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Lesson Plan
Grade/Subject: _____Grade 9 Instrumental Music____ Unit:_____Theory____ Lesson Duration:_75 mins_ OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Performing: Discover, develop and evaluate their talents and abilities in musical performance through establishing, extending and reinforcing correct technical skills. To recognize, interpret and perform rhythm, melody, harmony, form and expression as they appear in musical notation. To develop and perform a repertoire of quality literature. Specific Learning Outcomes: Dynamics: Perform four dynamic levels demonstrating crescendo and decrescendo. Technical/Theoretical Skills: Demonstrate acceptable intonation. Watch and respond to the conductor. Produce a characteristic tone based on acceptable: breath support initiation of the tone

LEARNING OBJECTIVES
Students will be able to: 1. respond to the conductor (B) appropriately (P) while playing "Sleeping Place of the Stars"(C). (Cognitive and Psychomotor) 2. respond to the conductor (B) appropriately (P) while playing "Sousa! Sousa! Sousa!"(C). (Cognitive and Psychomotor) 3. demonstrate acceptable (P) intonation(B) while playing the above pieces(C). (Cognitive and Psychomotor) 4. show acceptable contrast(P) in dynamics(B) while playing the above pieces(C). (Cognitive and Psychomotor) 5. produce a characteristic tone(B) based on acceptable breath support and initiation of the tone(P) while playing the above pieces(C). (Psychomotor) 6. correctly identify(B) bass clef notes(P) in written music(C). (Cognitive)

ASSESSMENTS
Key Questions: What are some of the things you wrote about in your 5 Golden Rings assignment? What is something you improved on today? What note is this? Draw a high G onto the staff. What are the strategies you can use to help you remember notes on the bass clef? Written/Performance Assessments: Performance of the above pieces. Observations: Are the students performing with a well supported tone? Are the students showing acceptable dynamic contrast? Are the students initiating their tones right when they need to? Are the students playing together? Are the students playing the correct articulations?

LEARNING RESOURCES CONSULTED

Resource #1: Program of Studies for Instrumental Music Resource #2: Standard of Excellence Book 2

MATERIALS AND EQUIPMENT

* Sleeping Place of the Stars * Sousa! Sousa! Sousa! * Baton

PROCEDURE Introduction (_5_mins.):

Hook/Attention Grabber: "How did everyone feel about the bass clef notes from the quiz last week?" Hand back remainder of quizzes. "I noticed that a lot of you aren't too comfortable with the bass clef yet so before we can do some of the other theory I have planned, we need to make sure everyone is comfortable with the notes from both clefs." Assessment of Prior Knowledge: The quiz I gave them last week. It showed that about half of the students do not know the bass clef at all.

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Expectations for Learning and Behaviour: "I know we don't do written work very often so we won't be spending too much time on this. However, I want you to all give me your full attention because it is important for you to know this." Advance Organizer/Agenda: Write Theory, Sleeping Place of the Stars, and Sousa! on the board. Transition to Body: "Please take out your pencils and a something to write a few notes on."

Body (_1h and 5_mins.):

Learning Activity #1: Brief lecture on some easy ways to memorize the notes of the bass clef followed by an activity where students come up to the front and draw the note I tell them to on the staff on the chalk board. "One easy way to remember the notes of the bass clef is to give each of the notes words and make a sentence. For example: Good boys deserve fudge always." I will then write that on the board beside the corresponding notes on the bass clef. "Another sentence you can use is all cows eat grass" I will then write that on the board beside the corresponding notes on the bass clef. "Another way to memorize the notes is to just pick one note that you won't forget and then use the alphabet to count towards any other note that you do not know. For example, if I know where this low G is, I can then figure out what all of the other notes are by simply counting up going ABCDEFG. You can do this with any clef so it's a good thing to remember" "Now I'm going to see if you all can figure these notes out for yourselves. When I call your name, come up and draw the note that I tell you onto the staff. I'll tell you if it needs to be a higher version of the note or a lower version. Don't worry if you get it wrong, you can ask someone else if you can't get it. I don't want anyone to call out the answer during this because it will ruin the challenge for your classmates." "___, come up and draw a high G onto the staff." Etc. After a student has come up with an answer, I will ask them: "how did you get your answer?" (from memory or from one of the strategies I showed them).
Assessments/Differentiation: Did the students draw the correct notes on the board? Were my strategies helpful for them? Transition: "Now take out your instruments and Sleeping Place of the Stars. We are going to go over some of the things the adjudicator said from festival and see if we can work on them. First, let's tune."

Warm-up: Concert Bb scale going up in whole tones. "We are going to do a concert Bb scale going up in whole tones. I will conduct each note. Listen to your neighbour and make sure you are matching their pitch." Tuning "Now play your tuning note." Learning Activity #2: Rehearsal of Sleeping Place of the Stars. I will start by asking the students what they talked about in their Five Golden Rings assignment. In this rehearsal, I will be focusing on working through some of the things the adjudicator said at festival. A big thing to work on is breathing and playing together on entrances. That will be the first thing we work on. I will also remind them to play with proper posture since that is something the adjudicator mentioned as well. Another thing that we will work on is consistently correct articulations. "Before we go over what the adjudicator suggested, what are some of the things you wrote about in your 5 Golden Rings assignment?" The assignment was to see what the students took away from the festival. "A major thing that the adjudicator talked about for this piece and Sousa! as well is breathing and coming in together. Let's just try breathing and coming in together on a concert Bb first. Remember to play with proper posture. I'm only going to give you one beat of prep so make sure you breath there and come in on the down beat." We will do this a few times with me coming in at various tempos. "Now we are going to try that at the beginning of the piece. We aren't going to move on until we all come in together three times in a row." "Now we are going to work on articulation. I want everyone to be doing the correct articulations that are on the page. We will start at the beginning and if you play all of the correct articulations we will play to the end."
Assessments/Differentiation: Are the students coming in right when they are supposed to be with a strong tone? Are they playing with proper posture? Are they playing the correct articulations? Transition: "Now you can take out Sousa! Sousa! Sousa!"

Learning Activity #3: Rehearsal of Sousa! Sousa! Sousa! I will be watching for them to be breathing and playing together in this piece too. We will also be working on matching articulations in each section. I will also be looking out for proper posture. "Take what we worked on in Sleeping Place with the breathing and playing together and apply it to this piece. I'm going to do the same thing I did with Sleeping Place, we don't move on until you have entered together three times in a row."

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"Another thing the adjudicator wanted you to work on for this piece is again in with articulations. Especially with matching the articulations across your section. If your neighbour sounds like they are playing the notes differently, try to match them." We will then start to go through the piece and I will stop them when they play incorrect articulations. "Let's start at the beginning and try to make it through playing the correct articulations."

Assessments/Differentiation: Did the students play and breath together? Did they play the correct articulations and match each other? Did they play with proper posture? Transition: "Before you pack up we are going to have a quick class discussion so I want everyone paying attention."

Closure ( _5_mins.):
Feedback to students: Tell them that they did a good job today at learning the bass clef. "You all did well at learning the bass clef today." If they were a little restless during the lecture portion I will remind them that we will be doing more of this so they need to come prepared to sit and do theory for the first 15 to 20 minutes of each class. Feedback from students: "What is something you improved on today?" "What are the strategies you can use to help you remember notes on the bass clef?" Clean up