a&h and pl/cs daily lesson plans & reflectionmarzano’s research-based instructional...

TEACHER: Michael Wooley

DATE: 1 /2-1 /6

GRADE: 6

CLASS PERIOD (S): 2&6

COURSE BandUNIT # Week 1DAY # OF #: 1 - 5

Connection(s) t o P ro gr a m ReviewSinging, Performing, Reading and Notating, Listening and Analyzing, Evaluating, Interdisciplinary

relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band.

1. Breathing exercises: 4-2-1 ' s

2. Rhythm Rulz - Rhythmic notation software. Students will interact with the smart board counting and

clapping different rhythmic patterns.

3. Students will count and tap rhythms from the exercises in Traditon of Excellence

4. Students will sing exercises from Tradition of Excellence differentiating articulated notes from

slurred notes.

5. Students will air play exercises from the Tradition of Excellence book.

6. Students will perform exercises from the Tradition of Excellence book. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and

A&H and PL/CS

DAILY LESSON PLANS &

REFLECTION

r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r Tradt ion o f Excel lence exercises .

FORMATIVE ASSESSMENTS:Performance , Playing Exam

SUMMATIVE ASSESSMENTS:Playing exams, observat ions , performance , and o r a l communication

MARZANO’S RESEARCH-BASED INSTRUCTIONAL STRATEGIES:

Compare/Contrast (45%ile) Cues, Questions, Adv. Org.

(23%ile)

Nonlinguistic Representation (27%ile)

Vocabulary (32%ile) Gen./Test Hypothesis (23%ile) Cooperative Learning (27%ile)

Homework & Practice (28%ile) Setting Goals & Feedback (23%ile) Summarizing & Note Taking (34%ile)

Reinforcing Effort & Giving Praise (29%ile)

What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on a t r i c u l a t i o n s ty le s and p i t ch discrepancy.


DATE: 1 /2-1 /6

GRADE: 7

CLASS PERIOD (S): 3 & 7



relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band. Weekly l i s t en ing focus : Low B r a s s re cor d i ng




3. Foundations for Superior Performance- Articulation exercise, Long Tones, Lip Slurs

4. Students are learning about chromaticism and intervals in music through Long Tones and Lip Slurs

5. Students will identify and define the interval known as a half step and perform this interval in

exercises in their Foundations for Superior Performance method books.

6. Students will learn and perform lines from Standard of Excellence method book.

A&H and PL/CS


REFLECTION

HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as l ines f r o m S tan dar d o f Excel lence

FORMATIVE ASSESSMENTS:Performance , Playing Test




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on subdivision o f r h y t h m in t h e i r a r t i c u l a t i o n exerc ises and f inger technique f o r chromat i c exerc ise .


DATE: 1 /2-1 /6

GRADE: 8

CLASS PERIOD (S): 5



relationships.





3. Foundations for Superior Performance- Articulation exercise, Long Tones, Lip Slurs

4. Students are learning about chromaticism and intervals in music through Long Tones and Lip Slurs

5. Students will identify and define the interval known as a half step and perform this interval in

exercises in their Foundations for Superior Performance method books.

6. Students will listen to other sections perform exercises.

A&H and PL/CS


REFLECTION

HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s

FORMATIVE ASSESSMENTS:Per formance




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on subdivision o f r h y t h m in t h e i r a r t i c u l a t i o n exerc ises and f inger technique f o r chromat i c exerc ise .


DATE: 1 /2-1 /6

GRADE: 8

CLASS PERIOD (S): 4

COURSE General MusicUNIT # Week 1 Term 3 DAY # OF #: 1 - 5

Connection(s) t o P ro gr a m ReviewListening and Analyzing, Evaluating, Interdisciplinary relationships, historical and cultural relationships

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: S tudents w i l l answer 2 quest ions on a piece o f paper t h a t review t h e l e a r n i n g t a r g e t s f r o m t h e previous day.

1. Students will identify and define the 8 elements of music: Melody, Harmony, Rhythm, Tempo,

Timbre, Dynamics, Form, and Style.

2. Students will identify the dates and characteristics of the Medieval period.

3. Students will learn about the characteristics of medieval music identified through the elements:

Rhythm, Tempo, Dynamics, Style, form, timbre, melody and harmony. Students will have a listening

example from the time period.

4. Students will do listening analysis of gregorian chant, the main musical style of the time period

through the elements: Rhythm, Tempo, Dynamics, Style, form, timbre, melody and harmony.

5. Students will make element posters in groups and present them to the class.

A&H and PL/CS


REFLECTION

6. Students will take unit quiz. HOMEWORK: Study t h e rena issance and baroque time per iods .

FORMATIVE ASSESSMENTS:A time per iod and elements quiz w i l l be administered .

SUMMATIVE ASSESSMENTS:Verbal communication, l i s t en ing analysis , review game, workshee t feedback.



(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o be ab l e t o ident i fy and define t h e elements more a r t i c u l a t e l y .


DATE: 1 /9-1/13

GRADE: 6




relationships.



2. Students will learn and perform the concert Bb pentatonic scale in various rhythmic and articulation

combinations.



slurred notes.



A&H and PL/CS


REFLECTION






(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on a t r i c u l a t i o n s ty le s and rh tymn discrepancies . S tudents sometimes s t r u g g l e d i f f e r e n t i a t i n g h a l f note and q u a r t e r values when read ing new music.


DATE: 1 /9-1/13

GRADE: 7




relationships.





3. Foundations for Superior Performance- Articulation exercise, Long Tones 1A 1B, Lip Slurs Option 1

4. Students are learning new literature for performance purposes. Pep band literature: Celebration,

Macarena, Dragnet, The Hey Song, and Go Big C.

5. Students will rehearse their parts in small sections (by instrument) larger groups (by family) and as

a full band. Objectives are to master correct pitches, rhythms, and articulation with good tones and

A&H and PL/CS


REFLECTION

proper balance.

6. Students will perform their new pep band literature in class and at games scheduled for 1/26 and

2/6 at South Laurel Middle School HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as t h e i r pep band l i t e r a t u r e





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on subdivision o f r h y t h m in t h e i r a r t i c u l a t i o n exerc ises and f inger technique f o r chromat i c exerc ise and c o r r e c t rhy thm s and p i tches in t h e i r new music.


DATE: 1 /9-1/13

GRADE: 8

CLASS PERIOD (S): 5



relationships.






4. Students are learning new literature for performance purposes. Pep band literature: Celebration,

Macarena, Dragnet, The Hey Song, and Go Big C.



A&H and PL/CS


REFLECTION

proper balance.

6. Students will perform their new pep band literature in class and at games scheduled for 1/26 and

2/6 at South Laurel Middle School HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as t h e i r pep band l i t e r a t u r e





(23%ile)







DATE: 1 /9-1/13

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: S tudents w i l l answer 2 quest ions on a piece o f paper t h a t review t h e l e a r n i n g t a r g e t s f r o m t h e previous day.

1. Students will review the 8 elements of music.

2. Students will identify the dates and characteristics of the Renaissance period.

3. Students will learn about the characteristics of Renaissance music identified through the elements:


example from the time period.

4. Students will do listening analysis exploring the main musical styles of the time period through the

elements: Rhythm, Tempo, Dynamics, Style, form, timbre, melody and harmony.

5. Students will learn clef identifcation and be able to properly draw and treble and bass clef on a staff

6. Students will learn pitch location on a treble clef staff and be able to indepently identify given pitches

A&H and PL/CS


REFLECTION

on a hand out as well as on the board. HOMEWORK: Study t h e rena issance per iod

FORMATIVE ASSESSMENTS:Students w i l l have a Renaissance per iod and p i t ch ident i f ica t ion quiz a t t h e end o f t h e uni t

SUMMATIVE ASSESSMENTS:Verbal communication, l i s t en ing analysis , review game, workshee t feedback .S tudents w i l l do p i t ch ident i f ca t ion everyday dur ing t h e i r O.A.'s . S tudents w i l l be asked t o ident i fy p i tches in hand outs . Hand out w i l l be placed on document camera and s tudents w i l l be asked t o ident i fy p i tches ver b a l ly .



(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Student 's need t o make su r e not t o confuse t h e c l e f s as t h e p i tches a r e no t on t h e same places in t h e s t a f f .


DATE: 1/17-1/20

GRADE: 6




relationships.



2. Students will warm-up on the concert Bb pentatonic scale in various rhythmic and articulation

combinations.



slurred notes.



A&H and PL/CS


REFLECTION






(23%ile)







DATE: 1/17-1/20

GRADE: 7




relationships.






4. Students will learn new concert literature for KMEA concert festival. Students will sight read "Dark

Adventure"



A&H and PL/CS


REFLECTION

proper balance.

6. Students will perform rehearsed sections of their new literature in class and progress will be

assessed through listening. Students will analyize their selves and peers and verbally

communicate areas themselves and peers are acceling and areas that need extra attention. HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as t h e i r pep band l i t e r a t u r e





(23%ile)







DATE: 1/17-1/20

GRADE: 8

CLASS PERIOD (S): 5



relationships.






4. Students will learn new concert literature for KMEA concert festival. Students will sight read "Dark

Adventure"



A&H and PL/CS


REFLECTION

proper balance.








(23%ile)







DATE: 1/17-1/20

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: S tudents w i l l ident i fy on a piece o f paper 6 p i t ches given on t h e board .

1. Students will review note reading on the bass and treble clef staves

2. Students will have handouts to assist in note reading. Handouts from "Music theory in 30 Days"

3. Students will be introduced to the new concept of note reading beyond the staves and the grand

staff.

4. Students will be able to define ledger line and explain it's use.

5. Students will be able to identify pitches above and below the staff.

6. Students will be able to draw given pitches above and below the staves. Student progress is

measured through verbal communication, hand outs, and working out pitch identifications on the

board.

A&H and PL/CS


REFLECTION

HOMEWORK:

FORMATIVE ASSESSMENTS:Students w i l l have a p i t ch ident i f ica t ion quiz a t t h e end o f t h e uni t

SUMMATIVE ASSESSMENTS:Verbal communication, workshee t feedback .S tudents w i l l do p i t ch ident i f ca t ion everyday dur ing t h e i r O.A.'s . S tudents w i l l be asked t o ident i fy p i tches in hand outs . Hand out w i l l be placed on document camera and s tudents w i l l be asked t o ident i fy p i tches ver b a l ly . S tudents w i l l work out p i t ch idenf icat ions on t h e whi teboard .



(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Student 's need t o make su r e not t o confuse t h e c l e f s as t h e p i tches a r e no t on t h e same places in t h e s t a f f . S tudents need t o be more ac c u r a t e wi th l edger l i ne p i tches as t he y can be d i f f i c u l t t o ident i fy .


DATE: 1/23-1/27

GRADE: 6




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band. Listening Focus: Saxophone re cor d i ng



combinations.



slurred notes.

5. Students will perform exercises from the Tradition of Excellence book.

6. Students will receive new literature "Dragon Slayer" for concert festival. Students will sight read

A&H and PL/CS


REFLECTION

"Dragon Slayer" HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r Tradt ion o f Excel lence exercises .





(23%ile)







DATE: 1/23-1/27

GRADE: 7




relationships.






4. Students will continue learning their literature through elements such as Timbre, Rhythm, Tempo,

Dynamics, Style, and articulations



A&H and PL/CS


REFLECTION

proper balance.








(23%ile)







DATE: 1/23-1/27

GRADE: 8

CLASS PERIOD (S): 5



relationships.






4. Students will continue learning their literature through elements such as Timbre, Rhythm, Tempo,

Dynamics, Style, and articulations



A&H and PL/CS


REFLECTION

proper balance.








(23%ile)







DATE: 1/23-1/27

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: S tudents w i l l ident i fy on a piece o f paper 6 p i t ches given on t h e board .

1. Students will review flats and sharps associated with pitch identification.

2. Students will define and be able to identify enharmonics as the names used for the same pitch

spelled with two pitch names.

3. Students will review concepts associated with the renaissance music period and how music

evolves into the Baroque period.

4. Students will be able to identify elements of the time period through timbre, rhythm, melody,

harmony, tempo, form, dynamics and style .

5. Students will do listening analysis through the elements of music in the Baroque period.

6. Students will identify key composers of the baroque period and learn about composition techniques

A&H and PL/CS


REFLECTION

that were used to meet the style of the time period. HOMEWORK:

FORMATIVE ASSESSMENTS:Students w i l l have a Baroque per iod and key composer quiz a t t h e end o f t h e uni t .

SUMMATIVE ASSESSMENTS:Verbal communication, workshee t feedback.



(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o connect t h e time per iods and t h e evolut ion o f music.


DATE: 1 /30-2/3

GRADE: 6




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band. Listening Focus: Saxophone re cor d i ng

1. Breathing exercises: "Bow and Arrow" "4-2-1's"


combinations.


4. Students will review new concepts from Tradition of Excellence 3/4 time, dotted half notes, and key

signatures

5. Students will perform exercises from the Tradition of Excellence book.

6. Students will rehearse new literature "Dragon Slayer" for concert festival. Students will sight read

A&H and PL/CS


REFLECTION

"Dragon Slayer" HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r Tradt ion o f Excel lence exercises .





(23%ile)







DATE: 1 /30-2/3

GRADE: 7




relationships.


1. Breathing exercises: "Bow and Arrow" and "4-2-1's"



3. Foundations for Superior Performance- Long Tones 1A with variated articulations, Lip Slurs Option

1

4. Students will rehearse for performance purposes. Pep band literature: Celebration, Macarena,

Dragnet, The Hey Song, Go Big C, and Power Rock.


A&H and PL/CS


REFLECTION


proper balance.

6. Students will perform their new pep band literature in class and at a game scheduled for 2/6 at

South Laurel Middle School HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as t h e i r pep band l i t e r a t u r e





(23%ile)







DATE: 1 /30-2/3

GRADE: 8

CLASS PERIOD (S): 5



relationships.


1. Breathing exercises: "Bow and Arrow" and "4-2-1's"



3. Foundations for Superior Performance- Long Tones 1A with variated articulations, Lip Slurs Option

1

4. Students will rehearse for performance purposes. Pep band literature: Celebration, Macarena,

Dragnet, The Hey Song, Go Big C, and Power Rock.


A&H and PL/CS


REFLECTION


proper balance.

6. Students will perform their new pep band literature in class and at a game scheduled for 2/6 at

South Laurel Middle School HOMEWORK: Students a r e t o p r a c t i c e chromat i c long tones and l i p s l u r s as we l l as t h e i r pep band l i t e r a t u r e





(23%ile)







DATE: 1 /30-2/3

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA:

1. Students will review for their second unit quiz over the Renassaince and Baroque time periods.

2. Students will read key points about bach's life and career and answer questions on a worksheet

from the Accent on Composers text.

3. Students will learn about the characteristics of Baroque music identified through the elements:


example from two of the premier composers of the Baroque period. Bach and Vivaldi.

4. Students will do listening analysis of Bach and Vivaldi works through the elements: Rhythm, Tempo,

Dynamics, Style, form, timbre, melody and harmony.

5. Students will play time period jeopardy for purposes of review and quiz preparation.

A&H and PL/CS


REFLECTION

6. Students will take their second unit quiz. HOMEWORK: Study t h e rena issance and baroque time per iods .





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o connect t h e evolut ion o f music t h r o u g h t h e time per iods .


DATE: 10/3-10/7

GRADE: 6




relationships.


1. Breathing exercises. Increasing duration by doubling the beats per four sets.

2. Tradition of Excellence Band method book. Songs 23-30

3. Students will identify new concepts and vocabulary terms associated with the songs they are

learning in their method book.

4. Students will tap/clap rhythms as a band. If rhythm accuracy is an issue students will tap by section

Students will count their rhythms.

5. Students will air play or silent practice as a full band.

6. Students will play piece by instrument then as full band. HOMEWORK: Students a r e t o p r a c t i c e count ing and tapping rhythms , songs

A&H and PL/CS


REFLECTION

f r o m Tradi t ion o f exce l lence .

FORMATIVE ASSESSMENTS:Playing t e s t s




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :We need t o develop a b e t t e r sense o f p i t c h ident i f i ca t ion . B r a s s s tudents s t r u g g l e wi th "part ia ls" o r playing t o h igh o r low because each valve combination o r s l ide posi t ion plays a var i e ty o f notes .


DATE: 10/3-10/7

GRADE: 7




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band. Ident i fy lo ca t i o n o f key s igna ture , time s igna tur e and c l e f .

1. Breathing exercises. Increasing duration by doubling beats per four sets.

2. Standard of Excellence Band method book. Warm-up #44 Warm-up #96. Exercises #97-106

3. Basic Band warm-up Concert Bb Scale and Chord Progression "For the Beauty of the Earth"



5. Students will rehearse "National Anthem" Students will identify musical concepts such as dynamics,

rhythm, and tempo. Trouble spots will be identifed and rehearsed by section.

6. Students will rehearse "America March" Students will identify musical concepts such as dynamic,

A&H and PL/CS


REFLECTION

rhythm and tempo. Trouble spots will be identifed and rehearsed by section. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Playing t e s t s , per formance on 10/7 evening.




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :We need t o develop a b e t t e r sense o f p i t c h ident i f i ca t ion . B r a s s s tudents s t r u g g l e wi th "part ia ls" o r playing t o h igh o r low because each valve combination o r s l ide posi t ion plays a var i e ty o f notes . S tudents s t r u g g l e wi th key identi fying and playing acc identa ls .


DATE: 10/3-10/7

GRADE: 8

CLASS PERIOD (S): 5



relationships.



2. Foundations for superior performance pg. 4 #1 and #2. Page 6 # 1,2&3. Concert F Scale, Concert C

scale pg. 42

3. Basic Band warm-up Concert Bb Scale and Chord Progression "For the Beauty of the Earth" "Abide

With Me"



5. Students will rehearse "America March" Students will identify musical concepts such as dynamics,

A&H and PL/CS


REFLECTION


6. Students will rehearse "The National Anthem" Students will identify musical concepts such as

dynamic, rhythm and tempo. Trouble spots will be identifed and rehearsed by section. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Playing t e s t s , Per formance 10/7 evening.




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :We need t o develop a b e t t e r sense o f p i t c h ident i f i ca t ion . B r a s s s tudents s t r u g g l e wi th "part ia ls" o r playing t o h igh o r low because each valve combination o r s l ide posi t ion plays a var i e ty o f notes . Key Ident i f i cat ion .


DATE: 10/3-10/7

GRADE: 8

CLASS PERIOD (S): 4

COURSE General MusicUNIT # Week 8DAY # OF #: 1 - 5



1. Students will listen to Mozart's "Marriage of Figero" listening to the characteristics of the piece.

2. Students will read key points about Mozart's life and career and answer questions on a worksheet


3. Students will learn about the characteristics of classical music identified through the elements:


example from two of the premier composers of the classical period. Haydn and Mozart.

4. Students will listen to Beethoven's classical works and learn that he ended the classical style and

ushered in the Romantic style.

5.

A&H and PL/CS


REFLECTION

6. HOMEWORK: Study t h e c l as s i ca l e r a and Mozart

FORMATIVE ASSESSMENTS:A classical/Mozart assessment w i l l be given t o s tudents a t t h e end o f t h e uni t .

SUMMATIVE ASSESSMENTS:Verbal communication, workshee t feedback.



(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Not a l l s tudent ' s a r e connect ing t h e r e l a t i o n s h i p o f music and how i t evolved over t h e previously l e a r n e d periods .


DATE: 11/7-11/11

GRADE: 6




relationships.



2. Rhythm Rulz- Rhythm notation software. Students will interact with the smart board counting and

clapping rhythmic patterns.






A&H and PL/CS


REFLECTION

6. Students will play piece by instrument then as full band. HOMEWORK: Students a r e t o p r a c t i c e count ing and tapping rhythms , songs f r o m Tradi t ion o f exce l lence .





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o work on ton e product ion , hand posi t ion and pos ture .


DATE: 11/7-11/11

GRADE: 7




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments and s i t in sect ions wi th in band. Ident i fy lo ca t i o n o f key s igna ture , time s igna tur e and c l e f .


2. Rhythm Rulz- Rhythm notation software. Students will interact with the board counting and


3. Basic Band warm-up Concert Bb Scale and Chord Progression "For the Beauty of the Earth"



5. Students will rehearse "National Anthem" Students will identify musical concepts such as dynamics,


A&H and PL/CS


REFLECTION

6. Students will rehearse "America March" Students will identify musical concepts such as dynamic,

rhythm and tempo. Trouble spots will be identifed and rehearsed by section. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Playing t e s t s , in schoo l per formance on 11/11.




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :We need t o develop a b e t t e r sense o f p i t c h ident i f i ca t ion . B r a s s s tudents s t r u g g l e wi th "part ia ls" o r playing t o h igh o r low because each valve combination o r s l ide posi t ion plays a var i e ty o f notes . S tudents need t o develop b e t t e r ensemble s k i l l s such as ba lance b lend and in tonat ion .


DATE: 11/7-11/11

GRADE: 8

CLASS PERIOD (S): 5



relationships.





3. Basic Band warm-up Concert Bb Scale and Chord Progression "For the Beauty of the Earth" "Abide

With Me"



5. Students will rehearse "America March" Students will identify musical concepts such as dynamics,

A&H and PL/CS


REFLECTION


6. Students will rehearse "The National Anthem" Students will identify musical concepts such as

dynamic, rhythm and tempo. Trouble spots will be identifed and rehearsed by section. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Playing t e s t s , In schoo l per formance 11/11.




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :We need t o develop a b e t t e r sense o f p i t c h ident i f i ca t ion . B r a s s s tudents s t r u g g l e wi th "part ia ls" o r playing t o h igh o r low because each valve combination o r s l ide posi t ion plays a var i e ty o f notes . Ensemble techniques techniques such as ba lance , b lend and intonat ion need t o be achieved a t a h i gh e r leve l .


DATE: 11/7-11/11

GRADE: 8

CLASS PERIOD (S): 4




1. Students will review for their second unit quiz over the Renassaince and Baroque time periods.

2. Students will read key points about bach's life and career and answer questions on a worksheet


3. Students will learn about the characteristics of Baroque music identified through the elements:


example from two of the premier composers of the Baroque period. Bach and Vivaldi.

4. Students will do listening analysis of Bach and Vivaldi works through the elements: Rhythm, Tempo,


5. Students will play time period jeopardy for purposes of review and quiz preparation.

A&H and PL/CS


REFLECTION

6. Students will take their second unit quiz. HOMEWORK: Study t h e rena issance and baroque time per iods .





(23%ile)







DATE: 11/14-11/18

GRADE: 6




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments






4. Students will be introduced to 3 part harmonies in their method book "Tradition of Excellence"


6. Students will play piece by instrument then as full band. HOMEWORK: Students a r e t o p r a c t i c e count ing and tapping rhythms , songs

A&H and PL/CS


REFLECTION

f r o m Tradi t ion o f exce l lence .





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students w i l l need t o develop an indepence f o r mul t ip le p a r t harmonies . S tudents a r e used t o unison excerc ises in t h e i r method book. Three p a r t harmonies w i l l be d i f f i c u l t t o master as t h e respons ib i l i ty t o be more independent w i l l ex ist .


DATE: 11/14-11/18

GRADE: 7




relationships.


1. Breathing exercises: Increasing duration by doubling beats per four sets.



3. Bb articulation exercies, F articulation exerces.



5. Students will rehearse "Jingle Bell Rock" Students will identify musical concepts such as dynamics,


A&H and PL/CS


REFLECTION

6. Students will memorize 8 measures of "Jingle Bell Rock". Students will identify musical concepts

such as dynamic, rhythm and tempo. Trouble spots will be identifed and rehearsed by section. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Per formanc .




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o develop a b e t t e r discrepancy f o r a r t i c u l a t i o n s ty les . They have no t developed t h e l i s t en in g s k i l l t o d is t iguish s ty le s c l e a r l y enough.


DATE: 11/14-11/18

GRADE: 8

CLASS PERIOD (S): 5



relationships.





3. Bb Scale Articulation exercise. Concert F Articulation and Rhythm exercise.





A&H and PL/CS


REFLECTION

6. Students will memorize 8 measure of "Jingle Bell Rock" for their Christmas on Main performance.HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Need t o develop b e t t e r since o f a r t i c u l a t i o n s ty les . S tudents do not have t h e l i s t en ing discrepancies needed t o dist inguish s ty le s c l e a r l y enough.


DATE: 11/14-11/18

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Review musical elements and t h e i r evolut ion over t h e t ime per iods . t h r o u g h quest ion and answer .

1. Students will analyze classical period music using the 8 elements of music.

2. Students will read key points about Haydn's life and career and answer questions on a worksheet


3. Students will learn about the characteristics of classical music identified through the elements:


example from two of the premier composers of the classical period. Haydn and Mozart.

4. Students will do listening analysis of Haydn and Mozart works using the elements: Rhythm, Tempo,


5. Students will play time period jeopardy to review for the classical unit quiz

A&H and PL/CS


REFLECTION

6. Students will take their classical unit quiz. HOMEWORK: Study t h e c l as s i ca l time per iods and t h e i r key composers.





(23%ile)







DATE: 11/21-11/22

GRADE: 6




relationships.

LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Assemble Inst ruments






4. Students will rehearse Christmas program music. "Jingle Bells" "Jolly Old St. Nicholas" from method

book.


A&H and PL/CS


REFLECTION

6. Students will play piece by instrument then as full band. HOMEWORK: Students a r e t o p r a c t i c e count ing and tapping rhythms , songs f r o m Tradi t ion o f exce l lence .





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students w i l l need t o develop an indepence f o r mul t ip le p a r t harmonies . S tudents a r e used t o unison excerc ises in t h e i r method book. Three p a r t harmonies w i l l be d i f f i c u l t t o master as t h e respons ib i l i ty t o be more independent w i l l ex ist .


DATE: 11/21-11/22

GRADE: 7




relationships.





3. Bb articulation exercies, F articulation exerces.

4. Students will learn movement for their first Marching appearance in the community Christmas

parade.



A&H and PL/CS


REFLECTION

6. Students will memorize 8 measures of "Jingle Bell Rock". Students will identify musical concepts

such as dynamic, rhythm and tempo. Trouble spots will be identifed and rehearsed by section.

Students will put foot movement to music. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

FORMATIVE ASSESSMENTS:Performance .




(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students w i l l need t o ge t b e t t e r a t pu t t ing physical movement t o a c e r t a i n tempo whi le playing music.


DATE: 11/21-11/22

GRADE: 8

CLASS PERIOD (S): 5



relationships.






4. Students will learn movement associated with marching.



6. Students will memorize 8 measure of "Jingle Bell Rock" for their Christmas on Main performance.

A&H and PL/CS


REFLECTION

Students will put foot movement to music. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o ge t b e t t e r a t moving t h e i r f e e t t o a se t tempo whi le playing music.


DATE: 11/21-11/22

GRADE: 8

CLASS PERIOD (S): 4



LESSON OUTLINE (HIGHLIGHT SPECIAL RESOURCES NEEDED)OA: Review musical elements and t h e i r evolut ion over t h e t ime per iods . t h r o u g h quest ion and answer .

1. Students will play review game over the classical period and it's key composers.

2. Students will identify characteristics of classical music identified through the elements: Rhythm,

Tempo, Dynamics, Style, form, timbre, melody and harmony.

3. Students will identify key components about Haydn and Mozart works using the elements: Rhythm,

Tempo, Dynamics, Style, form, timbre, melody and harmony.

4. Students will play time period jeopardy to review for the classical unit quiz

5. Students will take their classical unit quiz.

6. HOMEWORK: Study t h e c l as s i ca l time per iods and t h e i r key composers.

A&H and PL/CS


REFLECTION





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students need t o connect t h e evolut ion o f music t h r o u g h t h e time per iods as t h e c h a r a c t e r i s i t c s wi th in t h e elements o f music change s ign i f icant ly over time.


DATE: 12/12-12/16

GRADE: 6




relationships.





3. Bb pentatonic scale

4. Students are preparing for Christmas program.

5. Students will rehearse "Jolly Old St. Nicholas" "Jingle Bells" "Good King Wenclas" "A Christmas

Sleigh Ride" Students will identify musical concepts such as dynamics, rhythm, and tempo. Trouble

spots will be identifed and rehearsed by section.

A&H and PL/CS


REFLECTION

6. Students will perform selections on Thursdays Christmas concert. HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.





(23%ile)







DATE: 12/12-12/16

GRADE: 7




relationships.







5. Students will rehearse "Bells Bells Bells" "Up on the Housetop" "Christmas Processional" "Jingle Bell

Rock" Students will identify musical concepts such as dynamics, rhythm, and tempo. Trouble spots

will be identifed and rehearsed by section.

A&H and PL/CS


REFLECTION






(23%ile)







DATE: 12/12-12/16

GRADE: 8

CLASS PERIOD (S): 5



relationships.







5. Students will rehearse "Bells Bells Bells" "Up on the Housetop" "Christmas Processional" "Jingle Bell

Rock" Students will identify musical concepts such as dynamics, rhythm, and tempo. Trouble spots

will be identifed and rehearsed by section.

A&H and PL/CS


REFLECTION






(23%ile)







DATE: 12/12-12/16

GRADE: 8

CLASS PERIOD (S): 4



relationships.


1. Students will learn music notation through rhythm software and note note naming work sheets.

2. Students will count and clap rhythms using rhythm rulz

3. Students will compose their own rhythms using quarter, half and whole notes.

4. Students will identify pitches on the staff. E,G,B,D,F = Lines FACE = Spaces

5. Students will learn "Jolly Old St. Nicholas" on baby glockenspiels.

6. Students will perform "Jolly Old St. Nicholas" on in school Christmas program HOMEWORK: Students a r e t o p r a c t i c e t h e i r fundementals such as note and r h t y h m reading . S tudents w i l l p r a c t i c e t h e i r concer t band music.

A&H and PL/CS


REFLECTION





(23%ile)





What changes a r e needed? What did your format ive da t a suggest? Other notes :Students w i l l need t o develop t h e i r music read ing s k i l l s .

a&h and pl/cs daily lesson plans & reflectionmarzano’s research-based instructional...

Documents