Jacob Neville
LESSON PLAN #1
Grade Level: Middle School
Length of Lesson: 1 hour
Required Content: Band repertoire they will be playing, instrument
Lesson Topic/Focus
Objective(s)
Materials
Prior Knowledge
Elements of DOK
Vocabulary Words
Assessment
LEARNING STRATEGIES/INSTRUCTIONAL PROCEDURES
Instructional Strategies
MUED 211
Class Type: Band
Pedagogical Approach (DOK): Kodaly
Begin to learn a piece for concert band.
Students will be able to play the first 8 measures of a band piece after
reading the music, learning the rhythms, learning the fingerings and
trying to play the music on their own before playing with the whole band.
Instrument, band piece, PENCIL, music stand.
Students will need to know how to play the notes in the piece, be able to
read music to an extent, read dynamics and articulation markings, and be
able to play in time to conducting.
Speak rhythm syllables (ta, ta ta, ta ka ti ki) so students can accurately
play rhythms after speaking them (K), Use notes on sheet music and
listening skills to repeat after what they hear to learn their part (K).
Before: Sight read, rhythms and note values, embouchure
During: Breath support, air flow, posture, 90-90-90,
After:
Students will be able to read the music for the concert band piece and be
able to play some of it, at least the first part, together as a band.
• All students are actively participating by playing their instrument
and reading the music, attempting their best at playing it for the
first time.
• Students will be able to play their part during playing tests in class
after 2 weeks of practicing the parts that are being worked on in
class.
• For some classes, I can record the students playing so that later
they will be able to listen to their own playing and identify areas
of improvement that the whole band and instrumental sections
can work on.
• Teach students the correct fingerings per instrument of they do
not already know them, teach them how to read fingering charts.
• Play the part that the students are confused about on the
instrument they are playing if asked to.
• Let them hear the piece so they know what their part sounds like,
and them let them practice in class with their instrument section.
• Ask students questions about their parts so that the information
they learned is better remembered.
1
Jacob Neville MUED 211

Opening (Hook,
Introduction, Warm-Up,
etc.)
Procedures
Identify Dalcroze, Orff, or
Kodaly strategy when
used by marking the
activity with a (D), (O), or
(K) as appropriate
CLOSURE
HOMEWORK
EXTENSION
• Ask them to fill out practice charts and record what they
practiced at home.
Show a video of a band playing the piece well or show a part of a movie
where the piece was played so they hear what they will be playing, talk
about the piece with the students.
1. Once students come into class and assemble instruments, notify
them that we will start learning the beginning of a new piece
today.
2. Play a video or audio sample of the band piece for the students to
listen to so they know what they will be playing.
3. After listening to the whole piece, sample the small part (8
measures) that the whole band will be learning and sight reading.
4. Ask students to clap and speak their rhythm syllables for the
whole 8 measures, if it becomes too complicated, go measure by
measure per section so nobody gets confused.
5. Once the band can clap their rhythm syllables, have them play
the rhythms on the 1st note of the key that the piece is in. If
sections are confused, help them individually
6. Once students can play each note, teach each section how to use
a fingering chart, and then once they understand the chart, ask
them to as a section learn how to play the piece, helping each
other on the way.
7. Once all sections can play the first 8 measures, begin to put the
band together so that everybody can play their part accurately
together as a band.
8. After successfully playing the first 8 measures together as a band,
congratulate the students on being able to learn the music and
inform them on the next part of the music that they will be
learning and practicing at home.
After the students successfully learn the objective, go back to it so the
students realize that they have successfully played the first 8 measures of
a new band piece together and they will feel accomplished after the
lesson. Ensure that they begin to practice the music at home and use
practice charts so that they can become better musicians through
practice.
Begin to practice portions of the music that are difficult and begin to
learn what the part sounds like for next class.
If there was extra time during the lesson, I would ask students to sight
read through more of the piece together as a band, and if it goes well
congratulate them of being good sight readers, reminding them why it is
an important skill for musicians to have.