Lesson Plans

7
th
and 8
th
Grade
Advanced Band, 3rd
and 5th Periods
Week 3, Oct 27-31,
2014


Mon.


Tues.


Wed.


Thurs.


Fri.


Daily Learning
Target
*I can analyze a
difficult section
of music and
use Thinking
Strategies to
perform it
accurately.
*I can sustain
my own part in
the ensemble,
performing the
elements of
music with
accuracy
(rhythm,
melody,
dynamics,
tempo, etc)
I can sightread
a new piece of
music using the
STARS method
of sightreading.
I can analyze and
critique my own
performance and
the performance of
the ensemble using
knowledge I have
gained about the
elements of music.
I can sustain my
own part in the
ensemble,
performing the
elements of music
with accuracy
(rhythm, melody,
dynamics, tempo,
etc)
I can
sightread a
new piece of
music using
the STARS
method of
sightreading.
I can perform
alone, a
piece of
music with
increasingly
complex
melodies and
rhythmic
patterns
(playing test
material). I
can sustain
my own part
in the
ensemble
(warmups
and run
through of
playing test
material).
Bell-ringer/Flashbacks Rhythmic analysis
including syncopation
Rhythmic analysis
including
syncopation
Rhythmic analysis
including syncopation
Rhythmic analysis
including
syncopation
Rhythmic analysis
including
syncopation
Standards Addressed *Students will use
knowledge of the
elements of music and
music terminology to
describe and critique
their own
performance and the
performance of
others.
* Students will sing or
play alone and with
others examples of
music with
increasingly complex
melodies and rhythmic
patterns in treble and
bass clef (with
practice).
Students will sing or
play alone and with
others examples of
music with
increasingly complex
melodies and
rhythmic patterns in
treble and bass clef
(with practice).
Students will use
knowledge of the
elements of music and
music terminology to
describe and critique their
own performance and the
performance of others.
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).
Students will sing
or play alone and
with others
examples of music
with increasingly
complex melodies
and rhythmic
patterns in treble
and bass clef (with
practice).
Instructional
Method; Alligned
Strategies/Activities
Take roll;
Flashbacks,
EQ/LT;
Warmups: 7
th

Take roll;
Flashbacks;
EQ/LT;
Warmup with B
Take roll;
Flashbacks; EQ/LT;
Warmups same as
yesterday working
Take roll;
Flashbacks;
EQ/LT;
Warmups
Take roll;
Flashbacks;
EQ/LT;
Warmups
Grade B Flat, E
Flat, and A Flat
Concert Scales,
Chromatic Scale,
analyzing for
accuracy,
musicality and
appropriate
balance;
Creating chords
and playing with
dynamic
changes,
accurate
intonation,
Pyramid of
Sound, etc.; 8
th

Grade: 5 Major
scales that
weve been
working on,
chromatic up
through 16ths,
Fs All Around,
Chord Building.
Explain
procedure for
identifying
difficult sections
of a new piece
(Deck the Halls)
and give
students time
with a peer
partner to
locate sections
of difficulty.
Use Thinking
Strategies of
Accessing
Schema, Asking
Questions, and
Determining
importance to
do this activity
and work it
out. Share out
and isolate
flat concert
scale in a
round. Follow
with the
following
scales played
continuously in
quarter notes:
B Flat, E Flat, A
Flat, F, and C
Concert. (7
th

graders just
perform B Flat
and E Flat as
we; as
chromatic and
chords). 7
th

Grade will add
new scale
today A Flat
Concert). Goal
is key signature
accuracy
through all
scales, by all
students.
Chromatic
scale up
through 16
th

note patterns.
Class will
sightread from
book 2 today,
beginning with
#57. (7
th
grade
will begin with
#23. Exit
performance
check off: each
section will
play specific
notes as
requested by
teacher.
THINKING
STRATEGIES:
Asking
Questions,
toward good
ensemble sound
and rhythmic
accuracy (continue
stressing 100% key
signature accuracy
by all). Continue
using Thinking
Strategies, ASKING
QUESTIONS and
DETERMINING
IMPORTANCE, as
well as USING
SCHEMA to
determine how
certain parts of the
music should be
performed. 7
th

graders will review
#19-23. 8
th
- talk
through STARS
analysis of #59.
Continue work that
was begun on
Monday with new
piece. Check for
retention of
analyzed material
from Monday. Run
through of piece.
Exit performance
check: scale of
teachers choice.
Perform for a
partner and then
sections will play.
same as all
week,
working
toward good
ensemble
sound and
rhythmic
accuracy;
Continue
using
Thinking
Strategies,
ASKING
QUESTIONS
and
DETERMIN-
ING IMPORT-
ANCE, as well
as USING
SCHEMA to
determine
how certain
parts of the
music should
be
performed;
Repeat
sightreading
process from
Tuesday with
a different
piece of
music. See
Tuesdays
plans.
Review Joyful
Bells and
Deck the
Halls from
Monday/
Wednesday.

Exit Slip:
Identify your
weaknesses
when it
comes to our
concert
(same all
week);
Thinking
strategies:
ASKING
QUESTIONS
and
DETERMIN-
ING IMPORT-
ANCE, as well
as USING
SCHEMA to
determine
how certain
parts of the
music should
be
performed.
Run through
of all pieces
today.
Percussion-
ists up front
on Joyful;
flutes stand
up on Festive
Flutes.
Exit Slip: run
throughs of
all pieces will
replace exit
slip/perform
ance check-
off.
spots that have
been identified
in the music.
Read through of
new piece. Exit
Performance
Check-off: find
common thread
amongst
sections of the
band and
perform in
sections. Inform
of next playing
test: (makeup
test from Friday
for 8
th
grade due
to assembly last
Friday) Nov 14:
spots as
identified in
concert music.
Determining
Importance.
(How do I
finger that new
note? What is
this key
signature
telling me?)

pieces.
Devise a plan
to improve
upon one of
your
weaknesses
(ask teacher
if you need
help on this!)
Method of Formative
and Summative
Assessments
Analysis of piece
using Thinking
Strategies, ability to
use these strategies
and make individual
and group progress
Date of Summative
Assessment:
11/14/14

Determining if
students can
sustain own parts
in the ensemble;
demonstration of
good ensemble;
STARS method
and marking parts.
Date of Summative
Assessment:
11/14/14

Determining if students
can sustain own parts
in the ensemble;
demonstration of good
ensemble; Date of
Summative
Assessment: 11/14/14

Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
of Summative
Assessment:
11/14/14
Determining if
students can
sustain own
parts in the
ensemble;
demonstration
of good
ensemble; Date
of Summative
Assessment:
11/14/14
Student
Assignment/Individual
or group work
Individual work on
FB, peer partner
analysis and
discussion; marking
of parts, note-
taking, ensemble
playing.
Individual work on
FB, marking of
parts, note-taking,
ensemble playing.
Individual work on FB,
marking of parts, note-
taking, ensemble
playing.
Individual work
on FB, marking
of parts, note-
taking,
ensemble
playing.
Individual work
on FB, marking
of parts, note-
taking,
ensemble
playing.
Modifications/
accomodations
Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/
accommodations
Modeling; peer
tutoring, assist
with notes /re-
teach as necessary
; prompting and
cueing; high-low
groupings all
according to IEP
mods
accommodations
Modeling; peer
tutoring, assist with
notes /re-teach as
necessary ; prompting
and cueing; high-low
groupings all according
to IEP mods/
accommodations
Modeling; peer
tutoring, assist
with notes /re-
teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/
accommodation
s
Modeling; peer
tutoring, assist
with notes /re-
teach as
necessary ;
prompting and
cueing; high-low
groupings all
according to IEP
mods/
accommodation
s (students with
performance
anxiety will play
for me after
class)
Critical Vocabulary Balance, tone,
intonation, tempo,
ensemble,
sightreading
(STARS), Cut time,
syncopation,
FINGERING CHART
Balance, tone,
intonation, tempo,
ensemble,
sightreading
(STARS), Cut
time, syncopation,
FINGERING CHART
Balance, tone,
intonation, tempo,
ensemble, accuracy
FINGERING CHART,
Balance, tone,
intonation,
tempo,
ensemble
sightreading
(STARS),
FINGERING
CHART
Balance, tone,
intonation,
tempo,
ensemble,
FINGERING
CHART
Intended Homework Practice an average
of 30 minutes daily
with 1 day off.
Practice an
average of 30
minutes daily with
1 day off.
Practice an average of
30 minutes daily with 1
day off.
Practice an
average of 30
minutes daily
with 1 day off.
Practice an
average of 30
minutes daily
with 1 day off.
College/Career
Readiness
Studies indicate that involvement in music/ensemble playing increases brain functioning. Involvement in
band will also increase likelihood of students achieving a college scholarship. Students may earn scholarship
money to most schools for playing in an ensemble, even if they are not majoring in music.