WEST CHESTER UNIVERSITY LESSON PLAN TEMPLATE

Lesson Day
3

How will this lesson support the learning goal?

Working on one segment of the piece will familiarize students with that
(1c: Setting Instructional Outcomes) particular section. They will understand how it should sound and what
they need to practice.
PA Standards and Other Appropriate Professional Standards
MU:Pr4.2.E.IIa
(1c: Setting Instructional Outcomes) MU:Pr4.3.E.IIa
MU:Pr5.3.E.IIa
http://www.pdesas.org/Standard/view​ ​or MU:Re7.2.E.II
https://www.pdesas.org/Page?pageId=11 MU:Cn10.0.H.IIa
List the Pennsylvania Standard(s) relevant for this lesson

ISTE (Technology) Standards (IF APPROPRIATE)

n/a
(1c: Setting Instructional Outcomes)

www.iste.org​ / ​ISTE Standards for Educators

When addressing this section, you should include the standard number and the
sub-component (e.g., 3a, 4a-c, etc.). Also, explain how the unit or lesson
explicitly incorporates at least one standard (standard 3-7 only). Describe
where in the learning plan there will be evidence that the standard selected
will be integrated into the learning experience.

Objective(s)
SWBAT identify the development and the recapitulation of Overture on
(1c: Setting Instructional Outcomes) a Housetop.
SWBAT apply teacher’s feedback to excerpts identified in the music.
Taking into consideration the learning goal, what is the objective(s)
of this lesson​ that will support the progress toward the learning goal?
The statement should be directly observable (use verbs that can be measured).
 Academic Language
Development​: In sonata form, it occurs after the exposition and
(1a: Demonstrating Knowledge of Content and Pedagogy) explores different motives and keys, taking the listener far away from
the initial theme.
What language will students be expected to utilize by the end of the lesson? Recapitulation​: In sonata form, this occurs after the development and it
Consider Language function and language demands (see Lesson Plan User contains the original theme and stays in the tonic key.
Guide).
Pedal tone​: occurs when the bass note remains the same during a chord
What key terms are essential?
progression
What key terms are essential to develop and extend students’ academic
language?
What opportunities will you provide for students to practice the new language
and develop fluency, both written and oral?
● instruments, rosin, rock stops
Materials/Resources ● music for each student
(1d: Demonstrating Knowledge of Resources) ● stands
● whiteboard and marker
What texts, digital resources, & materials will be used in this lesson? How do
the materials align with the learning objective/outcomes? If appropriate, what
educational technology will be used to support the learning outcomes of this
lesson? How do the resources support the learning objectives?
Cite publications and any web resources.

1. Today is Mix It Up Monday! Write on the board for students to

Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
____ minutes
How will you set the purpose and help students learn why today’s lesson is
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide detailed steps
sit in alphabetical order of their favorite ice cream flavor. Give
them about 2 minutes to discuss and find new seating. Go around
the room and share answers.
2. Tuning: basses will tune their strings with the tuner. One bass
will play the A string, then each section will check and adjust
their A. T will listen for strings that are significantly out of tune.
Once everyone’s A string is in tune, tell the orchestra to check
the rest of their strings.
3. Warmup: Two octave G major scale using the 8th-16th-16th
rhythm and down-up-up bowings. Ask S, when we get this

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they apply the
new concept? How will you allow them to practice (with teacher support)?
Independent practice: How will students review and solidify these concepts to
be able to use this new knowledge? How will you monitor and provide
feedback?
Provide detailed steps.
pattern in Overture on a Housetop, is it the melody or is it
background? Since it’s background, let’s keep the dynamic and
character smaller than usual. Try as a 3 part round, violins,
violas, and celli/basses
1. We will begin in the development today. Have a student say
which measure that begins (76).
2. Rehearse firsts, seconds, and violas starting at 78 until 91. Tell
lower strings to think about what their part adds to the music
while the other students are playing.
a. For this section, the upper strings should be lyrical and
connected. Celli and basses provide energy.
3. Ask the lower strings if they decided what their part means (see
2a). Add them back to playing, starting at 77 until 91.
a. Opening chords at 77 should have vibrato on each note.
Character quickly needs to change from 77 to 78.
b. Lower string articulation at 82 should be at the balance
point and use precise bowing. Since they have a big
sound naturally, we do not want to be overpowering.
4. Starting at 92, check the chords by having each section hold out
the first note of each measure until 101. Purpose of this is to hear
harmonic growth.
a. Lower strings - does anyone know what your part is
called here? Repeating the same note over and over
again? It is a pedal tone!
5. Play the parts as written now.
a. Although it is not written, there is an implied crescendo
because of the harmonies. Let each measure grow and
build to the sforzando measure. Measure 100 should
remain strong, then 101 is a subito piano.
6. Run from 76 to 101.
 7. Jump to the ending now. Have students add the new ending in
their part (turn quarter rest into dotted 8th, add a 16th note, then
a half note - the pitches will be the same as the last printed ones).
This ending is more reminiscent of the Classical period.
8. Practice playing the last two measures (original last measure
plus new written measure). The last half note will be held for
exactly two beats, no slowing down. Use one down bow.
9. Put into context by starting at 123.
10. Continue working backwards from the end. Listen to seconds
and violas at pick up 114. Ask what their part means to the
music (energy). When they are playing, listen that they are
playing together at the same part of the bow and same
articulation.
11. Add everyone starting back at 101.
Can anyone tell me in what ways we were successful today?
Closure
(1e: Designing Coherent Instruction)
___ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?

If needed, I can demonstrate (or have another student demonstrate) a

Differentiation concept that I talk about so that all students can understand what I am
(1e: Designing Coherent Instruction) asking for.
What differentiated support will you provide for students whose academic
development is below or above the current grade level?
What specific differentiation of content, process, products, and/or learning
environment do you plan to employ to meet the needs of all of your students​?
How does your lesson support student differences with regard to linguistic,
academic, and cultural diversity?
How will your lesson actively build upon the resources that linguistically and
culturally diverse students bring to the experience?
How will your lesson will be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical thinking and
inventiveness?

For students with visual impairments, I can provide them sheet music
Accommodations that is enlarged. I can also write our goals for the rehearsal on the board
(1e: Designing Coherent Instruction) so everyone can see them.
What classroom ​accommodations​ do you plan to employ to increase
curriculum ​access​ for students identified with special education needs or 504?
Describe how these accommodations align with the current Individualized
Education Plan (IEP) for each student as applicable (avoid using actual
names of students).

I can discuss matters with my co-op or the student’s case manager to see
Modifications how we can make my teaching more effective for this student during
(1e: Designing Coherent Instruction) rehearsal. I can also arrange a modified part that allows the student to
fully participate.
What c​ urricular modifications​ and/or changes in p​ erformance standards​, if
any, do you plan to employ to facilitate the participation of students identified
with special education needs?
 Informal: I am observing through the rehearsal that all students are
Assessment (Formal or Informal). participating and are doing their best to play correct pitches, rhythms,
(1f: Assessing Student Learning) dynamics, and articulations.
How will you and the students assess where the learning objectives, listed
above, were met?
Each formal or informal assessment should describe how it is aligned to the
above objective(s).

Reflection on Instruction
What evidence did you collect to demonstrate that your students have met or
are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson (justify those
changes) to ensure students make adequate progress in meeting the learning
objective?
What changes will have to be made to the next lesson in order for students to
be on pace in meeting the overall goal of the Lesson or Unit?
Taking good notes about each lesson will help as you develop a formal
reflective narrative at the end of the SLO.