Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: String Orchestra Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 1-19.
Students will be able to follow the dynamic markings to allow for the melody to shine through and add the ambient backing harmony in the low voices
without drowning each other out.
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings
Also knowledge of bow markings and string style markings is in the students’ wheelhouse already.
Tune up to the key of G major.
6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Play m.1-19
Focus on listening to each other and
replay keeping dynamics in mind.

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Make sure everyone is in tune and pizz. and bow a major scale together.
1. 2 minutes
2. Finger the first 2 pages on the instrument before playing through.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.
PAVANE (Por une Infante Défuente) - MAURICE RAVEL
Students will finger and pizz. or airbow the piece from measure one to measure 19. This is so students become
familiar with the music. From there students will then sight read and play through measures 1-19. Students
Title/Composer:
should pay extra attention to the Violin 1 line as it is the primary melody. Though they are all listed as the same
20 MINUTES

Title/Composer:
dynamic marking, Violin 1 should shine through a bit more with all other parts slightly quieter but still
Title/Composer:
supporting. The beginning especially has a sweet walking feel, so students and conductor should take note of
that as well and mimic that feeling.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: String Orchestra Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 20-39.
Students will be able to demonstrate the extreme contrast between dynamic markings, especially at measure 20.
Students will be able to accurately follow the conductors cues for temp changes throughout the piece as marked by the rit.
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings
Also knowledge of bow markings and string style markings is in the students’ abilities already.

6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of G major.
Play m.20-39

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Make sure everyone is in tune bow through a major scale together.
1. 2 minutes
2. Long tones watching the conductor to change dynamics.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.

PAVANE (Por une Infante Défuente) - MAURICE RAVEL

Students will play through measures 20-39. There should be extra emphasis on measure 20 beginning in PPP
Title/Composer:
and changing with each new phrase slowly building the cres. over the whole section. Students will take note and
20 MINUTES

Title/Composer:
be cued into the ritard at measure 33 and into the a tempo at 35, to be repeated again at 37. Reviewing these
expressive markings is imperative to this lesson.
Title/Composer:
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?
 Rehearsal Lesson Plan

Name: Emma Fettig Date:

Ensemble: String Orchestra Voicing (choral):
School/Town: Period/Time:

1.Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you want the
students to be able to do by the end of the class, course, or unit.)
Students will be able to accurately sightread and play measures 40-the end of the piece..
Students will be able to demonstrate the extreme contrast between dynamic and tempo markings.
Students will be able to distinguish the feeling change into the Grave section from the prior dolce e cantabile feel as before.
2.Assessment: (What evidence will show that the students understand? Describe the assessment used – formal
and informal assessments based on the learning objectives.)
Their playing as an ensemble by the end of rehearsal will be their informal assessment. The teacher will conduct as students play through together.

3. National Standards: (Creating, Performing, Responding – Write out the standards that you will be
addressing in their entirety.) MU:Pr4.3.E.8a Demonstrate understanding MU:Pr6.1.E.5b Demonstrate an
and application of expressive qualities in a understanding of the context of the music
varied repertoire of music through prepared through prepared and improvised
and improvised performances. performances

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the standards that you will be
addressing in their entirety.)
Performing - Develop and refine artistic techniques and work for presentation. Select, analyze and interpret artistic work for
Perform with accuracy and expression works from the vocal or instrumental presentation. Identify advanced strategies
literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable musicians use to practice and employ them in
scale. (F.M.P.05) readying a musical work for performance.
(F.M.P.04)

5. Required Prior Knowledge and Skills: (What must students know to be successful.)
Previous knowledge includes the ability to play their instrument and ability to read notation and dynamic markings
Also knowledge of bow markings and string style markings is in the students’ abilities already.
Students have played through measure 39 already.
6. Agenda: (List items to be taught and post. Be sure to include rehearsal order.) Tune up to the key of G major.
Play m.40-the end of the piece.
Run through the entire piece.

7. Accommodations: (Special Needs, ELL etc.)

8. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: (A teacher posted group or brief individual assignment. Brief A.…………………...
reading writing, editing, or problem-solving activity to ready them for learning – may
be a question about the rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")

B. Warm-up and purpose of warm-up: (Add more as needed.) B

1. Make sure everyone is in tune bow through a major scale together.
1. 2 minutes
2. Long tones watching the conductor to change dynamics.
2. 2 minutes

C. Sight-reading /aural training: (If applicable) C.

D. Theory: (If applicable) D.

E. Marked score: (Problems/challenges to be addressed from score study) E.
F. Title/Composer: (Rehearsal Procedure, mm numbers, teaching strategies) F.
PAVANE (Por une Infante Défuente) - MAURICE RAVEL
Students will play through measures 40 to the end of the entire score. Most of this section should be familiar
like the beginning of the piece. Heavy focus is on the multiple tempo changes between the original tempo and
Title/Composer:
ritard sections in the music. There are many crescendos to note as well. This entire piece revolves around the
20 MINUTES

Title/Composer:
changing dynamics so this should be stressed if it is sounding linear in its volume. Students and conductor
should also focus in on measure 48 where the feeling is Grave compared to the previous sweet feeling. The
Title/Composer:
darker more melancholy feeling should be prevalent at this part of the piece for contrast.
Title/Composer:
G. Closing/Wrap-up: (This is a recap of the key learning of the day to check for G.
understanding. Could be a ticket to leave as individuals or group answers.)
Put away instruments, music stands, and equipment. 5 minutes

H. Assignment/Follow-up: H.
Practicing at home, 15 minutes minimum per day.

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?