OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT

LESSON PLAN OUTLINE
Name: Cami Jaworski
Date: 3/13/16
School: Highland Jr.

Grade Level: 7-8

Approximate length of time: 40 minutes
Subject: Band

Title: Articulations
Unit Goal: To teach how to read and play the most commonly used articulations
STANDARD, BENCHMARK, INDICATOR(S):

CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?
The students will be able to play with music with more fluency and proper diction because they
have learned how to read the articulations (punctuation) within their music..
HOW WILL YOU ASSESS STUDENT LEARNING?
Formatively they will be assessed through playing and demonstrating that they can perform the
articulation properly..
Summatively, there will be a pop quiz at the end of class
The quiz will be graded and recorded.
WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS
LESSON?
Their concert music
A white board
Eraser
Dry erase markers
Quiz
Their instruments
Music stands
WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?
I believe all of the students will be able to participate in this lesson regardless of prior knowledge
or special needs.
WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?
Cooperative Learning Groups and Direct Instruction
WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
What pre-requisite skills and/or knowledge are required for this lesson?
They will need to know how to read notes, count rhythms and fingerings on their
instruments.

Rev 11-2-07

How will you check for understanding throughout this lesson?

The students will play their music as a group and then individually. I will be able to
assess as I listen.
From here on, write as if you are talking to the children/students.
FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)
Play a version of a song I have recorded without articulations and then one with articulations.
Ask the students which was more interesting to listen to. Have a discussion about the differences
in recording and find out if they can understand why it is so important to use articulations.
PURPOSE (THE WHY OF THE LESSON)
Without articulations, music is non-musical and boring. Most students do not understand that it
is not the notes, but what is surrounding the notes that makes a difference. The goal of this lesson is to
get the students to start paying attention to articulation markings as though it is as important as reading
the notes themselves.
DELIVERY OF INFORMATION
Direct InstructionMODELING/DEMONSTRATION/SKILL CUES
Throughout the lessons I will demonstrate how the articulations are supposed to sound, either on
an instrument or through singing.
GUIDED PRACTICE
Students will break into sections, and their section leaders will be responsible for making sure
that they all articulate the same. I will coach the section leaders on how to lead their section.
INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS
The students will be expected to use this class as a part of their homework. They will need to
come back the following day, having practiced all of the articulations, and prepared to play them
in band as a group, properly.
CLOSURE/WRAP-UP (ENDING THE LESSON)
Playing the correct articulations in music is exactly the same thing as reading punctuation
properly when reading text. Without performing the articulation precisely, the music looses the special
qualities that the composer intended it to have.

Rev 11-2-07

Summary
If you were to listen to any piece of music performed without the proper articulations,
chances are, even the best piece would no longer be interesting to listen to. Young students often
pay strict attention to articulations, but not to the articulations surrounding the notes. You can
always tell a trained player from an untrained one by listening for articulations.
My intention is to get the students to understand the importance of the articulations. If
they do not understand the importance, then they will not have the desire to perform the
articulations properly, because it is much more difficult to do so. My favorite saying is, its not
the notes, but what surrounds the notes that makes it music. I intend to have the students
memorize this phrase and make it become a part of their every day practice.

Rev 11-2-07