12.05.

23 Lesson Plan

Teacher’s Name School

Sophie Sullivan Mechanicsburg Area Senior High School
Class Date
MASH Philharmonic December 5th, 2023

Topic or Essential Question Standards

C major etude with varying bowings. MU:Pr5.1.6a Identify and apply teacher-provided
All is Well – Run and fix criteria (such as correct interpretation of notation,
Winter Wonderland/Let it Snow! - technical accuracy, originality, and interest) to
Transitions rehearse, refine, and determine when a piece is
ready to perform.
Materials Resources
Teacher Student Myself
Pencil Pencil Lashae Willits
Instrument Instrument
Music Music
Baton
Objective/Performance Indicator(s)
By the end of this lesson, students will be able to play #37 C major Etude
By the end of this lesson, students will be able to play through the transitions in Winter
Wonderland/Let is Snow
Assessment of Objective(s)/Performance Indicator(s)
Students are able to play C major etude with little to no errors.
Students are using a good amount of bow in “All is Well”
Students are able to successfully play through transitions in “Winter Wonderland/Let it
Snow!”
Universal Design for Learning
T will repeat instructions at least twice before asking students to complete a task. T will model
for S how they would like something to be done on their own instrument.
Clarifying vocab that might not be seen all the time, I.e. sul tasto, defining and providing a
visual and aural demonstration

Time Lesson Sequence

 Warm-Up: C Major Etude
10 secs T will have S take out their fundamentals packet and turn to #39 C major etude
10 secs T will remind S to keep in mind C naturals and F naturals.
1 min T will have S read through #39 C major etude in their fundamentals packet using
bowing b
1 min If any large intonation issues occur, T will isolate the measure with the issue, then
put it back into context once the intonation has been fixed.
1 min T will have students play the etude now using bowing variation b.
30 secs If any large intonation or bowing issues occur, T will isolate the measure with the
issue, then put it back into context once the intonation or bowing has been fixed.
1 min T will have students play the etude now using bowing variation c.
30 secs If any large intonation or bowing issues occur, T will isolate the measure with the
issue, then put it back into context once the intonation or bowing has been fixed.
5 mins
All is Well
20 secs T will have S put away their fundamentals packet and take out “All is Well”
30 secs While S are taking out their music, T will remind students to think about the key
signature, the good tone they should play with, how much bow they should be
using, even with the quieter dynamics.
19 mins T will start the piece from the beginning, attempting a run through.
If major errors occur T will stop and address issues as they come up and continue
the run through.
If guitarist is present, continue below.
− Work through m 53-end with the solo guitar added in
− Work the beginning solo and ending solo into the piece.
20 mins
Winter Wonderland/Let it Snow!
20 secs T will have S put away “All is Well” and take out “Winter Wonderland/Let it
Snow!”
10 secs T will have students speak their rhythm from measure 1-5 on a neutral syllable,
“ba” for example. Or if they feel more comfortable speaking the counts of the notes
1 min T will have violins and violas speak their rhythm from 1-5 together. While
If all falls apart, T will model the rhythm for S.
T will have violins and violas repeat speaking their rhythm until they get it right
twice in a row.
T will have cellos and basses speak their rhythm from m 1-5 together
If all falls apart, T will model the rhythm for S.
T will have cellos and basses repeat speaking their rhythm until they get it right
twice in a row.
T will have all students speak their rhythm together from m 1-5.
Once S succeed, T will have S play from the beginning through to m 45
 T will have look at m 40 and their staggered eighth note entrances, asking students
to add an accent to the first note they play to signify their entrance.
T will have S play from pickups to m 40 – 45.
T will have S write the accent in their part so that they do not forget in the future.
T will have students play from 35 and continue on if the entrances at 4 are played
to the T’s satisfaction
Once the ensemble reaches the grand pause, T will have students circle back to
measure 77, similar to pickups to 40 and write in accents over the first eighth note,
emulating the same idea from m 40.
T will have S play again from 69 to the end adding in the accents at m 77
T will have S play from the beginning, checking that the rhythm is still intact.
20 mins
45 mins