Lesson Plan

Name: Liam Callan Date: 30/10/16

Grade/Class: High School Wind Ensemble

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)
By the end of this lesson students will be able to confidently solfege the 8
measure melody, transcribe that melody into staff notation (in F major) and then
use that information to transcribe it into another key (Eb)

2. Required Prior Knowledge and Skills: (What must students know to be

successful)
Students must have a solid grasp on traditional staff notation and an understanding of
solfege syllables in relation to pitch.
Also a basic understanding of rhythmic dictation and pitch dictation is required.

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to

this lesson)
The major scale in solfege syllables
Transcribing rhythm and pitch together

4. Materials, Repertoire, Equipment needed:

White board (with staff on it)
Markers
Laptop
Projector
Aux Cable
Frank Tichelis Loch Lomond
Staff Paper (student supplies)

5. Agenda: (list items to be taught and post use large paper and dark marker if white
board is not available)
1. Opening listen to beginning of Tichelis Loch Lomond
2. Student review of basic transcription
3. Learning first 8 measures by rote
4. Have students transcribe first 8 measures in concert F (in pairs)
5. Check in on board and make sure everybody got rhythms and pitch
6. Have students transpose score into concert Eb (in pairs)
7. Talk about key as a type of variation.

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8. Ask students to discuss different versions of variation (as a class)
9. Have students create pitch/rhythm/key variations (in pairs)
10. Have pairs share with each other

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done

independently. Brief reading writing, editing, or problem solving activity to
ready them for learning may be a question about the music that will be
rehearsed or at the younger levels it may be a learning activity setting up 3
for todays lesson) minute
s
Play Tichelis Loch Lomond on speakers as students walk in
Have instructions on board that say

Leave instruments in cases, take out staff paper and pencils

B. Learning Activities: (What learning experiences and instruction will

enable students to achieve the desired results have more learning activities
than you need)

1. Complete basic review of how to do rhythmic/pitch dictation 2-3

a. Do a one measure rhythmic notation using quarter notes and minute
eighth notes s
b. Add solfege to it and have volunteer student come up and write
pitch down on the board

2. Teach first 8 measures of Loch Lomond by rote using solfege

syllables
3-5
3. Have students pair up and transcribe the first 8 measures minute
a. By rhythm first, 2 bars at a time. s
b. Then by pitch
i. First with solfege on rhythmic notation
ii. Then with iconographic staff notation 7-10
c. Check in on the board minute
s

3-5
minute
s

2
 2
m
i
n
u
t
e
s

4. Ask students to transpose the melody using the solfege syllables to 4

Eb major. minute
s
5. Use transposition to talk about variation and how modulation is a
method of variation.
6-9
6. Ask students about other kinds of variation (including minute
rhythmic/pitch/modular etc.) s

7. Have students create at least two alterations on the 8 measure

melody in F to create a variation. (in pairs) 3-5
minute
8. Have pairs share variations. s

C. Assessment: (What evidence will show that the students understand?

Describe the assessment used formal and informal assessments based on Built in
learning objectives)
Informal:
Observing partner work and seeing how collaborative students are being
(Process Habits and Attitudes assessment)

Formal:
Collection of papers at end to see if students in pairs successfully
transcribed/created appropriate variations.

D. Closing/Wrap-up: (This is a recap of the key learning of the day to check

for understanding. Could be a ticket to leave as individuals or group
answers)
Have 2 pairs of students volunteer to come up and perform their variations 3-5
and have other team guess where the variation was and what change was minutes
made (1 point per variation)

E. Assignment:

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

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include

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 student responses b. Rethink & Revise - what could you have done differently to
improve the outcome of this lesson)

9. National Standards: (Creating, Performing, Responding)

MU:Cr1.1.E.8aComposeandimproviseideasformelodiesandrhythmicpassagesbasedon
characteristic(s)ofmusicortext(s)studiedinrehearsal.

MU:Cr3.2.E.8aSharepersonallydevelopedmelodiesandrhythmicpassagesindividuallyorasan
ensemblethatdemonstrateunderstandingofcharacteristicsofmusicortextsstudiedinrehearsal.

MU:Re7.1.E.8aExplainreasonsforselectingmusiccitingcharacteristicsfoundinthemusicand
connectionstointerest,purpose,andcontext.

MU:Re8.1.C.IaDevelopandexplaininterpretationsofvariedworks,demonstratinganunderstandingof
thecomposersintentbycitingtechnicalandexpressiveaspectsaswellasthestyle/genreofeachwork.

10. State Standards: (Singing, Reading & Notation, Playing Instruments,

Improvisation & Composition, Critical Response, Purposes & meaning in the arts,
Rose of artists in communities, Concepts of style, stylistic influence & stylistic
change, Inventions technologies & the arts, Interdisciplinary connections)

2.11Readandsingatsightmoderatelydifficultmelodies,allintervalsandtheirinversionsfromunison
throughanoctave,andtriadsandtheirinversionsinarpeggiatedform

3.10Playbyearsimplemelodiesonamelodicinstrumentandsimpleaccompanimentsonaharmonic
instrument

4.12Improviserhythmicandmelodicvariationsongivenmelodiesinpentatonic,major,andminor
tonalities