UTMartin

TEAMLessonPlanTemplate
Teacher:TriceMayhall
Subject/Grade:7thGradeBand
LessonTitle:SwingingEighthNotes
Identifywhatyouintendtoteach.
State,CommonCore,ACTCollegeReadiness
Standardsand/orStateCompetencies;EnduringUnderstandingsandEssential
Questions.

STANDARDS

2.0:Studentswillperformoninstruments,aloneandwithothers,avariedrepertoireofmusic.
5.0:Studentswillreadandnotatemusic.
7.0:Studentswillevaluatemusicandmusicperformances.
National:

MU:Pr4.3.7Performcontrastingpiecesofmusicdemonstratingtheirinterpretationsofthe
elementsofmusicandexpressivequalities(suchasdynamics,tempo,timbre,articulation/style,and
phrasing)conveyintent.

OBJECTIVE(s)/SubObjectives

Connectpriorlearningtonewlearning.
Clear,Specific,Observable,Demanding,High
Quality,Measurable,AlignedtoStandard(s),andIntegratedwithothersubjects,build
onpriorstudentknowledge
StudentFriendly(ICanStatement)

Iwillplayapiecethatisjazz.
Iwillswingeighthnoteswithgoodstyleandinterpretation.

MATERIALSANDRESOURCES

Contentrelated:
Clearlysupportslessonobjective(s);rigorous&relevant;
Incorporatesmultimedia&resourcesbeyondthetextbook.

Apiecefor7thgradebandthatisjazz.
Therubricforthetest.
CDsofseveraljazzcomposers.

ACCOMODATIONS/ADAPTATIONS

Learningstylesandinterests.
Anticipatelearningdifficulties,regularlyincorporate
studentinterests&culturalheritage;differentiateinstructionalmethods.

Thestudentthatisblindwillreceivehistestbackwiththeresultsinbraileandwrittenoutsohisparentscantellhim
whatheneedstoworkon.Themusicfortheclasswillbeprintedinbraile.
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ThestudentwithADHDwillrecievehistest,andIwillgooverallofitwithhimbeforeheleavestomakesurehe
understandseverythingthatisonit.Anymaterialwegooerinclass,Iwillmakesureheunderstandsbyaskinghim
throughoutthelesson.

Thestudentswithautism,Iwilllistentohimplayandprovidecommentsforhowhedid.Iwillgivehimslackdueto
hiscondition,sohedoesnotleavefeelingbadabouthowheplayed.Iwillaskhimthroughouttheclassifhe
understandswhattheinstructionsaresohedoesnotgetconfused.

Hook:Engagestudentsattentionandfocusonlearning.
Personallymeaningful
andrelevant.

MOTIVATING
STUDENTS/ANTICIPATORYSET

Iwillbeginclassbyaskingstudentstotellmewhotheyfoundasjazzcomposers,andwhatfamouspiecestheywrote.
Iwillpickafewpeicestoplaysectionsofsothestudentscanhearthedifferenttypesofjazzpiecesthathavebeen
written.

INSTRUCTIONALPROCEDURES

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StepbyStepProceduresLessonSequence:BasictoComplex.
Lessonincludes
visuals,modeling,logicalsequencingandsegmenting(beginning,middle,ending);
essentialinformation;concisecommunication;groupingstrategies;differentiated
instructionalstrategiestoprovideintervention&extension;seamlessroutines;varied
instructionalstrategies;keyconcepts&ideashighlightedregularly.

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Iwillaskthestudentsaboutthecomposerstheyleanredaboutandwhatpiecesthecomposerswrote.
Iwilltakeupeachlistthatthestudentsmade.
IwillplaysectionsofacoupleofpiecesifIhaveitonCD,andaskquestionsaboutit.
ThestudentswillplayaconcertBbtotune.
Then,theywillplayaconcertBbwithtwounswungeighthnotesperpartial.
Aftertheygetwarmedup,wewilldothatplayingtheeighthnotesswung.
Thestudentswillgettheexercisesout,andpreparetoplaythem.
Wewillrunthroughthemasanensemble,andthenwewillhaveeachstudentplayone.
Iwillusetherubrictogradethemondifferentcategories,andgiveittothestudentaftertheirtest.
Whilethestudentsareplayingtheirtest,eachstudentcanpracticethetestorworkonhomework.(Justaslongas
theyaredisruptiveorhorseplayinginthebandroom.)
Oncethetestsaredone,wewillbeginlookingatthenewpiecefortheband.

Balancedmixofquestiontypes.
UtilizesBloomsTaxonomy/WebbsDepthof
Knowledge;highfrequency;purposeful&coherent;requireactiveresponses;balance
QUESTIONING/THINKING/PROBLEM basedonvolunteers/nonvolunteers,ability,&gender;leadtofurtherinquiry&
selfdirectedlearning.
Implementfourtypesofthinking(Analytical,Practical,
SOLVING(embeddedthroughout)
Creative,&Researchbased)&Teach/Reinforceproblemsolvingtypes
.Provide
opportunitiesforstudentstogenerateideas&alternatives;analyze,evaluate&
explaininformationfrommultipleperspectives

&viewpoints.
Whoweresomeofthecomposersthatyoureadabout?
Whatpiecesdidyoulistento?
Werethereanysolosinthepieces?
Ifso,whatinstrumentsplayedthesolos?
Didyoufindanypiecesthatwerejazz,butnotswung?

Maximizestudentunderstanding&learning
Variedgroupcomposition(race,gender,
ability,&age);clearlyunderstoodroles,responsibilities&groupworkexpectations;
accountabilityforgroup&individualwork;studentopportunitiesforgoalsetting,
reflection&evaluationoflearning.

GROUPING

Eachstudentwillbeginclassintheirsectionstowarmupandrunthroughtheexercises.
Whileplayingthetests,eachstudentcanpracticeinapracticeroom,ordohomeworkoutinthebandroom.

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Formativeand/or summativeassessment.
Avarietyofassessments, includingrubrics,
measureachievementofobjectivesandinformsinstruction.

ASSESSMENT

Thereisarubricthatwillbeusedtogradeeachstudentontheirperformance.

Reflection/WrapUp.

Summarizing,reminding,reflecting,restarting,connecting.

CLOSURE

Iwillendclassbytellingthestudentstopracticetheirpartsforthenewpiecefor
nextclass.Theyshouldalsopracticeonswingingeighthnotesnomatterwhattheir
gradewas.

NOTES:

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