Unit Plan

1. List the goals for this unit:

- Developing musicality in phrasing and dynamic expression
- Developing technique and applying it to current music selections
- Developing understanding of individual parts as they relate to a bigger group/work

2. List the SWBAT objectives/behaviors that will result from these goals:
- SWBAT demonstrate dynamic contrast in pieces rehearsed during class by the concert.
- SWBAT perform in first, second, and third position on their instruments in pieces rehearsed
during class time by the concert.
- SWBAT explain and demonstrate balance of the orchestra through the performance of their
individual part during class by the concert.
- SWBAT perform 5 pieces accurately by the concert.

3. What National and PA Standards will this unit reference (use the crosswalk document with the
PA curriculum framework to help)
- 9.1 Production, Performance, and Exhibition of Music
o 2. Organize and develop artistic ideas and work
o 5. Develop and refine artistic work for presentation
o 6. Convey meaning through the presentation of artistic work

4. List the techniques/strategies you will develop and use to help the students accomplish the goals:
- Shifting: understanding the positions and notes in those positions as well as when it is beneficial
to shift on students’ individual instruments
- Bow placement: learning the outcomes of playing closer to the bridge vs. closer to the
fingerboard and when it is appropriate to do each
- Bowings: understanding the effects of using different parts of the bow and different bow
directions to achieve specific goals in the music
- Developing listening: working to listen to other sections besides their own and using it to
understand balance and how their own part fits into the overall work
- Bowing techniques: staccato, legato, martele, etc. to convey the music

5. Provide descriptions for the assessment tools/methods you will use to guide you through this unit.
- Playing exams: short sections of pieces that are in the concert repertoire to be submitted through
video submissions or during class to demonstrate understanding of concepts covered
- Assessing the students by constantly scanning and listening during class to see who is
understanding and performing the material and who is not
- Scale quizzes: scales that require students to shift into positions that are required in the pieces
included in the concert repertoire to gage the learning of shifting

6. What differentiation strategies will you use?

- Finger tape: some students need to physically see where they need to shift to in order to
understand where notes fall on their instruments
- Proximity: some students will learn better closer to the front where I am closer to where they are
seated
- Seating arrangements: seating students specifically where I think they will be most successful –
paring students who can benefit from hearing each other play or giving students a chance at
leadership with some other students that may need assistance

7. What role will your cooperating teacher serve in this unit? (paragraph rather than a list)
My cooperating teacher is always scanning the room and checking for understanding with the
students. Since I am the one teaching, he is more easily able to focus on helping students right away
who might be struggling. He also is able to sit in sections of the orchestra as a member and play
difficult parts with the students sp that they are able to hear what their part sounds like in relation to
the group.