‘There willbe times when the notes or listening sections may be expanded or reduced, based on performance during the pre-test and the dally achievement of the students. The rehearsal section will ned to remain fixed as best as possible to allow students to continue to learn thelr repertoire forthe semester Lesson Plans In this sectional, you wilfind three sets of lesson plans. The it set wil be the plans as they existed atthe start the unt. The second set consists ofthe revised plan as we progressed ‘through the project. The ial et wl contin the full period lesson plans for each dy inthe ‘nit, inelading rehearsal plans whieh could no fit in a standardae form, Adaptations have been made to each day along the way, and the dally lesson reflections and adaptations have been further explained in a later section entitled, "LAMP Dally Lesson Narrative.” Original Plans ‘These ae the frst plans created fr the projec, and consist ofthe originally intended path of instruction. You wl find these pans beginning on the next page. Days in which the LAMP material wasll view material with nothing new, will not appear unt the third section of plans[ Name Cony Chapman [lass igh Scoot Band Date: 322015 —TnieFormat: LAMP (Day T) Objeatves: ‘Students wil be able to demonstrate understanding of the order of Pats and sharps + Students wil be abl to demonstrate understanding of note names in both treble and bas cle ‘+ Stadeats wil beable to diferent between major nd minor sales through listening. + Stunts will be able oeeaatey ply the DU mon sae ‘Standard ‘+ 2~ Performing on instruments, alone and with ates, varied repertoire of msc + 5—Reading and netting music + 6—Listening to, analyzing, and describing music ‘Neri + Whiteboard Keyboard + Baton Procedure Connecod to objectives = Q: "What isa kay signature?” 1 Askstutens to mise their hands and tell me the order of ls. Repeat proces fer oder ofshaps 1 Write them onthe board © This isthe oder that these Mats and sharps wil appear in any key signature. * Q: “Tether are 4 ats inthe ey signature, what are they? sharps” (© Repeat question with 3, 5,2, 6 accidentals. Spread out directed questioning ‘etwean diferent sections, Make sure to ak someone in each section ett ‘+ Review nots in bass and treble cle. Ask opposite clef readers about these pitches. ‘O Aske fe what hind Tine in ass cle. Ask trombone what second space inebleck, + Play through 3 sales on keyboard, asking stent to determine fit sa major or minor scale, ‘©. Cimjor, A minor, Db major “© Q: (Rrase whiteboard) “If say tht Db maorhas 5 flats in its key signatre, what are those flats?” (Ask for Mute, trombone, or perctasonist to answer) ‘© Repeat for concer Bb major with Alto Saxe (Bb) and ClrneTrumpevTenoe Saxes (Eb) This ea into warmup messin Db majo. “Aserament ‘Stents willbe astesod on thei behavior and patcpation during he lesson. ‘Students willbe assessed on tei response o questioning and splistion of content ‘Stents willbe assessed on their performance ofthe scales fo the day‘Name; Cory Chapa ‘Class: High School ad Date: 3472015 [iniFormat LAMP (Day) — Objectives: * -Studets wll beable to demonstrate understanding ofthe crcl of fits ‘Students il be able to demonstrate understanding of howto write key sentures with sven number of flatshare. ‘Students wl beable to diferente between major and minor ings though listening, Snide wi be abl to acurtely pay he Do and mor sakes, Standard ‘+ 2-Performing on instruments, lone un with thers vari repertoire of msi + 5 Reading and ntating music. ‘+ 6 Listening to, analyzing, and describing music. Materia: = Whitebosr + Handowts + Keyboard + Batoa ProoedareConneced to objectives +O: "Whats the order of harps?” (© Wile them on the bord. ‘© Q: “Whats the relationship of cach pitch in the order of sharps? Ifyou start nF, whit scale degrees C? Cte GP” Be ‘+ Draw he cic of fiths onthe board, and and out copies to students Askstudons to come to the board and write key signatures when give the numberof ‘atsisharps. ‘0 “Whocan write the key signature with 6 ls? 2 sharps? 4 sharps? 3 ats?” + Play through Sra on keyboard, asking todas to determine itis a mor or minor triad 12 Cmajor, Aminoe, Db majo, G major, C minor 4+ Review Db majer scale + Q: (Erase whiteboard) “I say that majoras 1 sep ints ey signature, wha is ‘he sharp?” (As for Mate, trombone, or percusionst 0 answer) (Repeat for soncert G major wth Alto Sixes (E) and ClarineTrumpet/Tence smtes(4) 4+ This leads into warm-up process in G major. “Axessment ‘Students wil be assessed on their behavior and participation during he lesson *Stodents wil be assessed on their rexponse to guestioning end aplication o content. ‘+ Studeats wil be assessed on ter performance ofthe scales forthe iy[ Rame=Conr Chapman School Hand Date: 3572015 UnivFormat, LAMP (Day Objestives: ‘Students wil beable to demonstrate understanding of how to wit nd sine major keys ‘Students wil beable to difereatist tween majo and minor modes though istenng ‘omisical examples. + Sede will beable weeny py the Di, , and C major scales. Standard ‘+ 2-Perfoming on instruments, lone swith thers, varied repertire of musi, #5 Reading td ntting musi. + 6--Listening'o, analyzing, nd deseibing mise, Maver + Whiteboad Handouts + Computer + Bon Procedure connesad 1 objectives) “Flow do you figure out the name of key by looking athe kay signature?” ‘© Noshortcut for Cor F. For lat keys the second to ast it the name ofthe ay. For sharp keys the next letter aame isthe name ofthe Key affected by previous sharps in Key signature). (© Write to examples on board, and tak hough them. (Use Ab major and maj) Have students identity and write key sigoatures fo several keys on the board ‘>. Wing: G,D, Eb © Wentiying” Db, Gb, B ‘Phy Bac’ Lite Fugue i G oa youtube (Canaan Bras recording) and ask studeats 1p eat vo section s major or mince. ‘Review Db and G major scales. * Q: (Erase whiteboard) What woul be inthe ey signature for Eb major? (utesTembones) ‘© Repeat for concert Eb major with Alto Sexes (C) end Caine Tramped/Tenor Sues) 4+ Repeat proces forC majo. (Atos A) (Clarinets TrumpetTenors—D) ‘Thi eas ino warm-up process nC major. ‘Assessment ‘Students willbe assessed on their behavior and patiiption ding he leson + Stents wil be assessed on ther responses to questioning and application of content + Staents wil be assessed on ther peformance ofthe sal) fr the day‘Cass Fgh School Band TniFowmat: LAMP (Day ‘Students wl beable to demonstrate understanding of how to identify he relative minor of major key, ‘+ Students willbe able to diferente betwee major and minor modes through listening. Stadats wil beable to accurately pay the Eb major and C minor sales, Stands ‘= 2-Peefoming on instruments, alone and with others, a varied repetie of music. + 5—-Reading and noting music. + 6 —Lisening‘o, analyzing nd describing muse Material Whiteboard + Handouts Computer + Baton Provedare connected to objectives Qs “What isthe relative minor key oC msjor?™ ‘© Explain that he relative minor begins onthe 6® scale depree ofthe mock. Wie our ler names for he pies in C, the ciclo A and wet the A minor sale underneath, Ask a percussionist play both sales on malls © Another example using Eb major. ‘+ Write «coupe of major key signarres onthe board, and tke stents through the recess of figuring out what minor key the slnatre could show. (© Dan G major and elative minors. “+ Repeat process without walling stent hough and asking the to identify nce ys ‘© D minor, G minor, and F# minor + Play the musical examples fom the pretest on youtube and have stent identify them ss major or minor. + Review Db and G major sles. + Q: (Erase whiteboard) What would be inthe key signature for C minor? What maior ey sit velated o (he 6" sale degree of? Fltes Trombones) (© Repeat for concert C minor with Alo Saxes (A minor nd (Carine ramped Tenor Sexes (D ince) (© Related to Bb major Fits Trombones), C major (Altos), aad F major (ClisinetsTrampetsTen0r) + Play EU inj wala Uw Cun tale. (ott ey signe, lve sta pith) 4 This eas into warm-up proces in C minor. “Assesment “+ Students willbe assesed on thei behavior and pascpation daring the lesson ‘+ Smdents willbe ssesed on thei responses to quertioning end application of content. ‘+ Studeats wil be assessed on their performance ofthe Scales fr the day[ Namie" Cogy Chapman] ase igh School Band [ses aiia015 UnitvFormat, LAMP (Day 8) ‘Objectives: + Staats wil beable wo explain the diffrence between parle and relative minor, ‘+ Students wil be abet diferente betwen majr and minor scales hough stein. ‘Students wil be abl to acurately ply the Eb major and C minor sels. Standards 2 Perfeming on instruments + 5-Reading and ntating music. * 6—Listening to, analyzing, nd desing music. one and wth ober, varied peti of mane, Material Whiteboand © Handous + Keyboard + Bato rescence cane iat ath pl mor ky of mac” pl ath paral cr temo key wich it ed avin the sae tceraume ete aor ty ©. arl eor isan sad key, ete there 3 ph rece as ‘porto ph iftene nie reve sino Cinder, merv, Amie + Wits cot soe aa ses ie hem iors Cin, Omi, mia + Wht prll miner of bo? What ste tive minor? {Phy eles ont eyo and ave ss ei them loro mio ales ° "Aina, A mj € jo, Bb ne aor + Review Db ad 6 masa C minor see. + Qi tease hiebar) Wht she ey sgt fr Cao? (FesTrombones) Repairer major wi Ao Seer (a) and Chan rumper a Seer) Play ale +e Wat erelthe minorof Cj ate Tombones) 2 ape freien A eth Als (in and Carine ramp Tenors ino o Saye wale Tis lend ine Ar warp ons “Assesment ‘Students wl be assessed on ther behavior and pariipaton during the lesson. + Stents wil be assessed on ther responses to questioning and aplication of content Stents wil be assessed on thee performance ofthe scale(s) forthe day.16 Normal Dally Plans ‘The following nine lesson plans are the daily rehearsal plans forte days ofthe unt. Atthe beginning of the procedures you wil find annotations about LAMP material for that day ater \which you can revs those plans above. n some instances the procedures for AMP material are more detalled when very specie reviews have been planned. These plans are on the following nine pages.[Name Cary Chapman Class High School Band Date: 3722015 ‘UnitFormat: Full Band - Objectives: ‘+ Students willbe abe to play thelr pars in Burnished Brass with proper dye contrast + Students will be able to play their pars in American Folk Rhapsody rom K-Q, ‘+ Sudens wit eam about Key signatures as pt ofthe LAMP unt. Standards ‘+ 2~Peeforming on instruments, slone and with others, varied repertoire of + 5~Reading and notaing music. * 6-Listeningt, analyzing and deserbing music, Material: ‘© Bunished Brass ‘© American Folk Rhapsody = Baton Procedure (connected to objectives): ‘+ Follow LAMP Day 1 plan up until warm-ups © Warmups (© Key of Db seale in whole notes, halfnotes, broken sale. Switeh up aniculations, Burnished Brass - (©. Rehearse sections with dynamic contrasts, and doa fll run ineomporating those dynamics, Be expressive in conducting regarding dynamics, ‘© American Folk Rhapsody — (© Rehearse section fom K-Q ‘Assessment (connected with objectives) ‘+ Students willbe assessed on thei behavior and participation during the lesson, ‘+ Students willbe assessed on thet rhythmic and melodie awareness during the Teazon, ao Well as on answers to qucotions which wil be posed. (18 ‘Name: Cony Chapman eas High School Band Date: 342015 Tsiormat: Full Band 4 Objentves: > Stodents wil be ble to play their pats in Prospect rom mm. 50 end with comest notes and dynamic const. + Students wil be able to play their pars in American Folk Rhapody from FL with comet nates and phrsing + Stats wil lear abou key’ signatres as prt of the LAMP unit Standard ‘+ 2-Performing on nsrument, lone and wit thers, a varied repertoire of musi. + 5 Reading nd notating music ‘+ 6-Listening to, analyzing, nd deseriing msi ‘Materials: + Praspect + Reyboard + Baton ‘Procedure (connected to objectives) ‘Teach LAMP Day 3 material. © Warmups — ‘©. Gmsjor, Whole notes, half notes, quarter notes, Quarter note scale will ‘ae played in each section (percussion, 2" ror, I* row) to assess problems. + Prospect ‘© Start with measures 89 and 90, Make sure the pitches ae all orrect in {he oddly spelled Cb major and F major chords. Saxes seemed to have trouble last week ‘© Work baccvard toward 50, wit each rehearsal number onthe way. Pay particular atention to dynamic, especially contrast and range between nf anf. ‘© American Folk Rhapsody ~ ‘Starting at F, withthe clarinet solo, play through the “Santyman’s Life seetion of the piece, Pay special aenton o phrases which ae being dropped and separate the melody and aevompaniment pats. ‘Assessment (connected with objectives): ‘+ Students willbe assessed on their behavior and participation during the lesson, ‘© Students willbe assessed on their rhythmic and melodie awareness during the Tessoa, as well as on answers to questions which willbe posed.19 ‘Name Cory Chapa [Class High School Band Date: 31572015 [UnivForat: Full Band Objectives: ‘Students wl be abet play hee pars in One Thousand Cranes fom am. 8 ~67 with ‘some noes and shythns, ‘+ Stes wil beable to pay their parts in American Folk Rhapsody from Begining ~Q with comet notes and prasing + Students wil ear abou ey signatures spat of the LAMP amit Sandan + 2-Perforning on instruments, lone and wit thers, a vari repertoire of msi 4+ 5-Reating and noting music. 4 6—Listening to, analyzing, and dseribing music, + 9—Uindersanding musi in relation o history and ear Materials: + One Thousand Cranes + American Fok Rhapsody © Buon Procedure (connected to objectives) ‘= Teach LAMP Day 4 material, Warmups ‘© major. Whole notes, haf notes, quarter notes, Quarter note scale will ‘be played in each section (percussion, 2™ row, 1" row) to assess problems. + o71e- ‘© Starting at mm. S4, focus on saxophone solo and clarinevtombone chords. Keep balance in ming, © From mm, 63.67 isolate clarinet and flute lines, breaking them down a beat at time, American Fok Rhapsody — (© Starting from beginning, maintain steady tempo and accentuate stylistic differences beeen the Zlk tunes, Remind students of history ofeach tune and use that to drive stylistic improvements “Assesment (connected with ubjecivey ‘Students wil be assessed on their behavior and participation during the lesson, ‘+ Students willbe assessed on thee rhythmic and melodic awareness during the Iesson, a5 well as on answers to questions Which will be posed[ Name” Cary Chapman | Class: High School Band J (Date: 31672015 Uni¢Fomat: Full Band Objectives: ‘+ Stidets wil be able to pay’the Db and G mor sales with few to no incor notes a5 clas a sections. + Students wil pla and record pep bund tues for use by the heeled. (Ein) 5 Sade bate todonostattherundesnding of ey satus ith Standard ‘+ 2 Performing on instruments, sone and with eters, varied repertoire of musi 45 Reading and notaing music. + 6 Listening, staying, and describing msi. ‘Materials: © LAMP. © Baton + Baritone Unit Quiz (Bell work) Procedure (connected to objectives): ‘© BUR 4 key signatures to write and 4 t identify. © Giveanswers and walk though them after these and notebooks have been collecied, ‘Review LAMP material from the week as necessary if there ae questions. © Warmups — ‘© Db major and G major scales, Quarter notes by section. Record statstis, but no adi today. + Play baritone while Erin leads bund in pep band recontings “Assessment (connected with objectives) ‘© Students will be assessed on their behavior and partcfpation during the lesson. ‘+ Students will be assessed on their rhythmic and melodic awareness during the [essoa, as well as on answers to questions which will be posed.a ((Namer Cory Chapman [Class igh Sehoot Band [Dat 390015 Uniram Ful Band Objectives: ‘Stents wil be ble to play tel parts in Brished Bras al the way through wth proper dynamics and arculations ‘+ Stade wl be bl to play their pars in Pragper al the way through with proper phasing. + ‘Stodets wil er about minor Key signatures as part ofthe LAMP unit. Standards 2 -Pecorming on instrament, alone and with thers,» varied eperoite of music. ‘+ 5—Rending and noaing muse + 6—Listenng to, anayzng, and deseibng music #9 Understanding masi elation to history and eure, Material: ‘© Burnished Brass © Prospect = Baton Procedure (connected to objectives) ‘© Teach LAMP Day 6 material, = Warmups — ‘© Crminor. Whole notes, half notes, quarter notes, Quarter note ssa will be played in each section (pereassion, 2" ro, row) to assess problems. [all goes well, ry broken sale to work on executives © BB (© Stat at mm, 48, nd pay close attention to full band accent in m. $0 and ‘ombonetenor sax inthe fist ending. ‘© Move backward to mm, 24 and work with back and forth between highs snd lows in mm, 32-36 © Fullrn. # Prospect — ‘Start with pick-ups tom. 10~25, Reinforce phrasing by reminding them ‘of Prospects history as a song. Ply itlike you would sing it. Replay the section. ‘© Try fll run, but stop if they continue to drop phrases and adres this. ‘Assessment (Connected with objectives): ‘Students willbe assesed on thei behavior and participation during the Tesson, ‘© Students will be assessed on their rhythmic and melodic awareness during the lesson, as well as on answers to questions which wil be pose.2 ‘Name: Cory Chapman ‘Chass: High School Band Date: 3102015, UaitFormat: Full Band Objectives: ‘Stents willbe able o play their parts ia Amelran Folk Rhapsody with ore notes tnd hythms inode to propre for ext week's playing tes “+ Students wil eam about minor key signatures as part the LAMP uni. ‘Standards 2 Performing on instruments, alone and with others varied pete of misc + 5—-Rending and noatng music ‘+ 6—Listening o, analyzing, nd deseribing music. Materials: © AER + Whiteboard + Baton Procedure (Connected to objectives) ‘+ Review LAMP Materia ‘0 Work out moze relative minor key from major key signatures, and vice * Dimajor> minor, F major minor, A minor > major, G minor > major (© Review onder of flats and sharps and reinforce the onder and placement ‘while writing signatures. Warmups — ‘© C minor. Whole notes, half notes, quarter noes, Quarter note scale will ‘be played in each section (pereussion, 2 row, * row) to assess problems, [fall goes wel, ry broken sale to work on executives. ‘©. Review Db and G major scales. + APR ‘© Go dovm the list of playing test spots and touch on those, paying close tention othe sections those are asigned to. If section aks to play ‘heir part, isolate it and help where necessry “Assessment (connected with objectives): ‘Students will be astessed on their behavior and partcipation during the lesson ‘© Students willbe assessed on ther rhythmic and melodie awareness during the lesson, as well as on answers to questions which will be pose.‘Name: Cary Chapman [ Class: High Schoo! Band Date: 3/11/2015, ‘Unie Fonmat: Full Band Objeives ‘Students wil beable to play ther pas in Praspect with core notes and hymn ort prepare for next woes plying tt. ‘+ Students wil ery about minor Key signature spat ofthe LAMP wait, ‘Standards ‘+ 2~Peefaming on instruments, lone and with others, a varied repertsize of musi. +5 Reali and notating music. + 6~ Listening to, analyzing and desriing muse Materials: ‘© Prospect Whiteboard + Baton Procedure (connected to objectives} ‘© Review LAMP Material, ‘© Ask students review questions pertaining to order of fas and sharps. © Continue with writing 4 key signatures onthe board and asking students to identify them in major. Review process o identify fat and sharp keys. (© Ask students to explain their process wien they answer questions ‘© Name those keys in minor now, and ask the same process questions (© Practice writing key signatures with named Keys, and ask students numberof sharps. Have stents come tothe board and write the signatures. © Warmups — ‘© Db major, G major, C minor. Whole notes, half notes, quater notes. (Quarter noe scale will be played in each section (percussion, 2" row, 1* row) to assess problems. Ifall goes wel, try broken scale to work on executives, + Prospect ‘© Go down thelist of paying tet spots, and play trough them as fall, band, Ask sections if they want to play trough them some more, and if ‘they feel good about it then we will move on to the next section. ‘Try and gin as much as possible o really fel confident that each student will be suocesstul on thetr paying est next Wook, “Assessment (connected with objectives): Students will be assessed on their behavior and participation during the lesson. ‘© Students willbe assessed on their rhythmic and melodic awareness during the lesson, aswell as on answers to questions which willbe posed,24 ‘Name: Cory Chapman ‘Clas High School Band Date: 3/1272015 UnitFomat: Full Band (CAMP Review) Objectives: + Stidens wil be ble olay their pat in all pecs comesponding to thee playing test sections for next wee + Students wil ear about minor key signatures s part of he LAMP unit, Sandan ‘2 Perfoming on instruments, lone and with others, a varied repertoire of msi 2 5— Reading and noting music. ‘+ 6-Listening to, analyzing, and describing mesic Material: ‘© Whiteboard Baton Procere(onnesed wo objets) + Review LAMP Matra. ‘© Hand out sy guide, and go over bullet pointed notes as. class on he od Direct students to use the workspace on their study gues rather than their ntebooks forthe reviews ey can take tem home and ty © Do examples on the board of each method and proces covered in the unitand sy pide to ensure sadent understanding. © Listening "Maso theme in major and mina for comparaive listening Major nd minor ads, and remind stant to pay the most anention the 3 scale degre for hese examples + Warmups 1 Do major, G major, C minor. Quarter notes, + Playing Test Review (Esa wil ead students in a playing test review. © While tis is happening, wl nite any students who want exe elp small groups or one-oa-one with key signature materia tose me at my sesk for bel. “Assessment (connected with objectives ‘Students willbe assessed on their behavior and participation during the lesson, ‘+ Students will be assessed on their hythmic and melodic awareness during the lesson, as well as on answers to questions which willbe posed.25 ‘ane Coyy Chapman ‘Class High Shoal Band Date: 3/13/2015, Unit Fomat: Post-Test Day! Objectives: ‘Students wil be able to demonsvate their mastery of key signature relatos hough completion ofthe LAMP potest. + Stadents wil be abl play thee parts reparation for next week's paying tes Standatd "2 Performing on instruments, lone and with ters, a varied repertoire of sic. + 5—Readng and notating music + 6--Listening to, analyzing, and desribing misc Materiales © Baton + Computer Recorder + Keyboard Procedure (connected to objectives): Administer LAMP Post-Test, (© Scales first, then listening and written © Give students as much time as they need, since the pre-test wasn't timed, ‘+ Inform students that once everyone is finished we will give them the remainder ‘ofthe class period to individually practice their playing tet material ‘© Assist any students during playing test practice i they request help ot if ‘hey aze noticeably strugeling. “Assessment (connected with objectives): ‘Students will be assessed on their behavior and participation during the lesson. + Students will be asessed on their understanding of content from the key signature nit through completion ofthe post-test