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Tyler Harr

SED 3330 – Direct Instruction Lesson Plan Template
Curricular Context
1. Course (including semester and year)
[6th Grade Band ]
2. Unit
[Spring Concert]
3. Learning segment
[Articulations and Accents]
4. Lesson topic
[What are those funny markings?]
5. Facilities, equipment, technology, materials, and arrangement of students
[Students in traditional band setup with instruments, percussion in the back and sides. The
classroom will have a SmartBoard to project slides. ]
What should students know and be able to do?
Daily learning objective(s) (drawn from learning segment objectives):
[Students will match articulations with their correct name and style.
Students will produce different articulation styles on their instrument.
Students will perform their music with these different articulation markings.
Students will follow directions and instruction. ]
6. Standards (drawn from learning segment standards)
a. Content
[MU: Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive
qualities in prepared and improvised performances of a varied repertoire of
music.
MU:Pr4.3.6 Perform a selected piece of music demonstrating how their
interpretations of the elements of music and expressive qualities (such as
dynamics, tempo, timbre, articulation/style, and phrasing) convey intent. ]
b. Literacy
[RH #6 Grades 6-8 Identify aspects of a text that reveal an author’s point of
view or purpose.]

c. Social-emotional
[1C.3b Analyze why one achieved or did not achieve a goal]

What relevant student characteristics should be considered?
7. Student characteristics relevant to central focus and daily learning objective(s)
a. Prior academic learning and prerequisite skills
[Students should be have a solid grasp on how to tongue/being a note on their
instrument. Students should also be able to play their instrument with a characteristic
tone quality. Students should also have the skills to listen to other people while they are
playing]
b. Personal, cultural, and community assets
[Students really enjoy the pieces of music they are learning and they want to perform
them well on their upcoming concert. Ragtime music in particular is a very important style
for American music and is arguably the first form of American Music.]
c. Specific learning needs
[There are several students with disabilities. One student is blind and needs to have
tests, materials, and any other items to be read to him. There are also many students
who just started band and still need help with fingerings, basic embouchure, and rhythms.
]
d. Common misconceptions about the content
[Many of these accents get confused with one another and are played incorrectly, such as
staccato being played short, when it just needs to be light and separated. ]

What learning tasks and instructional strategies should be used?
8. Anticipatory set:
a. Activity to gain attention, generate interest, focus students
[We will begin by reminding the students of events coming up and congratulate
percussion and color guard on their great performances on the past Saturday.]
b. Statement of learning objective
[Students will learn the 5 accent markings along with a basic definition and try to apply
them to their instrument.]
c. Statement of rationale (informed instruction)
[These are important markings that can change the style of the piece and help the

ensemble play with the composers intent. This also helps the students listen to one
another and analyze their own playing as well as that of their peers. ]
9. Instructional Input
a. Detailed outline of lecture, demonstration, or modeling
[ We will begin by giving them a diagnostic exam to see where they are at with the
information for the week. After giving them about 10 minutes to think about these
questions the teacher will collect them. Next, using the powerpoint slide for day 1, you will
continue to talk about articulations. Begin by having the students pronounce all five of the
names after modeling it for them. Then begin explaining Agogic accents. Then use
something from part b to see how if they can apply that knowledge. Then go through
definitions for Tenuto, Marcato, Staccato, and staccatissimo. ]
b. Questions to check for beginning mastery of learning objective(s)
[After teaching each type of accent have them play on their concert Bb major scale
quarter notes with that type of articulation. Then have just woodwinds, just brass or
percussion, or just boys then girls, and other groupings so they can listen and play to how
these accents can sound. Once they have practiced all 5 of them, have them review the
notation and what name goes with which and what each means. Call on random students
to review what they just learned. What does staccato mean again? Which symbol is this
one? Could you play that articulation for us?]
10. Guided Practice
a. Activity to practice developing mastery of learning objective(s)
[Now apply this knowledge of articulation markings to “Percussion Rag”. Students will
play this piece with the teacher conducting. ]
b. Checklist to check for understanding and give feedback
[ See if students are matching note length on staccato’s. Have students tell you what
accent markings they see within the piece. Still work on balance, pitch, and rhythms
even with a focus on articulations. ]
11. Closure
a. Summary or recap of lesson’s learning objective(s)
[See if students can name the 5 markings for the day and what the general shape of
them is. ]
b. Questions to check for understanding and give feedback
[ Which one looks like a dot? What marking is full value and connected?]
12. Independent practice

a. Activity to demonstrate independent mastery of learning objective(s)
[]
How will student achievement of the learning objective(s) be formally assessed?
13. Summative assessment
a. Activity for summative assessment of mastery of learning objective(s) at end of
learning segment
[At the end of the learning segment questions similar to what they had on the diagnostic
will appear to see if they can recall this information.]