MUED LESSON PLAN

Class: Beginning Strings

Grade/Level: 2
Unit Title/Musical Composition: Petite Tango

Student Learning Outcome(s): Students will be able to perform Petite Tango at around 106 bpm while staying together, well balanced, follow
dynamics, good tone, and learn how to play with slight staccato.

Standards: Adv.MU:E.Pr4.2 Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and
inform prepared and improvised performances.

What academic and content-specific vocabulary will be introduced? Structure, context, compositional devices, genre.

How can you use educational technology to enhance this lesson? I can play recording or project videos of pieces that are similar in style (tango).

Identify
 Musical Element(s) (e.g. specify from categories—melody, harmony, rhythm, timbre, texture, form, etc.) :
 Musical Actions (e.g. composing, improvising, performing, listening, etc.):
 Musical Skills (technique needed to accomplish action/element):

How will you assess student learning of skills, content and concepts taught in the lesson? Students will be assessed by how well they playing as
with the ensemble along with if they are following with the expressive styles.

Where does the lesson fall in the unit? This lesson falls latter in the unit because of a focus of how notes should be played instead of what the notes
are.

Learning Activities:
Time Measures Issue/ Scaffolded Activities Assessment
allocation Musical  Active learning  Kind of assessment (formal, informal, self, peer)
Element  Scaffolded for higher-order thinking skills (analysis, synthesis,  Criteria being assessed
evaluation, interpretation, transfer)
 Groupings within activities
1 min 1-28 Run through Entire ensemble will play beginning to measure 29 Informal assessment of run through
2 min 21-28 Staccato notes  Ask who is playing melody? (violins)  Entire ensemble will be assessed formally on
in top voices  Sing how staccato should be separate but not choppy their staccato notes.
 Have all students play 8th notes in staccato style using first note of
measure.
  Strings- slight bounce of bow to make spaccato
 Wind & Brass- using duh instead of di
2 min 21-28 Tango rhythm  Ask violins what every one else is doing  Informal assessment of ensemble noticing the
 Have cellos play cello line
 Ask all other instruments to play same rhythm  Formal assessment of ensemble playing tango
rhythm
2 min 1-4 Round Pizz  Sing short pizz vs long pizz  Students will be formally assessed on how well
 Draw visual of a curve to show how note is rounded and not square there pizzicatos are in style (not choppy)
like
2 min 13-20 Long Full  Sing and air bow the melody  Violins will be assessed formally on how
Tone and  Ask students to sing and practice using full bow on their arms connecting notes, using full bow and dynamics.
Dynamics  Students then play on instruments
 Point out decrescendo and ask what they can do (less weight,
fingerboard)
2 min 5-12 Dynamics  Point out 4 measure phrases (2 m. cres and 2 m. decre)  Formal assessment of how gradual the volume
chances as well as how big as a difference.
1 min 1-28 Run Through  Pulling everything together that we worked on  Formal assessment of everything focused on
during the rehearsal

What assessments will be used to check for comprehension—informal assessment, student self-assessment that leads to change, performance task
(e.g., checklist, rating scale, rubric written assessment)?

Students will be assessed formally when by being asked to play in there sections so I can hear them in smaller groups to hear if they understand the
concepts being taught.

What higher-order thinking questions will you ask to engage students in analysis and discussion?

If another sections is being taught, will it benefit me to listen? Will I have to learn this skill at some point? Do I only use this new concept hear or do
I continue using it through out the piece.

How will you differentiate for diverse learners (e.g. ELL, student IEP/504/GATE, and student who has faced some form of life challenge)?

One thing that will help if students are future bilingual students is that I am going to sing what I want to hear vs what I don’t want to hear. For some
examples I am going to draw a curve instead of box to show how I want the notes to sound.

Extension Activity/Closure (beyond thanking the students): Letting them know that I am noticing the improvement and how they should be proud.

Required Materials: Instrument, sheet music parts, music stand, pencil, white board, dry erase marker.