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Lesson Plans

Jazz Band, Week 9,


September 29-Oct 3,
2014


Mon.


Tues.


Wed.


Thurs.


Fri.


Daily Learning Target I can sustain my
own part in the
ensemble,
performing
stylistic jazz
articulations and
accurate
syncopated
rhythms.
I can sustain my
own part in the
ensemble,
performing
stylistic jazz
articulations. *I
can improvise a
short melody
based on a
familiar tune.
I can sustain my
own part in the
ensemble,
performing
accurate rhythms
involving
syncopation. *I can
improvise a short
melody based on a
familiar tune.
I can sustain my own
part in the ensemble,
performing accurate
rhythms involving
syncopation. *I can
improvise a short
melody based on a
familiar tune.
No class today
Team building
on teams.
Bell-ringer/Flashbacks Swinging 8
th

notes. Correctly
placed accents
Rooftop,
staccato,
accidental
Accidental,
syncopation,
rooftop, accent.
Accidental,
syncopation, rooftop,
accent

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 be
actively involved
in creating,
notating,
improvising and
performing music
alone and with
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 be
actively involved
in creating,
notating,
improvising and
performing music
alone and with
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 be actively
involved in creating,
notating,
improvising and
performing music
alone and with
others.
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 be
actively involved in
creating, notating,
improvising and
performing music alone
and with others.

Instructional Method;
Aligned
Strategies/Activities
Flashbacks,
EQ/LT; warmups
with todays focus
on performing
the accents
correctly and
using scat
syllables (with
proper emphasis
on
accdents!)before
playing. Continue
in books. Assign
playing test for
Thursday, #30.
Students will
mark parts today,
Flashbacks;
EQ/LT; Warm-up
with B Flat
Concert Scale
followed by Blues
Scale in 8
th
notes
swinging. Solo
turns on notes of
the Blues scale.
Partner pair-
share on
improvising from
a familiar
melody. Partners
may choose any
tune from the
book and work
Flashbacks; EQ/LT;
Warm-up with B
Flat Concert Scale
followed by Blues
Scale in 8
th
notes
swinging. Solo turns
on notes of the
Blues scale.
Continue same
process as
yesterday,
strengthening
students skills and
confidence with
improvising.

Thinking Strategy:
Flashbacks; EQ/LT;
Playing test today: #30
Thinking Strategy
Accessing schema,
asking questions.
(about syncopation,
articulations, etc.)

Exit slip: Playing test
will replace Exit slip.

paying attention
to STARS
method when
making markings.
Thinking
Strategies:
Asking questions
(am I accenting
properly and
playing my
rooftops short
enough?)
Exit check-off: 2
measures from
#30.
together. Focus
on maintaining
consistent tempo
and playing 2-4
measure improvs.
If time, full group
reading of African
Noel and begin
Festive Flutes.
Thinking
strategies: Asking
questions
(consistent
tempo, phrase
length, etc.).
Exit check-off
today will be
share-out from
partner work.
Asking Questions,
Accessing schema
Exit check-off: 2
measure excerpt of
teacher choice.
Method of Formative
and Summative
Assessments
Determining if
students can
perform in
characteristic jazz
style
(articulations and
rhythms).
Summative
Assessment:
Thursday, Oct. 2,
2014.
Determining if
students can
perform in
characteristic jazz
style
(articulations and
rhythms).
Summative
Assessment:
Thursday, Oct. 2,
2014.
Determining if
students can
perform in
characteristic jazz
style (articulations
and syncopated
rhythms).
determine
importance
(THINKING
STRATEGY)
Summative
Assessment:
Thursday, Oct 2,
2014
Determining if students
can sustain own parts
in the ensemble
Summative
Assessment: today, Oct
2, 2014

Student
Assignment/Individual
or group work
Solo and group
performances;
Exit check-off;
Solo and group
performances
from book and
Blues Scale
improvs
FB, playing as a
whole group from
jazz book, Exit slip
FB, warmups, playing
test

Modifications/
accomodations
Modeling, peer
tutoring;
prompting and
cueing; high-low
groupings (IEP
mods)
Modeling; peer
tutoring, assist
with notes /
re-teach as
necessary ; high-
low groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist with
notes /
re-teach as
necessary ; high-low
groupings all
according to IEP
mods/accomo-
dations
Modeling; peer
tutoring, assist with
notes /
re-teach as necessary ;
high-low groupings all
according to IEP
mods/accomodations

Critical Vocabulary Regular Accents
vs. rooftop
accents, scat
syllables, rooftop,
staccato
Blues Scale,
improvisation,
rooftop accent,
staccato
See Tuesday Vocab Review all vocab from
this week.

Intended Homework 30 min. of
individual
practice at home
30 min. of
individual
practice at home
30 min. of individual
practice at home
30 min. of individual
practice at home


College/Career Readiness: These lessons will aid students in becoming well-rounded individuals. Learning about/performing
music strengthens brain functioning and helps students prepare for college/career.