Teacher: Brendan O’Neal

Grade Level: 5
Class: Lyons Mill ES Large String Lesson

DESIRED RESULTS

National Standard(s):
MU:Pr5.1.5 Apply teacher-provided and established criteria and feedback to evaluate the accu-
racy and expressiveness of ensemble and personal performances

Learner Objective(s):
I can correct my finger position while bowing a variety of notes to play “Beethoven’s Ninth”.

Essential Question(s) for Enduring Understanding:

If the note you are playing is too high or too low, what needs to happen in the fingers to make it
sound better? (Answer: Move fingers either closer to the pegs or closer to the bridge)

Engaging Students in Learning:

Students listen to demonstrations from the teacher and successful peers, say their notes in time
while fingering, and play their instruments.

Differentiation of Instruction:
Auditory – mimicking and creating sounds
Visual – reading and interpreting notes in their books
Kinesthetic – playing their physical instrument and vocalizing

Language Supports

Language Function Read, perform

Language Demand Reading and playing notes in the D Demonstrating finger-

scale ing to class
Language Demand Type: Syntax Verbal feedback for in-
Discourse or Syntax? tonation and finger po-
sition
Vocabulary Note values, Notes in the D scale, Teacher demonstrations
“Intonation” & singing
Academic Language

ASSESSMENT EVIDENCE
(What will students do to show they have learned?)

Formative Assessment(s)

Students perform numbers 14, 25, and 29, as well as getting as far as possible in “Beethoven’s
Ninth” while teacher assesses fingering proficiency and intonation.
 Summative Assessment(s)
N/a

PLANNING FOR LEARNING

(Learning Activities: Step by Step from start to finish, detailed enough for another teacher to fol-
low; include time estimates)

1. Warm up on the D scale (#14, 25, and 29) - 15 mins

- project diagram to show finger positions
- tune while individuals practice with bow
- Unsuccessful (probably with string crossing #29): breakdown transition between 2
measures without bow slow to fast, then with bow
2. Play m1-13 Beethoven to assess practice
- Unsuccessful: breakdown through demonstration/call and response, 2-4 measures at a
time
- First pizz, then bowing
- Reminders about 4th finger A and finger/intonation adjustments
- Write in notes for up to m21
3. If time, start chunking through 2 measures at a time with call & response, saying then
playing
4. Self-assessment: thumbs up/down if they felt they improved this lesson

PREPARATION FOR LEARNING

(ie. materials needed, any special seating arrangements or collaborative learning assignments,
visual aids etc.)

“Sound Innovations for Orchestra” book

Finger position diagram: