Class Title Lesson Title Unit Title Grade Levels Total Minutes

Making Aesthetic Judgements

Advanced Band Lexington March 8 50
using Garage Band
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area

OLD STANDARDS

 4.1 Use detailed criteria for evaluating the quality and - Activities are meaningful
effectiveness of musical performances and compositions and because they mimic
apply the criteria to personal listening and performing. real-life applications of
musical skills.
 2.3 Perform on an instrument a repertoire of instrumental
- Opportunities for
literature representing various genres, styles, and cultures
clarification by teacher
with expression, technical accuracy, tone quality, and
or peers are present for
articulation, by oneself and in ensembles (level of difficulty: 3
duration of every
on a scale of 1-6).
activity. This includes
Students will make and apply
use of L1 as needed.
NEW STANDARDS informed aesthetic judgements
- Aural information and
about dynamics using Garage
auditory perception
 Int.MU:E.Pr4.3 Demonstrate understanding and application of Band.
skills are scaffolded by
expressive qualities in a varied repertoire of music through
highly visual elements.
prepared and improvised performances.
- Feedback is frequent
 8.MU:Re9 Apply appropriate personally developed criteria to and delivered in
evaluate musical works or performances. multiple modalities.
 Prof.MU:T.Pr6a Using digital tools, demonstrate attention to - Lesson is designed in a
technical accuracy and expressive qualities in prepared and way which allows it to
improvised performances of a varied repertoire of music. be adjusted on the spot
based on ongoing
I believe this lesson could easily be adapted to meet various science assessment results.
content standards. I would like to co-plan and co-teach a version of this
lesson which emphasizes the science of sound waves.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

SOUND WAVES
DESCRIBE
CRESECENDO
INTERPRET
DECRESCENDO

Disciplinary Language SDAIE Strategies for developing

English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English

ELD.PI.8.12a.Em. Use a select number of general academic words (e.g., - There are frequent
specific, contrast) and domain-specific words (e.g., scene, cell, fraction) opportunities to practice
to create some precision while speaking and writing. speaking in a low-
pressure environment.
ELD.PI.8.12a.Ex. Use a growing set of academic words (e.g., specific, - Opportunities to speak
contrast, significant, function), domain-specific words (e.g., scene, irony, Students will be able to in full class discussion
suspense, analogy, cell membrane, fraction), synonyms, and antonyms communicate ideas using prior are scaffolded by
to create precision and shades of meaning while speaking and writing. knowledge of content-specific opportunities to speak
vocabulary. with a partner.
ELD.PI.8.12a.Br. Use an expanded set of general academic words (e.g., - A word wall is present in
specific, contrast, significant, function, adequate, analysis), domain- the classroom. Key
specific words (e.g., scene, irony, suspense, analogy, cell membrane, words for the day are
fraction), synonyms, antonyms, and figurative language to create emphasized.
precision and shades of meaning while speaking and writing. - The nature of the
activities involves innate

Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs
SLD (auditory processing and conceptualization)
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
What do students know
already about the science of
sound?
EL (note: the concept of sound
waves has already been
introduced during lesson on
tuning)
Do students understand how
to use their knowledge of
sound waves to inform their
perception of quality of
dynamics performed?
PM
Are students successfully using
academic vocabulary to share
their ideas with others?
Are students able to synthesize
S prior knowledge and new
information in order to apply
what they have learned to a
Implementation
Students participate in a think-
pair-share activity about sound
waves.
Teacher monitors discussion
responses for accurate
aesthetic judgements. Teacher
monitors instrumental
performance for changes
which demonstrate
understanding of objectives.
Teacher listens for successful
usage of academic vocabulary
during discussions.
Teacher monitors student
performance of Lexington
March for improved dynamic
contrast.
differentiation in that
students can speak,
listen, and
create/perform at their
current level without
sacrificing quality of
engagement.
Specific Accommodations
Verbal directions are simplified, rate of speech is slowed,
distractions are minimized. Concepts are intentionally taught
in a manner that connects them to other learned concepts
and personal experiences. Care is taken to ensure checks for
understanding do not just cover individual concepts but also
connections between big ideas.
Feedback Strategy How Informs Teaching
If all students have a good
entry level understanding, pace
Students share funds of
of instruction will be increased.
knowledge in a class
If any students have little to no
discussion.
entry level understanding, pace
of instruction will be slowed.
If student observations
accurately describe the quality
of dynamics being performed,
lesson will proceed as planned.
If student observations are
exceptional, lesson will be
expanded to include accuracy
of unison releases. If student
observations do not accurately
Students share their
reflect performance, pace of
observations and use these
instruction will be slowed and
observations to work towards
extra time will be allocated to
better dynamic contrast during
explaining and practicing
sections of Lexington March.
analysis of Garage Band
graphics.
If students are successfully
using academic vocabulary to
share their ideas, lesson will
proceed as planned. If some
Students engage in discussion
students are struggling to
about what they’ve heard and
integrate academic language,
observed.
additional small group
discussion time will be
implemented and teacher will
visit specific groups to help
provide targeted language
practice.
Students play through If quality of dynamic contrast
Lexington March. improves, the class will move
on to the next lesson. If it does
not improve, another lesson
 successful performance of will be implemented which
Lexington March? addresses dynamics in a
different way.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does

Teacher leads warm-ups and secretly records students as they Students participate in warm-ups and play through Lexington
10 min.
play through Lexington March. March.

Lesson Body
Time Teacher Does Student Does

Teacher facilitates think-pair-share activity about sound waves.

Teacher emphasizes good student descriptions of sound waves
and introduces her own definition and diagrams. Teacher reveals
she has secretly recorded student performance of Lexington
March by turning on projector to show Garage Band visuals.
30 min. Teacher explains how to interpret Garage Band graphics using
knowledge of sound waves.
Teacher facilitates discussion of student observations about the
amount of dynamic contrast present in their performances.
Teacher facilitates student-led rehearsal of sections of piece
which could be performed with better dynamics.
Students participate in think-pair-share activity about sound
waves.
Students make and share observations about their performance
of dynamics. Students use these observations to select parts of
the piece to rehearse. After each chunk has been played, students
determine whether or not the dynamics still need more work.
Rehearsal progresses this way until all parts of the piece have
been evaluated and improved.

Lesson Closure
Time Teacher Does Student Does

Teacher leads through students through final performance of

Lexington March. Teacher asks students whether or not they Students perform Lexington March.
10 min. succeeded in performing with greater dynamic contrast. Teacher
plays back recording and reveals Garage Band screen to show Students reflect on the results of their rehearsal of dynamics in
whether or not student assessment matches the scientific results. Lexington March.

Instructional Materials, Equipment, and Multimedia

Projector, whiteboard, whiteboard markers, computer with Garage Band installed, microphone, speakers, sheet music, instruments, chairs, stands.

Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☒Not applicable
CO-PLANNING NOTES
I would like to collaborate with a science teacher to co-plan and co-teach this lesson.

Sources:

Echevarría, J., Vogt, M., & Short, D.J. (2018). Making Content Comprehensible for Secondary 
 English Learners: The SIOP Model. New York City,
New York: Pearson Education Inc.

Gore, M.C. (2010). Inclusion Strategies for Secondary Classrooms: Keys for Struggling Learners. Thousand Oaks, California: Corwin.