Lesson Plan 1

Date: 10/07/2015

Class: Wind Ensemble Clarinets

Grades: 7th and 8th Grade

School

Location: Woodoaks Junior High

Resources and Materials:

Clarinet
Pencil
Listening examples
o Dizzy Fingers Nevsky Clarinet quartet
o Trois Pieces for Woodwind Quartet Jaques Ibert
o Super Mario Bro. Theme arr. Koji Kondo
Desired Results
Goals:
Illinois State Standards:
26.A 4d: Demonstrate the ability to read written notation for an
instrumental part.
26.B 2c: Play instruments demonstrating technical skill.
27.A: Analyze how the arts function in history, society and everyday
life.
National Standards:
Anchor Standards.
#11: Relate artistic ideas and works with societal cultural, and
historical context to deepen understanding.
#8: Interpret intent and meaning in artistic work.
Learning Objectives:
Students will be able to demonstrate an understanding of chamber
music by participating in a presentation and then connect knowledge
learned to a discussion. Students will also be asked questions
throughout the presentation to engage them in them in learning.
(Anchor Standard 8, 11, IL 27.A)
Students will be able to demonstrate knowledge of sight-reading skills
by reading through different chamber pieces. (IL 26.B 2c, IL 26.A 4d)

Lesson Outline:
Brief Power-point presentation introducing Chamber Music
Prezi power point
o Support IEP student by asking him questions regarding the
slides
o Support ELL student by having him repeat directions and
check in on him with understanding
Sight Reading
Sight Reading through two different clarinet quartets Find a piece that the class connects with and is interested in
playing for the remainder of the unit
Ask students:
o What is the first thing you do when you look at a piece of
music?
o Reference the music in front of them
o Ask students to take a pencil and mark in important
reminders with you
o (Time Signature, Key Signature, Tempo, Accidentals,
Dynamics, Tempo Changes, Key Changes, Unfamiliar
Rhythms)
Counting
Sing through melody/ rhythm in your head
Clap and count the first line (or piece)
Clap and count the first line of the piece
Conclusion:
Settle on one piece and discuss what makes the piece exciting to
them
Sign post to next lesson (Finding melodic parts within each line)
o Guide students to look in their part when they practice to
see when they have a melodic line
Assessment Evidence:
Guided questions during the power-point for students to respond to
and engage in
Exit slip
Question regarding material presented in the power-point that all
students will turn in at the end of class
o ELL student can have more time to complete if needed

Lesson Plan 2
Date: 10/14/2015

Class: Wind Ensemble Clarinets

Grades: 7th and 8th Grade

School

Location: Woodoaks Junior High

Resources and Materials:

Clarinet
Pencil
Prayer Humperdinck
Dizzy Fingers Nevsky Clarinet Quartet
Desired Results
Goals:
Illinois State Standards:
26.A 4d: Demonstrate the ability to read written notation for an
instrumental part.
27.A 3c: Identify and describe changes in elements and expressive
qualities
National Standards:
Anchor standards
#7: Perceive and analyze artistic work.
#9: Apply criteria to evaluate artistic work.
#10: Synthesize and relate knowledge and personal experiences to
make art.
Learning Objectives:
The student will demonstrate an understanding of dynamics by
adapting to different dynamics while playing scales. Another way the

student will demonstrate an understanding of dynamics is by playing

louder when it is their parts time to shine during the chamber piece,
and by playing softer when it is other parts time to shine. (IL 26.A 4d,
Anchor Standard 7,10)
The student will be able to analyze a given piece of music and denote
where the climax of the piece occurs. Students will analyze by playing
each line in unison and discovering where the important measures
occurs within the different lines in the piece. (IL 27.A 3c, Anchor
Standard 7,9,10)
Lesson Outline:
Dynamic Warm-up:
Musical game of first defining what each dynamic should sound
like in regards to a chamber group (pianissimo, mettso piano,
piano, mettso forte, forte, fortissimo)
Warm up playing a scale and adapting to different dynamics as I
hold up a sign with the dynamic on it.
Read through the piece applying the dynamics we just discovered as a
class.
Find Important for each line
Play each line in unison
Ask students: Where do you think the most important part is for
this line?
Circle important parts for each line
o Check in with ELL student to make sure he is circling the
dynamics
Transition
How can we bring out the important part?
Bump up one dynamic level when it is YOUR time to shine
(bracket measures in piece)
When it IS NOT your time to shine back off to let others shine
If need be have students write in dynamics in their part for when
it is their time to shine
Practice rehearsing the piece and create fluidity with new added
dynamic contrast between parts
Conclusion:

Connect with lesson one:

Each player has a role in the group
Play the listening example from the Nevsky Quartet heard in
lesson one
Connect with the next lesson:
Ask students how can they use dynamics to balance the
ensemble?
Is there a way we can help other parts speak louder than others
throughout the entire piece?
Assessment Evidence:

Students will be able to denote where each line is important

during the piece and explain their reasoning behind it
Exit slip
o While listening to the example from lesson one ask
o How does this group achieve clarity between parts?
o Are you able to hear each part clearly at all times? Why or
why not.?

Lesson Plan 3
Date: 10/21/2015

Class: Wind Ensemble Clarinets

Grades: 7th and 8th Grade

School

Location: Wood Oaks Junior High

Resources and Materials:

Clarinet
Pencil
Prayer Humperdinck
Danses Norvengiennes Edvard Greig- Issy Paris Clarinet
Quartet
IV. Polka Laszlo Dubrovay- Budapest Clarinet Quartet
Desired Results
Goals:
Illinois State Standards:
26.A4d Demonstrate the ability to read written notation for an
instrumental part.
26.B 3c Sing or play with expression and accuracy a variety of music
representing diverse cultures and styles.

27.A 3c Identify and describe changes in elements and expressive

qualities.
National Standards:
Anchor Standards:
#2 Organize and develop artistic ideas and work.
#5 Develop and refine artistic work for presentation
#10 Synthesize and relate knowledge and personal experiences to
make art.
Learning Objectives:
The students will work together with the ensemble to create musical
decisions for the chamber piece, including breathing and dynamics.
(Anchor Standard 2, 5, 26.A 4d)
The student will be able to demonstrate an understanding of the
pyramid of sound by adapting to different dynamics throughout the
piece. Students will also do this by bringing out their melodic part
when it is their time to shine, and also backing off when it is someone
elses time to shine. (IL 26.B 3c, 27.A 3c, Anchor Standard 5)
The student will demonstrate critical thinking by relating ideas from
previous lessons and applying them to the music and content covered
in the current lesson, especially the idea of playing out when they have
a melodic part. (Anchor Standard 5, 10)
The student will continue to refine and develop the piece by adapting
quickly to musical decisions and notation on the page.
Lesson Outline:
Warm up
F Remington Warm up
o Focus on tone
Quality
Pitch
o G Major Scale (Concert F)
Dynamics
Vary Articulation
Revisit Exit slip from lesson 2
Read some student responses
Ask students to reflect on how do we achieve balance in a small
group?

Listening examples
Listen to a chamber group which exemplifies proper balance
o Support IEP, ELL by giving them their personalized
questions before the listening example
Focused listening

Verbal Assessment
o Focus student 2: What is one way this group achieves
proper balance?
o Student 4: What does each player need to do while playing
to be balanced?
o Focus Student 1: What does it mean to have a balanced
sound?
o Focus Student 3: What other factors come into play when
trying to achieve balance?

Pyramid of Sound
Draw pyramid of sound on the board
First have students identify the different parts of the pyramid
o Soprano, Alto, Tenor, Bass
o Part 1, 2, 3, 4
o How does the range we play in relate to the pyramid of
sound?
Conclusion:
Connect previous lessons: Tie in lesson 2
o Last week we discussed musicality and how each line has a
part in this piece when they have a musical moment that
shines above the rest
o How can we apply the pyramid of sound to places we
marked out in the piece?
Balance will shift to feature the select player
Support the exposed/ important part
Connect to the future:
o Adapting on the spot
Communication between players
Off tempo: How are you going to get back together?
What can you do to ensure that the ensemble is
backing off when one player is being featured?
Next week when we perform the piece keep these
ideas in mind.
Rubric for performance

Assessment Evidence:

Verbal assessment after the listening example

Exit Slip
o Label the pyramid of sound in relation to part 1,2,3,4.
o What dynamic level is part 3 playing at in measure 16?
What do I need to do as a player in between measure 20 and 21?

Lesson Plan 4
Date: 10/30/2015

Class: Wind Ensemble Clarinets

Grades: 7th and 8th Grade

School

Location: Woodoaks Junior High

Resources and Materials:

Clarinet
Pencil
Chorale 3 from the book Bach and Before
Prayer Humperdink
Netbook (for final reflection)
Desired Results
Goals:

Illinois State Standards:

26.A 4d: Demonstrate the ability to read written notation for an
instrumental part.
26.B 4c: Create and perform music of challenging complexity and
length with expression.
27A: Analyze how the arts function in historical, society and everyday
life.
National Standards:
Anchor Standards.
#10: Synthesize and relate knowledge and personal experiences to
make art.
#3: Refine and complete artistic work
#6: Convey meaning through the presentation of artistic work
#9: Apply Criteria to evaluate artistic work.
Learning Objectives:
The student will be able to perform the chamber piece at a proficient
level. Students will do this by collaborating with their classmates to
present an artistic and expressive performance, applying criteria that
the lesson segment focused on. (Anchor Standard 3, 6, 10, IL 26.A 4d,
IL 26.B 4c)
The student will contribute to the ensemble with a characteristic tone
and mature sound. The students will be able to make musical decisions
as an ensemble and apply them to the piece, including bringing out
their musical expressive line when it is their time to shine. (IL 26.B 4c,
Anchor Standard 6)
The student will be able to analyze and reflect on their performance on
a group and individual level. Students will do this by responding to
reflective questions in the final assessment. (Anchor Standard 9, IL
27.A)
Lesson Outline:
Walk in music
Halloween themed chamber music
Spooky Warm up
Concert F Remington
o 4th part drop the octave

Reinforce the concept of balance from the previous

lesson
Strong Bass
ScalesJack Jack Jack-o-lantern Rhythm

Chorale
Reinforce the pyramid of sound
o Lesson 3
Musicality
o Lesson 2
Phrasing
Communication
Discuss any questions about the performance and reflection
Support ELL student by asking him directly if he needs any
clarification.
Rehearse the piece once
After first run through ask:
o What can we do to make this even better?
Go back and rehearse the first phrase applying their suggestions
Perform the piece
Record the performance for the self reflection later in the lesson
After performance ask students to briefly reflect on what they
thought of their performance (individually, not group)
Students complete the final reflection
Go around and check in to make sure no one has any questions/
needs help
Assessment Evidence:
Verbal assessment throughout the class
Performance of Prayer
Final written reflection