Subject/Grade: 9 Lesson/Date: Articulation Jan 16th Time:

Monday: Wind 98 (8:55am) Jazz 96 (2:30) Tuesday: Wind 97 (11:27am) Jazz (12:54)

Stage 1: Desired Results

Lesson This lesson will review and re-introduce the three basic concepts related to articulation in
Overview: music.
GOs: Students will be able to:
● develop musical skills and knowledge
● interpret rhythm, melody, harmony, form and expression as they appear in musical notation
through both cognitive and psychomotor responses
SOs: Concepts are the intellectual framework of the music program. They are divided into five
elements:
• rhythm • melody • harmony • form • expression.
Lesson Students will:
Objectives ● Identify staccato, accents and legato in music

Stage 2: Assessment Evidence

Formative ● Articulation worksheet Summative N/A
Assessment Assessment

Stage 3: Learning Experience

Prior to ● Create slideshows Resources: ● https://www.youtube.com/watc
Lesson: ● Find music examples h?v=h1rtgMsLsKE
● Create worksheet/ find related
worksheet
Time: Content/Description Differentiation/
Assessments:
Introduction:
10 -15 Give students an outline of what we’ll be doing in class today.
mins N/A
Brief introduction of myself and expectations for this semester
- What intern teacher/student teacher means
- University background, music experience
- What the semester is going to look like (TM/UC, timelines, etc.)
Expectations
1. The rules of Ms.Chan’s class still apply when I’m teaching (she’ll still be
in the room)
- includes gum/drinks, lates, cellphones, bringing your instruments
2. We will work and learn together, and will need patience
- This is a learning opportunity for me and there will be times when I may
not know something or will learn it alongside you
- we just need to be patient with one another
3. I want this class to be enjoyable for all of us regardless of why we’re
here
- I want music class to be a memorable and fun class for you
- learn more what you like throughout the semester and to show you what
I know about music

Time for any brief questions students may have. (3-5 questions max\)

Transition - Make sure computer is set up

Subject/Grade: 9 Lesson/Date: Articulation Jan 16th Time:
Body:
10 mins Learning Activity 1: Articulation In Music N/A
Show powerpoint to students
Transition
15 mins Learning Activity 2: Listening Activity N/A
Will show examples of legato, staccato and accent notes in different genres of
music
Alongside seeing these articulations in our music while we play them,
musicians/composers/songwriters of all genres use them as well and we hear
them every day
- Don’t tell students what song it will be prior to playing

Peru - Fireboy DML (instrumental)

- I’m going to play a few seconds of a song that features accent notes
- I want you to really listen to the percussion line and put up your hand or
thumbs when you hear it as well
When the majority of students recognize the accent notes, they talk about the
features and what makes it different than the other rhythmic notes that are also
being played. Are these notes louder or softer, faster or slower, etc.?

How can we play legato notes in our music?

Boo’d Up - Ella Mai (clean)

- The next song I we’re going to listen to contains legato melodies and
rhythms through the singers voice
- With legato we want to focus on hearing smooth connection between the
notes
- When/if you hear the legato notes being sung by the singer show me
*Play about 15-25 seconds of the song until students seem confident
Talk about hearing legato notes in popular music like r&b, pop, etc.

How can we achieve a legato sound using our instruments?

In the Hall of the Mountain King - Edvard Grieg

- The next song we’ll listen to contains staccato rhythms
- We want to listen for detached notes that seem quick
- Show me when you hear the staccato notes

How do you think we can achieve a staccato sound when playing our
instruments?

Fall In Love Alone - Stacey Ryan

- For this last song I want us to listen out for all the different articulations
we have spoken about today
- We can listen to the rhythm of the percussion, smoothness in notes being
song, or notes that seem to stand out
- Play 20 seconds
- Have students point out what they heard
- We hear articulation in music all around us without even noticing it
Subject/Grade: 9 Lesson/Date: Articulation Jan 16th Time:
Ask students to put a thumb up (understand), to the side (have questions), down
(still confused) from what we’ve talked about today.

Answer questions, and explain worksheet.

Transition - Have two students hand out worksheets to each student before
explanation
15-20 Learning Activity 3 : Articulation Worksheet Formative
mins Students will work on worksheet for the remainder of the class. Make sure to Assessment
write your name, and class number on the worksheet.

You can work with your friends/groups quietly and hand it in to me when you’re
done

If you finish early you can chat quietly with friends until I get next set of
instructions
*Walk around and check students understanding
Transition - Ask students to hand in worksheets and put name/class number
when finished

If time left over

Go over answers briefly with students

Exit Slip/ Get to know me

Consolidation:
1 min Review of Key Concepts/Point to Next Class: N/A
* Remind students to bring instruments for next class as we will be reviewing
this concept
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Students seemed pretty engaged and understood the concepts.
2. Specific strengths of the lesson plan and delivery:
Classes seemed quite engaged and understood the assignment. They also knew most of the songs I played and
were able to make connections from the classroom to ‘real life’ which was my main goal. Many students last
week told me they don’t think music class applies to the outside world when in reality it does. I also
3. Specific weaknesses in the lesson plan and delivery:
I think clarity would be considered a weakness in the first few times as well as time management. Classroom
management was also a weakness.
4. What must be addressed to improve this plan?
Creating activities that can be used as fillers, and working on different ways to work on classroom
management.
5. How I have grown from this teaching experience:
I now have a better understanding of each class dynamic and time management. By doing this lesson 4 times
I was able to alter how I taught it based on class engagement and took slightly different approaches each time
that I believe would suit the class better. I also believe I’m slowly becoming firmer with my expectations and
relaying them.