Technology Integration - Lesson Plan

Name: Kate Goodin Date: 2/15/2023 (Lesson 3) Period: 1st

Ensemble or Class: Which ensemble or class is this lesson plan for? Lesson Topic:
1st: Chamber Warm up
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: Our long term goal is to play our instruments with consistently correct posture and technique and to
actively listen to each other as we play
Instructional objectives(s): 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
Accents, Flow, Dynamics, Character, Intonation
Cello drone website for tuner
SmartBoard for writing real-life examples on the board for
students
Critical Thinking: Lesson Structure:
How does your sitting position impact your left hand? Announcements
Why must you play with a straight wrist, rather than a Warmup
Lesson
pancake hand?
How does a pancake hand affect your tone?

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 Wednesday!
It’s concert day today so let’s treat this rehearsal like a dress
SUB ALL DAY rehearsal.
Your call time is on the SMARTboard. You are only
required to be there when you play, and 30 minutes
before
4 minutes Lesson/Rehearsal Procedures:
1st/7th Period: Sinfonia in D
I turn on the cello drone: https://www.dronetonetool.com/
“Everybody, tune your A string! You need to be able to hear the I will assess their ability to go from D
drone over your own instrument” minor to G major
*I go around and fine tune some instruments that need
assistance*
4 minutes Order of tuning: D string, G string, C string for viola/cello, E string
for bass/violins
Warmup for SInfonia in D
We will do a warmup in G major because the Cantabile Having the orchestra in unison will help
section of Sinfonia in D is in G Major, pretty much. B me assess the intonation at a very basic
natural and F# appear quite a bit level. I will walk around, and assist the
We will begin by doing a lyrical warmup in the key of G students who are out of tune
major to practice accidentals and to practice holding
notes for their full duration and using ascending scales
to lead into the next note

The exercise below will be displayed on the SMARTBoard, and on

the screen projector in the back of the classroom so that every The Pre-MPA concert also serves as a
student can easily see the exercise post test AND diagnostic assessment to
what we need to work on for the next
three weeks before MPA

Rehearsal:
We will move onto the Cantabile section in Sinfonia in D, and
transfer the lyrical warmup to the Cantabile melody.
Order of melody:
Violin 1
Violin 2
Cello/Bass
Violas
Work on Transition between the Tempo Primo (A section) and
the Cantabile (B section)
Dr. Beat on the metronome setting (quarter note = 138)
 The Cantabile section is the same metronome marking,
but just half speed (eighth note = 138, 1+ 2+ 3+ 4+)
Using the metronome will help establish the steady
pulse of the piece which makes the transition between
the two sections easier
We will run through Sinfonia in D from the beginning, without
stopping By jumping into the repertoire, I can
We’ve only run through the piece once, and we need to assess their understanding of the
perform it tonight. warmup and their ability to move from
I will emphasize the fact that we must keep going, no the warmup to the repertoire
matter what happens!
During a performance, you just keep going Post test of running through the piece
I am giving the downbeat so if you get lost, look for the
down bow
Closure Procedures:
We’ve made a lot of progress this week on this piece! I am
excited for tonight, and I’ll see you all at 6:30!

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 each diagnostic and formative assessment during today’s rehearsal, nothing was left out. The structure was the same for each class.
Run through the two pieces for Pre-MPA
Make a list of good and bad from the run-through
Work through those bad parts, find solutions together
Move on to the next piece
For the next class, we can use the data from this class to guide our rehearsal and performance.

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 re-teach today’s lesson, I would not have changed anything BESIDES recording the runthrough of each piece. Recording the dress
rehearsal would be a good base assessment to see how much improvement there is at MPA, and for the pre-mpa concert. I would have also had
the students make a prediction list to what the judges would possibly comment on, and we would see if our predictions were right on Thursday
when the comments came out.
Otherwise, the structure of the rehearsal was beneficial because it gave them time to run through the piece, and gave us time to work on the
most vital parts that needed immediate help. The Pre-MPA concert was a great idea because it helped them get their nerves out of the way,
hopefully to prepare them for the real MPA assessment in three weeks.
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
The lesson and rehearsal went well today! We did a run through of the pieces, made a class list of what went well and what we needed
to work on, and then worked on those things. The structure of the lesson was pretty beneficial, and it allowed us to get a lot done in the class
management. Doing the run through helped them gain confidence in getting through the whole piece. It also gave them a heads up on what to
focus on and what to pay special attention to.
Classroom management was fine! The students were a little bit tired, and it was hard to keep them focused. For the actual runthrough,
the students were focused because I think they wanted to get through the pieces to make sure that it was possible for the concert. The students
were engaged and made good comments on what they individually needed to focus on for the next performance of the pieces.
The utilization of technology benefited my students and made the rehearsal run smoothly. The tuner is a part of the daily procedures,
and it helps the students work on adjusting and matching pitch. The Dr. Beat also helps to audiate the steady beat, that they will eventually
internalize while they play. Having the SMARTBoard display my daily warm ups and agenda helps to reinforce my verbal instruction, and gives
them an expectation for how the class will run.
The students are good at being focused when they need to be. They can sense where there is external pressure (like preparing for a
concert) lies, and they are good at focusing their nerves toward the piece and making improvements.