Lesson Plan Format Teacher/Conductors Name: Ashton Bethel

Rehearsal : 2

Prior Knowledge/Skills (What do they already know and can do?):

Students can play most of the notes and rhythms, but they havent performed this part in its
entirety with clean rhythms. However, students also dont regularly perform Latin charts, so
eventually style will be the primary focus.

Rehearsal Objective (What will your students be able to do as a result of this rehearsal with
you?)
Students will be able to perform from measures 84 to 94 with 80% note and rhythmic
accuracy.

Assessment of the Rehearsal (How will you know if your students can do what they need to?)
Throughout each step T will assess aurally and we will not continue until we can
complete the first step with 80% accuracy, (with the exception of the final step)
o For the first step, clapping and counting T will correct any wrong counts or
rhythms that occur.
o In step two (concert F) T will assess the rhythm and air based on sound.
o Step three will be assessed through the next few rehearsals and will continue to
be refined.
M.-84-94 will be the final assessment of their progress on this section where students
will then assess their own performance through a rating scale (1-5)

Relevant Contextual Factors:

Students need differentiated instruction due to the variety levels and types of learners
that are in the class. (i.e. beginners and advanced jazz musicians, aural learners, visual
learners, etc.

Modifications/Accommodations needed: N/A

Instructional materials, resources, technology: Instruments, music

Personal Improvement Objective:

Providing specific enough feedback for Ss

Time Activity Purpose of Activity Sequence Assessment

2 min. Jazz rhythm page To prepare students for -Count off T will provide
(warm-up) the style and to gain -Students feedback by the
their focus play end of the
warm-up to
 -Provide address style
feedback and rhythmic
errors.
2 min. m.84-85 For students to be able -Snap the T will correct
Trumpets/Trombones to understand and beat for SS any rhythmic
(clap and count) perform the rhythm -Cont off errors that
correctly. -Ss occur through
count/clap the
performance.
2 min. m.84-85 For student to perform -T instructs T will assess
Trumpets/Trombones the rhythm without the Ss to play students based
Concert F fingerings hindering only concert on rhythmic
them F but with accuracy and air
rhythm support.
-Feedback
2 min. m.84-85 Play The rhythm is -Count off T will assess
performed in context -Ss perform based on
-Feeback rhythmic and
note accuracy,
then style.
2 min. m.84-85 For students to be able Snap the T will correct
Saxes to understand and beat for SS any rhythmic
(clap and count) perform the rhythm -Count off errors that
correctly. -Ss occur through
count/clap the
performance.
2 min. m.84-85 For student to perform -T instructs T will assess
Saxes the rhythm without the Ss to play students based
Concert F fingerings hindering only concert on rhythmic
them F but with accuracy and air
rhythm support.
-Feedback
2 min. m.84-85 Play The rhythm is -Count off T will assess
performed in context -Ss perform based on
-Feeback rhythmic and
note accuracy,
then style.
2 min. m.84-84 To perform the given -Count off T will assess
All together section with a other -Ss perform based on
parts playing -Feeback rhythmic and
note accuracy,
then style.
2 min. m.86-87 For students to be able -Count off T will correct
Saxes to understand and -Ss any rhythmic
(clap and count) perform the rhythm count/clap errors that
correctly. occur through
the
performance.
2 min. m.86-87 Saxes can hear the -Explain to T will assess
Saxes fingering/piano rhythm while fingering Saxes to through
playing through it. This will help listen to question and
aural and kinesthetic piano answer. Does
learners understand the -Count off this clarify the
rhythm rhythm? Did
your fingers line
up with the
piano?
2 min. m.86-87 For student to perform -T instructs T will assess
Saxes the rhythm without the Ss to play students based
Concert F fingerings hindering only concert on rhythmic
them F but with accuracy and air
rhythm support.
-Feedback
2 min. m.86-87 The rhythm is -Count off T will assess
Saxes performed in context -Ss perform based on
Play -Feeback rhythmic and
note accuracy,
then style.
5 min. All together m.84-89 To perform the given -Count off T will assess
section with a other -Ss perform based on
parts playing -Feeback rhythmic and
note accuracy,
then style.
1 min. m.89 For students to perform -Count off T will assess
All together the correct articulations -Ss perform based on
and dynamics -Feeback rhythmic and
note accuracy,
then style.
Second ending For students to be able -Count off T will correct
Everyone to understand and -Ss any errors that
(clap and count with perform the rhythm count/clap occur through
dynamics) correctly while also the
applying the dynamic performance.
markings right from the
start.
4 min. m.84-94 To perform the given -Count off T will assess
All together section with a other -Ss perform based on
parts playing -Feeback rhythmic and
note accuracy,
then style.
2 min. Reflection/Rating (1- For students to assess -T asks: 2
5) their own playing and to things that
improve as an ensemble went well,
what needs
work
-T asks Ss to
rate their
performance
form 84-94