Name: Brianna Pols Date: 02/21/2023 Period: 3rd

Ensemble or Class: Concert Band Lesson Topic: Warmup and Unit Lesson 6
Sectional with CL and Saxes
Standards: (CCSS/NGSSS) MU.912.S.3.5: Develop and demonstrate proper vocal or instrumental technique.

MU.912.S.3.1: Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate
stylistic interpretation, technical accuracy, and kinesthetic energy
Long Term Goal: Students will prepare for their MPA performance and develop listening skills that will allow them to
enhance the sonority, balance, and intonation of the ensemble.
Instructional objectives(s): Students will increase their rhythm counting accuracy in the Kabalevsky Suite movement 2 to
100% accuracy. Students will be able to transfer their knowledge and skill of producing characteristic tone quality and
intonation from their warm-ups and various exercises throughout the entire Kabalevsky Suite with 90% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
Baton
Balance
Singletary Warmups
Blend Kabalevsky Suite
Sonority Metronome and speaker
Intonation
Critical Thinking: Lesson Structure:
How are the saxophone and clarinet soli sections similar? Singletary #1
Eb major scale
How can the clarinets make the phrase more impactful? Kabalevsky Suite Movement 2

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

(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
5 minutes Students will play Singletary Warmup #1 together and listen I will listen for overall intonation,
down to the tenor and bass clarinet for balance. Students will balance, and sound.
then play in their sections and the other section with give them
feedback.

Students will play Eb major scale in half notes and then all state
pattern. When we play it in all state pattern, we will play it in a I will assess this by listening for their
5 minutes legato style. They will crescendo up the scale and decrescendo musical expression in the scale.
down the scale.
5 minutes We will then play 2-4 measure chunks of the Kabalevsky suite
per chunk movement 2. We will use the first 4 measures to work on our
sound as a full woodwind section, and then we will have the
clarinet section play for the sax section and vice versa. The
students will give comments to each other.
I will assess this by listening for accurate
phrasing and by listening to the
students feedback for the other section.

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?

I worked only with the saxophones and clarinets on this day, but nothing was omitted from the plan.

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

If I could reteach the lesson, I would have liked to provide more opportunities for transfers between the saxophone and
clarinet soli sections. Their soli's are almost identical but I could not just rehearse them together because they have
different notes.

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

The lesson went really well. We made sure to tune really well at the beginning so the soli section would sound more in
balance and in tune. With the saxophones, I mainly worked on phrasing issues. They are playing very segmented phrases
and we worked on playing longer phrases by having them sing the line in only one breath. Clarinets sang along with us. The
saxophones played a few wrong notes as well, and fortunately the people who did it confessed that it was them and
marked it. I was glad to see that because it shows me that they are comfortable with me to make mistakes and own it!
When I had the clarinets play, I heard that they are still really struggling with some of the notes. I think it is mainly the third
clarinets. I am going to talk to Mr. Ferland and ask for some advice on how to approach that.