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Lesson Plans

6th Grade
Band, 1st
Period
Week 9, Sept
29-Oct. 3, 2014
Monday Tuesday Wednesday Thursday riday
!ai"y #earnin$ Tar$et % can ana"y&e and
criti'ue (y o)n
per*or(ance and
the per*or(ance
o* the ense(+"e
usin$ kno)"ed$e %
ha,e $ained
a+out the
e"e(ents o*
(usic.
% can produce a
$ood tone on (y
instru(ent and
sustain (y o)n
part in the
ense(+"e.
% can p"ay an e-ercise
accurate"y in 4.4 ti(e
independent"y and
)ith a $roup.
% can ana"y&e a
piece o* (usic
and (ark
i(portant
e"e(ents that
)i"" he"p (e in
(y
per*or(ance.
/% can criti'ue
(y
per*or(ance
and the
per*or(ance
o* the
ense(+"e.
% can ana"y&e
and criti'ue
(y o)n
per*or(ance
and the
per*or(ance o*
the ense(+"e
usin$
kno)"ed$e %
ha,e $ained
a+out the
e"e(ents o*
(usic.
0e""-
rin$er."ash+ack
s
1o(poser o*
T)ink"e,
paradidd"e,
(e&&o
20ea(,3
4ossini,
e-p"anation
o* 4.4
pattern
Ti(e si$nature,
te(po,
e-p"anation or
i""ustration o* a
2.4 pattern
%denti*yin$
note
,a"ues and
(usic
(ath
%denti*yin$
note
,a"ues and
(usic
(ath
115 and !O6 #e,e" Students )i"" sin$
or p"ay a"one and
)ith others
e-a(p"es o*
(usic )ith
increasin$"y
co(p"e- (e"odies
and rhyth(ic
patterns in tre+"e
and +ass c"e*
7)ith practice8.
Students )i""
sin$ or p"ay
a"one and )ith
others e-a(p"es
o* (usic )ith
increasin$"y
co(p"e-
(e"odies and
rhyth(ic
patterns in tre+"e
and +ass c"e*
7)ith practice8.
Students )i"" sin$ or
p"ay a"one and )ith
others e-a(p"es o*
(usic )ith
increasin$"y co(p"e-
(e"odies and
rhyth(ic patterns in
tre+"e and +ass c"e*
7)ith practice8.
/Students )i"" use
appropriate
ter(ino"o$y to
identi*y e"e(ents o*
(usic.
Students )i""
use kno)"ed$e
o* the
e"e(ents o*
(usic and
(usic
ter(ino"o$y to
descri+e and
criti'ue their
o)n
per*or(ance
and the
per*or(ance
o* others.
Students )i""
sin$ or p"ay
a"one and )ith
others
e-a(p"es o*
(usic )ith
increasin$"y
co(p"e-
(e"odies and
rhyth(ic
patterns in
tre+"e and
+ass c"e* 7)ith
practice8.
%nstructiona"
Strate$y.9cti,ity
4o"", :;.#T,
0. War(-
up< = note 0
>at concert
sca"e usin$
rhyth(s
'uarter, ?
th
,
and 1@
th
note
patterns.
4e,ie)
e-ercises
*ro( "ast
)eek,
+e$innin$
)ith 533.
ocus on
4o"", :;.#T,
0. War(-
up< = note 0
>at concert
sca"e.
4e,ie)
e-ercises
*ro(
yesterday,
+e$innin$
)ith 533.
4e,ie)
creating a
sensory
image.
dyna(ics in
4o"", :;.#T, 0.
Sa(e as
Tuesday,
continuin$ in
+ook as *ar as
possi+"e. Ai,e
note readin$
)orksheet *or
ho(e)ork.
Thinking
strategies<
askin$
'uestions,
deter(inin$
i(portance 7a(
% +"endin$ )ith
4o"", :;.#T,
0.
Students
)i""
recei,e
their Brst
piece o*
sheet
(usic *or
our Winter
1oncert.
They )i""
+e$in
(arkin$
their parts
+ased on
4o"", 0,
:;.#T.
War(up
to$ether
on 59,
5C,5=,
53, 51.
P"ayin$
test today.
%* ti(e,
c"ass )i""
continue
readin$
ne) sheet
(usic.
P"ayin$
Creating a
Sensory
Image )ith
543 2#on$
#on$ 9$o.3
Da,e
students
+rainstor( to
co(e up )ith
an i(a$e to
Bt this son$ E
'uick )rite.
1ontinue in
+ook throu$h
54=.
Thinking
strategies<
askin$
'uestions,
deter(inin$
i(portance,
creatin$ a
sensory
i(a$e.
Exit
slip/perfor
m-ance
check of:
each section
)i"" pass oF
543
de(onstratin
$ piano
dyna(ics.
!ate o* ne-t
su((ati,e
assess(entG
riday, Oct 3.
543.
!iscuss
dyna(ic
contrast
+et)een
543 and
544. P"ay
throu$h a""
o* p. 10.
!iscuss
Wi""ia( Te""
and read
a+out
4ossini.
Sho) 'uick
,ideo o*
2ProHect
Trio3 Wi""ia(
Te""
O,erture.
Thinking
strategies<
askin$
'uestions,
1reatin$ a
Sensory
%(a$e8
Exit heck-
of: :ach
student )i""
de(onstrat
e "ast 2
(easures o*
Wi""ia( Te""
at *orte
dyna(ic
"e,e". !ate
o* ne-t
su((ati,e
assess(entG
riday, Oct 3
the ense(+"eI
:tc8
Exit !lip<
%denti*y 3
pieces in the
+ook that
uti"i&e the
dyna(ic "e,e"
2piano.3
:-p"ain )hy
this dyna(ic
"e,e" Bts each
piece.
kno)"ed$e
theyJ,e
$ained
a+out the
e"e(ents
o* (usic
7rhyth(,
dyna(ics,
te(po,
articu"atio
ns, etc.8.
9*ter
ana"y&in$
parts and
discussin$
)ith a
partner,
students
)i"" +e$in
initia" read
throu$h o*
the piece.
Thinking
strategie
s< askin$
'uestions,
deter(inin
$
i(portanc
e 7Do) do
% ana"y&e a
piece o*
(usicI
What
shou"d %
(ark in
(y part
that )i""
he"p (e
per*or(
the (usic
)ith
accuracy
and
(usica"ity
I8
Exit slip<
9na"y&e
and
descri+e 3
test )i""
ser,e as
e-it s"ip.
Thinkin$
strate$ies
shou"d +e
incorporat
ed +y each
student as
they p"ay.
Teacher
)i"" stress
the use o*
thinkin$
strate$ies
+e*ore test
+e$ins.
thin$s you
shou"d
(ark in a
piece o*
sheet
(usic to
aid you in
your
per*or(an
ce.
or(ati,e
9ssess(ent
9ssessin$
continuous"y<
posture,
tone,
rhyth(,
ense(+"e
+a"ance,
dyna(ics,
accuracy o*
pickup note,
etc.
Tone
production,
correct
asse(+"y
and
position,
dyna(ics,
per*or(anc
e o*
e-ercises
33-4=.
1orrect pitch
production,
e(+ouchure.po
stureG
understandin$
o* ense(+"eG
per*or(ance o*
e-ercises 33-
4=.
9+i"ity to
ana"y&e a
piece o*
sheet
(usic,
partner
discussion,
per*or(an
ce o*
)ar(ups
and pieces
P"ayin$
test.
Student
9ssi$n(ent.%ndi
,idua" or $roup
)ork
30 (in.
practice *or
ho(e)ork,
cont. in +ook
30 (in.
practice *or
ho(e)ork,
cont. in
+ook
30 (in.
practice *or
ho(e)ork,
cont. in +ook
30 (in.
practice
*or
ho(e)ork
, cont. in
+ook
30 (in.
practice at
ho(e o,er
)eekend.
4T%.ModiBcation Peer partner,
student check"ist,
2+o-3 (ade )ith
tape *or indi,idua"
student at OTJs
reco((endation,
peer partner,
pro(ptin$ and
cuein$ accordin$
to %:Ps.
Peer partner,
student
check"ist, 2+o-3
(ade )ith tape
*or indi,idua"
student at OTJs
reco((endation
, peer partner,
pro(ptin$ and
cuein$ accordin$
to %:Ps.
Peer partner, student
check"ist, 2+o-3
(ade )ith tape *or
indi,idua" student at
OTJs
reco((endation,
peer partner,
pro(ptin$ and
cuein$ accordin$ to
%:Ps.
Peer partner,
student
check"ist,
2+o-3 (ade
)ith tape *or
indi,idua"
student at
OTJs
reco((endati
on, peer
partner,
pro(ptin$ and
cuein$
accordin$ to
%:Ps.
Peer partner,
student
check"ist,
2+o-3 (ade
)ith tape *or
indi,idua"
student at OTJs
reco((endati
on, peer
partner,
pro(ptin$ and
cuein$
accordin$ to
%:Ps.
1ritica"
Koca+u"ary
Tone, ense(+"e,
duration,
intonation, ti(e
si$nature, key
si$nature, sharp,
>at, natura",
+reath (ark,
ha"* note, ha"*
rest, (u"tip"e
+ounce, pickup
note, dyna(ics,
+a"ance.
Tone, ense(+"e,
duration,
intonation, ti(e
si$nature, key
si$nature, sharp,
>at, natura",
+reath (ark,
ha"* note, ha"*
rest, (u"tip"e
+ounce, pickup
note, dyna(ics
+a"ance.
Tone, ense(+"e,
duration,
intonation,
dyna(ics,
articu"ation, ti(e
si$nature, key
si$nature, sharp,
>at, natura",
+reath (ark,
ha"* note, ha"*
rest, (u"tip"e
+ounce, pickup
Tone, ense(+"e,
duration,
dyna(ics,
articu"ation,
intonation, ti(e
si$nature, key
si$nature, sharp,
>at, natura",
+reath (ark,
ha"* note, ha"*
rest, (u"tip"e
+ounce, pickup
Tone, ense(+"e,
duration,
intonation, ti(e
si$nature,
dyna(ics,
articu"ation, key
si$nature, sharp,
>at, natura",
+reath (ark, ha"*
note, ha"* rest,
(u"tip"e +ounce,
pickup note,
note, dyna(ics
+a"ance.
note, dyna(ics
+a"ance.
dyna(ics
+a"ance.
1o""e$e and
1areer
4eadiness
Per*or(in$ on an
instru(ent
increases +rain
*unctionin$ and
)i"" a"so increase
"ike"ihood o*
earnin$
scho"arship
(oney
Per*or(in$ on an
instru(ent
increases +rain
*unctionin$ and
)i"" a"so increase
"ike"ihood o*
earnin$
scho"arship
(oney *or
co""e$e
Per*or(in$ on an
instru(ent
increases +rain
*unctionin$ and
)i"" a"so increase
"ike"ihood o*
earnin$
scho"arship
(oney *or
co""e$e
Per*or(in$ on an
instru(ent
increases +rain
*unctionin$ and
)i"" a"so increase
"ike"ihood o*
earnin$
scho"arship
(oney *or
co""e$e
Per*or(in$ on an
instru(ent
increases +rain
*unctionin$ and
)i"" a"so increase
"ike"ihood o*
earnin$
scho"arship
(oney *or
co""e$e
%ntended
ho(e)ork
20-30 (inutes o*
indi,idua"
practice dai"y is
reco((ended
7)ith 1 day oF
per )eek
20-30 (inutes o*
indi,idua"
practice dai"y is
reco((ended
7)ith 1 day oF
per )eek
20-30 (inutes o*
indi,idua"
practice dai"y is
reco((ended
7)ith 1 day oF
per )eek
20-30 (inutes o*
indi,idua"
practice dai"y is
reco((ended
7)ith 1 day oF
per )eek
20-30 (inutes o*
indi,idua"
practice dai"y is
reco((ended
7)ith 1 day oF
per )eek