Rehearsal Lesson Plan

Name: Emma Fettig Date: 4/18/23

Ensemble: Concert Band Voicing (choral):
Berklee
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately play the through measure 36 of The Tempest by Robert W. Smith.
Students will be able to expressively and accurately play through the dynamic markings of the first 36 measures of this selected piece.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings.

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.)
Tune up to the key of A minor.
Play up until measure 18.
Play up until measure 36
7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Long tones on an ascending major scale, to check that students are all in tune with each other in the key of A minor.
1. 2 minutes
2. A tonguing exercise on A get their chops warmed up for the large amount of accented rhythms in the piece.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F. 15 MINUTES
THE TEMPEST - Robert W. Smith
Students will sight read the first 18 measures of the piece. As needed the conductor will go back and rehearse and critique anything that needs
working on. There will be a focus on the dynamics and strong entrances throughout the beginning. Once this is solidified measures 19-36 will
be the next focus.

Title/Composer:
Title/Composer:
Title/Composer:
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: Concert Band Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately play the through measures 36-63.
Students will be able to expressively and accurately play and distinguish the difference between the accented and legato sections of the piece.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings
Familiarity with the piece is present as they played through measure 36 in the previous lesson.

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of A minor.
Play m.36-44
Play m.44-63

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Legato, ascending major scale, to check that students are all in tune with each other in the key of A minor.
1. 2 minutes
2. A tonguing exercise on A get their chops warmed up for the large amount of accented rhythms in the piece.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.

THE TEMPEST - Robert W. Smith

Students will sight read into the measures 36-44 to begin. The focus should be on being very accented and the
Title/Composer:
large crescendo to fortissimo at 44. This section should already be familiar. Next students will move onto
15 MINUTES

Title/Composer:
measures 45-63. This section should be very legato and smooth with a focus on dynamics to add color. At
measure 63 students should practice the accent on beat 1 and stop there. This will transition into next lesson.
Title/Composer:
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: Concert Band Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately play the through measures 63 to the end of the piece.
Students will be able to expressively and accurately fine tune the dynamics and accents of the piece to add the most expressive qualities possible.

2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings
Familiarity with the piece is present as they played through measure 63 in the previous lesson.

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of A minor.
Play m.63-the end of the piece.
FINE TUNE all markings in score.

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Legato, ascending major scale while making sure to crescendo up and decresc. down, to check that students are all in
tune with each other in the key of A minor and listening to each other and the conductor.
1. 2 minutes
2. A tonguing exercise on A get their chops warmed up for the large amount of accented rhythms in the piece.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.
THE TEMPEST - Robert W. Smith
Students will play from measure 63 to the end of the score. The rest of the piece should be rather familiar. Once
Title/Composer:
they are playing through proficiently enough and in tune, conductor will break down each section in the final two 20 MINUTES
pages of the music to practice each major dynamic change. Students should also note the major differences
Title/Composer:
between strong accents and legato moments throughout the score. Students will then run through the whole piece
Title/Composer:
from start to finish.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?