Stetson University Music Education Daily Lesson Plan

Name: Presley Fiore Date: 3.7.23 Period: 1, 5

Ensemble or Class: Beginning Band Lesson Topic: Scales and Rock with Bach

Standards: (CCSS/NGSSS)
MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.
MU.68.S.3.2 Demonstrate proper vocal or instrumental technique.
MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments
with guidance from teachers and peers.
Long Term Goal: Students will develop a consistent and clear tone quality.
Students will know their first 7 major scales in the all state pattern.
Students will be able to play Rock with Bach for the Spring Concert.
Instructional objectives(s):
Students will play the Concert F Warm Up with 90% pitch accuracy and 90% release accuracy.
Students will play their concert C in the all-state pattern with 90% accuracy.
Students will play their concert Eb in the all-state pattern with 75% accuracy.
Students will play the pitches and rhythms in Rock with Bach with 80% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
All State Scale Sheet
Staccato, accent, tenuto
Rock with Bach
Critical Thinking: Lesson Structure:
How do you know when you have the melody? Warm Up
Should the melody or countermelody be louder? Scales
Rock with Bach
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx (identify access
point, if needed)
Independent: MU.68.S.1.In.c Perform a familiar melody with instrumental musical patterns.
Supported: MU.68.S.1.Su.b Perform simple instrumental musical patterns.
Participatory: MU.68.S.1.Pa.b Participate in simple instrumental patterns.

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
2 mins 1. Students will play the Concert F Warmup. I will stop to address any I will listen to see if students are
entrances or releases that are not together. entering and releasing together.
Lesson/Rehearsal Procedures:
3 mins 2. Students will play the C major scale in the all state pattern at ♩ = I will listen for clashing notes
112. We will isolate, fix, and put back into context any areas of throughout the scale as the
issue. ensemble plays.
1 min 3. We will transition to the Eb scale. Flutes/Clarinets/Saxes need to
play it in two octaves.
2 mins 4. Student will look in their fingering chart for the two highest notes
of the Eb scale.
5 mins 5. I will check the fingerings for high D and Eb by section. I will look for proper fingerings.
6. Students will play the Eb major scale in half notes. Woodwinds will
play only the lower octave. We will isolate, fix, and put back into
4 mins context any areas of issue.
Stetson University Music Education Daily Lesson Plan

7. Students will play the Eb major scale in half notes. Woodwinds will I will listen for correct notes in
play only the upper octave. We will isolate, fix, and put back into the scale (Ab will likely be
4 mins context any areas of issue. missed).
8. Woodwind students will play the two-octave version of the Eb scale
in half notes. We will isolate, fix, and put back into context any
3 mins areas of issue.
9. We will transition to playing Rock with Bach.
10. All students will play the Bb melody from Rock with Bach. We will
isolate, fix, and put back into context any areas of issue.
4 mins 11. I will hear the woodwinds and brass play the Bb melody separately I will listen for proper notes and
so I can assess individuals more accurately. pitches (saxes will miss F#)
5 mins 12. All students will play the countermelody or Rock with Bach. We will
isolate, fix, and put back into context any areas of issue.
4 mins 13. We will have a discussion about the meaning of melody and
countermelody and which needs to sound louder. This will lead us
2 mins into the concept of the balance pyramid for melodic content. I will assess student’s response to
Closure Procedures: the discussion by listening to
14. Students will pack up their instruments and wait for the bell to ring their answers
to exit.
<1 min

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 rehearsal?
 NA

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.
 I could have moved on from the Bb melody faster. There were minimal errors after the second time so I could have
moved on to the countermelody.
Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
Classroom Management
 This is going fairly well, knowing all their names has been the best way to correct misbehavior. I’m at the point
where if they’re talking I can just say their name and they stop
Lesson/Rehearsal
 I was working on being less verbose, which I did well overall, but I get the various scales confused sometimes in
that when we are about to play the C scale, I remind them to play E natural correctly when the note they will miss
is actually B natural.
o Those are extra words that I don’t need to say when giving instruction
 Other than that, my transpositions are getting better and faster.
 Students were able to figure out the fingerings for high D and Eb quickly and I was able to check them efficiently.
Brass students are struggling to physically play that high, but the more we do it, the easier it will be
 Woodwinds are understanding the concept of the two octave Eb scale very well
 The Bb melody is sounding very good, we can move on to the Eb melody soon
 The discussion about the terms melody and countermelody went well. A few students had ideas about what a
melody was and combining all their ideas worked well for a complete definition.
 Now that they know about the melodic balance pyramid, letter A of Rock with Bach sounds a lot better