Texas State University

Lesson Plan Format:

Name: John Davis Title/Concept or Skill: Pitch accuracy, rhythmic accuracy, reading music
th
Gr. Level/Subject: 6 - Trumpets

Domain 1: Planning
TEKS and ELPS (include number and define the standard):
§117.209.(c)(1)(B) demonstrate knowledge of tonal and rhythmic musical elements using
standard terminology such as instrumentation, voicing, intervals, solfege, absolute note
names, rhythmic values, and counting systems;
§117.209.(c)(1)(C) demonstrate knowledge of musical elements of rhythm, including whole
notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated
patterns, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard
terminology;
§117.209.(c)(2)(A) interpret music symbols and terms referring to notation, including
fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante,
largo and adagio; and articulations, including accent, marcato, and previously known
elements;
§117.209.(c)(2)(D) read music notation using appropriate cognitive and kinesthetic
responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs;
§117.209.(c)(3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental
timbre;
§117.209.(c)(3)(B) perform music, alone and in groups, demonstrating appropriate physical
fundamental techniques such as hand position, bowing, embouchure, articulation, and
posture;
§117.209.(c)(3)(C) perform independently and expressively, with accurate intonation and
rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large
ensemble performance techniques;
§117.209.(c)(3)(F) interpret music symbols and terms referring to previously known
elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo
to fortissimo; tempi, including andante, largo, and adagio; and articulations, including
accent and marcato, appropriately when performing;
§117.209.(c)(5)(D) identify and apply criteria for evaluating personal performances;
§117.209.(c)(5)(E) evaluate the quality and effectiveness of musical performances by
comparing them to exemplary models

1f: Designing student assessments

(checking/monitoring for student understanding of the instructional outcome; aligned
with instructional outcomes and instruction; questions to ask; criteria):

The teacher will assess student understanding by walking around the room and listening to
the students’ performance of the music. The teacher will call groups of students as well as
individual students to play, which allows the teacher to give comments and suggestions on
how to grow as a musician on their instrument.
 1e: Designing coherent instruction:
Anticipatory Set (connects to the instructional outcomes; describe how you will pique
students’ interest and/or tap into prior knowledge, and/or build readiness for the lesson):

1. Ss walk in and sit down with only trumpet and method book, binder, and pencil. Will
leave case in locker as it causes distractions in class.
2. T starts class with warm-up. The first thing the trumpet class will do is lip slurs on the
mouthpiece.
3. The first lip slur warm up will start on a G and slur down a fifth to a C, both in half
notes. Then, a four beat rest, and next is a half step down, so a Gb to a Cb. This is
repeated down to Db – Gb.
4. Next, Ss will slur on mp C-G-C (high to low to high). The rhythm is quarter-quarter-
half, with a four beat rest in between each slur. This will continue down to Gb-Cb-Gb.
5. Then, Ss will connect the mouthpiece to the trumpet. The H-L and H-L-H slurs that
were just performed on mp will he played on the trumpet this time, with the same
rhythm.
6. The last warm-up will be in the Essential Elements book, lines 1-13 at the tempo
100bpm. If needed, certain lines will he repeated for greater accuracy of pitch, sound,
and rhythm.
7. Next, Ss will perform the G scale. T : “G scale has…” S : “1 sharp, F sharp.” This scale
will be performed in quarter notes, but the low and high G will be in half notes. G, A-
B-C-D-E-F#-G, F#-E-D-C-B-A-G.
a. T will repeat this as many times as needed, and will have groups perform it,
such as the first row only, or back row only, or groups of four. This way, T can
give individual comments on tone and accuracies if needed.
8. Then, Ss will work on their new A scale. T : “A scale has…” S : “3 sharps, F, C, G.”
a. First, T will have Ss play each note as a half note to reach for note accuracy.
Then, if Ss succeed with a good tone, T will have them perform in the half
note/quarter note rhythm that was done with the F scale.
9. Next, Ss will look back in their method books to the new section with added eighth
notes. T will have Ss look at line 41. “Count and finger this line. Make sure you tap
your foot to keep the eighth notes in time with the metronome and with each other.”
Practice this at 70bpm.
a. Then, Ss will play this line 41 at 70bpm. First, all Ss play the line. Then, T will
have groups play like the above mentioned way. Finally, all Ss play together. If
Ss play with high accuracy of rhythm and pitch, they will be able to move on. If
not, T will have to work on this line with Ss more.
10. Then, Ss will look at line 42. This line has eighth notes and more skips between notes,
so this will be worked on more in depth. Ss count and finger this line first. Then they
play at 70bpm. T will assess Ss accuracy by walking around the room and listening to
individuals.
1d: Demonstrating knowledge of resources
Resources (identify supplies and technology needed by students and teacher):
Essential Elements book 1 for trumpet
Metronome
 Lesson plan