Name: Katherine McAllan Date: 4/21/23 Period: 2

Ensemble or Class: Which ensemble or class is this lesson plan for?
Second grade Mrs. Smith, Beginning Band 1, Accabells
Concert Band
Lesson Topic: If you’re running a rehearsal, enter
“Rehearsal: (rep. titles)” If you’re running a portion
of the rehearsal, enter what activity you’re doing ie:
“warm-up”, “sectional”, “individual lesson”? If you’re
teaching Theory, what is today’s topic? If you’re
teaching piano or guitar individually, then indicate
that here as well.

Warmup
Preparation for State MPA

Standards: (CCSS/NGSSS) What standards are being taught today. These might repeat often during a rehearsal cycle or
general music unit. MU.912.S.3.5
Develop and demonstrate proper vocal or instrumental technique.
Long Term Goal: What’s the end goal of this lesson? Winter Concert? Solo & Ensemble? Candlelight? MPA? AP Theory Test?
Piano/Guitar Recital? Increased music literacy and appreciation? Increase frequency of active listening skills? For what
reason are you teaching/rehearsing this lesson?

Get ready for State MPA- It is this week!!!

Instructional objectives(s): Students will rehearse “Stetson Fight Song” and perform the rhythms at 80% accuracy.
Students will rehearse “Ode to Stetson” and perform indicated phrase markings 95% of the time. Student will answer
teacher prompted Theory questions with 100% accuracy. These are not your procedures, just your overall objective for the
rehearsal or class. What’s your main focus for each of today’s activities and how accomplished do you want them to be by
the end of the period? Use these objectives to guide your procedures and your assessments.

Students will play a concert F in tune

Students will play rhythm 101 with 100% accuracy
Students will play Singletary number 1 (Crescendoing every 4 measures) with 99% accuracy
Students will play Ammerland with 95% accuracy in relation to harmonic structure and dynamics.
Key Vocabulary (are you using any new or important Instructional Materials/Resources/Technology:
musical vocabulary terms today?) List any out of the ordinary items/technology you plan to
use for today’s rehearsal or class? Are you playing a
recording? Include hyperlinks to videos & websites
Critical Thinking: Lesson Structure:
Each rehearsal or lesson must have at least two Critical For example…Announcements, warm-up, sight-reading,
Thinking (CT) tasks or questions. Tasks or questions must be and repertoire. What overall structure is today’s class or
from the categories of Analyze, Evaluate, or Create to be rehearsal?
considered CT. Refer to pdf provided (email). List/describe
those questions or tasks here. Long tone on F
Rhythm 101
What can you do on your instrument to get sound moving? Singletary number 1- legato
How does the singletary exercise transfer to Ammerland? Ammerland
How about Fortress? Fortress

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

Students may clap the rhythm if they are not comfortable counting out loud.

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
How long List every step of your lesson/rehearsal. How will you introduce Explain briefly how you’ll assess each
will you the repertoire or lesson? Assess or activate prior knowledge, step of the rehearsal or lesson. I’m
spend on motivate students to learn? How will the rehearsal or lesson looking for more than… “observe” or
each develop and proceed? What steps will you follow? What are the “listen” How do you “know” the
procedure? students expected to do? How will you close your trombones are tuning with the tubas?
lesson/rehearsal? What are you listening for? “Listening
for beats between the open P5”
Introduction Procedures:
Announcements by Mr: Robinson
1 Minute Long tone F concert Are students listening for others?
- Starting together Are students adjusting their sound to
- Creating a full sound balance the ensemble?
- Focusing sound Is everyone playing the correct note?

Lesson/Rehearsal Procedures: Are people playing in the right key?

5 minutes Rhythm 101 Line 64. 6/8 passage focusing on triplet rhythms and
16th notes. Students must ALL play notes and rhythms correctly
before this exercise will be done.
Start with counting the rhythm and sizzling for those
uncomfortable with counting. Once there is a 95% level of
accuracy, switch to the instrument
Listening for everyone playing. Not
playing is the same mistake as playing in
the wrong spot!
Listen for sizzling and counting on the
correct beat with the correct

- I listen for mistakes while in the initial sizzle.

- In these “tricky measures” I point out the rhythm and
count it for then with the students

7 Minutes Singletary number 1- 4 bar crescendo and decrescendo using

legato articulation
- I will listen for dynamic contrast
- I will use a varying conducting pattern size to help create
the crescendo and decrescendo
- I will listen to tuning and blend.
How are the dynamics we just did related to Ammerland? How
about Fortress?

12 Ammerland
minutes - Dynamic difference
- I will use different size conducting pattern
- I will give cues for entrance
 - I will have individual sections play parts that are
not in tune or have incorrect notes.
- Listening to the phrase
- Is the moving line coming through?

15 minutes Fortress
- Focus on Articulation and difference of sound

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?

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently?

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.