Chapel Hill Middle School
Teacher:
Co-Teacher/Para:
Course:
Priority Standards:
(content specific)
Supporting Standards:
(content specific)
Non-Content Standards:
(WIDA, Interdisciplinary
standards, literacy, etc.)
Learning Targets:
(what learners will be able to do
at the end of the learning
activity)
Essential Question(s):
(addresses philosophical
foundations; contains multiple
answers; provide inquiry)
Big Idea(s):
(main ideas, foundational
understandings, conclusions or
generalizations0
Academic Vocabulary:
STEM /STEAM
Interdisciplinary Integration:
Engaging Performance Scenario:
Resources:
(weekly materials chosen to
support teaching and learning)
Pre-Instructional Activity:
Opening (ENGAGE):
(introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(contains the mini lesson; allows
students to practice concept;
assesses student learning
Kelley Johnson Week of: August 12 Unit Implementation Week:
Example: Week 2
Unit Name: Week 2
Course: 53.0350001- BAND 8 A Unit 1: Introduction to
Ensemble Techniques
MHSAB.2a Demonstrate clear sound from instruments by utilizing embouchure playing position, posture,
breathing techniques, percussion technique based on the level of music
MHSAB.1a Sing to reinforce fundamentals of breathing, use of air and quality of sound in tone
production
WIDA ELP Standard 1 -Social and Instructional Language - Defining the elements of music and basic
rehearsal vocabulary
Learners will be able to grow their ensemble skills through the use of a unified rehearsal technique that
is based in singing, rehearsal etiquette and basic instrumental skills.
Is it easier to hear the music if no one else is talking? How should we sit in rehearsal and why? How do
the elements of music relate to our performance? What effect does proper breathing have on our sound
and rhythm?
All musicians that play in an ensemble must possess skills to communicate effectively with the conductor
(verbal) and each other (non-verbal), while maintaining a musical performance.
Academic Vocabulary: Rhythm, Breathing, Posture, Scale, Key, Articulation
Unit Specific Vocabulary: Tone, Intonation, Technique Balance, Interpretation,
MATH: Students will demonstrate counting in number patterns as rhythmic devices
SCIENCE: Students will discuss temperature and pitch and how they relate to intonation
Students will perform patterns that follow the natural harmonic series, a structure of tone sequences
found in Physics.
Students will experience audios/videos of professional musicians performing their works and will
actively listen while they follow their parts.
Textbooks x Lab Materials Manipulatives x Other: (List the other resources below.)
Audio/Visual Aids x Course syllabus x Internet (Tech) x Tuners
Handouts Dictionaries Electronic Devices x Metronomes
White Boards x Video Clips x Promethean Board x Other music apps
Daily Lesson Plan for Monday
Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Group Warm up- Breathing exercises/mouthpiece long tones
Pitch Exercise 1a : Long tones, performed without a conductor.
Materials: Foundations for a Superior Perfomance, Ultimate Warm Up and/or Essential Musicianship for
Advanced Band
Technique Building 1: 1st time, students will count aloud or in groups. 2 nd time, students will perform
scales and tounguing exersizes without counting. Student Modeling if appropriate.
Technique Building 2: Students will silently recite or manipulate the notes and fingerings according to
ability level and will perform them in small groups according to the key of their instrument, then in a
large group together.
Materials: 2 Octave Scale sheet, Essential Musicianship for Advanced Band, Symphonic Band Techniques
and Essential Elements Book II, chorale sheet (Eternal Father Strong to Save), and selected band or Solo
and Ensemble Literature. Examples: Star Spangled Banner and Pep Rally Music
CLOSING: (EVALUATE):
(summarizes the lesson; ensures
understanding, clarifies
misconceptions)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
(Introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(Contains the mini lesson; allows
students to practice concept;
assesses student learning
CLOSING: (EVALUATE):
(Summarizes the lesson; ensures
understanding, clarifies
misconceptions)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
(Introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(contains the mini lesson; allows
students to practice concept;
assesses student learning
CLOSING: (EVALUATE):
(Summarizes the lesson; ensures
understanding, clarifies
misconceptions)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
Gifted and developing students will be allowed to demonstrate their knowledge of the exercises or the in
a performance setting. The large group will perform pitches together and show how they are progressing
with posture, breathing, and ensemble skills.
Scales, Sight-reading, Etudes, Literature
Daily Lesson Plan for Tuesday
Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Group Warm up- Breathing exercises/mouthpiece long tones
Pitch Exercise 1a : Long tones, performed without a conductor.
Materials: Foundations for a Superior Perfomance, Ultimate Warm Up and/or Essential Musicianship for
Advanced Band
Technique Building 1: 1st time, students will count aloud or in groups. 2 nd time, students will perform
scales and tounguing exersizes without counting. Student Modeling if appropriate.
Technique Building 2: Students will silently recite or manipulate the notes and fingerings according to
ability level and will perform them in small groups according to the key of their instrument, then in a
large group together.
Materials: 2 Octave Scale sheet, Essential Musicianship for Advanced Band, Symphonic Band Techniques
and Essential Elements Book II, chorale sheet (Eternal Father Strong to Save), and selected band or Solo
and Ensemble Literature. Examples: Star Spangled Banner and Pep Rally Music
Gifted and developing students will be allowed to demonstrate their knowledge of the exercises or the in
a performance setting. The large group will perform pitches together and show how they are progressing
with posture, breathing, and ensemble skills.
Scales, Sight-reading, Etudes, Literature
Daily Lesson Plan for Wednesday
Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Group Warm up- Breathing exercises/mouthpiece long tones
Pitch Exercise 1a : Long tones, performed without a conductor.
Materials: Foundations for a Superior Perfomance, Ultimate Warm Up and/or Essential Musicianship for
Advanced Band
Technique Building 1: 1st time, students will count aloud or in groups. 2 nd time, students will perform
scales and tounguing exersizes without counting. Student Modeling if appropriate.
Technique Building 2: Students will silently recite or manipulate the notes and fingerings according to
ability level and will perform them in small groups according to the key of their instrument, then in a
large group together.
Materials: 2 Octave Scale sheet, Essential Musicianship for Advanced Band, Symphonic Band Techniques
and Essential Elements Book II, chorale sheet (Eternal Father Strong to Save), and selected band or Solo
and Ensemble Literature. Examples: Star Spangled Banner and Pep Rally Music
Gifted and developing students will be allowed to demonstrate their knowledge of the exercises or the in
a performance setting. The large group will perform pitches together and show how they are progressing
with posture, breathing, and ensemble skills.
Scales, Sight-reading, Etudes, Literature
Daily Lesson Plan for Thursday
Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Group Warm up- Breathing exercises/mouthpiece long tones
(introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(Contains the mini lesson; allows
students to practice concept;
assesses student learning
Pitch Exercise 1a : Long tones, performed without a conductor.
Materials: Foundations for a Superior Perfomance, Ultimate Warm Up and/or Essential Musicianship for
Advanced Band
Technique Building 1: 1st time, students will count aloud or in groups. 2 nd time, students will perform
scales and tounguing exersizes without counting. Student Modeling if appropriate.
Technique Building 2: Students will silently recite or manipulate the notes and fingerings according to
ability level and will perform them in small groups according to the key of their instrument, then in a
large group together.

Materials: 2 Octave Scale sheet, Essential Musicianship for Advanced Band, Symphonic Band Techniques
and Essential Elements Book II, chorale sheet (Eternal Father Strong to Save), and selected band or Solo
and Ensemble Literature. Examples: Star Spangled Banner and Pep Rally Music

CLOSING: (EVALUATE):
(Summarizes the lesson; ensures
understanding, clarifies
misconceptions)
HOMEWORK
Pre-Instructional Activity:
Opening (ENGAGE):
(Introduces the lesson;
summarizes previous lesson;
clarifies misconceptions)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
(Contains the mini lesson; allows
students to practice concept;
assesses student learning
Gifted and developing students will be allowed to demonstrate their knowledge of the exercises or the in
a performance setting. The large group will perform pitches together and show how they are progressing
with posture, breathing, and ensemble skills.
Scales, Sight-reading, Etudes, Literature
Daily Lesson Plan for Friday
Students take out and assemble instruments. Student leaders make announcements, followed by
teacher announcements and the outline of the day's lesson. Quote of the unit: "Teamwork makes the
dream work"
Group Warm up- Breathing exercises/mouthpiece long tones
Pitch Exercise 1a : Long tones, performed without a conductor.
Materials: Foundations for a Superior Perfomance, Ultimate Warm Up and/or Essential Musicianship for
Advanced Band
Technique Building 1: 1st time, students will count aloud or in groups. 2 nd time, students will perform
scales and tounguing exersizes without counting. Student Modeling if appropriate.
Technique Building 2: Students will silently recite or manipulate the notes and fingerings according to
ability level and will perform them in small groups according to the key of their instrument, then in a
large group together.

Materials: 2 Octave Scale sheet, Essential Musicianship for Advanced Band, Symphonic Band Techniques
and Essential Elements Book II, chorale sheet (Eternal Father Strong to Save), and selected band or Solo
and Ensemble Literature. Examples: Star Spangled Banner and Pep Rally Music

CLOSING: (EVALUATE): Gifted and developing students will be allowed to demonstrate their knowledge of the exercises or the in
(Summarizes the lesson; ensures
a performance setting. The large group will perform pitches together and show how they are progressing
understanding, clarifies
misconceptions) with posture, breathing, and ensemble skills.
HOMEWORK Scales, Sight-reading, Etudes, Literature
Differentiated Instruction Assessment Evidence
(content, process, product) (formative, summative)
Content - reduced range on the instrument – reduce range Formative Evidence - students perform the pitches in small
challenges on the instrument. groups (C instruments, F instruments, Bb instruments, and Eb
Process - Student modeling and the breakdown of large steps into instruments)
smaller tasks
Summative - Students record or perform pitches/rhythms as
Product - checking proper fingerings and positioning even if notes submission of homework
are not in proper pitch
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17
 Additional Resources as Needed
in the areas below, place an “x” in the boxes to indicate selected strategies and resources
Research Based Instructional OPENING: Activate Prior x Questioning Clarify Previous Phenomenon
Strategies: Engaging Knowledge (Raises questions) Lesson
(weekly strategies chosen to guide instructional Provide Scaffold x Create Interest x Other:
teaching and learning) activity Feedback Instruction

WORK PERIOD: Facilitate Academic Cooperative x Other:

Exploring, Learning Discussions Learning
Explaining, Demonstrate/ x Generating and x Independent Other:
Extending, and Model Testing Learning
Elaborating Hypotheses
Explain/Apply/ High-Level Interdisciplinary Other:
Extend concepts Questioning Writing
and skills

CLOSING: Summarize Provide Alternate Respond to EQs Other:

Evaluating Lesson Explanations
Allow students Quick Write 3-2-1/K-W-L Other:
to assess their
own learning

Intervention Strategies
(Tiers 1, 2.3)
Additional Support in the Classroom
x Re-voicing
Explaining
Prompting for participation
x Challenging or countering
x Asking “Why?” “How”
Reread
x Practice new vocabulary
Assistive technology
Pre-teach & re-teach in a different way
Use of manipulatives
x Collaborative work
Create differentiated text sets
x Flexible-Learning Groups
Choice of Books
Homework Options
Use of Reading Buddies
Various Journal Prompts
x Student/Teacher Goal Setting
Gifted Educ Cluster Classes
Gifted Educ Collaboration Classes
Tiered Activities and Products
Use of Literature Clubs
Multiple Testing Options
Multinple Texts
Tier 3
x Advanced Content( all core content)
Resource Classes
x Independent/Directed Study
Socratic Seminars
21st Century Learning Teamwork and Collaboration x Innovation and Creativity
Skills: (weekly Initiative and Leadership
strategies chosen to Curiosity and Imagination
guide student
engagement)
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17
Intervention Strategies
Specifically Designed Instruction for the Exceptional Strategies for English Language Learners
Education Students
Conferencing x Visuals/ Realia
Additional time Front-loading
x Small group collaboration x Echoing/Choral Response
Modify quantity of work Color-coding
Take student’s dictation Multiple exposures in different media
x Scaffold Information x Pair-share
Differentiated content/process/product x Modeling
Consistent reward system Language scaffolds: eg, sentence frames
x Refer to student’s IEP or 504 Plan x Deconstruct complex sentences
x Assistive technology Increase student-to-student talk
Strategies vocabulary instruction
Additional Think Time
Gifted-Extensions for Learning
Tier 1
Varied Pacing with Anchor Options x Varied Supplemental Materials
Work Alone or Together Computer Mentors
x Flexible Seating Think-Pair-Share
Varied Scaffolding x Open-Ended Activities
Varied Computer Programs x Explorations by Interest
Design-A-Day
Tier 2
x Alternative Assessments x Community Mentorships
x Subject Advancement within class Stations
Curriculum Compacting Group Investigations
Tiered Centers Assess Students in Multiple Ways
Spelling by Readiness Student Choice
Varying Organizers Simulations
Tier 4
Above grade level accelerated (all core content)
Advanced Placement Classes
International Baccalaureate Classes
Internships/Mentorships
Accessing and Analyzing Information
Critical Thinking and Problem-Solving Effective Oral and Written Communication
Flexibility and Adaptability x Other: Audiation and Internal Pulse between x
ensemble participants