Scribd
Upload
62 views5 pages

Lesson Plan Template - Set Program

This lesson plan is for a high school orchestra class performing Mozart's Concerto No. 23. There are 38 students of varying backgrounds and abilities. The objectives are for students to perform varied repertoire, follow the conductor, identify musical notation, perform parts, and display performance etiquette. Formative assessments include participation and answering questions. Summative assessments involve evaluating sections independently and together on rhythm, pitch, dynamics, and musical expression through sight reading. The lesson involves learning about the piece's history, sight reading through with feedback, and working on sections before another full performance. Modifications are made for students with special needs.

Uploaded by

api-267835702
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
62 views5 pages

Lesson Plan Template - Set Program

This lesson plan is for a high school orchestra class performing Mozart's Concerto No. 23. There are 38 students of varying backgrounds and abilities. The objectives are for students to perform varied repertoire, follow the conductor, identify musical notation, perform parts, and display performance etiquette. Formative assessments include participation and answering questions. Summative assessments involve evaluating sections independently and together on rhythm, pitch, dynamics, and musical expression through sight reading. The lesson involves learning about the piece's history, sight reading through with feedback, and working on sections before another full performance. Modifications are made for students with special needs.

Uploaded by

api-267835702
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

LESSON PLAN TEMPLATE SET Program

Teacher Candidate Jennifer Redfearn____________________________________________________________


Grade Level 10-12___ Subject/Content:Music - Orchestra___Title __Mozart #23 Concerto 2nd Mvt.________

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.)


which need differentiation in instruction and assessment.
38 Total students - 27 Females, 11 Males
Most students are achieving As nd Bs
1 ELL
1 SPED (suffers from anxiety)
Classes are held in a music room
2 low SES
33 White
1 Hispanic
3 Asian
1 Pacific Islander
5 Gifted and Talented

WALK-AWAY (what do I want students to know,


understand, and be able to do?)
Include: Big Ideas/ Essential Questions
State Standard/Objectives

Big Ideas

Standard 1
Students will use body, voice, and instruments as means of
musical expression

Working together as an ensemble


during a rehearsal.

Objective 5
Perform varied repertoire.

a. Acceptably perform in public and/or for adjudication


pieces in the style indicated.

Learning to listen closely to each


other in sections.
Paying close attention to the
conductor so rehearsal is
productive.
Learning how to pay attention and
cooperate with one another.

b. Demonstrate ability to follow the conductor.


c. Identify and define notation symbols for pitch,
rhythm, dynamics, tempo, articulation, and
expression.

Learning how melody and


harmony is part of musical
expression
Learning how to perform with a
soloist.

d. Successfully perform individual parts.


e. Successfully prepare and perform accompanied solos
and small ensemble pieces.
f. Display performance etiquette.

Content Walk-Away: Unpacked Curriculum


a. Exhibit respect for the collaborative rehearsal
process through preparation, conscientious
attendance, alertness, energetic participation, and
ready cooperation.
b.

Sightreading, rhythms, listening skills. (Which


instruments have the melody? Which instruments
have the harmony?

Essential Questions
What things can get accomplished
with a productive rehearsal?
Why is it necessary to listen to
those around us. What is melody
and harmony. Why are they
important?

Reading/Language Content Walk-Away:


Music vocabulary, sightreading, reading rhythms correctly

ASSESSMENT EVIDENCE (formative/summative Modifications/Accommo


checks for learning) (Match the Content Walk- dations (ELL, IEP, GATE,
Away)
etc.)

Sightread the piece first, then spend time


working on challenging sections and phrases,
then have them play it again and check for
improvement.
Where students participating?
Do a playing test with each section.
FORMATIVE:
a. Check for participation
b. Answering questions
c. Observations (check students for active
engagements, listening, body language, etc)
SUMMATIVE :
a. A productive rehearsal will be measured by
correct rhythm, pitches, dynamics, etc
b. Music sections will be evaluated
independently and as a whole.
c. Musical expression will be measured by correct
sightreading of music, rhythms, dynamics,
pitches, melody and harmony.

Closely monitor student


who has anxiety, so he is
not feeling overwhelmed
Making sure that I take
time with breaks so
student can have rest
time.
Make sure to listen to the
piece first so one of my
gifted and talented
students can participate.
He cant read music but
can hear things first and
memorize them.

ACTIVE LEARNING PLAN

Modifications/

Music history about Ave Maria. Who wrote it, where did it
come from, where is it commonly used.

Accommodations

Activate Prior Knowledge/Experiences

Instructional teaching as
well as listening
examples.

1. Give some music history about the piece, and


composer.
2. Have they ever heard or played the piece
before?
3. Listen to an example

Focus Lesson (I do it)

Have the students listen to a recording first

Guided Instruction (We do it)


1. Introduce the piece
2. Have the students sightread the entire piece
one time through.
3. Work on individual sections (tempo, rhythms,
dynamics etc)
4. Listen to a recording of the piece.
5. Have students play through the entire piece
one more time.

Collaborative/Cooperative (You do it together)


Listen to each other

(ELL, IEP, GATE, etc.)

Work on trouble spots together

Summarization/Closure
Ask the students questions about the piece, check
for any review spots. Check to see retention
about the piece itself and the composer.

NOTES TO TEACHER

Materials to have ready? Mozart score, metronome, baton, music for


students

Approximate time needed for lesson? 30 minutes

REFLECTION AFTER LESSON


I felt like this lesson was a success. I noticed that the faster I can get my eyes out of my music score the better I will be
able to listen more intensely. The few times that I was able to do that, I was able to notice how much more involved my
listening became. I also noticed that it is very different conducting a live ensemble instead of with a recording which
showed me a few places that I need to work on my conducting and not just keep the time.

You might also like