7} Berklee (%) (A ee Name: Meghan Marshall Date: 10/4/18 Grade: 6-8 Glass Type: General Music 1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the students to be able to do by the end of the class, course, or unit) ‘Students will show their knowledge of the Romantic Era of music by writing down three points they learned during the lesson. 2, Required Prior Knowledge and Skills: (What must students know to be successfl) Basic knowledge of different ensembles and instruments used: -orchestra (strings, woodwinds, brass, percussion) -wind band/concert band /symphonic band (woadwinds, brass, percussion) Knowledge of key musical terms such as, bt notlimited to: melody harmony ostyle “tempo “articulation dynamics srange 3. Review Needed: (Wat needs to be reviewed to reinforce prior learning related to this lesson) Review musical terms as we go through the presentation (“who can tell me what harmonies are?). None 4, Materials, Repertoire, Equipment needed: Romantic Era presentation, playlist for movement exercises, stretchy bands for movement, computer, projector, paper and pencils for the assessment. 5. Agenda: [list items to be taught and post - uselarge paper and dark marker if white board Is not available) Greeting Movement Romantic Era 6. Lesson Sequence ‘A. Brief Opening: (Teacher posted brief assignment that may be done independently. Brief reading writing, editing, or problem solving activity to ready them for learning ~ may be a question about the music that will be rehearsed or at the younger levels it may be a learning activity setting up for today’s lesson) Greeting and brief introduction to the topic today, the Romantic Era. 2 minutesB. Learning Activities: (What learning experiences and instruction will enable students to achieve the desired results have more earning activities than you need) 1. Movement to various pieces from the Romantic Era in different styles: 3 minutes “Fur Elise “Moonlight Sonata Chinese Dance from The Nuteracker Bolero “William Tell Overture -Pavane -Pomp and Circumstance 2,x6a group, students will then move the stretchy bands to different Romantic | 3 minutes fa pieces, being careful to agree with each other on their movements (using ime pieces as the previous exercise) 3. Presentation on the Romantic Era (PowerPoint attached) 18 minutes Assessment: (What evidence will show that the students understand? Describe the assessment used - formal and informal assessments based on learning objectives) Students will quickly write down three things they learned from the presentation | 2 minutes ‘and movement activities, which I will then collect. This is ust to make sure they were paying attention during class, and for me to know what they thought was ‘most interesting. D. Closing/ Wrap-up: (This i a recap of the key learning ofthe day to check for understanding. Could be a ticket to leave as individuals or group answers) Quick class discussion; what did they think was interesting, are there any 2 minutes questionsetc. E. Assignment: None 7, Accommodations: (a. Special Needs, b. ELL et.) Make sure to have strong visual and aural components in the presentation. During movement, students with motor disabilities can do the activity from their seat, or however they are most, comfortable. 8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses '. Rethink & Revise - what could you have done differently to improve the outcome of ths lesson) I thought the movement exercises were a good introduction to the sound of the Romantic Era, and helped assist students in feeling and recognizing the emotion and expressiveness of the pieces in this era. The exercises also led into the presentation well. I thought the presentation was effective and got students thinking about what aspects of certain pieces provide the emotion. Although, I do think they would have benefited from a list of the pieces we listened to in class (both in the ‘movement exercises and in the presentation) so they would have something physical to take home other than their own notes. Other than that, and getting off topic a few times, I thought it all went well. I would like to try getting the students even more involved in the next lesson, rather than just doing a presentation for most ofthe lesson. ‘9. National Standards: (Creating, Performing, Responding)MU:Re7.2.7b Identify and compare the context of music from a variety of genres, cultures, and historical periods. 10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation & Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in communities, Concepts of style, stylistic influence & stylistic change, Inventions technologies & the arts, Interdisciplinary connections) Critical Response, Purposes & Meaning in the Arts, Concepts of Style