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Lesson Plan 9

Subject/Grade: HS Band Lesson/ Date: Wednesday October 11

Room: Band Room Time: 12:24-1:10

Stage 1: Desired Results

Learning Students will:
Objectives Develop (B) tuning techniques (P) through adjusting pitch in moving notes (M).
Establish (B) a steady rhythmic pulse (P) immediately after tempo changes (M).

Stage 2: Assessment Evidence

Formative Questions Summative N/A
Assessment Discussions Assessment
Section Playing

Stage 3: Learning Experience

Prior to Review Royal Canadian Resources Clarinet
Lesson: Sketches to Bring: Attendance
Review Scales and Chorales O Music
Royal Canadian Sketches
Time: Content/Description Notes/Assessments:
12:24- Do attendance as students enter

12:30- Tuning
12:40 Play Bb chord. F
Move up by half step one group at a time to retune. Stop if F
not being fixed and ask if they were in tune or not.
Introduced moving down by a half step as students were P-A
tuning almost immediately as an ensemble.

Rhythms and notes need to be down soon. When do we

think we could be ready for a sectional spot test? (Suggest
Oct. 25)
12:40- O Music
12:46 Run piece P-A

12:46- Rit. at 11- Did not need to discuss

12:56 At A should each instrument drastically increase the F
dynamic level? No! It builds.
The group sped up here instead of slowing down. We
discussed how this may be because they are F
overcompensating since they usually slow down.
The class acted as a metronome by counting the beats while
different sections played their parts in time. F

Rhythm at 39 Instead of clapping, counting and singing

parts separately, we did all three simultaneously. This more F
closely reflected the amount of work needed when reading
music as well as challenged the students more than if they
had done it separately.
Clap, count and sing parts
Percussion at 40: Maintain volume when the rest of ensemble
immediately disappears F
Low instrument and timp rhythms at D: make sure moving
together F

F woodwinds: During our run through, it became evident that

12:56- the rhythm and notes in this section needed to be worked on.
1:10 Bb scale in eighth notes, then sixteenth notes. Played in the
same register youre playing this run in. F
Now play long short etc. Reverse in eighth notes, then
sixteenth notes. Now play a straight sixteenth note run. F

Mvmnt I
Run Mvmnt I
Students frequently played in areas where the whole band P-A
was intended to be resting. Again, I had half the band count
aloud while their classmates played their respective parts. F

1:10 Closure:
I will be here for those of you wanting to work on your
rhythm pie charts which will be handed in tomorrow
Stage 4: Reflection
What went well? What could be done differently?