5 E’s “Insignia”

Name: Emily Heidelberger Date: 9/23/18 to present on 9/27/18

Grade Level: 8th Content: Band

School: (optional)

Resources used (Instructional resources and materials)

“Insignia” composed by Sean O’Loughlin
https://www.youtube.com/watch?v=G6T-vxrwl0M video
Composer says/ I say handout
Music notation software
Academic language development (Identify vocabulary, syntax and/or discourse central to the
outcomes of the learning segment that may pose a challenge for students)
Composer, phrase, expression, melody
Language function: Identify

Cultural Relevance: not required

Modification or Accommodation: not required
Technology Use: projector, my laptop with music software, speaker system
Reading Strategy: Author says/I say (changed to Composer says/ I say to fit content area)

Section I: Big Picture Planning Central Concept: expression

(Look at handout from St. 1)

Instructional Objective: Write one learning target for the lesson. Write it on the board using I can
instead of Students will.
I can interpret the phrasing and expression of the B section melody from “Insignia”

Common Core or Wisconsin Model Academic Standard (WMAS) found on the DPI website. Write
letter, # and standard.
List one (or two) at the most.
MP2.P.17.m: Rehearse and demonstrate the ability to sing and/or play expressively, on pitch, and
in rhythm, while using proper technique and maintaining a steady beat.
Section II: Lesson Planning

Include time estimates.

Engage: Include
1. What happened yesterday? We worked on playing sixteenth notes in “Insignia”
2. What they will be doing in class today. We will be learning about phrasing and expression in “Insignia”
3. How it ties to future learning. Students will be asked at a later date to demonstrate playing a phrase
expressively.
4. Catch the students’ interest by posing a question, showing something, doing something funny, or
.reading a quote. Do anything that gets their attention and allows you to focus on the goals of the
lesson. I will ask student if they have ever gotten into a fight with a friend over misinterpreting what
someone said. I will say that it can be usually a difficult and stressful time because not everyone expresses
themselves in the same way.
5. Make a connection to the students’ lives (relevance to them outside of school).
I will tell a story of my roommates and I. We greet each other when we come into our apartment. One day I
came in and said hi to my roommate in the living room. She responded back with a very bland hey back. I
thought she was mad at me, so I stayed in my room for a while. When I finally went to the kitchen, she
greeted me warmly and I realized that she was reading a book. Her bland hey was not due to being mad at
me but because she was engaged in reading.
(1 min)

Explore: Students interact with each other through discussion and/or materials in small groups. They
explore a limited area of inquiry requiring them to categorize, classify, or answer questions.
How can the phrase “I’m fine” mean different things and how do you know? Give an example. Working
with elbow partners
(2 min, 3 total)

Explain: Concepts under exploration are expressed through a book, teaching of vocabulary, short
lecture, video, etc.
I will ask 3 groups to share what they said in the explore and ask them how they know the intended
meaning.
I will explain how the phrasing and expression of the phrase determines its meaning. Then I will explain that
music is also shaped by the phrasing and expression
Students will play the B section of Insignia, for this class I will play a recording
(https://www.youtube.com/watch?v=G6T-vxrwl0M 2:18-3:40)
Using a PowerPoint, I will teach about the different phrasing and expressive techniques/symbols that are
used to interpret music. This PowerPoint and lecture are shortened due to the time restrictions of this
presentation.
(4 min, 7 total)
Students then share what they said/discovered in the exploration stage and connect it to this new info.
Differing views are shared.
I will ask the students, now that they know the phrasing and expressive techniques/symbols, to say “I’m
fine” using one of the techniques/symbols and describe how it affects the meaning.
(1 min, 8 total)

Elaborate or extend: Students apply information to a new situation. Each student must do something.
Discussion does not go here.
My reading strategy is Author Says/ I Say. The students will use the Composer says/ I say handout to make
expressive decisions. First the students will fill in the top portion so that they know what section we are
working on and it can be a guide for later use. The melody B melody starts in measure 70 of the piece
“Insignia.” Play (read) measures 70-79 of “Insignia” which is the B melody. Ask students to fill in the
section “Composer says to phrase it like…” with the articulations, dynamics, slurs, and phrase markings that
the composer uses in the B melody. This information is found in the music that they just played (read). For
this class, I will project the melody with the expressive markings to save some paper. Then, the whole band
will play the melody as written (author says) in their music from measure 70-79. Students will then be asked
to fill in the “I say to phrase it like” section using the expressive notations that were taught in the
PowerPoint from the explain. The students may play what they are working on to hear if the marking depict
what they hear in their heads. Under the “and so” section, students should combine their ideas of expression
with those that the author has written to complete one expressive melody. Remind students to edit their
markings to make it obtainable to play and connected with the music at hand. This sheet can be used in later
discussions about expressive playing to solidify one
(4 min, 12 total)

Evaluate: Assess students’ knowledge and/or skills. What evidence will you use to prove that students
have changed their thinking or behavior? Is it aligned with both your standard and objective/central
focus? Use the exact verb from the objective. This should be written right after you write your SLO (student
learning objective.) Each student must individually show you they met the objective.

The “Composer Says/I Say” handout will be collected after the evaluate where the students were asked to
use their ideas with the composer’s ideas to interpret the phrasing and expression of the B section melody
from “Insignia” This interpretation is the “and so” part of the handout.