LESSON PLAN—1/29

6th Grade, 3rd Hour

OBJECTIVE: Students will perform mm. 11-18 of Triton with no major rhythmic or tonal
inaccuracies.
SEQUENCE:
1. Review
a. What does Triton’s call sound like?
b. Who has the melody in mm. 1-10?
c. Clarinets, do you know what you’re doing?
d. Low brass tone
2. Review mm. 1-10
3. Mm. 11-18
a. Flute melody—rhythm and note alignment (especially mm. 15-18)
b. Clarinet splits
c. Alto sax tone
d. Run through
4. Play up to Allegro Moderato
ASSESSMENT: Understanding will be based on the final run-through, as well as self-assessment.
Students will be asked how many notes they missed (displayed on fingers), as well as if they feel
comfortable moving on.
 6th Grade, 5th Hour
OBJECTIVE: Students will demonstrate an understanding of call and response by executing the
correct rhythm and styles present in mm. 19-26 with one or fewer errors.
SEQUENCE:
1. “Repeat after me”
a. Clap rhythms, have them clap in response
b. “What did we just do?”
2. Call and response
a. Describe it as an “echo”, happens in rhythm
b. First melody is the call, second is the response
3. Mm. 19-26
a. Have them listen for call and response people, run
b. Who has the call and response?
i. Tpt on call, fl/cl on response
ii. WRITE THESE THINGS IN
c. When you hear an echo, does it sound any different?
i. Response should be played the same as call
ii. Isolate tpt, fl, cl
iii. Ask those not playing if they demonstrated good c+r techniques
d. What do the other parts do in order to make sure we hear the call and response?
e. Run
ASSESSMENT: Self-assessment. “How many people understand call and response? How many
people think we played like we understand it?”