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Madeline Hunter Lesson Plan

Correlated to the Danielson Framework for Teaching


(Refer to the Student Teacher Standard Experiences for lesson plan format specifics.)

Student Teacher _J Flores_______________________ Date _9/21/16_________ Gr. Level/Subject


__Middle School Honors Band Tubas______
Lesson Beginning Time: __10:20_______________________________
____10:40_______________________

Legend
T = Teacher
st student
sts =
students
w/ = with

Lesson Ending Time:

Office of Educator Preparation, College of Education, Texas State University


24 July 2015

Domain
1:
Plannin
g
1c: Inst.
Outcome
s
1b:
Knowled
ge of Sts

Other
Domains
2b: Culture
for Learning
3a:
Communicating

1b:
Knowled
ge of Sts

Importance of Objective/Content (value/importance to sts; reason for learning):


This piece incorporates syncopated rhythms and will be played at the Fall Concert.

117.210 Music, Middle School 3


(1) Foundations: music literacy. The student describes and analyzes music and musical
sounds. The student develops organizational skills, engages in problem solving, and
explores the properties and capabilities of various musical idioms. The student is
expected to: (C) demonstrate knowledge of musical elements of rhythm, including whole
notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes,
syncopated patterns and corresponding rests, and varied meters, using standard
terminology;
(2) Foundations: music literacy. The student reads and writes music notation using an
appropriate notation system. The student is expected to: (A) analyze music symbols and
terms referring to notation; dynamics; tempi, including largo to presto; and articulations,
including sforzando; and previously known elements;
(3) Creative expression. The student demonstrates musical artistry by singing or
playing an instrument, alone and in groups, performing a variety of unison, homophonic,
and polyphonic repertoire. The student makes music at an appropriate level of difficulty
and performing a variety of genres from notation and by memory. The student is expected
to: (A) model, alone and in groups, characteristic vocal or instrumental timbre; (B)
perform music, alone and in groups, demonstrating appropriate physical fundamental
techniques such as hand position, bowing, embouchure, articulation, and posture; (C)
perform independently and expressively, with accurate intonation and rhythm,
demonstrating fundamental skills and appropriate solo, small ensemble, and large
ensemble performance techniques; (F) interpret a variety of music symbols and terms,
incorporating appropriate stylistic qualities when performing, including sforzando, largo to
presto, and previously known elements.

1c: Inst.
Outcome
s

1a:
Content/
Pedagog
y

Objective(s) (what sts will learn; a measurable action; not the lesson activity or task):
Students will be able to perform mm. 17-34 of Crazy Train at 126 bpm with correct
rhythm at 90% accuracy.

TEKS (written out):

1a:
Content/
Pedagog
y

1e:
Coherent
Inst.

Lesson Component

2b: Culture
for Learning

Anticipatory Set (capturing sts interest; connecting to prior learning):


Warm Up led by Director

2c:
Classroom
Procedures

Procedures/Activities/Explanations (actions of T and sts: explanations, scaffolding, modeling,

2e: Physical
Space
3a:
Communicating
3b:
Questioning/
Discussion
3c: Engaging
Sts in Lng

questions, grouping structures, management, etc.):

1.
2.
3.
4.
5.
6.
7.
8.
9.

Sing mm. 17-18 with the articulation Toh


Have students sing it back to you.
Have students play mm. 17-18.
Have students play starting on m. 17 until you stop them, watching for the
frequency of their breathing.
Tell students to mark in their music a spot to breath once every two measures. Tell
them they will only breath in those spots.
Go around to each students stand to check that they have marked spots to
breath.
Have students play starting on m. 17 until you stop them, watching for breaths
again.
At this point, have individuals play. Listen for tempo and watch for breathing.

If necessary slow tempo down and have students articulate an airstream. Show
the downbeats/upbeats clearly with your hands.
10.
Have students play starting on m. 17 until you stop them with the slower
tempo.
11.
Slowly pick up the tempo with each rep.

12.
13.
14.
15.
16.
17.
18.
19.
20.

The tempo is much better. Lets go ahead and move on.


Count 1 and 2, 3 and 4 and
Have students repeat. Go back and forth with this.
Office
College of Education,
Texas4.State University
Count 1
andof2,Educator
(3) ANDPreparation,
(4) AND whispering
beats 3 and

Have students repeat. Go back forth with this.


Count 1 and 2, - AND - AND
Have students repeat. Go back and forth with this.
Have students play this rhythm on a Concert F multiple times.
Have students play m. 30 as written.

24 July 2015