UT Martin

TEAM Lesson Plan Template

Teacher: Josh Spaulding
Subject/Grade: 6th Grade Band
Lesson Title: 3/3/15 rehearsal
Identify what you intend to teach. State, Common Core, ACT
STANDARDS College Readiness Standards and/or State Competencies;
Enduring Understandings and Essential Questions.

1.0 – Singing, alone and with others, a varied repertoire of music.

1.1-Sing a melody in unison with others.
2.0 – Performing on instruments, alone and with others, a varied repertoire of music.
2.1- Demonstrate proper instrument care and maintenance.
2.2- Demonstrate continuing tone development and an understanding of characteristic tone quality.
2.3- Demonstrate fundamental technique on one’s instrument.
2.4- Differentiate between correct and incorrect pitch and rhythm.
2.5- Demonstrate and understand musicality through style, dynamic control, tempo variation, and phrasing.
5.0 – Reading and notating music.
5.1- Identify and interpret standard musical notation.
6.0 – Listening to, analyzing, and describing music.
6.1- Describe musical examples using appropriate vocabulary/terminology.
6.2- Analyze specific events in a given musical example.
7.0 – Evaluating music and music performances.
7.2- Evaluate the quality and effectiveness of one’s own and another’s performance using selected criteria.
9.0 – Understanding music in relation to history and culture.
9.1 – Recognize and describe distinguishing characteristics of music from various historical periods.
9.2 – Describe music from various cultures.
Connect prior learning to new learning. Clear, Specific,
Observable, Demanding, High Quality, Measurable, Aligned to
OBJECTIVE(s)/Sub-Objectives Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

- Have students continue to evaluate phrasing and dynamics in “Alien Invasion” and “Bold Adventure”.
- Clean rhythm and note errors in “The Gettysburg Train” and “Caribbean Delight”.
- Introduce the entire class to “clave” and the “son/salsa” music style. Make connection to Afro-Cuban music.

Content-related: Clearly supports lesson objective(s); rigorous

& relevant; Incorporates multimedia & resources beyond the
MATERIALS AND RESOURCES textbook.

-Dry Erase Board, markers, and eraser.

- Essential Elements 2000 Book 1
-“Alien Invasion” by David Gorham
-“Bold Adventure” by Timothy Johnson
-“The Gettysburg Train” by Les Taylor
-“Caribbean Delight” by Victor Lopez

ACCOMODATIONS/ADAPTATIONS Learning styles and interests. Anticipate learning difficulties,

regularly incorporate student interests & cultural heritage;
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differentiate instructional methods.

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Some students may need certain aspects of the lesson explained to them in an alternate way due to their learning
tendencies. In addition, other students will need more time than others to achieve a difficult task or musical challenge.

“Hook”: Engage students’ attention and focus on learning. Personally meaningful

and relevant.
MOTIVATING
STUDENTS/ANTICIPATORY SET

Thorough understanding of the culture that created the musical style is important in order to correctly play a piece.
There is more to it than just notes, rhythms, and dynamics.

Step-by-Step Procedures-Lesson Sequence: Basic to Complex. Lesson includes

visuals, modeling, logical sequencing and segmenting (beginning, middle, ending);
INSTRUCTIONAL PROCEDURES essential information; concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension; seamless routines;
varied instructional strategies; key concepts & ideas highlighted regularly.

1. Warm up band with daily warm up from Essential Elements book 1.

2. Ask students to listen to their individual tone quality and analyze what can be better.
3. Have students play through “Alien Invasion”.
4. Explain what portions of the piece need attention to detail with dynamics.
5. Play through difficult dynamic spots to solidify understanding.
6. Ask students what the piece is about and have students give feedback.
7. Ask students where the highest and lowest points of the piece are, and explain about thinking of music as
constantly changing as opposed to being monotone.
8. Play through “Alien Invasion” again and have students focus on experimenting with expressiveness with the
piece.
9. Repeat steps 3-8 with “Bold Adventure”.
10. Play through “Gettysburg Train” and stop to clarify and rhythm or note issues as the band progresses through the
piece.
11. Elucidate to students what sections of “Gettysburg Train” need the most practice.
12. Play through “Gettysburg Train” and stop to clarify and rhythm or note issues as the band progresses through the
piece.
13. Play through “Caribbean Delight” and stop to clarify and rhythm or note issues as the band progresses through
the piece.
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14. Introduce class to son clave and Afro-Cuban style.
15. Have class clap son clave.
16. Discuss the cultural and stylistic connections that Afro-Cuban music has to “Caribbean Delight” as well as how
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Maximize student understanding & learning Varied group composition (race,
gender, ability, & age); clearly understood roles, responsibilities & group work
GROUPING expectations; accountability for group & individual work; student opportunities for
goal setting, reflection & evaluation of learning.

none
Balanced mix of question types. Utilizes Blooms Taxonomy/Webb’s Depth of
Knowledge; high frequency; purposeful & coherent; require active responses;
Formative and/or
balance based summative assessment. ability,
on volunteers/non-volunteers, A variety of assessments,
& gender; including
lead to further
QUESTIONING/THINKING/PROBLEM
ASSESSMENT rubrics,
inquirymeasure achievement
& self-directed of objectives
learning. Implement and informs
four types instruction.
of thinking (Analytical,
SOLVING (embedded throughout) Practical, Creative, & Research-based) & Teach/Reinforce problem-solving types.
Provide opportunities for students to generate ideas & alternatives; analyze, evaluate
Formative Informal & explain information from multiple perspectives & viewpoints.

- What is the point of each of the pieces we are playing? What are we trying to convey?
CLOSURE Reflection/Wrap
- Is music stationary or mobile? Expressive Up. Summarizing, reminding, reflecting, restarting, connecting.
or monotone?
- What are your individual weaknesses in each piece? What about the group’s weaknesses?
- How does Afro-Cuban music and culture affect how we play “Caribbean Delight”?
Students will have a clearer understanding of the overarching goals of the music
they are playing so that they are thinking beyond just playing the correct notes
and rhythms. Students will also be exposed to the fundamental traits of Afro-
Cuban music. This will allow them to make connections and differentiate
between Afro-Cuban styles and other styles that they have heard or played. Both
of these goals will foster higher order thinking skills that will make the students
better musicians and also better people in the long run.

NOTES:

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