EdTPA

Lesson Plan Template

Content Area:

Candidate:

Date:

Music

Gillian Macchia

10/20/15

Grade Level:

Central Focus:

Concert Band

Playing a Chromatic Scale

Grades 9-12
7:30-8:50am

Pre-instructional Planning:
Students know the fingerings on their respective instruments, rhythmic values, and
articulation and dynamic notations

Standards:
MU:Pr5.3.E.8a Develop strategies to address technical challenges in a varied repertoire of
music and evaluate their success using feedback from ensemble peers and other sources
to refine performances.
MU:Pr5.3.E.Ia Develop strategies to address expressive challenges in a varied repertoire
of music, and evaluate their success using feedback from ensemble peers and other
sources to refine performances.

Common Core Standards:

-Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text. Students must read the music closely to comprehend the
articulations, dynamics, and pitches defined by the composer.
-Understand the connections between proportional relationships All rhythmic values are
related to each other in the context of a larger time signature

Learning Objectives (SWBAT):

Students will be able to play a chromatic scale from a concert F to a concert C and put it
into context of Into the Storm from measures 129 to 136 by the end of the lesson.

Materials and Resources:

Instruments, Mouthpieces, Reeds,
Chairs, Stands

Technology (check all boxes that

apply)

Audio speakers
Video Recorder
Computer(s)
DVD Player
Projector
Interactive Whiteboard
Internet Connection

Printed Materials/Media:
Into the Storm by Robert W. Smith, instrument fingering charts

Learning Environment Preparation:

The room will be set up in an ensemble set up with a two-foot pathway down the middle
of the room. Every chair will have a stand in front of it.

Internet Resources:
N/A

Other:
N/A

Introduction:
Instead of going down the exercise, lets go up! I will have the students (percussion on
mallets), starting on a concert F, go up a chromatic scale to a concert C, bouncing back to
F between every note. They will have just finished playing this exercise going down by
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half step. I will fix intonation on notes, reminding students that the bigger the interval,
the more focused the air stream needs to be.

Procedure:
After bouncing back to the F between each note, the band will play from concert F to C
note by note. Then I will have everyone except the trumpets, horn, and alto saxophones
go down the scale while those instruments go up the scale, everyone starting on a
concert F. After that is successful, I will have the flutes, Bb clarinets, and tuba sustain a
concert F while everyone else continues to go up or down the scale. After this is
successful, I will have the ensemble start piano and crescendo so the last note is forte
and then play this pattern twice. Once this exercise has been successful, I will have the
students take out Into the Storm and look at measures 129-132. I will ask what looks
familiar and what each instrument just played should resemble their part for those four
measures. Looking ahead to the next four measures, 133-136, this is the same pattern for
the saxophones and brass, just extended over four measures instead of two. After having
learned these measures off the page, we will play these eight measures as written.
I will then ask the students what their dynamic marking is at measure 137. The
woodwinds should be playing a forte with a crescendo in measure 140 and the brass play
piano with a gradual crescendo to fortissimo by measure 140. The ensemble will play
these four measures keeping their dynamic level in mind and how it fits into the context
of this section.
I will then have the ensemble play from measure 129 to the end to put together
everything we worked on in the lesson.

Academic Language: (Adolescence)

Chromatic scale, blend, balance, crescendo, context, focus of air stream

Accommodations for Individual Differences: (i.e., exceptionalities, ethnic,

racial, gender, socioeconomic, language, learning styles, and religion)
For students who need accommodations, I will use different questions to guide everyone
to the correct answer. I can also model vocally or through clapping different rhythms or
dynamic/articulation examples for students to match.

Closure:
We will play a full run of Into the Storm. This will serve as an informal assessment for
both the students and myself. After playing, I will tell the students to think back to how
they just played and focus their practice over the next two days on parts that did not go
as well as other parts. I will tell them to continue bringing this piece to lessons.

Student Assessment:
I will be able to hear the students play a chromatic scale with correct pitches as an
ensemble. This scale will then be put into context in Into the Storm. I will hear students
play their role within this scale in context and will provide informal feedback to the
students in the rehearsal.

Adapted from lesson plan template posted on Ohio Wesleyan University Department of
Education website: http://education.owu.edu/departmentForms.html

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