UDL Lesson Plan 3/15

Teacher Candidate’s Name: Tyler D’Hondt

Date Created: 03/08/23
Content Area: Band
School: Springbrook Middle School
Grade Level: 7
Lesson Title: Remington 1 Introduction and Band-o-rama Preparation
Time: 49 Minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read, or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

ART.M.III.7.1 Identify and describe specific musical elements and events in a given aural example, using
appropriate terminology.

ART.M.III.7.2 Analyze elements of music used in music of increasingly diverse genres and styles.

Performance Based Learning Objectives:

• Learners will be able to ...
• Performance based – conditions, target behavior, and criteria
• Aligned with Michigan Academic Standard(s)
• Objectives are assumed to be for the whole group unless otherwise specified.
• Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately
play a new song on their individual musical instrument with five or fewer errors.)

After three days of instruction, 95% of students will be able to identify and describe staccato,
tenuto, accent, and unmarked notes when listening to a performance from their peers with 85%
accuracy.

After three days of instruction, 95% of students will be able to analyze the role of articulations
in varying styles of music within 10 seconds.

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Materials: (Low tech, including number needed)
Teacher: White Board, Eraser, Dry Erase Markers
Students: Blank Paper, Pencil, Instruments
Technology: (High tech, mark all that apply; indicate if no technology is being used)

o Teacher laptop o SMART Board o LCD projector o SMART Senteos (class set) o Computers o iPad or tablet o iPod or mp3 player(s)
o Early childhood learning technologies o Webcam o Digital camera o Document camera o Digital microscope o Video camera o Scanner
o Color printer o Calculator o FM system o Other Digital Timer, Sound system

Bibliography/References: (in APA format)

• Teacher research/planning
• Source of learning materials

Black, D., Boonshaft, P., Phillips, B., Sheldon, R. (2011). Sound Innovations: A Revolutionary Method for Early-
Intermediate Musicians, Book 2, Alfred Music

Michigan merit curriculum: Visual arts, music, dance, and ... (n.d.). Retrieved January 16, 2022, from
https://www.michigan.gov/mde/-
/media/Project/Websites/mde/Year/2017/09/08/VPAA_Standards_Accessible_Final.pdf?rev=ae2d29e8d4
d2493eb94f97d9ac6f67b6&hash=2DA64D6FAC704A6FADF335E2C131F2BE

Prior Learning Connections: (Background knowledge support)

• Is this an introductory, reinforcement, or mastery lesson?
• What have you done to prepare students for this lesson?
• Background knowledge support is provided by:
° identifying background knowledge
° connecting background knowledge with concepts and skills

This is mostly a reinforcement lesson with an introduction of a new warm up at the beginning.
The reinforcement section is about continuing to apply the work we have put into defining our
articulations to produce consistent sound as a group.
Background knowledge is identified during warmup and rhythm sheet articulations.

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Differentiation/accommodations:
• How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
• Learning strategies that help students understand content or build skills to apply knowledge
• Instructional materials are selected, designed, implemented, and individualized as necessary to support
all students in meeting the lesson learning objectives.
• Include a variety of whole group, small group, and independent learning opportunities

Students are ready for this lesson because they have been working toward playing in tune and
blending their sound, so this warmup is the next logical step in building their sound as an
ensemble.
We use a formula of singing counts, articulations, and letter names, all while fingering along
before playing. This allows the students to build an aural picture and learn the thought process
of an independent musician.
Students whose educational plans require writing notes can do so. This accommodation is also
provided to new students who are less familiar with the notes and fingerings compared to their
more experienced classmates.
The teacher will provide opportunities to be actively involved in learning both in whole group,
small group, and individual activities.
All IEP’s and 504’s will be met and followed.

Special Concerns (including medical, behavioral, and/or environmental):

3rd Hour- Flutes and percussion like to talk a lot, make sure to address this behavior before it
becomes disruptive.
Student A is a student who is a talented player but has some unknown block regarding his
participation and tends to distract the people around him. He shows reluctance when there are
repercussions and responds very positively to abundant encouragement.
Student B is a student who has an emotional/behavioral plan and might need to leave the room
if she needs.
The percussionists like to play whether it is in turn or out of turn, keeping them busy prevents
it becoming a problem.
Assessment:
• Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
• Includes a variety of formats
• Identified in lesson where the assessment is being administered (FA) or (SA)

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 Formative: Constant listening and a thumbs up or down to check for student
understanding.

Summative: Students will take turns providing constructive feedback to their peers in
other sections.

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
• Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge

• Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
• Demonstrates clear understanding of content knowledge for teaching across curricular content areas
• Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: (8 Minute)

• Assemble and tune individually with tuners before for 2 minutes- during these two
minutes, perform embouchure check- T Sax- concert E natural- EEE, teeth anchored,
OH to hug the mouthpiece with sides of mouth.
• Scales- Eb scale, Cm scale- remind them book #193. Same key signature, same
fingerings, different starting note. “Thumbs up if that makes sense” (FA) 1x Eb, 3x Cm

• Transition: Let’s explore another exercise to keep expanding our listening skills.
Part 2: Instruction/Exploration: (41 Minutes)
• Remington 1- Open to fingering chart and have it next to the Remington page- remind
them that the objective is to listen to each other and consolidate their sound as a group.
Review time- Why do we do this? Raise your hand and tell us. (FA) 4 minutes

• Work through Rhythm sheet- 2 minutes on their own with teacher support as needed
around the class. Bring everyone back together and work in two measure chunks with
call and response counts until it is completed- sing three times, play three times, move
on. 5 minutes
• Articulation Exercise- Write out and identify unmarked, accent, staccato, tenuto
articulations with the class. Remind them to raise their hands to answer.

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 • Smithsonian 1- “Silent thumbs up when you’re ready to play.” “Let’s play it then fix
some things.” Focus on contrasting articulation between sections. Take apart layers and
isolate with counting the rhythms. Put them back together. Finish with a playthrough
(SA) (11 Minutes)

• Alchemy- “Silent thumbs up when you’re ready to play.” “All the way through then
we’ll come back around to keep working” Beginning-33. 33- woodwind transition
section.
ti ti-ti-ti-ti ti focus on lightness and separation in 8th notes, bring everyone back in.
Make particularly sure when working with the clarinets that others are listening for
constructive feedback on the articulations. Finish with a playthrough. (FA) (11
minutes)

Save the last 10 minutes of class to log onto Chromebooks, listen, and vote on new
pieces.

Transition:
“Thank you for working today, everyone, once I am done speaking you may pack up.”
Part 3: After Lesson: (3)
• Quick overview of the important things in class today
• Thank the students for working hard
• Allow them to pack up
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of
the lesson)

Strengths of the Lesson:

Areas for Growth:
Focus for next lesson: (should align with Areas for Growth)