QC MUSIC EDUCATION LESSON PLAN FORMAT (1/3)

Teacher Name: Date: Location/School:

Holly Grabowski November 2019 St. Francis Preparatory School
Grade Level: Music Specialty Area:
10th Grade Heterogenous String Lesson Group (Violin-1, Violas-3,
(Beginners) Cellos-2)
Lesson Plan Supporting IEP/504/ELL/Gifted learners
Information: Identify who needs accommodations (include
Prior academic learning and prerequisite varied learners, individuals and groups):
skills: Students will have prior knowledge of Being a gifted string student who has started private
identifying the four different string names on lessons outside of school, Student 3 will be able to
their instruments, how to set up and hold help other classmates around him if they are
their instruments for performance, and how struggling with placing their fingers down on the
to remain in “rest position.” fingerboard. Student 3 can also help aid in double-
Personal, cultural, and community checking if the other cello players in his section are
assets: Body percussion, specifically utilizing correct and healthy performance posture.
clapping, is a musical representation of Student 1 and Student 2 are varied learners who
rhythms and beats that requires sounds require accommodations such as a lot of repetition of
produced by the body itself, no physical concepts, slower spoken instructions, and one-on-
instrument or tool. In different cultures such one aid with a teacher to help them understand what
as African, Indonesian, and Ethiopian, body is being taught. Student 2 especially needs
percussion serves as a prominent way to reinforcements regarding his performance posture.
produce music for it helps the body and soul
internalize the music.
Theory and Research: Counting Theory,
Modeling Theory.
Learning Environment Preparation: Technology: (Highlight or check all that apply)
Students will sit in a chair in their ❏ N/A
correlating instrument section while ❏ Doc Cam
facing the front of the classroom, safely ❏ Audio Player/Recorder
unpack their instruments, and remain in ❏ Video Recorder
rest-position until further instructions by ❏ Room/Personal Computer
the teacher. ❏ DVD Player
✓ Smart Board
Instructional Resources and Materials:
❏ Projector
Students will have their instruments, ✓ Internet Connection
shoulder rests (violins and violas only), ❏ Adapter(s)
rock-stops (cellos only), bows, a music
stand for each person, and a pencil
during the lesson.
Central Focus: Students will be able
to perform half, quarter, and eighth note
rhythms along with the four new notes of
D, E, F#, and G on the D-String,
distinguish basic rhythmic and melodic
notations on a staff, and utilize “tunnel
fingers” and proper bow placements
during performance.
Motivation: Based on AIM: How can we Do NOW: “Turn and Talk” with a
brainstorming rhythmic bridge the note gap partner to create a steady rhythm
qualities from the “Do between our open using parts of your body (ex:
NOW” and discussing strings? stomping foot, clapping).
what the gap means in
the “AIM,” students will
be able to combine
these two concepts to
help introduce
themselves into the
new lesson consisting
of performing simple
rhythms and pitches on
the D-string.
Learning Objectives: Students will be able to identify half, quarter, and eighth-notes,
perform the four new notes of D, E,F#, and G on the D-String, and distinguish an
understanding of rhythmic and melodic notations on a music staff.

IEP/504/ELL/Gifted and variety of learners Identify the teaching strategies and/or

supports used in learning tasks (include language supports) to accommodate varied learners:____
Student 3 would be able to help and work with other classmates to help them on the cello if they
need assistance. While Student 3 can double-check fingerings on the D-string, the teacher will help
students one-on-one and model for students individually to help visual learners. The teacher will
take more time to accommodate Student 1 and Student 2 by providing one-on-one instruction to
enhance their attentiveness. Student 1 will be provided with a worksheet that displays clear and
simple reminders as to how to improve posture, such as “open up left wrist,” “relax shoulders,” and
“sit straight up with feet flat on the floor.”
Instructional Strategies and Learning Tasks (Procedures):

Indicate approx. time for each section (ex. 2 min.) Body-Mind Warm-up: As the students
walk in to take their seats in the usual chair arc formation facing the front of the classroom, they will
read the “Do NOW,” instructing them to work with a partner to “Turn and Talk” to discuss a way to
perform steady rhythms on their bodies. This incorporates both creativity and performance aspects
since they are creating their own rhythm and way to physically perform it. Such examples may
include stomping feet, clapping hands, and snapping rhythms they created. After they have
performed them, the students will shift to reading the “AIM” of the day. Note: An additional
worksheet titled “Performance Posture Checklist” will be provided to Student 1 to further help him
remember his posture throughout the lesson.
(ex. 3 min.) Review: While reading the “AIM,” students
will review the pitch names of the open strings on their instruments and how many notes can fit in
between each string. They will indicate the higher- pitched strings versus the lower-pitched strings.
In addition, students will conclude that there must be three letter notes in between each string.
Eventually, the students will come to the conclusion that the notes move higher and lower in
alphabetical order. The teacher will reiterate, “Correct. The notes move in alphabetical order
beginning on A and ending on G. Once G is played, the notes begin again on A and so forth.”
(ex. 5 min.) Task one: The teacher will begin to clap
three different rhythms (half, quarter, and eighth-notes) and will ask the class to echo/repeat it back.
Soon after, the teacher will do the same rhythms but now bowing it on her string instrument then
having the students echo it back on their instruments as well. After much repetition, the teacher will
introduce each individual rhythm at a time by writing the name and visual rhythm on the board.
(Choose one or leave both) Informal/Formal Assessment: The
teacher will ask pairs of students to repeat back one of the three new rhythms on a specific string.
Students will have an aural aid of listening to the rhythm as well as a visual aid to look on the board
to refer to while this exercise is taking place. This echo exercise consisting of open strings and the
three new rhythms will occur until all pairs of students had an opportunity to play back a given
rhythm.
 Medial summary: The performance of the
repeated rhythms from the students will give the teacher a better sense of who is understanding this
new concept within the group. The constant aural and physical repetition of rhythms done by the
students themselves will help give them more time to improve and enhance their rhythmic
comprehension. Task two: The teacher will introduce the
students to the concept of learning the four new notes of D, E, F#, and G on the D-string. The
teacher will model playing from open D to first finger E, which is the same on all the instruments.
When the notes move from D to E, the teacher and students will alternate between saying “D, E”
and “Zero, One” while playing to indicate an aural aid while learning the new notes. This process will
continue with the two other new notes.
(Choose one or leave both) Informal/Formal Assessment: Now that
the students have been introduced to the physical fingerings and actual pitches to the four new
notes on the D-string, the teacher will hand out Lesson 1 Worksheet titled “Fill Out the Notes!” This
worksheet displays a music staff consisting of the notes D and G, as quarter-notes, along with two
blank spaces in the middle. Students must fill in the rest of the pitch names along with where it
would be located on the staff. The teacher will remind students how “…notes alternate between
spaces and lines!”
Medial summary: Students will briefly
summarize their worksheet answers and explain their reasonings for their note placements and
fingerings. By then on, students will continue to work on rhythmic and musical notation while utilizing
their worksheet as well as improving their finger placement of the notes on the fingerboard.
Task three: Students will take part in a
“Point and Play” game where the four new pitches and three new rhythms will be displayed on the
whiteboard and the teacher will point to one note and one rhythm for students to play. The role of
choosing the specific rhythm and note will alternate to include students choosing what their peers
should play.
(Choose one or leave both) Informal/Formal Assessment: By raising
their hand and being called on, students will be assessed on their comprehension throughout both
of these games. Students must combine their new knowledge of visual rhythmic notation and
melodic D-string notation to perform the outcomes of the “Point and Play” game. In the last few
minutes of the class period, students will be presented with a brief “Lesson 1- Exit Slip” where they
must answer two questions based on the newly taught concepts.
Final Summary: After the repetition and
practice of these new rhythmic and melodic concepts, students will have a much deeper
understanding visually, aurally, and kinesthetically of how to identify and perform the four notes on
the D-string and the three different types of simple rhythms.
Homework (Formal Assessment): For homework, students will practice a D-string
exercise consisting of playing open-D to E, D to F#, D to G, and then same thing but
descending on the string.
Lesson notes/Extension: As an extension, students can think of an acronym or fun
phrase to help them remember the order of notes from D to G on the D-string.
National Core Art and State Standards: (Include the learning tasks where they can be found)
Anchor Standard #1- Generate and conceptualize artistic ideas and work.
Anchor Standard #5- Develop and refine artistic techniques and work for presentation.

MU: Pr4.2.4a- Demonstrate knowledge of the elements of music (such as rhythm, pitch, and form) in
music selected for performance.
MU: Pr6.1.4a- Perform music with expression and technical accuracy.
Modeling: Instrument in hand__X__ Singing __X__
Conducting/Gesture/Movement__X__ Student Demonstration __X__ Media______
Academic Language: Vocabulary 1) __Rhythm__2) __Pitch__3)_Quarter-note
Syntax The four new notes on the D-string will be presented on a worksheet for students to refer to
throughout the course of the lesson. Discourse Students will “Turn and Talk” with a partner to
discuss different ways to keep a steady beat with their body. Language Function Utilizing the term
“rhythms,” students will gain a deeper understand to what different types of rhythms are, what they
look like, and how they are counted for.
 QC MUSIC EDUCATION LESSON PLAN FORMAT (2/3)

Teacher Name: Date: Location/School:

Holly Grabowski November 2019 St. Francis Preparatory School
Grade Level: Music Specialty Area:
10th Grade Heterogenous String Lesson Group (Violin-1, Violas-3,
(Beginners) Cellos-2)
Lesson Plan Supporting IEP/504/ELL/Gifted learners
Information: Identify who needs accommodations (include
Prior academic learning and prerequisite varied learners, individuals and groups):
skills: Students will have prior knowledge of Student 1 and Student 2 tend to display low-
identifying and performing all open strings functioning characteristics such as not answering
and D, E, F#, and G on the D-string, questions and performing very minimally on their
understanding the difference between half, violin and viola. In order for these students to have a
quarter, and eighth-notes, and what simple stronger understanding of concepts and alertness, I
melodic and rhythmic notation looks like on will walk around the classroom and linger in their
a music staff. area so that these students can hear my instructions
Personal, cultural, and community more clearly and be more attentive since I am
assets: Performing musical improvisation situated closer to them. I will also provide them with
helps students express their personal additional helpful worksheets. Student 3, being a
creativity and individuality through their own gifted student, will use his experience with private
combinations of melodic phrases and lessons to help his peers with bow placements on
rhythms. the strings and how to improve their finger placement
Theory and Research: Modeling Theory, on the fingerboard on the D-string.
Experiential Learning
Learning Environment Preparation: Technology: (Highlight or check all that apply)
Students will bring their instrument and ❏ N/A
sit in their assigned chair facing the front ❏ Doc Cam
of the classroom, read and answer the ❏ Audio Player/Recorder
“Do NOW,” and remain in rest-position ❏ Video Recorder
until further instructions by the teacher. ❏ Room/Personal Computer
❏ DVD Player
Instructional Resources and Materials: ✓ Smart Board
Students will have their instruments, ❏ Projector
shoulder rests (violins and violas only), ✓ Internet Connection
rock-stops (cellos only), bows, music ❏ Adapter(s)
stands, pencils, and the “Fill Out The
Notes!” worksheet during the lesson.

Central Focus: Students will be able

to perform half, quarter, and eighth note
rhythms along with the four new notes of
D, E, F#, and G on the D-String,
distinguish basic rhythmic and melodic
notations on a staff, and utilize “tunnel
fingers” and proper bow placements
during performance.

Motivation: Based AIM: How can we Do NOW: Take out your

on the students’ visually determine the instruments and review the four
review of D-string difference between new notes on the D-string by
pitches from the “Do proper posture and quietly plucking while being aware
NOW” and discussing incorrect posture? of finger placements.
the visual differences
of correct and
incorrect postures
from the “AIM,”
students will be more
equip with ways to
improve their
performance during
the lesson.
Learning Objectives: Students will be able to improvise the new D-string notes while
listening to a Youtube percussive backing track, utilize proper bow placement on the
strings and correctly establish left hand “Tunnel Finger” techniques, and establish a class-
produced piece of measures students create themselves comprising of their new rhythms
and notes.
IEP/504/ELL/Gifted and variety of learners Identify the teaching strategies and/or
supports used in learning tasks (include language supports) to accommodate varied learners:__
Student 3 would be able to work with other classmates to help them improve bow placement on the
strings and finger placement on the fingerboard if needed. While he can double-check these
placements, I will help Student 1 and Student 2 one-on-one to model and further reinforce my prior
instructions individually to help then visually and aurally. I will also provide these two students with a
worksheet of enlarged rhythms and notes they can use while performing the improvisation activity.
Instructional Strategies and Learning Tasks (Procedures):
Indicate approx. time for each section (ex. 2 min.) Body-Mind Warm-up: While students are
unpacking and walking to their assigned seats, they will read the “AIM” and “Do NOW” silently as
they sit in their seats. The “Do NOW” instructs the students to practice their new four D-string notes
by plucking on their strings, therefore, the noise is softer and not disrupting other students. The
students will also brainstorm the “AIM” question regarding distinguishing proper and incorrect
performance body posture.
(ex. 3 min.) Review: By warming up with plucking the
four new notes on the D-string, students are reviewing both the sound of the pitch, visualizing the
notation, and thinking about their finger placements on the fingerboard in order to create the specific
pitch. Students will review common posture techniques and considerations in the “AIM” which
further prepares them for learning proper performance techniques later in the lesson.
(ex. 5 min.) Task one: The teacher will begin the class
with basic echo exercises: first echoing rhythms on open strings, then echoing notes/fingerings on
the D-string. This brief exercise is geared to further reviewing terms and comprehension of the new
musical concepts which prepares the students for their “Improvisation Activity.” In this activity,
students will be able to display their individuality by creating combinations of their new rhythms and
notes to perform along a Youtube percussive backing track. Note: An additional worksheet with
enlarged rhythms and notes that can be specifically utilized in this activity will be provided to Student
1 and Student 2 to further help them visualize and understand the possible options to play during
their improvisation.
(Choose one or leave both) Informal/Formal Assessment: Students
will perform the “Improvisation Activity” to display their knowledge and comprehension of the new
rhythms and D-string notes. They can perform for however long they want and must indicate that
they are done by silently nodding their heads. Since conductors in an orchestra don’t yell out to
sections saying that they must stop playing, this is why these students must provide a silent gesture
to represent their conclusion, just like an orchestra conductor. Students will perform together
simultaneously as a class and then indicate if they would like to perform solo.
Medial summary: Improvisation activities
help students express their own creativity and originality which is a wonderful concept that isn’t
incorporated enough in school courses. This activity encourages students to be proud of their
individuality as well as reviewing the new rhythmic and melodic concepts in a fun and unique way.
The more practice and repetition of these concepts, the greater the student comprehension is.
Task two: The teacher will shift gears from
producing music to how to specifically produce proper tones and sounds through utilizing left hand
“Tunnel Fingers” and correct bow placements. The teacher will explain that “Tunnel Fingers” pertain
to the left hand finger creating a curved arc on the fingerboard so that only the tips of the fingers are
pressing down on the string. The fingers should be curved so that it looks like it’s creating a tunnel
and that a mini train can pass through, therefore, the fingers should not be flat “pancake fingers.”
The teacher will also show what proper bow placement looks like on the string in order to create a
nice tone. The bow should be placed in the middle of the fingerboard and the bridge.
(Choose one or leave both) Informal/Formal Assessment: As the
teacher walks around the class visually portraying her “Tunnel Fingers,” students must shape their
own “Tunnel Fingers” to show the teacher. This way, the teacher can look at one student at a time
and provide feedback about their “Tunnel Fingers.” Similarly, the teacher will walk another time
around the class to check for proper bow placement in the middle of the fingerboard and bridge.
Medial summary: By incorporating unique
and fun ways to represent performance techniques, students are able to think of a visual image, in
this case a tunnel, to help them improve their curved finger posture in their left hand. In addition, by
instructing students to visually and physically place their bows in the exact middle between the
fingerboard and bridge also helps students visualize and understand a technical concept to help
improve their performance tone.
Task three: To introduce students to the
next activity, the teacher will hand students the “Class Composition!” worksheet. On this worksheet,
students will compose one measure consisting of four beats while utilizing the new D-string notes
and rhythms. To scaffold the process, the teacher provided the visuals of the three rhythms rhythms
and notes on the front of the worksheet. Once each student composes their own measure, each
instrument section will play the measures that the members in their section created.
(Choose one or leave both) Informal/Formal Assessment: Students
will be instructed to compose a single 4 four-beat measure consisting of a combination D, E, F# and
G along with half, quarter, and eighth-note rhythms. The teacher will walk around to make sure that
all of the students’ measures equal four beats and include the given notes and rhythms. Once they
are composed, the same instruments will read and perform the composed measures by the
members of their section with the class. In the last few minutes of the class period, students will be
presented with a brief “Exit Slip” where they must answer two questions based on the newly taught
concepts. Note: The teacher will compose one measure so that she will play along with Student 2
since she is the only violin player.
Final Summary: Students will gain a
stronger understanding to how to identify and perform D, E, F#, and G on the D-string and how to
perform half, quarter, and eighth -notes. By establishing exciting and creative activities, such as
improvisation and composition, students are able to understand these concepts in more expressive
and unique ways.
Homework (Formal Assessment): For homework, students will compose one
measure, four beats each, that consist of the same rhythms and pitches from the exercise.
They will also add in their homework which notes they would like to be played loud and
soft.
Lesson notes/Extension: As a lesson extension, students can think of other terms
or objects that feature a curved or rounded feature to further connect to the “Tunnel
Finger” visual.
National Core Art and State Standards: (Include the learning tasks where they can be found)
Anchor Standard #2- Organize and develop artistic ideas and work.
Anchor Standard #6- Develop and refine artistic techniques and work for presentation.

MU: Cr2.1.3- Demonstrate and identify selected musical ideas for a simple arrangement or
composition to express intent and identify connection to a specific purpose and/or context.
MU: Pr4.2.3- Demonstrate knowledge of the elements of music (such as rhythm and pitch) in music
selected for performance.
Modeling: Instrument in hand_ X__ Singing ____ Conducting/Gesture/Movement____
Student Demonstration ___X__ Media___X__ (Include in learning tasks)
Academic Language: Vocabulary 1) __Improvisadtion 2) _Composition 3)_”Tunnel Fingers”
Syntax Students will utilize the three new rhythms presented on the board (half, quarter, and eighth-
notes) and D-string notes (D, E, F#, G) to create a combination of a single measure each consisting
of four beats. These measures will be written on their worksheets then read together as sections.
Discourse Students will “Turn and Talk” to one another to discuss the elements of their single-
measured compositions. They can also refer to other students’ improvisation performances to help
aid them in performing their own. Language Function Utilizing the term “tunnel fingers” and
“pancake fingers” will help students mentally imagine these aspects and then apply them to their
fingers while fingering pitches on the D-string.
 QC MUSIC EDUCATION LESSON PLAN FORMAT (3/3)

Teacher Name: Date: Location/School:

Holly Grabowski November 2019 St. Francis Preparatory School
Grade Level: Music Specialty Area:
10th Grade Heterogenous String Lesson Group (Violin-1, Violas-3,
(Beginners) Cellos-2)
Lesson Plan Supporting IEP/504/ELL/Gifted learners
Information: Identify who needs accommodations (include
Prior academic learning and prerequisite varied learners, individuals and groups):
skills: Students will have prior knowledge of Student 1 and Student 2 are slower learners and
identifying and performing the notes D, E, tend to forget the direction the notes are going if
F#, G on the D-string, how to recognize and there are no symbols indicating it underneath
perform half, quarter, and eighth-notes, how measures of music. These two students need an
to correctly utilize left hand “Tunnel Fingers” additional visual accommodation to their “Class
on the fingerboard, and where to properly Practice Sight-Reading” and “Individual Sight-
locate the bow during performances. Reading” excerpts. Student 3 can help and assist
Personal, cultural, and community others during the practice sight-reading’s “Turn and
assets: By initiating classmates and peers Talk” where he can give his input of notes and
to work with one another in problem-solving fingerings if needed.
activities, “Turn and Talks,” and group
performance games, these interactions
enhance a sense of community within a
classroom setting. When students can rely
on others for help, this creates a welcoming
and comfortable environment to learn in.
Theory and Research: Pragmatism
Theory, Counting Theory, Modeling Theory,
Learning Environment Preparation: Technology: (Highlight or check all that apply)
Students will sit in their assigned seat in ❏ N/A
their instrument section, safely unpack ❏ Doc Cam
their instruments, place worksheets from ❏ Audio Player/Recorder
the past two lessons on the music ❏ Video Recorder
stands in front of them and remain in ❏ Room/Personal Computer
rest-position until further instructions by ❏ DVD Player
the teacher. ✓ Smart Board
Instructional Resources and Materials: ❏ Projector
Students will have their instruments, ❏ Internet Connection
shoulder rests (violins and violas only), ❏ Adapter(s)
rock-stops (cellos only), bows, music
stands, pencils, and worksheets from
the two prior lessons by the start of the
lesson.
Central Focus: Students will be able
to perform half, quarter, and eighth note
rhythms along with the four new notes of
D, E, F#, and G on the D-String,
distinguish basic rhythmic and melodic
notations on a staff, and utilize “tunnel
fingers” and proper bow placements
during performance.

Motivation: Students AIM: What are Do NOW: Brainstorm possible

will review their new strategies we can use echo patterns (consisting of our
notes and rhythms in when trying to learn new notes and rhythms) you can
a creative and how to perform new use during the “Echo Activity.”
compositional way in measures of music? (Note: While waiting for others,
the “Do NOW” that you may write down these patterns
will prepare them for and pluck them silently to
their first activity. yourselves first.)
While the “AIM”
foreshadows how
students can
establish their sight-
reading skills.
Learning Objectives: Students will be able to apply their auditory skills to perform short
phrases in a student-run echo exercise and utilize their prior knowledge of rhythms and
pitches to accurately perform sight-reading excerpts individually and with their classmates.

IEP/504/ELL/Gifted and variety of learners Identify the teaching strategies and/or

supports used in learning tasks (include language supports) to accommodate varied learners: Given
that Student 1 and Student 2 have difficulties with understanding the direction that the notes are
moving in, I will provide them with their “Class Practice Sight-Reading” and “Individual Sight-
Reading” worksheets with additional arrows pointing in the direction of the notes. This way, these
students can further understand where the notes are changing to based on the direction of the
arrows. Student 3 can help his peers helping them improve their “Tunnel Fingers” and bow
placement as well as intonation and rhythms. This can occur if he becomes the “student leader” in
the echo game or during the “Turn and Talk” before performing the “Class Practice Sight-Reading.”
Instructional Strategies and Learning Tasks (Procedures):
Indicate approx. time for each section (ex. 2 min.) Body-Mind Warm-up: As students walk
into class, they will be instructed to read the “Do NOW” after they have unpacked their instruments
and sat in their seats. The “Do NOW” will ask students to brainstorm possible rhythmic and melodic
ideas that they may possibly use in the following “Echo Activity.” While reading the “AIM,” students
will think of helpful strategies we can use when learning new measures of music.
(ex. 3 min.) Review: Students will review compositional
concepts from the prior lesson to help them answer their “Do NOW” which can also benefit them in
the following “Echo Activity.” This will reinforce their knowledge of D, E, F#, and G notes on the D-
string and basic rhythms such as half, quarter, and eighth-notes while incorporating compositional
and creative aspects, further enhancing their comprehension. The “AIM” will guide students to think
about strategies that may help someone read music they have never seen before. This prompt hints
at the concept of sight-reading music which will occur in the second half of the lesson.
(ex. 5 min.) Task one: The teacher will introduce the
“Echo Activity” to the class, “I will bow a brief pattern consisting of D-string notes and some of our
new rhythms. FIRST, you listen. THEN, you play it back to me!” The teacher will include that now
there will be “student leaders” that can go up in front of the class and perform a brief echo segment
for the students to play back. Students can be as simple or creative as they would like to be with
their given echo, but the excerpt to be echoed back must be very brief.
(Choose one or leave both) Informal/Formal Assessment: The
teacher will play simple and brief musical excerpts, incorporating D-string notes and the three basic
rhythms (half, quarter, eighth-notes), which the students will have to listen for then repeat back.
Students will be informally assessed based on their echoed performance back, specifically, whether
or not they played the correct pattern of notes and rhythms. A different “student leader” will be
chosen multiple times throughout the lesson so that all students who would like to will have a
chance to lead the group in the activity. The “student leaders” will also be informally assessed on
whether they created a brief excerpt containing only the D-string notes and three specific rhythms.
Medial summary: By beginning the lesson
with an aural and performance activity, students are able to open their ears up and focus more on
their individual performance on their instruments. Instead of relying on multiple senses at a time,
they are relying only on their listening and kinesthetic senses that are the most crucial in performing
their instruments. Allowing students to become “student leaders” in the “Echo Activity” allows
students to feel like they are important and valued in the classroom as well as enhances their
comprehension of these concepts through their own creativity.
Task two: The teacher will introduce the
concept of sight-reading about how it’s considered to be a culmination and result of all of the new
concepts we have learned so far in these three lessons. The teacher will remind the students about
their answers from the “AIM” and put them to the test while the teacher hands out the “Class
Practice Sight Reading” worksheet to all the students. These worksheets will all contain the same
sight-reading excerpt (with the addition of Student 1 and Student 2 having arrows indicating pitch
direction on their worksheets).
(Choose one or leave both) Informal/Formal Assessment: Students
will “Turn and Talk” with one another in their sections on how they think they can perform the
excerpt by identifying the notes and rhythms displayed. Since the notes and rhythms are the same
for all instruments, students may be allowed to work with other peers outside of their instrument
section. After being given some time, students will collaborate briefly with the teacher, answering
basic questions such as “What is the note direction? How many different rhythms/notes do we see?
The class will perform the entire excerpt, two measures long, as a group which will be followed by
feedback from the teacher.
Medial summary: Now that the students
have been introduced to the processes of sight-reading and the questions they should ask
themselves before performing a sight-reading excerpt, they will be further prepared for their
individual sight-reading excerpts. By having students work together for the group sight-reading
excerpt, it helps students feel more comfortable with this new concept since it is completely new
territory for them.
Task three: Now that the students are
familiarized with the concept of sight-reading, now they will be asked to perform their own sight-
reading excerpts individually, followed by feedback from the teacher afterwards. The teacher will
hand out each student an “Individual Sight-Reading” worksheet. Each student will be assessed
based on a rubric that the teacher will keep. All students will be provided with a different excerpt
each, but the same amount of rhythms and notes will be closely similar in each so that all students
are graded fairly.
(Choose one or leave both) Informal/Formal Assessment: Students
will be given a few minutes to silently pluck notes and write in fingerings if needed on their individual
sight-reading worksheet. Once they are ready, each student will perform one at a time and try their
best at performing all of the musical aspects in the two-measured sight-reading worksheet. The
teacher will provide feedback and ways to improve at the end of each performance. Note: If students
would rather be pulled out of the classroom one at a time so they don’t have to play in front of the
entire class, that is acceptable and can be done so in a practice room.
Final Summary: After the students perform
their individual sight-reading excerpts and are given feedback on their performances by the teacher,
the students will have gained a deeper understanding as to the factors that must be accounted for
when sight-reading and how they can improve their future performances. By being introduced to the
four notes on the D-string and the three basic rhythms from the first lesson, these musical concepts
have been grown and expanded on up to this final assessment that will provide proof of the
students’ growth and comprehension.
Homework (Formal Assessment): For homework, students will compose two
measures, four beats each, that their peers will have to sight-read the following
class. These measures must include notes on the D-string (D, E, F#, G) and half,
quarter, and eighth-note rhythms.
Lesson notes/Extension: As a lesson extension during the “Echo Activity,” the
“student leader” can choose to play both arco and pizzicato, rather than only arco,
then have the students perform it back to them. The leader can also incorporate the
open strings as well as the D-string notes.
National Core Art and State Standards: (Include the learning tasks where they can be found)
Anchor Standard #1- Generate and conceptualize artistic ideas and work.
Anchor Standard #5- Develop and refine artistic techniques and work for presentation.

MU:Cr1.1.2a- Generate rhythmic and melodic patterns and musical ideas for a specific purpose.
MU:Pr5.1.3a- Apply established criteria and feedback to evaluate accuracy of performances.

Modeling: Instrument in hand__X__ Singing ____ Conducting/Gesture/Movement__X__

Student Demonstration ___X___ Media______
Academic Language: Vocabulary 1) __Sight-reading__2) “Turn and Talk”_3)_Musical
Feedback
Syntax Students will read and perform two measures of musical sight-reading consisting of D, E,
F#, and G on the D-string and half, quarter, and eighth-notes on a worksheet. Discourse After
being provided with the “Class Practice Sight-Reading” worksheet, students will “Turn and Talk” to
peers regarding the rhythm and note relationships they see. Language Function The language
function “sight-reading” will be introduced and developed throughout the lesson as a practice
worksheet performed by the class and a worksheet performed by each individual student.