Date: 3/2/23 Period: 7

Ensemble or Class: Which ensemble or class is this lesson plan for?
Second grade Mrs. Smith, Beginning Band 1, Accabells
Percussion Class
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.

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?

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.
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.
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:
 Lesson/Rehearsal Procedures:
Pacing:
Highlight Differentiated Instruction in Yellow
How long List every step of your lesson/rehearsal. How will you introduce
will you the repertoire or lesson? Assess or activate prior knowledge,
spend on motivate students to learn? How will the rehearsal or lesson
each develop and proceed? What steps will you follow? What are the
procedure? students expected to do? How will you close your
lesson/rehearsal?
Introduction Procedures:
Announcements by Mr: Robinson
1 Minute Breathing exercise: In for 4 sizzle out for 4. Four times
Rhythm 101 Line 41. 4/4 passage focusing on dotted rhythms and
7 minutes repeats. Students must ALL play notes and rhythms correctly
before this exercise will be done.
Start with Clapping and counting the rhythm and (sizzling for
those uncomfortable with counting). Once there is a 95% level of
accuracy, switch to the instrument
- 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
Assessment:
Explain briefly how you’ll assess each
step of the rehearsal or lesson. I’m
looking for more than… “observe” or
“listen” How do you “know” the
trombones are tuning with the tubas?
What are you listening for? “Listening
for beats between the open P5”
Are people sizzling? Are they breathing
together?
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