Name: Katherine McAllan Date: 2/16/23 (Lesson 2) Period: 2

Ensemble or Class: Which ensemble or class is this lesson plan for? Lesson Topic: If you’re running a rehearsal, enter

Second grade Mrs. Smith, Beginning Band 1, Accabells “Rehearsal: (rep. titles)” If you’re running a portion

of the rehearsal, enter what activity you’re doing ie:

“warm-up”, “sectional”, “individual lesson”? If you’re

teaching piano or guitar individually, then indicate

that here as well.

Warmup

Standards: (CCSS/NGSSS) What standards are being taught today. These might repeat often during a rehearsal cycle or

general music unit.

MU.912.S.2 : Development of skills, techniques, and processes in the arts strengthens our ability to

remember, focus on, process, and sequence information.

MU.912.S.3.3 : Transcribe aurally presented songs into melodic and/or rhythmic notation to show

synthesis of aural and notational skills.

Long Term Goal: What’s the end goal of this lesson? Winter Concert? Solo & Ensemble? Candlelight? MPA? AP Theory Test?

Piano/Guitar Recital? Increased music literacy and appreciation? Increase frequency of active listening skills? For what

reason are you teaching/rehearsing this lesson?

Get ready for MPA

Instructional objectives(s): Students will rehearse “Stetson Fight Song” and perform the rhythms at 80% accuracy.

Students will rehearse “Ode to Stetson” and perform indicated phrase markings 95% of the time. Student will answer
teacher prompted Theory questions with 100% accuracy. These are not your procedures, just your overall objective for the

rehearsal or class. What’s your main focus for each of today’s activities and how accomplished do you want them to be by

the end of the period? Use these objectives to guide your procedures and your assessments.

Students will count the rhythm presented with 95% accuracy at first reading

Students will count the rhythm with 100% accuracy at the second time reading through

Students will play the rhythm with 100% accuracy at the first time playing through.

Key Vocabulary (are you using any new or important Instructional Materials/Resources/Technology:

musical vocabulary terms today?) List any out of the ordinary items/technology you plan to

use for today’s rehearsal or class? Are you playing a

recording? Include hyperlinks to videos & websites

Rhythm 101 book

Critical Thinking: Lesson Structure:

Each rehearsal or lesson must have at least two Critical For example…Announcements, warm-up, sight-reading,

Thinking (CT) tasks or questions. Tasks or questions must be and repertoire. What overall structure is today’s class or

from the categories of Analyze, Evaluate, or Create to be rehearsal?

considered CT. Refer to pdf provided (email). List/describe

those questions or tasks here. Breathing exercise

Bb Scale

What can you do on your instrument to get sound moving? Harmony in Bb

How will the rhythm in 101 transfer to Fortress and Rhythm 101

Showbow?

Is there any other piece that you have played or listened to

that has this rhythm?

Where is a spot where you think that you may make a

mistake?
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)

Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow

How long List every step of your lesson/rehearsal. How will you introduce Explain briefly how you’ll assess each

will you the repertoire or lesson? Assess or activate prior knowledge, step of the rehearsal or lesson. I’m

spend on motivate students to learn? How will the rehearsal or lesson looking for more than… “observe” or

each develop and proceed? What steps will you follow? What are the “listen” How do you “know” the

procedure? students expected to do? How will you close your trombones are tuning with the tubas?

lesson/rehearsal? What are you listening for? “Listening

for beats between the open P5”

Introduction Procedures:

Announcements by Mr: Robinson

1 Minute Breathing exercise: In for 4 sizzle out for 4. Four times Are people sizzling? Are they breathing

Long tone F concert together?

4 minutes Lesson/Rehearsal Procedures: Are people playing in the right key?

Bb scale in whole notes. Listening across ensemble

Harmony in Bb Listening for large sound

air? Listening for smooth transitions

between notes for all instruments,

Listening for blend between woodwinds

and brass

Focus on tone. Blend is important. Even

temperament.

Rhythm 101 Line 34. 4/4 passage focusing on dotted rhythms,

16th notes, and 1st 2nd endings. Students must ALL play notes

and rhythms correctly before this exercise will be done. Listening for everyone playing. Not

playing is the same mistake as playing in

Start with counting the rhythm and sizzling for those the wrong spot!

uncomfortable with counting. Once there is a 95% level of Are students using the correct terms for

accuracy, switch to the instrument each beat? (1 on 1, e on e, etc.)

Listen for sizzling and counting on the

correct beat with the correct