Stetson University Music Education Daily Lesson Plan

Name: Celeste Manzano Date: Nov 2 Period:

Ensemble or Class: Mr. Halpin – Beginning Band Lesson Topic: Sectional

Standards: (CCSS/NGSSS) What standards are being taught today. These might repeat often during a rehearsal cycle or
general music unit.
Long Term Goal: Winter concert

Instructional objectives(s): Students will play their music passages with the correct notes/rhythms and style at 80%
accuracy.
Key Vocabulary (are you using any new or important Instructional Materials/Resources/Technology:
musical vocabulary terms today?) (Saxophone /Clarinet)
Tuner/Met/Drone
Embouchure
Internal pulse
Posture
Articulation
Critical Thinking: Lesson Structure:
Warm up
How do we know if we are out of tune? Exercises
Jingle bells

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

(identify access point, if needed)
Independent:

Supported:

Participatory:

Pacing: Lesson/Rehearsal Procedures: Assessment:

Warm up Listen for a breath before they play and

1-2 minutes 1. Have them play concert Bb scale as long tones (in whole for the right notes to move together. I
notes) while I conduct will also look at their posture. I will
listen for the correct tone as a section.
1-2 minutes 2. Tune (C, G, C for Clarinet; F# on Saxophone). One player Identify students adjusting their
will play, and the rest will join to match and fix their mouthpieces.
own intonation. If needed, I will go down the line
individually.

Pieces from their Program Look for good posture and a unified
12-15 3. Have them play through the first few measures of the breath before playing. Listen for the
minutes piece, last few measures, and any specific measures correct pitches, rhythms, and styles
that are challenging as a section based on what is written.

Possible steps Look for open mouths for singing (a bit

4. If there is a rhythm wrong or is out of time, then I will difficult with masks). Listen for correct
Stetson University Music Education Daily Lesson Plan

2-5 minutes have them sing the rhythm (possibly guide them) slowly rhythm (in time) based on the music.
while I clap or have the met on. Then repeat but on
instruments. Then sped up (in time).

2-5 minutes 5. If there is a note wrong, we will either address what the Look for pencils moving. Look for
correct note is and/or have them write in the uniformity in their fingers (while
accidental. After that, I will have them play the passage playing). Listen for the correct pitches
again. based on the music.

2-5 minutes 6. If style (dynamics, articulation, other style markings) is Look for pencils moving. Look for
incorrect, I will address what is on the page and/or have fingers moving. Listen for correct style
them write a helpful tip down. Then they will repeat the based on the music.
passage again. If it is still incorrect, I will have them play
in a sequence, repeating a couple of times. If necessary,
I will play on my saxophone/clarinet to demonstrate.

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 omitted the Bb long tone warm up because they had already warmed up in the class.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.
I should had had them sing the rhythm or sizzle their parts when they split rhythms near a fermata to enforce and
internalize the rhythms (passage improved but was overall inconsistent). I also could have moved on when they played
their passage at 80% accuracy after working on it with them. I feel as if I am always aiming for 95-100% since I stay in one
passage for too long to perfect it as much as we can. Next time, (although it is the obvious) I will remember to work
towards the objective more accurately.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
First, I had them play their C, G, C (up an octave) as a group and made little to no adjustments since they were in tune
with each other. I had them read The Star-Spangled Banner, from section C to the fermata. I had them sizzle and finger
when I heard wrong rhythms and notes for them to understand and internalize that rhythm. Then when they have done
that and played. I focused and explained the accents and other articulation. I also made sure the fermatas were in tune
most of the time. There were a few times I had to say horns up or please focus. We then rehearsed the next section
following up with another fermata as well. I did focus on rhythm and notes at first and then articulation. Since the parts
split in an octave (their tuning note, G) at the fermata, I had them tune again. I told them to sing/sizzle their parts for me
multiple times since they were inconsistent when going over an entire section. Overall, there were no major behavior
problems and their tone, intonation, internal pulse improved.