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SCHOOL CURRICULUM MAP 6-12 electives

Teacher(s): Deanna Stevens Subject: Concert/Marching Band Date: 2/28/17


Instructional Focus:
DOK 1- Recall/Reproduction DOK 2-Application Skills & Concepts DOK3-Strategic Thinking DOK 4-Extended Thinking
Content Standards Instructional Model for Student Mastery
From the New Mexico Art Content Standards for Music
Standard 1: Learn and develop the essential skills and meet Question Stems:
technical demands unique to dance, music, CCSS 1 According to the passage, which quote best describes…?
theatre/drama and visual arts. How do you know ____ …? (answer choices are text quotes)
9-12 Benchmark 1A: Sing and play instruments with Which of the following quotes shows a characteristic of _______...?
appropriate techniques while performing a varied repertoire of Which quote from the passage best illustrates an example of _____ …?
music.
9-12 Benchmark 1C: Acquire beat and rhythmic competency CCSS 2 What is the central idea...?
skills. Summarize the text without judgment (objectively)
9-12 Benchmark 1D: Identify basic musical notation and Summarize how key events (ideas) develop over the course of the text.
symbols. What was the author’s main point in paragraph x...?
Standard 2: Use dance, music, theatre/drama and visual arts to
express ideas. CCSS 3 Which of the following is a step in the process (ex: how a bill becomes a
Standard 3: Integrate understanding of visual and performing law)? OR what happens after/before (eg: sequence of historical events)...?
arts by seeking connections and parallels among (cite specific evidence; choose from a series of quotes)
arts disciplines as well as other content areas. Which is an explanation for the action (event) in the text…?
Standard 5: Observe, discuss, analyze and make critical
judgments about artistic works. CCSS 4 What does the word/phrase _____ mean in this selection?
Standard 8: Contribute to communities by sharing expertise in In line xx, what does the word (phrase) ____ mean...?
dance, music, theatre/drama and visual arts and by What is the technical meaning of the word...? (political, social or economic
participating in the activities of cultural institutions. aspects of history/social science)

CCSS 5 How does this text present information…? (Sequentially, comparatively,


causally…)

CCSS W.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts and information clearly and accurately through the effective selection,
organization and analysis of content.
a. Introduce a topic; organize complex ideas, concepts and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables) and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.

Summative assessment: Daily assessment of musical progress


Activities for Knowledge and Skills Instruction: Numbers one through eight need to be included in your lesson plans.
1. Method for accessing prior knowledge (pretest)
2. Method for achieving QCG objectives (e.g., CCSS Reading, Writing, Language Speaking/Listening or WIDA)
3. Modeling (I do…) How will the unit content be introduced and modeled for students?
4. Guided practice (We do…) How will you gradually release responsibility to students?
5. Independent practice (You do…) What activities will students engage in to support mastery?
6. Methods for checking understanding (formative, informal)
7. How will you provide timely feedback to students? (student conferencing)
8. Modifications and accommodations for all students (How will you differentiate instruction for ELL and special needs students)

Each box expands for you to add lesson plan information. The above activities need to appear somewhere in your lesson plans.
Lesson Plan Information
ACCOMMODATIONS (check all that apply/add other strategies)
IEP FBA/BIP ELL
☐ Repeat/Confirm/Simplify directions ☒ Pair student with students modeling good ☒ Repeat/Confirm/Simplify directions
☒ Present instructions orally behavior ☐ Access to manipulatives
☒ Give directions in small steps ☐ Reward positive behaviors ☐ Increase wait time for responses
☒ Provide visual aids ☒ Use non-verbal cues to communicate ☐ Slower speech, clear enunciation
☐ Provide partially completed outline or inappropriate behavior
graphic organizer ☐ Provide partially completed outline or
☒ Show a model of the end product graphic organizer
☐ Provide study guides and/or study questions ☒ Section 504 ☐ SAT ☐ Provide sentence frames/starters
☐ Increase wait time for responses
Culture Connection (check all that apply/add other cultural connections)
☒ Recognition and validation of all student’s culture ☒ Legitimizes student’s real life experience

☒ Establishment of appropriate relationship between student and teacher ☒ Encourages collaboration of students from various cultures
2/28/17: 1. Group Warm up: Unison lip slurs for brass and woodwinds, accent exercises in percussion. Pages 6 and 54, #1
2. Technical Warm up: This part of the lesson emphasizes technical skills for all instruments: fingering and articulation for woodwinds, complex
lip slurs for brass and more complex accent patterns for percussion. Pages 6 and 54, #4
3. Scale warm up: Students are learning all major skills this year, this is a continuation of a year long objective of memorizing all major scales.
Pages 28 and 62.
3. Tune to one player, humming to internalize pitch, then adding small groups, encouraging students to tune to each other.
4.Tuning/Balance Warm Up: Chorales emphasize tuning in motion and while focusing on other musical skills at the same time. We also use this to
work on balance, which will be applicable in our lesson today.
5. Amparito Roca: Today, we will work on balance, as it has been a challenge for us, based on previous data. We will play in groups and have each
other assess our balance. We will also continue to focus on intonation in the low brass, dynamics and precision as an ensemble. We had another
teacher observe our concert and we have been using her suggestions and critiques as data to help us improve for our district performance next
week. We also work any sections as needed.
6. Heartbeat Five: We will try a run through of this piece and work on sections as needed. We will work on some of the isolated percussion parts
for rhythmic precision. We will also clarify some sixteenth note trumpet runs for precision as well and some eighth note passages in the flutes.
Reflection: (Write reflection on unit and results) (Have students write reflection at end of unit about what they learned)
How did this unit reflect academic rigor? In band, students are constantly assessing themselves, both individually and as a group, and making goals
to improve. This kind of constant goal setting is rigorous in itself. Students also have a large set of vocabulary in music that they have to navigate,
make sense of and use effectively. Most of the time, this language is in Italian. There are so many skills that have to be mastered simultaneously to
be successful in a musical ensemble, and that is definitely a rigorous task.
How did this unit cognitively engage students? Students are constantly self-assessing and creating goals for themselves. The music I’ve chosen is
challenging enough that every student must be engaged for it to be successful, because the music isn’t easy enough for them to just play it
passively. I strive to do this with all music I choose for them. You can tell from watching the class that they are always engaged. I try to always
make sure they are working on something, even if I’m working with a small group at one time. Having an upcoming public performance is also a
huge motivating factor for students to be engaged in creating a good performance, as it is important to them to give the audience, and in this case,
the judges, a good performance.
How did this unit engage students in collaborative learning? Students must collaborate in order to be successful in band. Most of the collaboration
is unseen and is done through simply listening to each other play. All sections have a leader that the others must listen to and try to blend with.
Sections also have to collaborate to create correct balance, which is something we will work a lot on today. Students also collaborate a lot outside
of class, in student led sections, where I assist as necessary. But ideally, I want them to learn how to lead each other and create their own goals.
Review: (Interventions to include in next unit-based on assessment results)
At the end of this unit, we will review lots of different types of data, including judges scoring sheets, judge comment recordings, clear recordings
of our concert, as well as comments from students, audience members and myself. We will review this data and plan our next unit accordingly.