Legend

Sts = Students
5E Lesson Plan Model w/ = with
(Correlated to the Danielson Framework for Teaching)
(Refer to the Student Teacher Standard Experiences for lesson plan format specifics.)

Teacher: Gabriella Baez Date: February 4th, 2021 Gr. Level/Subject Concert Orchestra- Music

Lesson Beginning Time: ______________________ Lesson Ending Time___________________________

Domain 1: Other Domains

Planning Lesson Component
1c: Setting 2b: Culture for Objective(s): Students will
Instructional Learning  Review #11-#15 from the Daily Warm-up Packet
Outcomes 3a:  Review #28 from the Essential Elements Book
1b: Communicating  Learn #29 from the Essential Elements Book
Knowledge w/ Students.
of Students 3b: Questioning/ Importance of Objectives
Discussion  Students will strengthen their knowledge of bow styles, bow usage, and
Techniques bow control.
 Students will be able to expand their choices of repertoire.

1a: TEKS/ELPS:
Knowledge TEKS:
of Content/  3 (A) Sing tunefully or play classroom instruments, including rhythmic
Pedagogy and melodic patterns, independently or in groups.
 5 (A) Sing songs and play musical games, including patriotic, folk, and
seasonal music.
ELPS:
 2 (A) Distinguish sounds and intonation patterns of English with
increasing ease.

1a: 3a: ENGAGEMENT (how to capture students’ interest; how to connect to prior
Knowledge Communicating learning; questions students should ask themselves after the engagement):
of Content/ w/ Students.  Capture
Pedagogy 3b: o Start the students with the Daily Warm-up Packet
1b: Questioning/  Play #11-#15 (Tempo 92)
Knowledge Discussion  #15- Review bow direction in the air, open D
of Students Techniques string then play what is written on the page.
3c: Engaging  Connect
Students in o Essential Elements Book
Learning  Students will be able to understand the fingering and
notes being taught due to prior knowledge and Daily
Warm-up Activity experience.
 Questions
o What point of the bow are you in?

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
 o How much bow did you spend?
o What rhythm is being played?
o What are the fingerings for the piece?

3a: EXPLORATION
Communicating  Big Idea:
w/ Students.
o Daily Warm-up Activities
3b:
Questioning/  Play #11-#15
Discussion  Review each daily warm up (what creates the
Techniques sound)
3c: Engaging o Remember that it is off the string.
Students in  Remind them to set the bow and to go to rest
Learning position.
 #15- Review bow direction on the D string then
play what is written on the page.
o Ask for volunteers to play #15
o Essential Elements Book
 Review #28
 Consider bow speed.
 Technique: New York, Kansas, and Texas
location
o Let them know to put their instrument
down.
o Use left hand to guide the bow position.
 Ask them to say Kealing, Kansas, New York with
the 3 beats.
 Learn #29
 Shadow bow with bow direction (New York,
Kansas and Kealing)
o Ask them if they see any patterns
 Shadow bow with bow direction and fingers
 Shadow bow with note names and fingers.
 Play
o Pick up- dotted half (2 parts- play as a
whole)
o Reminder that the pickup is an up bow.
 Concentration:
o Students playing the correct rhythm and notes for #29 of the
Essential Elements Book

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
 3a: EXPLANATION
Communicating  Explanation:
w/ Students. o The teacher will review Daily Warmups and fingering for #29
3b: that is being taught.
Questioning/ o The teacher will provide aural, visual, and physical examples to
Discussion aid the students understanding.
Techniques  Aural:
 Chanting
 Speaking
 Visual:
 Shadow bowing
 Fingering
 Head bob
 Physical:
 Students will follow along by playing the
instrument, making the motion of the rhythm with
the bow and fingering the notes.

 Questions:
o When I say the second part of the word (day), does my bow
move faster or slower?
o Do I use more bow in the first of the second part of the word?

2b: Culture for ELABORATION

Learning  Vocabulary:
3a: o Pickup Note
Communicating  Knowledge:
w/ Students. o Learning the new piece will expand the students’ knowledge of
3c: Engaging bow style and repertoire.
Students in
Learning
1f: 3b: EVALUATION
Designing Questioning/ Informal:
Incorporatin Discussion  Teacher will observe the students bow motion and finger pattern.
g Techniques Formal:
Assessment 3d: Assessment  Teacher will request certain students to unmute themselves from zoom
1b: 3e: Flexibility/ and perform for the class.
Knowledge Responsiveness  Teacher will post a poll for the students to rate their understanding and
of Students performance.

1d: 2c: Classroom Resources:

Knowledge Procedures  Daily Warm-up Packet
of Resources 2e: Physical  Essential Elements
1b: Space  Computer
Knowledge 3c: Engaging  Metronome
of Students Students in  Instrument

Office of Educator Preparation, College of Education, Texas State University

24 July 2015
 Learning  Bow

1b: 3c: Engaging Differentiation:

Knowledge Students in  Teacher will use visuals to help all students understand what is being
of Students Learning taught.
3e: Flexibility/ o Fingering
Responsiveness o Shadow bowing
o Bow placement

Office of Educator Preparation, College of Education, Texas State University

24 July 2015