Lesson Plan

Content Area: Teacher: Date:

Music Band Gillian Macchia 2/8/17

Grade Level: Central Focus:

5th Grade Trumpets
3/4 Time Signature and Dotted Half Notes

Pre-instructional Planning:
Students know quarter notes, half notes, whole notes, and the associated rests. They know
how to play in 4/4 and 2/4 time signatures. They know trumpet fingerings B-A.

Standards:
MU:Pr4.3.E.Ia, MU:Pr5.3.E.8a, MU:Pr6.1.E.5a, MU:Pr4.3.E.5a

Common Core Standards:

ELA 1. Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text. 2. Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and similes. 3. Know and
apply grade-level phonics and word analysis skills in decoding words. 4. Read with sufficient
accuracy and fluency to support comprehension. 5. Use knowledge of language to write,
speak, read, listen
Math 1. Know number names and counting sequence, 2. Classify objects and count number of
objects

Learning Objectives (SWBAT):

Students will be able to play in a 3/4 time signature with 100% accuracy by the end of the
lesson. Students will be able to identify and count dotted half notes with 100% accuracy by
the end of the lesson.

Materials and Resources: Technology (check all boxes that apply)

Student Trumpets Audio speakers
Music Stands Video Recorder
Computer(s)
Teacher Trumpet DVD Player
Projector
Interactive Whiteboard
Internet Connection
Cell Phone
Printed Materials/Media:
Standard of Excellence Book 1 for Trumpet/Cornet
Learning Environment Preparation:
Students will be at chairs arranged towards the front of the classroom facing the Promethean.
The students will get music stands and books when they arrive for their lesson.

Internet Resources:
N/A

Other:
TonalEnergy app

Introduction:
Good afternoon! Take out your trumpets, get music stands, make sure you can see a book, and
lets get going because we have a lot to do today! Students know what the procedure is when
they come in for lessons. They make sure chairs are set up facing the Promethean towards the
front of the classroom. They share books and stands with each other. When they are set up, we
will start our warm up with our Concert Bb. I will use my TonalEnergy app on my phone
that is connected to my Promethean board to provide a tonal center for them to play into. We
will then play #55 For Trumpets/Cornets Only on page 14 to finish our warm up and get our
fingers moving and play the entire learned range on the instrument. That should only need to
be played once or twice as we have played it for the past few lessons.

Procedure:
I am going to start at the Promethean on a blank flipchart and review 2/4 and 4/4 time
signatures and introduce the concept of 3/4 by comparing it to previously learned knowledge.
By reviewing how many quarter notes go into a measure of 2/4 and 4/4 time, I will be able to
translate this information to the new concept of 3/4 time. Students will then practice counting
in three with my lead and I will stop to let them continue. I will ask them what note value we
know that has three beats. The students at this point do not know any. I will then compare a
half note in 2/4 time to a whole note in 4/4 time. They are familiar with both of these note
values and should be able to explain to me that both of those notes fill an entire measure. We
will then pick two note values to add together to make three beats a half note and a quarter
note. Instead of having a full quarter note, I am going to write a dot after the half note. The
students will then turn to page 17 in their books and I will direct them to the yellow box at the
top of the page titled Dotted Half Note. I will ask them to read the sentence in the box
below, A dot after a note adds half the value of the note. I will explain that the dot is just
taking the place of the quarter note.

To apply this new knowledge, the students will go to example number 71 on that page. I will
have them all point to a dotted half note. I will go around and make sure they are all pointing
to a dotted half note. I will have them identify and play the last phrase consisting of 4 dotted
half notes on the pitch C, tonguing in between each new iteration. We will then start at the
beginning and review note names for the first phrase. We will then play the first phrase. We
will then fingerspeak the first phrase. We will again play the first phrase. We will then decide
as a group what method we should use to look at the second phrase. We will assess as we go
the success of the group and will modify methods as needed. We will then play the entire
piece.
I will ask if anyone knows what a round is. If someone knows, I will have them explain it to
the group. A round is a piece of music where everyone plays the same thing but starts at
different times. A good example of this is Row, Row, Row Your Boat. If everyone knows the
words and there is time, we could sing this as a group. I will divide them into small groups
(2+2+3) and place a strong player on each part and we will try to play this as a round. I will
then hear them individually on a part and play the round.

Academic Language: (Adolescence)

Quarter note, half note, quarter rest, half rest, whole note, whole rest, time signature, key
signature, 3/4 time, 4/4 time, 2/4 time, dotted half note, dotted half rest, dynamics, piano,
forte, round, fingerspeak, phrase, measure, tonguing, technique

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 will also play my trumpet when appropriate to help visual/aural learners.
For students who have trouble following the music, I can also point along on their book to
help them track the music.

Closure:
If time allows, we will start taking a look at #73, using the same procedures as before. This
song requires a new note Bb. I will explain that it is like playing high B but instead of using
the 2nd valve, you use the 1st valve.

If time allows, we can add dynamics to #71 and #73. We will review what forte and piano
mean and play it as a group with dynamics.

The students then will pack up. They will put their trumpets back in their cases and either take
the instruments with them or put it on the assigned instrument shelf. The chairs will be put
back in the rows and stands go up on the stair of the room. Books get placed on the brown cart
or if it is borrowed from me, on the blue cart. They will learn when their next lesson is on
Thursday in band, as is procedure.

Student Assessment:
Students will play in trios, individually on a part, so I can informally assess the individual. I
will also have students verbally answer questions to informally assess the group for
understanding. I also have them show me fingerings on the trumpet silently so I can quickly
assess the group while checking in with individuals.

Your Evaluation of the Lesson: (Reflections after teaching the lesson)

This lesson went very well. However, the students did not pick up playing in 3/4 as quickly as
I thought they would. They wanted to put in a fourth beat while playing, even after
successfully playing the last phrase of dotted half notes in #71. I adjusted the verbal
explanation and demonstrated vocally the tune of the example before having the students
fingerspeak with me. This helped their comprehension of the time signature. Due to this, we
did not get to play #71 in trios or get to the other activities I had planned if time allowed. We
did get to play through #71 in a round with the entire lesson group broken into different
teams. They ended the lesson extremely excited and motivated to practice so we could play
the song in trios for their next lesson.