Technology Lesson

Name: Presley Fiore Date: 2.8.23 Period: 2

Ensemble or Class: Concert Band Lesson Topic: Warm up and Unit Plan
Technology Lesson
Lesson 6
Standards: (CCSS/NGSSS)
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.
MU.68.O.3.2 Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and
transfer new knowledge and experiences to other musical works
Long Term Goal:
Students will play their MPA pieces with the proper pitches and rhythms.
Students will play repertoire expressively.
Instructional objectives(s):
Students will play the pitches in measures 60-76 with 90% accuracy.
Students will play the proper rhythms in measures 60-76 with 95% accuracy.
Students will play in proper trio style in measures 41-76 with 80% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
Partials Concert F Warm Up
Trio Baywood March by Robert L. Lee
Student’s phones to record
Access to Canvas to submit the recording
Critical Thinking: Lesson Structure:
Is the note you just played higher or lower than the proper Warm Up
note? How do you fix that? Unit Plan
Why is the trio more lyrical than the other sections?
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: I will listen for consistent tone quality
2 mins 1. Students will play the Concert F Warmup. I will stop to address throughout the ensemble.
any major pitch or intonation issues.
Lesson/Rehearsal Procedures:
2. Unit Plan sectionals with students who are still struggling. I will listen to see if students are playing
3 mins 3. Students will play measures 60-76 at ♩ = 102 focusing on the the proper partials with the proper
proper pitches, rhythms, and articulations. fingerings. I will look to see if clarinets
5 mins 4. We will go note by note where necessary so students can hear are using the correct fingerings.
the proper intervals and get used to changing their
embouchure/fingers.
7 mins 5. We will transition from going note by note back to playing at
♩ = 102 (or slower if necessary. Then we would work on speeding
 it back up). We will isolate and fix any measures that were
incorrect.
5 mins 6. We will play m. 41-76 at ♩ = 108. Isolate and fix. Back into I will listen to see if students are playing
context. legato or marcato in m. 41-76. I will ask
7. We review march style as it should be played in the style of a critical thinking questions about march
5 mins trio in 41-76. The articulation should be more legato than before. style.
8. We will play m. 41-76 at ♩ = 108 focusing on the style and
5 mins articulation. Isolate and fix. Back into context.
9. Students will play measures 61-76 and audio record
Rest of themselves individually.
class 10. Students will listen back to the audio recording and critique
their performance. I will write down their critiques of themselves.
Closure Procedures:-
11. I will transition the students back to rehearsal with Mrs.
<1 min Waldo.

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?
 Nothing was omitted

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.
 The lesson went really well so I wouldn’t change everything

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
Classroom Management
 Behavior management went very well. The horns were very attentive and engaged
 The technology involved in the lesson did not distract from the learning
Lesson/Rehearsal
 The lesson was very effective and the horns understood how to play in the proper style
 Using technology to self-critique was very useful and students were able to identify areas in which they can
improve
o Students occasionally needed prompting to figure out what errors they were making. Many times,
students needed prompting for tempo fluctuations or not holding a note for the proper value
 Students now understand how to not only catch a mistake, but how to fix it as well. If they were not able to come
up with solutions on their own, I helped so they now have those resources to remember in the future