MUED 211

5 Es Lesson Plan Form

Name Jake Arnold

Date 4/10/17
Grade Level: Sophomore
Semester: 2nd Semester
School: University of Wisconsin-Eau Claire

Section I: Big Picture Planning

Central Concept: Articulation

Instructional Objectives:
Which of your CMP Teaching Plan Outcomes is this lesson designed
to instruct?
Students will distinguish between the different types of articulation
and demonstrate them in context of Percy Graingers Irish Tune from
County Derry.

To what CMP Teaching Plan Strategy is this lesson connected?

Students will define the difference in articulation using musical terms.
We will engage in discussion and come up with a working definition for the
3 articulations. Then on scales, demonstrate the different articulations that
were described.

What do you expect your students to KNOW / be able to DO at the end

of the period that they did not know/ could not do at the beginning of
the period? These must be measurable. Look at the Blooms
Taxonomy verb sheet. Do not use the words know or understand!
Students will differentiate between staccato, legato, and accented
articulations and be able to clearly explain the difference using musical.
Wisconsin Model Academic Standard (WMAS) Connection:
List one (or two) at most.
B.12.9 Perform with expression and technical accuracy a large and varied
repertoire of instrumental literature with a level of difficulty of five, on a
scale of one to six*
*In music education, musical pieces are rated on a scale of difficulty from
one to six.

What materials do you need to have prepared for the lesson?

My saxophone, the score, the projector, dry erase marker and baton.

What will be the next activity in this unit for which this lesson is a
preparation?
After playing the different articulations over scales, we will look at the
actual music and locate the passages that have these articulations and
then play them.

Section II: Lesson Planning

Include time estimates.

1. Engage: Include what happened yesterday, what they will be doing

in class today and how it ties to future learning. Then catch the
students interest by posing a question, showing something, doing
something funny, or reading a quote. Do anything that gets their
attention and allows you to focus on the goals of the lesson. Make a
connection to the students lives (ie. Compelling Why).
a. I will start off the class by playing my saxophone, I will play 3 different
scales, then I will ask the students if they heard what difference I was
making. This will result with them hopefully coming up with the answer
Articulation
2. Explore: Students interact with each other through discussion
and/or materials in small groups. They explore a limited area of
inquiry requiring them to categorize, classify, or answer questions.
How will you assess that students are exploring?
After answering articulation, I will then ask them to talk in their
groups for 30 seconds and have them come up with a definition for
staccato, legato and accents. Once they have a definition, we will play
them over a scale. For the presentation, the class will sing on solfege a
major scale as I conduct.

3. Explain: Concepts under exploration are expressed through a

book, teaching of vocabulary, short lecture, video, etc. Students then
share what they said/discovered in the exploration stage and connect
it to this new info. Differing views are shared. How will you assess
students explanations?
After playing the 3 scales all with different articulation, I will explain
the differences in the articulations and what we do differently when we play
to make the difference.

4. Elaborate or extend: Students apply information to a new situation.

How will you assess students ability to apply information?
Now we will go away from the scales and play from the music, we will
locate the 3 sections that have the different articulations and play them with
our now better understanding of articulation. We will also throw in the new
concept of playing with ties over the phrase, we will look specifically at the
staccato under tie. First Ill ask one person what they think they do, then
we will talk how it is not quite the same as the normal staccato articulation.

5. Evaluate: Assess students knowledge and/or skills. What evidence

will you use to prove that students have changed their thinking or
behavior?
After playing a second time I would then listen to see how they
handled that passage. Based on how the would play it, I could field
questions they have and clear up any misconceptions, or we could move
on to the next lesson.

Section III

Reflection: What went well, what needs to be changed? List specific

ideas that might improve your lesson.

In my lesson presentation I was teaching the class about different

articulations in the context of Percy Graingers Irish Tune from County
Derry. We first started off by going over staccato, legato and slurs. We
sang our F major scale with these different articulations. Then I passed out
an excerpt from County Derry and it had a phrase that had staccatos with
slurs; we then went over the term portato and how it is similar to slurring for
the trombones. In my planning for the presentation I wrote a script on how
I planned the presentation would go. I would plan my interactions with the
class and anticipate their responses and how to answer the different
answers. My presentation went well in the way I planned it, I was not
thrown off by answers that the class gave me and had no dead time of
trying to figure out what to do next. Something I need to work on is being
more creative in activities for the class, for the presentation it was mostly
just having the class talk about what the concept is, then playing (singing)
the articulation on either a scale or phrase, while I think it was effective for
what I was trying to teach, it cant be how every lesson goes. If I taught this
lesson again, I think I would have the class play the passage without talking
about it first, and then field questions based on how they think it went, and
see if anyone can explain what they thought they were supposed to do; as
opposed to explaining what it was first, by explaining first, the students
dont get the chance to come up with their own ideas through trial and
error.