Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Josh Martzke

Date April 23, 2017 Subject/ Topic/ Theme Intro to Pitch Notation Grade ___8th____________

I. Objectives
How does this lesson connect to the unit plan?

This is the first part of understanding pitch notation.

cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Play by rote by echoing what the teacher plays. R, An, X

Begin to play in the keys of Bb and F by improvising melodic lines. R, An, Ap, X
C



Common Core standards (or GLCEs if not available in Common Core) addressed:
Standard 2: Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

ART.M.II.7.3: Improvise short melodies over given rhythmic accompaniments, each in a consistent style, meter, and tonality.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students must be able to play their instrument and have a well-developed tone. They must also be able
knowledge and skills. to play the Bb and F scales.

Pre-assessment (for learning):

Formative (for learning):

Outline assessment Play a pitch to see if they can match it. If not, help them find it.
activities Formative (as learning):
(applicable to this lesson) Once they have found the pitch, start playing other pitches to get them to match them.
Improvise in either Bb or F using only the notes from that key.
Summative (of learning):

What barriers might this Provide Multiple Means of
lesson present? Representation
Provide options for perception-
making information perceptible
1. Hold up a number with
What will it take
my hands that represents
neurodevelopmentally, which note in the scale I
experientially, want them to play.
emotionally, etc., for your 2. Actual written out notes
students to do this lesson? that I want them to play.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
1. Play the notes that are
being played on their
instrument.
2. Sing the notes being
played.
Provide options for expression and
communication- increase medium
of expression
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback

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 Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
1. Improvise in a given term goals, monitor progress, and strategies, self-assessment &
key. modify strategies reflection
2. Listen to how certain
notes do not fit into a
key.
Materials-what materials Instruments and fingering chart that can be found in the students books.
(books, handouts, etc) do Metronome for teacher.
you need for this lesson
and are they ready to
use?

Normal band set up.

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min - Greet students. - Students will be seated in their section
Motivation - Give announcements for the day. listening to announcement taking notes on
(opening/ - Tell students what the goal for the day is, upcoming events or projects due.
introduction/ which is to begin understanding matching - Students will play the Bb and F scales as a
engagement) pitch and key signatures. warm-up.
- Have students play the Bb and F scales as
a warm-up.
5 min - Have students play a concert F. First the - Students will listen for the pitch, sing it,
teacher plays the note and then have the then match it by tuning carefully.
students sing the note then play it.
- Teacher first: Play concert F, then concert - Student will play concert F and then find
D, back to concert F in half notes. Do not the next note. They will ask a friend if
Development tell students which note you are going they cannot find the note.
(the largest down to. Just give them the reference of
component or concert F. If they do not have the note,
main body of have the students ask a neighbor.
10 the lesson)
min - Once the entire ensemble has the concert
D, play a concert F, D, and then add Bb. - Students will do the same thing for the
This will form the Bb major triad. Let concert Bb.
students find the concert Bb.
- Repeat but with students playing this time - Students will play on their own.
only. The teacher will show the scales

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 degrees with by showing 5, 3, 1 with their
hand.
- Write the notes on the board.
- Teacher first: start on concert F again. - A volunteer student will answer your
This time go from F to Eb to C to Bb question.
skipping concert D. Ask for someone to
identify which note was skipped. Repeat if
no one knows.
- Next, have students begin improvising in - Students will listen to the example the
the key of Bb. Tell students that they can teacher gives
use any note in the key of Bb. Nothing
3 min more. Give example.
- The procedure will be teacher plays for 4 - Students will improvise 4 beats in the key
beats improving a melodic line and then of Bb after the teacher does their 4 beats.
students will improvise for 4 beats as a
group. This will remove any fear of
improvising for the time being. Do all of
this with a metronome hooked up to the
5 min speakers.
- Ask for volunteers from each section to - Volunteers will play their improvised lines
improvise 4 beats. They will go in score while the other students will listen to them
order starting with flutes. for ideas.
- Now switch to the key of F and improvise
5 min 4 beats using the notes from the key of F.
- Ask for new volunteers to improvise 4 - Volunteers will play their improvised lines
beats. Go in the same order. while the other students will listen to them
for ideas.

2 min - For wrap-up, teacher will improvise 4 - Students will improvise 4 beats in the key
Closure
beats in the key of F. of Bb after the teacher does their 4 beats.
(conclusion,
- The students, as a group, will improvise
culmination,
their own 4 beats.
wrap-up)
- Tell them that next time we will look at 3
new keys and they will be composing their
own music.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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