Lesson Plan 1

Name: Kate Goodin Date: 2/13/2023 (Lesson 1) Whole Group Period: 1st

Ensemble or Class: Which ensemble or class is this lesson plan for? Lesson Topic:
1st: Chamber Warm up
Pre-Test Assessment
MPA Repertoire: Sinfonia in D
Standards:
MU.912.S.3.5: Develop and demonstrate proper vocal or instrumental technique.
MU.912.O.3.1: Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements
support, for the listener, the implied meaning of the composer/performer
MU.912.O.1.1: Evaluate the organizational principles and conventions in musical works and discuss their effect on structure
Long Term Goal:
Play instruments with consistently correct posture and technique, and understand how to adjust/match intonation
Instructional objectives(s): Students will rehearse “Sinfonia in D” and perform the rhythms at 80% accuracy.
Students will sit on the edge of their chair with feet flat on the floor 100% of the time without instruction to do so
Students playing violin and viola will keep their instruments parallel to the ground 100% of the time without teacher
instruction
Key Vocabulary Instructional Materials/Resources/Technology:
Dr. Beat as a metronome and a drone
Pancake hand, Intonation, Syncopation
Cello drone website for tuner
SmartBoard for writing real-life examples on the board for
students
Critical Thinking: Lesson Structure:
How does where we play on our instrument affect our sound? Our Announcements
dynamic level? Warmup
How does the bowing impact the articulation? Lesson
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
Independent:
MU.912.S.3.In.a: Sing and/or play age-appropriate repertoire expressively.
MU.912.O.1.Pa.a: Recognize elements of music in different types of music.
MU.912.O.1.Su.a: Compare musical elements in different types of music
Supported:
MU.912.S.3.Su.b: Sight-read notes and/or simple rhythmic phrases
MU.912.S.3.Su.a Sing rounds, canons, and/or partner songs.
Participatory:
MU.912.S.3.Pa.b: Participate in rehearsal strategies to apply skills or techniques
MU.912.S.3.Pa.a Select melodies and/or accompaniments to perform.

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
4 minutes Introduction Procedures:
Good morning and happy Monday! Did anyone do something fun
over the weekend?

Don’t forget: Pre-MPA Concert is this Wednesday! Your call time

is on the board.
 Lesson/Rehearsal Procedures:
1st Period: Sinfonia in D
Warmup:

4 minutes

We will do this warmup on just D, and then add in different

pitches of the D minor scale
“Let me have a volunteer to play the first five notes of the D Having a volunteer try to explain and
minor scale…before we go over the key signature” play the scale before I review helps me
gauge their understanding and if they
remember D minor
2 minutes I am having the students play down, up, down, up in order to
show them how long the quarter note needs to be played before
adding in the complex bowing
Review D Minor: Bb, F natural and C natural

D E _ G A _ (Fill in the blank on the board)

*low 2nd finger on A and D string*

5-10 minutes PRETEST: Specific measures of Sinfonia in D By transferring directly to the

Violin 1: 17-23, 64-67 repertoire, I can assess how well they
Violin 2: 55-67 understood the content of the warmup
Viola: 37-39, 54-64
Cello: 68-72
Bass: 45-50, 83-91

“A lot of you can play the rhythms and notes without a problem
and that is great! However, I want to slightly adjust your
perspective on the music and focus you more towards
interpretation and style through the articulations and expressive
markings found in the piece.”

4 minutes Play Sinfonia in D from beginning to end Diagnostic Assessment

Transfer to Repertoire:
5 minutes We will start at the beginning of the piece because that bowing
and articulation work is in unison at the beginning of Sinfonia in
D
Closure Procedures: Great work today, let’s move over to the
Messiah!

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?
Based on the diagnostic and formative assessments of these classes, nothing was left out. We were able to cover the warmups on
the appropriate scale for each class period. The warmups were based on articulations and rhythms from the pieces, and so they
transferred well to the repertoire. We were able to focus on the problem areas of each piece and get them more ready for the
concert this week. The intonation on the allegretto still needs a lot of work, and the overall feeling and articulation needs more
attention for Sinfonia in D. A lot of things are going well in the pieces, so I made sure to praise them on the good things.
Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it differently.
If I were to reteach this lesson to the classes, I would have made a general adjustment of writing specific measures for each of the
instruments that needed the most help. I would use it as sort of a learning goal for the students to aim to improve on before the
next rehearsal. Sometimes, looking at the whole piece can be overwhelming, so zeroing in is beneficial.
I could also include some fun practice suggestions for different types of problem areas
For example:
Pitch problems = play note by note, slowly, with a drone or a tuner
Have the drone on in a third below your note
Rhythm problems = break down the rhythm into different patterns, play with a metronome, start slow and slowly
increase the metronome mark over time
Take out the bowing if the bowing is giving you extra trouble
Tempo = metronome!!! Play with a solid recording
Lacking Lyrical/musical direction = create a personal storyline to go along with what you are playing
Make up characters or a setting that you want to convey to the audience
Listen to recordings for inspiration
Record yourself playing and *gently* critique yourself and make specific goals for how you can improve
Perform for others
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
The lesson and rehearsal went well today! I was happy with the work we did. We focused on certain areas that are consistently
causing problems. Doing this allows for concentrated instruction to best work on the actual problem and figure out solutions
together. Working in small sections is basically orchestra sectionals! Sometimes, it is completely necessary to focus on a few
measures or a certain concept in order to help the overall idea of the piece.
The classroom management was fine today. It was Monday, so the students were a little bit drowsy from the weekend, but they
still managed to be engaged and focused on the music at hand. There was good interactions between myself and the students,
and they laughed at some of my comments haha. As the teacher, you have to work harder to get the students to wake up because
you want them to be engaged and you also want them to take away something from the lesson. It’s also important to still be
compassionate to the students, because weekends can be physically and emotionally exhausting for a variety of reasons.
Finding new ways to engage students and to get them excited for class is always beneficial.
I could run this idea by the teachers, but it could be fun to have a “Piece of the day” playing on the speakers as the students enter
the class to get them excited for the class. Especially if the recording was meaningful to them in some way.