Name: Celeste Manzano Date: October 17 Period: 5

Ensemble or Class: Lesson Topic: Rhythm

Beginning Band
Standards: (CCSS/NGSSS)
M.U.68.C.2.1 Critique personal performance, experiment with a variety of solutions and make proper adjustments with
guidance from teacher and peers.
Long Term Goal:
Winter Concert
Instructional objectives(s):
Students will perform their rhythm exercise, row C-E, by clapping and counting with 70% accuracy.
Key Vocabulary Instructional Materials/Resources/Technology:
Metronome
Rhythm
Sheet music
Beat/count Tuner
Quarter rest Pencils
Half rest Stickers (reward)
Whole rest
Eight rest
Quarter note
Half note
Whole note
Eighth note
Measure
Critical Thinking: Lesson Structure:
Why do two eighth rest on one beat sound the same as one Review
quarter rest? Rhythm together
How can we stay in time with the metronome?
Rhythm in groups

Pacing: Lesson/Rehearsal Procedures: Assessment:

Introduction Procedures: Look for movement and minimal talking

1 minute 1. Greet: Review rules and procedure

Lesson/Rehearsal Procedures:
30 seconds 2. I will clap and count Unit 5, row C while students listen Look for eyes on paper and pencils
and correct any of their written counts moving
1 minute 3. The students and I will clap and count the same row
4. Only students will clap and count the same row Look for clapping hands and counts in
1 minute 5. Teacher: Why do two eighth rest on one beat sound the unison
same as one quarter rest? (CT) Look for hands raised, and attention on
2 minutes 6. Complete steps 2-4 with Unit 5, Row D speaker
1 minute 7. How can we stay in time with the metronome? (CT) Look for hands raised, and attention on
2 minutes 8. Complete steps 2-4 with Unit 5, Row E speaker

Closure Procedures:
2 minutes 9. Have everyone perform Unit 5, Row C, D, or E in groups Look for clapping hands and counts in
of 3-4 at a time unison
 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?
N/A

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

I would have given feedback after every group performed instead of giving feedback after the entire class performed in their
group to help assist the students even though it was a participation assessment.

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

Students were shy to clap and count considering they came from a three-day weekend. I challenged them to be louder than
me which helped them be ‘strong and wrong’. Although they did get distracted by certain objects or peer, they were zoning
out. Therefore, when it came to instruction, I had them repeat after me.