the same thumb assessment.

Assessments:
Use the thumb assessments to keep the class at a good volume level and to
know whether to move on or not. Take note of students who may need more time
working on these skills and how we can assist them in our future lessons.
Students will complete a weekly recording that consists of Book 1: 17, 83,
113 and Book 2: 2 of the following songs: 1, 2, 3, 4, 5

Transition/Closure:
Great job today! We’re going to talk about some of the coursework.

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 Lesson Plan for 6th Grade: Week 6 – 9/30/2020

Standards Being Addressed:

MU:Re8.1.E.5a
MU:Pr6.1.E.5a

Materials of Instruction:

Zoom, Essential Elements Book 2 (5, 6, 10), clarinet

Lesson Sequence:

Entry Activity/Transition:

As students enter Zoom, say hello and ask them how they’re doing. Ask them how
their semester is and how they’re enjoying band.
Good morning class! It’s so nice to see you all again. For those who weren’t here last
week my name is Ms. Mallon and I’m a student teacher from K-State. I hope you all
are excited for another day in band, I wish I could see you every day! Today we’ll be
working out of Book 2 (the red book). As a reminder, make sure your sound is
muted and we can provide better feedback if your video is on.

Activity #1 Objective: Students will identify and perform the key signature, time
signature, tempo, and dynamics in 6. America/God Save the Queen.
1. T: Today we’re going to start with number 6. Does anyone remember this piece?
(Ask S to identify that we did it last week) Yes, we did it last week! So, we’ll go a bit
more quickly through it this time since we already know how to do it.
2. Notes
a. Our first note is the below the staff F. It’ll be this pinky. Let’s play that
together.
i. T plays while S are muted
ii. Continue doing so with each note, review Bb vs B natural
3. Identify KS, TS, T, R, and D
a. Do you guys remember what we did last week with identifying the different
parts of the song? We’re going to do the same thing! Set your instrument in a
safe spot and I’ll call on some people to help identify.
i. Key Signature (if S don’t know the name, reference top of page)
1. Bb!!!!! It different.
ii. Time Signature
1. ¾ not 4/4
iii. Tempo – Andante. What does this mean? What words can we think of?
iv. Rhythm – Clap it! Make sure to count off a full measure.
v. Dynamics – Piano, how do we accomplish that? Do we use less air? Or
a different concentration? Think of it like blowing through different
sized straws.
13
 4. Play the piece
a. T: Now that we’ve done our research, we can play the song! We have some
options. Can you hold up a 1 if you want to play the whole song because you
got this or hold up a 2 if you want to start with the first 3 measures.
i. Assess students’ comfort with the song and do what most students are
comfortable with. When in doubt, review!
b. T plays while S play along silently.

Assessment:
T will ask S to do a thumbs up for that went great or thumbs down if they
need to do it again. T must keep in mind they are beginners that may not be
playing outside of band, how can we get one 30 minute rehearsal to stick for
a week?

Transition/Closure:

That was great! What was another song that we did last week? (S will answer 5)
Let’s do the same thing we did with this one.

Activity #2 Objective: Students will identify and perform the key signature, time
signature, tempo, and dynamics in 5. The Crawdad Song.
1. T: Just like with No. 6, we’re going to go a bit faster through this one.
2. Notes
a. Thumbs up if you want to review the notes, thumbs down if you think you
got it.
3. Identify KS, TS, T, R, and D
a. T: Now before we get started, we need to identify a few things. I’ll call on
some people to answer these. Set your instrument down in a safe spot.
i. Key Signature (if S don’t know the name, reference top of page)
ii. Time Signature
iii. Tempo – Allegro. What does this mean? What words can we think of?
iv. Rhythm – Clap it! Make sure to count off a full measure. Only do
measures 1-4, ask if S notice anything about the other measures (they
repeat!)
v. Dynamics – There are none.
4. Play the piece
a. T: Now that we’ve done our research, we can play the song! We’ll review
these lines since it’s a bit longer. Hold up a 1 if you would like to start with
each individual lines and hold up a 2 if you want to start with two lines at a
time.
i. Assess students’ comfort with the song and do what most students are
comfortable with. When in doubt, review!
b. T plays while S play along silently.

Assessment:
T will ask S to do a thumbs up for that went great or thumbs down if they
14
 need to do it again. T must keep in mind they are beginners that may not be
playing outside of band, how can we get one 30-minute rehearsal to stick for
a week?

Transition/Closure:

That was great! Now we’re going to move onto something new.

Activity #3 Objective: Students will identify and perform the key signature, time
signature, tempo, and dynamics in 10. Trumpet Voluntary – Duet.
1. Notes
a. Now in the past two songs we learned the notes, so we’ll copy paste what we
learned into here!
2. Identify KS, TS, T, R, and D
a. KS
i. F (top of page)
b. TS
i. 4/4
c. T
i. Maestoso! New term!!! Majestic, march-like
d. Rhythm
i. Ask S what the second ending is and how it works
ii. Clap tap rap each line together
e. Dynamics
i. Forte, big air
3. Play Together
a. Play through measures 1-2
i. T: Now that we know the notes for this first line, we’ll play it! Mute
your mic and play along with me. We’re just going to play until the
end of measure 2.
1. Make sure all mics are muted, then give a measure of rest then
play it slowly.
ii. T: Can you show me how you felt about playing that? Thumbs up for
good and ready to move on, middle for I could do some things better,
and thumbs down that was a struggle.
iii. Assess!
b. Repeat 3 with the first ending, then second ending
c. Play through the first ending, the second ending, then the whole piece.
i. Repeat with the second part too.
d. T: Now that we know all the parts, we can play the whole song.
i. Play the whole song, do the same thumb assessment.
4. How the duet sounds
a. EEi
b. Play the duet with the melody, have S identify the different rhythms, show
them how to make it slower too.
Assessments:
15
 Use the thumb assessments to keep the class at a good volume level and to
know whether to move on or not. Take note of students who may need more time
working on these skills and how we can assist them in our future lessons.
Students will complete a canvas quiz labeling the parts of the instruments and a
weekly recording consisting of a 1 octave major scale (F, Bb, Ab, or Eb).

Transition/Closure:
Great job today! We’re going to talk about some of the coursework.

16
 Lesson Plan for 6th Grade: Week 7 – 10/7/2020

Materials of Instruction:

Zoom, Essential Elements Book 2 (10), clarinet, EEi

Lesson Sequence:

Entry Activity/Transition:

As students enter Zoom, say hello and ask them how they’re doing. Ask them how
their semester is and how they’re enjoying band.
Good morning class! It’s so nice to see you all again. For those who weren’t here last
week my name is Ms. Mallon and I’m a student teacher from K-State. I hope you all
are excited for another day in band, I wish I could see you every day! Today we’ll be
working out of Book 2 (the red book). As a reminder, make sure your sound is
muted and we can provide better feedback if your video is on.

Activity #1 Objective: Students will identify and perform the key signature, time
signature, tempo, and dynamics in 10. Trumpet Voluntary – Duet.
1. T: Today we’re going to start with number 10. Does anyone remember this piece?
(Ask S to identify that we did it last week) Yes, we did it last week! We only got
through the top line last week, so we’re going to review and then learn the bottom
line.
2. Identify KS, TS, T, R, and D
a. Do you guys remember what we did last week with identifying the different
parts of the song? We’re going to do the same thing! Set your instrument in a
safe spot and I’ll call on some people to help identify.
i. Key Signature (if S don’t know the name, reference top of page)
1. Key of F
2. Bb!!!!! It different.
ii. Time Signature
1. 4/4
iii. T
1. Maestoso! New term!!! Majestic, march-like
iv. Rhythm
1. Ask S what the second ending is and how it works
2. Clap tap rap each line together
b. Dynamics
i. Forte, big air
3. Notes on First Line
a. Our first note is the first space F. (Show S, ask S to show T) Let’s play that
together.
i. T plays while S are muted
ii. Continue doing so with each note
4. Play the First Line
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 a. T: We’re going to play the first line 2 measures at a time
b. T plays while S play along silently.
c. Put together through the first ending then through the second ending
d. Play the whole line with repeats!
5. Notes on Second Line
a. T: Now we’re going to be looking at our bottom line. Our first note on the
bottom line is an A below the staff, can you show me the fingering for that?
i. Review each note like this in the bottom line. Review Bb vs B natural
6. Play the Second Line
a. T: We’re going to play the first line 2 measures at a time
b. T plays while S play along silently.
c. Put together through the first ending then through the second ending
d. Play the whole line with repeats!
7. Switch to EEi
a. Show how to get into Music Studio, get the correct song pulled up, correct
instrument, play with melody to hear how it sounds with the two lines
together, play it slow.

Assessment:
T will ask S to do a thumbs up for that went great or thumbs down if they
need to do it again. T must keep in mind they are beginners that may not be
playing outside of band, how can we get one 30-minute rehearsal to stick for
a week?

Transition/Closure:

That was great! I love making music with you and I’m really excited for when
we’re back in band class like normal.

Review with students about assignments, tell them goodbye 

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