Laura Huggins

2/21/2023

Lesson Plan: 10 Minute Teaching

Goals for Class Period: Students will be able to read half, quarter, 2 eighths, in
addition to dotted halves, dotted quarters and the equivalent rests in 4/4 and 3/4 time.
Students will relate to phrases in singing and playing. Students will continue to develop
articulations (slurs, legato, staccato and marcato). Students will continue to expand their
understanding and portrayal of dynamics with greater contrast.

Materials: Score (Balmages, Colliding Visions), baton, students should have sheet
music and instruments.

TIME PROCEDURE ADAPTATIONS STANDARDS ASSESSMENT

1 minute Part 1 and 2 Students will be SOL HIB.12 The instructor will
students will be permitted to stop D, E listen to the
instructed to playing and ensemble to
point to breathe when determine if they
measure 72. necessary if they are sustaining the
Part 3 students are unable to note to the correct
will point to sustain a pitch. value. Corrections
measure 69. and feedback will
They will be be provided as
asked to share necessary.
how to find the
duration of a
dotted note
(value X 1.5)
and reminded
to play all three
beats of the
final measure.
Students will
play their note
in time to a
conducted
pattern.
1.5 minutes Students will Students who SOL HIB.16 The instructor will
be instructed to cannot sustain a F listen to ensure
play measure pitch for the the ensemble is
71 and 72. It three beats at HIB.12 D, E sustaining notes
will be this time will be to full value.
explained that permitted to stop Students will be
part one and playing and asked if they
two share the breathe when believe the
same rhythm necessary. ensemble played
(2 eighths, 2 to full duration
quarters). They appropriately.
will be
reminded that
the tie at the
end of the
measure
means that
their note will
not be
rearticulated
going into
measure 72,
and thus will
be sustained
for four beats.
Part 3 students
will clap beats
to downbeat of
73 ensuring
that part 1&2
sustain their
note at full
duration.
3 minutes The end ¾ Students who SOL HIB.16 The instructor will
portion (m. cannot sustain a D, G ask students if
67-75) will be pitch for the full they can hear the
played as an duration at this melodic line to
ensemble. This time (part 3) will assist students in
will segue into be permitted to determining if they
dynamic stop playing and have played at
practice- breathe when inappropriate
decrescendo necessary. dynamics. The
on “shh” will be instructor will
expected and make an informal
practiced. The assessment
instructor will based on the
ensure that success of
students do not playing.
add vowel
sounds to this
syllable. The
instructor may
then have
students on
part 3 work on
playing their
part at a softer
dynamic than
1&2.

1.5 minutes The ensemble Students who SOL HIB.16 The instructor will
will read the are struggling to D, G make an informal
beginning ¾ play correct assessment
section (m. notes at this time based on the
1-16) and be are permitted to auditory success
instructed to focus on this of achieving
apply the same over proper dynamics.
concepts of dynamics/articul Corrections and
dynamic ation. feedback will be
contrast into given as
this portion. necessary.
Students will
be reminded
that the piece
begins at mp,
continues to
mf, then
returns to mp.
1.5 minutes Students will Students who SOL HIB.16 The instructor will
be asked to are struggling to D, G ask students if
identify which play correct they can hear the
instrument has notes at this time melodic line to
the melodic are permitted to assist students in
line and focus on this determining if they
instructed to over have played at
adjust dynamics/articul inappropriate
dynamics ation. dynamics. The
accordingly. instructor will
Measures 1-10 make an informal
will be assessment
rehearsed with based on the
this emphasis. auditory success
of achieving
proper dynamics.
Corrections and
feedback will be
given as
necessary.

1.5 minutes Students will Students will be SOL HIB.15 Students will be
be asked to asked to pick A, B, C asked to share
share what one thing to comfortability on
else could be focus on on this 1-5 scale before
improved repetition- if a starting the run,
about this student is still allowing the
section struggling to play opportunity to
(articulation!!), notes, they slow down/answer
and asked to should focus on questions.
consider this this. Students
on a final run who have notes,
of the piece. dynamics, and
The piece will articulation will
be run again. be challenged to
start considering
proper phrasing.